Cook It!

We have two Deaf members who are fully trained to deliver the COOK IT programme to other Deaf members. We have developed a signed COOK IT DVD for Deaf people to view.  It covers the information from the COOK IT programme and is signed in British Sign Language. Big Lottery Fund, Santander, Henry Smith Charity, Lloyds Foundation, Children in Need Initiative Type Nutrition Education and Training Programmes Location Derry/Londonderry Target Groups People with physical sensory and intellectual disability Funding Big Lottery Fund, Santander, Henry Smith Charity, Lloyds Foundation, Children in Need Partner Agencies Action on Hearing Loss Arts & Leisure Derry Healthy Cities Limavady Council North West Regional College Public Health Agency Signature Western Health and Social Care Trust

Dunmanway Grow it Cook it Eat it - Growing Together

Growing Together will develop a community garden on unused land to help local families and groups to grow, cook and eat fruit and vegetables. The project aims to engage members of Dunmanway community in sharing and learning skills (including intergenerational cooperation) to promote healthy eating and wellbeing and to provide opportunities for growing and using food together in a fun, sustainable and inclusive way. Watch this space! Part of theCFI Programme 2013-2015 Initiative Type Community Food Growing Projects Nutrition Education and Training Programmes Location Cork Partner Agencies safefood Website http://dunmanwayfrc.com/communityandoutreach/881/

Everybody active, every day: An evidence-based approach to physical activity

‘Everybody active, every day’ is a national, evidence-based approach to support all sectors to embed physical activity into the fabric of daily life and make it an easy, cost-effective and ‘normal’ choice in every community in England.PHE has co-produced the framework with over 1,000 national and local leaders in physical activity and is calling for action from providers and commissioners in: health, social care, transportation, planning, education, sport and leisure, culture, the voluntary and community sector, as well as public and private employers.To make active lifestyles a reality for all, the framework’s 4 areas for action will:change the social ‘norm’ to make physical activity the expectationdevelop expertise and leadership within professionals and volunteerscreate environments to support active livesidentify and up-scale successful programmes nationwide‘Everybody active, every day’ is part of the cross-government ‘Moving More, Living More’ campaign for a more active nation as part of the 2012 Olympic and Paralympic Games legacy.

Learning collaboration in General Internal Medicine: a pilot project for undergraduate students in nursing, physiotherapy and medicine

Background: A form of education called Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other. The purpose of IPE is to improve collaboration and the quality of care. Today, IPE is considered as a key educational approach for students in the health professions. IPE is highly effective when delivered in active patient care, such as in clinical placements. General internal medicine (GIM) is a core discipline where hospital-based clinical placements are mandatory for students in many health professions. However, few interprofessional (IP) clinical placements in GIM have been implemented. We designed such a placement. Placement design: The placement took place in the Department of Internal Medicine at the CHUV. It involved students from nursing, physiotherapy and medicine. The students were in their last year before graduation. Students formed teams consisting of one student from each profession. Each team worked in the same unit and had to take care of the same patient. The placement lasted three weeks. It included formal IP sessions, the most important being facilitated discussions or "briefings" (3x/w) during which the students discussed patient care and management. Four teams of students eventually took part in this project. Method: We performed a type of evaluation research called formative evaluation. This aimed at (1) understanding the educational experience and (2) assessing the impact of the placement on student learning. We collected quantitative data with pre-post clerkship questionnaires. We also collected qualitative data with two Focus Groups (FG) discussions at the end of the placement. The FG were audiotaped and transcribed. A thematic analysis was then performed. Results: We focused on the qualitative data, since the quantitative data lacked of statistical power due to the small numbers of students (N = 11). Five themes emerged from the FG analysis: (1) Learning of others' roles, (2) Learning collaborative competences, (3) Striking a balance between acquiring one's own professional competences and interprofessional competences, (4) Barriers to apply learnt IP competences in the future and (5) Advantages and disadvantages of IP briefings. Conclusions: Our IP clinical placement in GIM appeared to help students learn other professionals' roles and collaborative skills. Some challenges (e.g. finding the same patient for each team) were identified and will require adjustments.