Enc B
Student Education Induction Pack
Education induction document
Page 1 of 40
This induction pack is to help you as a learner to familiarise yourself with the team. It provides you with the basics about the team
and should help you to plan to meet your learning needs.
We recommend that all learners contact the team in good time prior to placement to identify who will be supervising your learning
and confirm start times/hours.
During your placement you should have a minimum of a preliminary, midpoint and final meeting with whoever is supervising your
learning. You should also undertake some form of leaning analysis then produce a learning contract and or action plan that provide
structure and direction to the time you are with us. Your supervisor will be able to help draw this together but you must take a lead
in negotiating your plan. Some examples of these tools are provided but you may wish to use those produced by your education
provider.
Please ensure that you present any documents regarding your placement with our staff on the first day of your placement. This
should include any assessment document, learning outcomes you hope to achieve and any type of ongoing record of achievement.
On completion of your placement you will be asked to provide an evaluation. Please take time to complete this openly and honestly
as it is only with your feedback can we improved the quality of these valuable learning experiences.
We hope you find the time on your placement enjoyable and productive.
Date of production or last review and
update
Author or reviewer
April 2016
Chris Anthony
Education induction document
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Placement Induction and Details
Team/service name:
Address:
Service Description:
Crisis Resolution / Home treatment Team
Gayton Lodge
St. George’s Hospital
Corporation St
Stafford
ST16 3AG
Team telephone
number/s:
Team/service webpage:
01785 257888
01785 783101
See local trust
intranet.
Team email
Christopher.Anthony
@sssft.nhs.uk
Other contact details:
01785 257888- Main
switchboard.
Chris Anthony- Mob.
07970467977
There are two Crisis Resolution/Home Treatment teams (CRHTT) across South Staffordshire. The
services are divided geographically, East and West. The East covers Burton, Uttoxeter, Burntwood,
Lichfield and Tamworth. Whilst the West covers Stafford West, Cannock and Seisdon
(Wombourne/Kinver/Codsall/Perton).
There are also teams for Telford and Shropshire all of which share the same philosophy, aims and
objectives.
All teams are multidisciplinary and integrate with others teams within the trust and also have links with
external services/agencies to best meet the needs of service users.
The teams see people mainly in community settings, usually their own homes, but also sometimes in
others locations such as A+E departments, clinics and also at the hospital and on wards.
Education induction document
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Team philosophy:
CRHT aims to provide a high standard of care to those experiencing severe mental health
difficulties who find themselves in a situation of such severity that without involvement,
hospitalisation would be necessary.
Objectives
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To facilitate safe and effective care, tailored to the needs of the individual, in the least restrictive
environment possible and taking into account the service user’s needs, preferences, support
networks and risk assessment.
To increase service user/carer choice
To gate keep all admissions to in-patient care.
If admission is deemed necessary the CRHT will ensure that the admission is purposeful. The
reasons/purpose for admission will be clearly defined and what needs to change in order for
discharge to occur identified.
To reduce the trauma that is sometimes experienced when hospital admission occurs
To allow the resource of in-patient beds to be more readily available to those most in need of higher
levels of supervision.
To provide rapid, multidisciplinary, community based assessment and intervention/ treatment
providing 24/7 cover and referring onto other services as appropriate.
To take an active role in facilitating early discharge where appropriate through ongoing assessment
and planning with the in-patient teams.
Providing time limited interventions, usually 4-6 weeks with sufficient flexibility to respond to the
needs of the caseload. Where required linking service users in to ongoing care appropriate to their
needs.
To reduce service users’ vulnerability to future relapse, promote independence and maximise
resilience, coping and functioning.
To facilitate the assessment of carers needs and provide them with support throughout the
engagement.
Education induction document
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Team welcome:
Welcome to the Crisis Resolution Home treatment Team.
We very much hope that you enjoy your time spent with us. This package has been put together to help
provide you with a rewarding and productive clinical learning experience.
You are encouraged, during your time with us, to fully integrate with our team.
The focus of your time with us should be on the development of your clinical skills and knowledge
underpinning those skills. Your supernumerary status is assured, and the team recognise your learning
needs, and will help you to identify learning opportunities.
You are expected to participate in all aspects of clinical care during your time with us, developing your
clinical skills, whilst maintaining and enhancing the high standards of care we strive to deliver.
*Care is delivered within a care co-ordination / clinical governance framework.
Care Co-ordination provides for a systematic assessment, needs led and comprehensive approach to care
planning and risk management.
Education induction document
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For South Staffordshire Healthcare NHS Trust, Clinical Governance is about putting the user at the focus
and developing excellent services that ensure that what we do is right, timely and based on the best
evidence.
Clinical Governance is at the heart of effective services - everyone working in the organisation has a
responsibility to help develop and deliver quality services for patients and carers.
Orientation to the care / learning environment
It is important that students are familiar with the following:
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Trust wide induction check list for temporary workers
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The location of Trust Policy Folders
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Structure of the multi-disciplinary team and team members
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Learning resources available within the placement area
Education induction document
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How to access your personal tutor / clinical placement facilitator
Also:
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NMC –The Code, Professional standards of practice and behaviour for nurses and midwives
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UKCC Fitness for Practice and Purpose
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NMC Guidelines for the Administration of Medicines
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NMC Guidelines for Records and Record Keeping
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NMC Guide for students of nursing and midwifery
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NMC Standards of proficiency for pre-registration nursing education
All available on the Nursing and Midwifery Council’s website at
http://www.nmc-uk.org/
* Information relating to Clinical Governance and Care Co-ordination (along with Trust Policy Folders
and other useful information) is accessible via Public Folders – your mentor will assist you in
accessing these.
Education induction document
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Hours of the service
24hrs/ 7 days a week
365 days a year.
Hours of work
Early 08.00-16.00
Late 14.00-22.00
Night 21.00-08.30
Long days can
also be negotiated
if desirable as
long as it allows
sufficient time
with mentor and
enables learning
objectives to be
met.
(these times
include a break)
30mins for short
days, 1hr for long
days
Directorate:
Adult mental health
Student capacity (all disciplines combined):
Service manager:
Service Manager-Paul Bowers / Team leaderShelley Evans/ Clinical lead- Jackie LakinWoodward.
Chris Anthony-Senior Crisis/Home treatment
worker
1 Student at a
time, 3rd years
only.
01785 783101
Team Education Lead
Contact number
Contact number
01785 783101,
Mob. 07970467977
Education induction document
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Team members
Discipline
Specialist interest/skills and
expertise
Particular learning
opportunities:
Education
supervisor status:
Names
Psychologist,
Nurse, OT,
secretary…
Sexual Abuse Specialist, Infection Control
Champion, Dual Diagnosis link, medical
correspondence…
e.g. Assessments, Therapy, Engagement, diary
management
status i.e. practices teacher/
mentor/ signoff mentor, NVQ
Assessor
Paul Bowers
Senior
nurse
manager
Service development,
management/trust perspectives,
service funding.
Clinical nursing and management
skills/ Service development
issues, Trust perspectives.
Shelley Evans
Senior
Nurse
Team
Leader
Team development, nurse
prescribing, team management
skills, appraisals, supervision.
PGD lead
Clinical nursing skills,
management skills, nurse
prescribing, service development
strategies/plans.
Jackie LakinWoodward
S.W.
Clinical
Lead
Social work, Mental health act.
AMHP. Clinical lead
Carers Lead, safeguarding lead,
VA lead
Mental health act, social work,
adult/child protection. Clinical
standards.
Dr Maha ElNadeef
Consultant
Psychiatris
t
Consultant Psychiatrist, Diagnosis,
treatment, physical care pathway,
Communication with other medics.
Medical perspectives, diagnosis,
prescribing considerations.
Kate Bufton
Medical
Admin/
Clerical
support
Clerical skills
Medical
letters/summaries/communicatio
n.
Sign off mentor
Medical
teacher/mentor/ass
essor.
Education induction document
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Chris Anthony
Senior
crisis
resolution/
home
treatment
worker
Education Link Nurse, Solution
Focussed Approaches, Early
discharge. Mentor/Supervisor,
Gatekeeping
Nurse Prescribing
General assessment/risk
assessment, early discharge,
solution focussed approaches.
Physical health in mental health
care
Pharmacology/nurse prescribing
Mentor
Martyn Bradbury
Senior
Crisis
Resolution/
home
treatment
Worker
Senior
Crisis
Resolution/
home
treatment
worker
Senior
crisis
resolution/
home
treatment
worker
Clinical Nursing skills,
gatekeeping,
Clinical nursing skills,
assessment/risk assessment.
Mentor
Governance lead, clinical risk
management lead
Police Liaison lead
Clinical governance issues,
assessment, clinical nursing
skills.
Acute in-patient perspective
Substance misuse lead
Acute in-patient care
Rosie Busby
Fungayi Gowodo
Education induction document
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Amanda Franklin
Senior
Crisis
resolution/
home
treatment
worker
Clinical nursing skills, gatekeeping, Service user involvement, older
older adults lead.
adults, clinical nursing skills
Nurse prescriber
Nurse prescribing/pharmacology
Sign Off Mentor
Emma Livesey
Senior
Crisis
resolution
/home
treatment
worker
Senior
crisis
resolution/
home
treatment
worker
Clinical nursing skills, AMHP,
gatekeeping
Nurse prescriber
Police liaison lead
Mental health act, capacity
assessments
Pharmacology
Mentor/sign off
mentor
Clinical nursing skills, gatekeeping
Physical health pathway lead
Clinical nursing skills,
assessment/risk assessment.
Heather Pearce
Education induction document
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David Woolrich
Senior
Clinical nursing skills, gatekeeping Clinical nursing skills,
Crisis
assessment.
Resolution/
home
treatment
worker
Rachel Barker
Home
treatment
Occupation
al
Therapist
OT, assessing functioning, ADL’s,
Cognitive assessments,
Formulating goal setting,
community integration,
gatekeeping,
OT assessments/plans.
Gemma Sifleet
Crisis/
home
treatment
nurse
Crisis/
home
treatment
nurse
Home treatment worker
Peri-natal experience
BFT skills
Reviewing plans of care, home
treatment interventions
Duty work
Home treatment worker
Rio lead
Reviewing plans of care, home
treatment interventions.
Mandy Piddock
Mentor/sign off
mentor
O.T
Educator/Assessor
Mentor
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Gemma Rooke
Crisis/
home
treatment
nurse
Home treatment worker, physical
care pathway co- lead.
Physical care pathway, home
treatment interventions.
Jackie Chetwynd
Crisis/
home
treatment
nurse
Healthcare
support
worker
Healthcare
support
worker
Social
worker
Older adults nursing lead
Older adults lead, home
treatment interventions.
Venepuncture, physical care
pathway lead.
venepuncture trained. Supporting
plans of care.
Supportive interventions
Younger persons lead
Engagement skills, provision of
support, supporting plans of care
Social issues/assessment
Signposting and referral to social
care resources
VA lead
Healthcare
support
worker
Healthcare
support
worker
Venepuncture
Works across East and West
teams.
Social work
perspective/assessment
Resource awareness
Venepuncture trained
Guided home treatment
interventions
Social integration, supporting
plans of care.
Susan Harrison
Vicki Collins
Pierre Izon
Anne-Marie White
Helen Felton
Supportive interventions
Sign off mentor
Education induction document
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Marvin Shortman
Healthcare
support
worker/
Home
treatment
Learning
opportunities/experiences
across the team:
Supportive interventions/ Sports
activity groups/ Complementary
therapies, Learning difficulties
experience
Network Lead
Social interventions, supporting
home treatment plans,
complimentary therapies,
Learning difficulties.
The aim of this section is to outline opportunities available whilst on placement that will help
you to achieve your learning objectives. The following list is not exhaustive but will
hopefully give you an insight into what is available. The responsibility for identifying and
achieving your learning needs lies mainly with you. Your mentor / the team will support you
with this.
We suggest that together with your mentor you highlight appropriate learning opportunities as soon
as possible to maximise your learning opportunities within this team.
Please supply and complete Staffordshire University’s Learning Contract.
Prior to formative / mid-placement review you should undertake SWOT Analysis this should again
highlight your learning requirements.
Education induction document
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Should the need arise; please complete an Action Plan along with your mentor to help you address
your learning needs.
Each of these will contribute to your pre-registration Portfolio of evidence
Clinical Learning Opportunities.
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Multi-disciplinary clinical / review meetings
Shadowing members of the multi-disciplinary team
Care Co-ordination meetings
Participation in multi-disciplinary mental health assessments, care plans and reviews
Risk assessment and management
Quality and audit monitoring
User involvement
Mental health training / supervision
Awareness of confidentiality issues
Knowledge and practical experience of mental health act 1983
Assessments-home and other locations e.g. A+E.
Care co-ordination reviews
Out-pt clinics
Monthly team meeting
Weekly case load review meeting
Attendance at daily in-patient rapid review meetings and formulation meetings.
Education induction document
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Client assessments
Completing documentation
Using relevant assessment tools
Liaising with other professional
Developing plans of care
Making referrals to other professionals/agencies
Health promotion/education
Handover/communication within the team
Carrying out plans of care
Evaluating plans of care
Discharge planning
Crisis management planning
Relapse management
Team building
Education induction document
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Supportive Learning Opportunities
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Individual Mentorship
Maintaining links with personal tutor / clinical placement facilitator
Clinical Supervision
Team meetings
Managerial Learning Opportunities
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The opportunity to shadow team manager / other team members at appropriate forums.
e.g. Steering group
Team development (identifying opportunities for change)
Working alongside shift coordinator
Education induction document
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Local links and networks:
The team frequently works with most teams within the trust as well as a range of other
services.
Teams we most frequently work with include:
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In-pt teams, both adult and older adults. (We attend the acute in-pt wards on a daily basis for
meetings and reviews to promote early discharge and as part of gatekeeping role).
Community mental health teams, incl. CMHN’s, Psychiatrists, social workers, Psychologists.
Liason psychiatry.
Early intervention team.
Assertive outreach workers.
GP’s.
Other Services that the CRHTT frequently work with/refer to include:
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Emotional wellbeing service (in Stafford and surrounds) EWISS.
Chase emotional wellbeing service (CHEWS)- Cannock/Rugeley
One Recovery ( alcohol/drug service)
Brendan House- crisis respite facility
Relate (relationship counselling)
CAB (citizens advice bureau)
Emerge
Cruse (bereavement service)
College/university counsellors.
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Types of treatments
interventions offered
within the service
All service users can expect to receive a range of both practical and therapeutic interventions in
order to work towards a satisfactory resolution of the problems being encountered.
Once initial assessment is complete, clients will engage in ongoing assessment and
treatment/intervention. The level of intervention and staff responsible for delivering this will be
clearly reflected in the care plan, according to individual need. These interventions will include
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Prioritisation of needs following initial assessment incl. gatekeeping need for hospital
admission/exploring alternatives.
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Immediate management of the presenting symptoms and risks (including medication where
necessary via PGD’s and medic prescribing/Non- Medical Prescriber’s)
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Build in capacity for frequent and flexible visiting
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A Multi- Disciplinary Team approach to decision making
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Flexible care plan responsive to individual need
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Offering a range of interventions for both the service user and family/carers including,
problem solving, stress management, brief supportive counselling
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Education about illness, relapse prevention, medication and side effects, with the aim to
improve concordance, promotion of self- help and provision of resources.
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Help/advice with day to day practical tasks
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Assistance in maintaining/improving social networks
Education induction document
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Active involvement of service user/carers
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Regular liaison with other health/social care agencies to assist client to receive a holistic
approach to their problems.
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Regular review of risk assessment and management plans in accordance with CPA.
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Work is ongoing in conjunction with all interested parties
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Treatment concordance monitoring and promotion.
In Home treatment a multi-disciplinary approach to interventions is paramount both within the team
and across mental health services.
The frameworks and
models of care used
The team operational policy has been designed based on guidance from department of health and
policy and best practice guidance for crisis/home treatment services and is consistent with the
national picture. If you wish explore this further, take a look at the following documents:
Dept of Health (1999) Mental Health National Health Service Framework
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Dept of Health (2000) The National Health Service Plan
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Dept of Health (2001) Mental Health Policy Implementation Guide
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CSIP (2006) Guidance Statement on Fidelity and Best Practice for Crisis Services
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HM Government (2014) Mental Health Crisis Care Concordat: Improving outcomes for
people experiencing mental health crisis
Education induction document
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The main elements of which include:
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Multidisciplinary approach
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24hr, 7day a week 365days a year service provision.
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To provide an easily accessible service which is swift to respond to individual’s needs.
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To provide an alternative to admission to hospital where appropriate.
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To gatekeep all acute admissions to hospital and identify Purpose of Admission (POA).
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To provide early discharge from acute in-pt beds where appropriate.
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To work within local policies and procedures.
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To integrate care co-ordination policies.
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To integrate and co-work with other teams and services.
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To provide a range of interventions to meet service user needs.
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To incorporate recovery based philosophy.
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To communicate effectively both within the team and utilising all available clinical systems
effectively to share information with other disciplines.
Education induction document
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Site specific Health, Safety
& Security
The team is based within a large building which during the daytime is occupied by many
other people however out of office hrs it is often the case the our team is in the building
alone. For this reason it is necessary to be particularly vigilant to security and safety
considerations.
All entrances to the building are controlled by coded door locks, the area occupied by the
team is also secured from the rest of the building out of office hrs by coded locks. You will
be advised of the best entrance to use on commencement of your placement and provided
with the necessary codes.
You are responsible for the security of these codes and these must not be given to any other
individual.
It is also your responsibility to ensure that all entrances you pass through are secure again
on entering or leaving the building and that no one else enters after you.
N.B.If you notice anything untoward or Receive information or calls which causes concern
then you must report this to a qualified member of the team straight away.
The team members are often required to work/visit alone. Although it is unlikely you will be
expected to visit alone during your placement, there may be times when you are in the building
alone. The team follows the trusts lone working policy.
This includes:
 Use of mobile telephones to aid communication
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Using a board in the office to record visits, expected time of return etc.
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Use of ‘ buddy system’ at times
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Ensuring all staffs contact details and vehicle details and whereabouts are known.
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Comprehensive risk assessment practices.
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Utilisation of known risk history/alerts to aid decision making and safe practice.
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Visiting at safer locations where appropriate
The trust has a security officer to whom any security issues can be reported so it is vital that as a
temporary member of the team any concerns you have are highlighted so these can be escalated if
necessary. Also alerts can be raised to ensure that all trust staff are as safe as possible during the
course of there work.
Fire safety
You will be advised of fire procedures and exits and assembly points on commencement of your
placement as part of your day 1 induction.
Personal belongings
The office is at times a busy environment and there is no lockable facility to store items such as
handbags or valuable items such as laptops for temporary staff. Whilst every effort is made to
ensure that the office is a secure place to work individuals are responsible for the safety of any
valuable items/personal possessions.
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Expectations of students
The student will be responsible for:
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Ensuring that any clinical information received is communicated to the nurse in
charge of the shift at the earliest opportunity.
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Not giving clinical advise to service users without first discussing this with a qualified
nurse.
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Punctual attendance and adhering to Clinical Placement Strategy regarding experience of
24-hour cycle of care.
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Informing the team and university if unable to attend.
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Exchange of contact details.
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Feeding back problems and concerns to mentor.
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Providing their mentor with Principles of Good Practice Formative assessment document on
all placements.
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Providing their mentor with Continuous Assessment of Clinical Practice document on
summatively assessed placements.
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Providing their mentor with Clinical Skills Inventory.
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Providing their mentor with attendance record.
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Providing their mentor with their pre-registration Portfolio.
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Supplying and Undertaking Learning Contract.
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Supplying and Undertaking SWOT analysis.
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Supplying and Undertaking Action Plans as necessary.
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Facilitating own reflective practice.
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Completing the placement evaluation at the end of each allocation.
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Adhering to Trust / University policies.
 Dress / Appearance appropriate to the allocation in line with University and Trust Policies.
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Housekeeping
We will inform students on where to come on their first day when they contact the team prior to
commencement. Parking is sometimes a challenge, depending on times, but this will be discussed
also.
On commencement of your placement you will be given an initial induction to the environment
which will include:
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How to gain access to the building for the remainder of the placement, incl. providing door
codes ( please see security section).
Where to obtain hot/cold drinks
Toilet facilities
Arranging breaks
Clinical Risk Management procedures- Student Responsibilities.
Fire safety procedures
Safety and security procedures.
Mentor allocation
Arranging shift rotas
Education induction document
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Useful student contact
details
Clinical Placement Facilitator
Clinical Placement Facilitator
Clinical Education and Development Lead
Staffordshire University
Keele University
Wolverhampton University
Coventry University
Derby University
Trust Library Services
Lichfield
Shelton
Stafford
Sue Kent
Stuart Moyle
Helen Allen
07977987570 (Shropshire)
07969923862 (Staffordshire)
07791501278
01785 353766
01782732000
01902321000
02476887688
01332590500
01543 414555
01743 492283
01785 221584
Please add other useful numbers
Education induction document
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The following provides more information on the target groups of the service and is taken from the teams
operational policy:
Target Group
Acceptance criteria
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Aged 16 years and over with a functional Mental illness
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Suffer from a severe and enduring mental illness e.g. Schizophrenia, Bipolar Affective Disorder, acute psychiatric crisis.
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Are at imminent risk of suicide or serious self harm.
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Be vulnerable to hospital admission, that without the involvement of CRHTT hospitalisation would be necessary.
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Currently residing in the geographical area and those in areas which have a contract with the Trust.
The service is not usually considered appropriate for people with the following;
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Aged under 16 years
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Primary diagnosis of learning difficulty.
Education induction document
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Primary organic illness e.g. dementia, brain damage, encephalopathy etc.
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Primary diagnosis of alcohol or substance misuse, unless co existing severe and enduring mental illness.
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Crisis related solely to relationship issues, mild anxiety disorders.
The above should not read as exclusion criteria but the service aims to target those in greatest need. Although these
guidelines will be followed, each case will be considered individually, with the team aiming to support the service user (if
appropriate) until alternative more appropriate pathways can be accessed.
Crisis Resolution/Home Treatment Criteria
The CRHTT will be a non-diagnosis led service, with its ethos being that of
intervention with those service users who meet the ‘Access to Acute Services Protocol’
The CRHTT will seek to provide a variety of interventions including.
Home Treatment
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In reach work on the Inpatient wards
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Early discharge pathways
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Crisis Resolution. /relapse prevention
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Maintenance ECT
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Short term brief therapy/interventions
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Social and practical support.
Home Treatment
In order to be efficient and effective CRHTT’s need to target those who might otherwise be admitted. The needs of service users in
crisis are such that in the absence of an alternative, admission to a psychiatric Hospital is the likely outcome.
Service users that will not be suitable for home treatment include:
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Those assessed as a high risk with low mental health needs
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Those assessed as having a high level of dangerousness that indicates the need for containment
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Those assessed as having a current presentation or social situation that requires 24-hour supervision/respite, midway
housing, nursing home care.
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Inreach Work
CRHTT will work collaboratively with inpatient staff in order to further develop the therapeutic relationship, enabling work towards
the early discharge pathway for all individuals.
This in reach work will enable a collaborative discharge planning and will
include the care coordinator and RMO through the ward review process.
CRHTT will provide a visible presence at ward reviews to move towards early discharge at the earliest opportunity.
Early Discharge Pathways
Early discharge means discharge at a time earlier than would happen if intensive home
treatment was not available and is still part of an acute episode of care.
Facilitating early discharge remains a core function of the work of CRHTT’s and the team
will identify all service users suitable for early discharge as they will be aware of all
inpatients through the gate keeping process as well as the in reach function of the team.
The Criteria for suitable early discharge individuals includes:
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A clinically appropriate period without incident (i.e., violence, aggression)
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The absence of or greatly diminished suicidal intent.
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The absence of or greatly diminished imminent risk to others
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On general observations
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Service users whose medication regime could be managed in a home treatment setting.
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Has capacity, can give informed consent and agrees with plan.
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Live-in carers must be consulted and support this decision
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In the case of a child living at the property, a comprehensive child protection assessment should be available.

Full MDT agreement with plan of care.

Informal status or RMO in agreement with section 17 leave.
Crisis Resolution/Relapse Prevention
Recovery from crisis is an important opportunity to understand why the crisis may have happened, and how to try and prevent
further crisis happening either at all, or to the same stage so that help can be accessed earlier. Life stresses and illness are not
easily predictable, but involvement of the individual in preparing a Wellness Recovery Action Plan (WRAP) is both a practical and
reassuring process, which can reduce vulnerability to further crisis and maximise the journey towards recovery. WRAPs can
anticipate as far as possible the stages and process of arranging early help, and also include the additional choice of acute care
which intensive treatment at home offers. It is therefore important that early intervention when relapse indicators are present forms
an essential part of the CRHTT workload in collaboration with care co-ordinators.
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Area Specific Papers
McGlynn,P(Ed.)(2006)Crisis Resolution and Home treatment- A practical guide. London: The Sainsbury Centre for Mental Health
CSIP (2007) A Positive Outlook- A good practice toolkit to improve discharge from in-patient mental health care. York: CSIP/
NIMHE
CSIP (2006) Crisis Resolution and Home Treatment- Report from a conference linking research, policy and practice for service
development. York: CSIP
HM Government (2014) Mental Health Crisis Care Concordat: Improving outcomes for people experiencing mental health crisis
Local Policies
SSSFT (2010) Functionalisation of the Acute mental health pathway in South Staffordshire: Including the in-patient model of
practice.
SSSFT (2010) Admission and discharge policy.
SSSFT (2010) Crisis Resolution Home Treatment Team – Operational Policy.
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Temporary Worker’s Name:
Team Name:
Directorate:
LOCAL INDUCTION CHECKLIST – TEMPORARY WORKERS
HAVE YOU COVERED THE FOLLOWING ON THE DAY OF
COMMENCEMENT?
DATE
COMPLETED
OR N/A
Introduction to work colleagues
Confirmation of hours of work, shifts, rotas etc
Location of policy and procedures manuals
Explanation of uniform requirements and facilities
Location of facilities, i.e. toilets, locker and eating
Location of Clinical Procedures File
Car parking facilities
Accident reporting procedure
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Departmental risks and health and safety responsibilities
Fire evacuation procedure
Standards/Codes of conduct, values and behaviours
Timekeeping standards / sickness and absence procedures
Temporary Worker Signature .......................................
Date ..................................
Manager’s Signature ....................................................
Date ..................................
Please specify any issues specific to Team/Directorate
NB: TO BE RETAINED BY TEMPORARY WORKER FOR FUTURE PLACEMENTS
COPY TO BE SENT TO TRAINING ADMINISTRATOR, ROOM 6, MICHAEL FLANAGAN BUILDING
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Examples of SWAT tool, Learning Contract and Action Plans
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SWOT
Relates to Learning Outcome: _________________________
Strengths
Weaknesses/Limitations
Opportunities
Threats/Barriers
Signed (Learner):
Date:
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Learning Contract
Relates to Learning Outcome: _________________________
Desired Learning Experience
Actions
Review of Learning Contract- Learner
Signed Learner:
Date: __________________
Evidence
Timescale
Review of Learning Contract - Supervisor
Date:
Signed Supervisor:
Date:
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Action Plan
Relates to Learning Outcome: _________________________
Areas for Improvement
Specific Actions
Review of Action Plan - Learner
Signed Learner:
Date:
Date: __________________
Timescale
Evidence
Review of Action Plan - Supervisor
Signed Supervisor:
Date:
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