City of Wolverhampton College

IntroductionSchwartz Rounds provide a structured forum where staff can discuss the emotional and social aspects of their work and hear their colleagues’ stories and experiences. Evidence shows attendees feel less stressed and isolated, with increased insight and appreciation for each other’s roles. Our hospice introduced virtual organisation-wide Schwartz Rounds in 2021. They are well attended and positively evaluated but some staff groups e.g. inpatient unit (IPU) nurses, have struggled to attend. In 2024, we commenced a quality improvement project with the aim of improving our reach.MethodsWe reviewed attendance data since 2021 to establish how many IPU nurses attended. We surveyed all teams to understand the barriers to attending. We decided to target different staff groups in phases, starting with our IPU nurses. We liaised with the Point of Care Foundation (POCF) regarding Pop-Up Rounds. These can be implemented where access to usual Rounds is challenging. They are shorter and take place where the staff are based. We scheduled a series of Pop-Up Rounds linked to staff training days throughout July/August 2024. We scheduled three rounds face-to-face in a meeting room on IPU. Each round dealt with the same theme ‘When the drugs don’t work’ however panel members/attendees were different each time. Staff attending the training days were automatically offered a place and others working on IPU were invited to attend without needing to book.ResultsIn 2021 no IPU nurses attended rounds. In 2022 there were 2 attendees. In 2023 there was one. Our 2024 pop-up rounds resulted in 17 IPU nurse attendees. 39 staff attended the Pop-Up Rounds in total.ConclusionPop-Up Schwartz Rounds are an effective way of enabling IPU nurses to experience Schwartz. Linking to existing training days worked well. We plan to try a similar model with our retail staff next.

ABSTRACT This research explores the eco-systemic factors impacting on the educational inclusion of young carers (UK) that defines a young carer as anyone under the age of 18 years old who provides, or intends to provide, care for another person of any age. The literature has indicated that young carers with additional needs are a population more vulnerable to poorer outcomes in educational attainment, employment opportunities, and psychological wellbeing. The current research draws on qualitative research methods to identify the systemic factors that strengthen the educational inclusion of young carers with additional needs. Findings suggest important factors at different systemic levels around the carer, such as the role of the key person within the educational setting, the role of external support and social support in strengthening a young carer’s inclusion in their educational setting. The implications for practice are discussed.

Previously looked after children can present particular challenges and schools are required to have a ‘designated teacher’ in place. Darren Martindale offers us best practice advice

Previous research indicates positive influences on engagement, expectation and outcomes of learning when fathers and male guardians support and work with their children. In primary school settings, fathers and male guardians are less frequently seen to be involved in educational, school-based discussions and activities. The research reported in this paper indicates how a contemporary project is positively supporting father and male guardian involvement with their children, using technologies (Lego Technics Mindstorms and Scratch-like programming) as an important medium, where building and programming enable shared and collaborative learning. The findings highlight important ways in which this project is enabling this shared activity learning, through intergenerational learning practices. Clear implications for wider national and international development are raised. Recommendations are offered.

The UK Disability Discrimination Act (DDA) of 2005 requires transport service providers and local authorities to make reasonable infrastructure adjustments to accommodate the needs of disabled transport users. This paper presents the findings of a study that aimed to evaluate the extent to which the recently developed Wolverhampton Transport Interchange project meets the requirements set out in the Disability Discrimination Act. The study involved the implementation of a questionnaire survey of disabled users and semistructured interviews with stakeholders of the project. Site audits on three transport interchanges were undertaken for assessing the services offered and for enabling a comparative study. The paper presents the perceptions of users with various disability types regarding the infrastructure offered and concludes that the legislation had made an impact on improving the accessibility for disabled users, but what is needed is a process of rationalisation. Data from the transport interchange providers showed evidence of reasonable adjustments to meet the needs of the disabled, but obstacles to full compliance remained and further improvements could be made in order to enhance the services offered to the disabled users.

Construction Mathematics is an introductory level mathematics text, written specifically for students of construction and related disciplines. Learn by tackling exercises based on real-life construction maths. Examples include: costing calculations, labour costs, cost of materials and setting out of building components. Suitable for beginners and easy to follow throughout. Learn the essential basic theory along with the practical necessities. The second edition of this popular textbook is fully updated to match new curricula, and expanded to include even more learning exercises. End of chapter exercises cover a range of theoretical as well as practical problems commonly found in construction practice, and three detailed assignments based on practical tasks give students the opportunity to apply all the knowledge they have gained. Construction Mathematics addresses all the mathematical requirements of Level 2 construction NVQs from City & Guilds/CITB and Edexcel courses, including the BTEC First Diploma in Construction. Additional coverage of the core unit Mathematics in Construction and the Built Environment from BTEC National Construction, Civil Engineering and Building Services courses makes this an essential revision aid for students who do not have Level 2 mathematics experience before commencing their BTEC National studies. This is also the ideal primer for any reader who wishes to refresh their mathematics knowledge before going into a construction HNC or BSc.

Promoting health issues enhances quality of life by helping people to be more knowledgeable, better motivated, and more able to acquire and maintain good health. Dawn Weaver explains how to do it.

Aim The purpose of this study was to investigate the hitherto undescribed effects of botulinum toxin A injected into the lacrimal gland in patients with functional epiphora. Methods A prospective non-comparative interventional case series study was designed to include patients with functional epiphora who presented to the Oculoplastic unit at the Wolverhampton and Midland Counties Eye Infirmary. Botulinum toxin A (2.5-5 units) was injected into the palpebral lobe of the lacrimal gland on the worst affected side via a transconjunctival approach under topical anaesthesia. Patients underwent a Schirmer test and provided a subjective evaluation of their epiphora symptoms, indoors and outdoors, at baseline and at 1, 4 and 13 weeks after injection. The mean score for symptoms indoors and outdoors was calculated. Results Fourteen patients agreed to take part in the study. Subjective epiphora scores improved in 8 out of the 11 patients (72.7%) who completed 13 weeks of follow-up. Schirmer test results showed objective reduction in tearing from baseline but did not strongly correlate with the subjective epiphora scores. Transient mild ptosis and diplopia were experienced by two patients. Conclusion The results from this small pilot study are encouraging, although larger, controlled trials are needed to assess the optimal dose of BTX-A, its long-term efficacy and safety, and the role of multiple injections.