3 results
8 - Rabindranath Tagore on Democratic Education
- from Part One - Historical Perspectives
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- By Ratna Ghosh
- Edited by Julian Culp, The American University of Paris, France, Johannes Drerup, Universität Dortmund, Douglas Yacek, Universität Dortmund
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- Book:
- The Cambridge Handbook of Democratic Education
- Published online:
- 20 April 2023
- Print publication:
- 27 April 2023, pp 108-126
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Summary
Rabindranath Tagore was a progressive educational philosopher whose ideas were far ahead of his time but are most relevant to the contemporary challenges of today. The first Asian Nobel Laureate, his cosmopolitan, democratic ideas, and experiments in education were pioneering. But he was primarily known as a literary genius, and his image as a mystical poet from the East obscured his educational vision and philosophy in the West. The purpose of education was to him the development of critical consciousness and of freedom not only from poverty and oppression, but of the mind from ignorance and prejudice. Strongly against British colonial rule he, nevertheless, loved English literature and music and admired Western science and technological developments. Although proud of India’s glorious past, he was strongly opposed to chauvinistic nationalism and imagined a world of unity of all peoples, a synthesis of the East and West. He built a university which would represent his international liberalism.
24 - Seclusion
- from II - Legislation
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- By Ratna Ghosh, Cambridgeshire and Peterborough NHS Foundation Trust
- Edited by Clare Oakley, Floriana Coccia, Neil Masson, Iain McKinnon, Meinou Simmons
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- Book:
- 101 Recipes for Audit in Psychiatry
- Published online:
- 02 January 2018
- Print publication:
- 01 March 2011, pp 69-70
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Summary
Setting
This audit may be particularly relevant in adult and forensic in-patient units, where a small but significant number of patients may be subject to restraint and seclusion.
Background
The aim of seclusion is to contain severely disturbed behaviour that is likely to cause harm to others. It is defined in the Mental Health Act Code of Practice. The use of seclusion varies widely across institutions.
Standards
Standards were obtained from the Mental Health Act Code of Practice (Department of Health, 2008). Of particular relevance were the following:
ᐅ The decision to use seclusion is made by the doctor or nurse in charge, and a psychiatrist should attend as soon as possible.
ᐅ A documented report should be made every 15 minutes in the seclusion record.
ᐅ The patient should be under continuous observation.
ᐅ The need to continue seclusion should be regularly reviewed.
ᐅ Contemporaneous records of the seclusion period should be kept in the patient's case notes. These should document the rationale, use of restraint and medication (given as required, or p.r.n.) and subsequent outcome.
The target is that these standards are met for all episodes of seclusion.
Method
Data collection
A list of patients who had undergone seclusion was obtained from the medical records department. It is the duty of hospital managers to keep these records. The medical notes of these patients were examined to find the entries documenting the following:
ᐅ the reason for seclusion;
ᐅ use of restraint procedures and medication
ᐅ subsequent outcome
ᐅ gender, age, ethnicity, status as defined by the Mental Health Act and primary diagnosis of the patient.
The seclusion record for each episode was identified and examined for the following:
ᐅ documentation of the start and end time of seclusion, and the duration of seclusion
ᐅ whether a psychiatrist was informed, and attended, at the start of seclusion
ᐅ whether the patient was under continuous observation
ᐅ whether the need to continue seclusion was reviewed every 2 hours by two nurses and every 4 hours by a doctor and a nurse
ᐅ where the seclusion was for more than 8 hours continuously, whether the patient was seen by a consultant psychiatrist.
71 - Safety
- from VI - Training
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- By Ollie White, Oxfordshire and Buckinghamshire Mental Health Foundation Trust, Gautam Gulati, Oxfordshire and Buckinghamshire Mental Health NHS Foundation Trust, Ratna Ghosh, Cambridgeshire and Peterborough NHS Foundation Trust
- Edited by Clare Oakley, Floriana Coccia, Neil Masson, Iain McKinnon, Meinou Simmons
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- Book:
- 101 Recipes for Audit in Psychiatry
- Published online:
- 02 January 2018
- Print publication:
- 01 March 2011, pp 171-172
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Summary
Setting
This audit is not service-specific and spans all directorates where psychiatric trainees work.
Background
Safety for psychiatric trainees is a key indicator in the quality assurance of a training scheme. This has repeatedly been emphasised as an important issue by the Royal College of Psychiatrists (1999, 2006, 2008) and in recent psychiatric literature (Dibben et al, 2008).
Standards
Standards were obtained from the Royal College of Psychiatrists’ Council Report 134, Safety for Psychiatrists (2006). This augments the previous Royal College of Psychiatrists Council Report 78, Safety for Trainees in Psychiatry (1999). The following standards were of particular relevance:
ᐅ induction and safety training (e.g. de-escalation and breakaway)
ᐅ use of an alarm system
ᐅ lone-worker policy
ᐅ guidance/debriefing in the event of an assault
ᐅ environmental safety aspects of interview rooms (e.g. panic buttons, door opening outwards, inspection windows)
ᐅ safety of on-call accommodation.
Method
Data collection
As the above standards should be met for all trainees, it was necessary to identify all trainees within a programme. This can be done by contacting the relevant medical staffing department or medical education department.
A survey was developed with the aim of obtaining information directly from trainees about whether standards were being met, including the opportunity for trainees to comment about the reasons why standards were not met.
In order to obtain the highest possible response rate and ensure ease of distribution, a web-based survey tool was used. The survey could then be sent electronically to all trainees within the programme. Alternatively, postal questionnaires may be sent.
It is likely to be necessary to send email or written reminders to help ensure a high response rate.
Data analysis
Responses were analysed not only for the extent to which criteria were being met, but also for the stated reasons given by trainees as to why criteria were not met in their particular situations. Sub-analyses examined specific clinical situations where the meeting of standards varied. Examples included in-hours compared with out-of-hours working, and prison settings compared with outpatient settings.