Mark Jayes Highly Specialist Speech and Language Therapist ... Jayes Stroke study day...
Transcript of Mark Jayes Highly Specialist Speech and Language Therapist ... Jayes Stroke study day...
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Mark Jayes Highly Specialist Speech and Language Therapist
HEE / NIHR Clinical Doctoral Research Fellow
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34% medical patients may lack capacity 1
Assessment is subjective, complex 2
Current practice is inadequate 3 , 4
Inaccurate assessment risks excluding people
from decision-making / asking people to make
uninformed decisions
Risks of non-involvement: adherence,
health outcomes, costs 5
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Two of four abilities tested in MCA functional assessment involve communication skills
MCA requires adjustments to assessment:
‘A person is not to be treated as unable to make a decision unless all practicable steps
to help him to do so have been taken without success’ (MCA (2005) section1(3))
Staff may not recognise or know how to support communication difficulties 6
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To develop a tool to support multidisciplinary
staff to assess mental capacity
To evaluate the tool’s validity, reliability,
usability and acceptability to patients and staff
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Two phase, sequential mixed methods design
Phase 1: iterative, user-centred tool design ◦ Literature and case law reviews: current assessment
practice
◦ Focus group study: staff experience of assessment
◦ Literature review: methods for making information more
accessible
◦ Iterative prototype development: collaboration with
professionals and service-users
Phase 2: evaluation of validity, reliability,
usability and acceptability
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Systematised literature review (updated 04/16):
Review question: How do professionals assess
adults’ ability or mental capacity to make informed
decisions in England and Wales?
Databases: ASSIA, Campbell Library, CINAHL,
Cochrane Library, EMBASE, MEDLINE, PsychINFO
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16 eligible records
All descriptive studies of low/mod quality
Study aims:
i) measure ax against standards
ii) investigate staff’s / service users’
experience of ax
iii) describe introduction of new tool /
procedure
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Populations: mainly PwLD or mental health
needs
Decisions: interventions, residence, finance,
care
Assessors: MDT but hierarchical effects
Ax process: reports lack detail
Practice is variable
Formal and informal ax processes
Staff find ax challenging
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Practice that is inconsistent with MCA:
◦ Lack of formal ax
◦ Generic ax / global judgements
◦ Judgements based on diagnosis / impairment /
outcomes
◦ Failure to consider cultural / ethnic / religious
factors
◦ Not providing explicit information about decisions
◦ Inadequate support to understand
◦ Inadequate ax of understanding
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Factors that facilitate / improve ax:
◦ Extra time / serial assessments
◦ Calm environment
◦ Familiar assessor
◦ Involving carers (?)
◦ Gathering info pre-ax
◦ Tailored communication strategies
◦ Structure (e.g., a checklist or algorithm) 7, 8
◦ Documentation aids (e.g., a proforma) 9, 10, 11
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Search term: “mental capacity assessment”
Databases: Westlaw UK, Lexis Library
Findings (updated 06/15):
5 eligible cases
Cases involved people with PD, LD, TBI, CI, HD
Judge satisfied with assessment in 1 case
Judges overturned findings of incapacity in 2 cases
Specific aspects of practice criticised: Assessors don’t know MCA or don’t know decision options
Generic/ global assessments
Outcome-based judgements
Inadequate information provision
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13 acute / intermediate care staff in 2 groups
7 disciplines: Medicine, Nursing, OT, PT,
Psychiatry, Psychology, SLT
Topic guide: ◦ which patients? which decisions? who assesses?
◦ how do you assess?
◦ what about patients with communication difficulties?
◦ how do you find ax?
◦ what support do you need?
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Main themes:
Assessment process: information gathering; informal /
formal assessments of decision-making
Barriers: time, knowledge/skills, other people
Facilitators: information, structure, time
Need support to:
identify communication difficulties
support communication needs
check understanding
Main groups: Stroke survivors / Pw cognitive difficulties
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Initial specification based on findings from
literature review / focus group data: ◦ Structure
◦ Documentation aid
◦ Ways to identify and support communication needs
◦ Ways to check understanding
◦ Prompts re timing, envt, choice of assessor,
involvement of carers, need for pre-ax information
◦ Quick and easy to use
◦ Portable / easily accessible
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Staff reviews to maximise face validity / usability
◦ Specification, existing resources: online survey (n=10)
◦ Prototype iteration 1: online survey / interviews (n=10)
◦ Prototype iteration 2: usability testing workshop (n=4)
◦ Prototype iteration 3: online survey (n=2)
Expert reviews to maximise face and content validity,
usability, acceptability
◦ Iteration 1: interviews, online survey (n=13)
◦ Iteration 2: usability workshop (n=6)
◦ Experts: academics, practitioners, lawyers, people with
communication disability, carers.
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3 components
◦ 1. Support tool
◦ 2. Communication screening tool
◦ 3. Resource pack
Paper format….digital coming soon!
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Photographs and simplified language
related to discharge / treatment decisions
Ways to test decision-making abilities
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Evaluation questions Methods
Are assessments more
compliant with the MCA
(2005) when MCAST
used?
Does the communication
screen give accurate
and reliable outcomes?
Before and after case
note review (n=20)
Case series: data
collection to measure
criterion validity, inter-
rater reliability (n=12)
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Evaluation questions Methods
Do staff feel more
confident about capacity
assessment when they
use the MCAST?
Do staff find the toolkit
usable and acceptable?
Do patients find the
MCAST acceptable?
Paper questionnaire
(n=20)
Online survey (n=20)
Interviews with patients /
carers (n=8)
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1. Lepping, P., Stanly, T. & Turner, J. (2015) Systematic review on the
prevalence of lack of capacity in medical and psychiatric settings.
Clinical Medicine, 15(4), 337-43.
2. Ripley, S. et al. (2008) Capacity assessments on medical in-
patients referred to social workers for care home placement. The
Psychiatrist, 32, 56-59.
3. Williams, V. et al. (2012) Making Best Interests Decisions: People
and Processes. London, Mental Health Foundation.
4. Care Quality Commission (2013) Monitoring the use of the Mental
Capacity Act Deprivation of Liberty Safeguards in 2012/13.
Available from:
http://www.cqc.org.uk/sites/default/files/documents/dols_2014.pdf
[Accessed 05 October, 2013).
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5. Lai, J.M. & Karlawish, J (2008) Assessing the Capacity to Make
Everyday Decisions: A Guide for Clinicians and an Agenda for
Future Research. American Journal of Geriatric Psychiatry, 15,
101-111.
6. Hemsley, B. & Balandin, S. (2014) A Metasynthesis of Patient-
Provider Communication in Hospital for Patients with Severe
Communication Disabilities: Informing New Translational
Research. Augmentative and Alternative Communication, 30(4),
329-343.
7. Oldreive, W. & Waight, M. (2011) Assessment of capacity:
reflections from practice. Learning Disability Practice, 14, 31-6.
8. Skinner, R. (2011) Demystifying the process? A multi disciplinary
approach to assessing capacity for adults with a learning disability.
British Journal of Learning Disabilities, 39, 92-7.
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9. Ramasubramanian, L. et al. (2011) Evaluation of a structured
assessment framework to enable adherence to the requirements
of Mental Capacity Act 2005. British Journal of Learning
Disabilities,39, 314-20.
10. Guyver, P. (2010) The Mental Capacity Act 2005: Review of
mental capacity assessment in people with proximal femoral
fracture. The Psychiatrist, 34, 284-286.
11. Emmett, C. et al. (2013) Homeward bound or bound for a home?
Assessing the capacity of dementia patients to make decisions
about hospital discharge: Comparing practice with legal
standards. International Journal of Law and Psychiatry, 36, 73-82.
12. Jayes, M., Palmer, R. & Enderby, P. (2016) An exploration of
mental capacity assessment within acute hospital and
intermediate care settings in England: a focus group study.
Disability and Rehabilitation. Available from:
http://dx.doi.org/10.1080/09638288.2016.1224275
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[email protected] @MCAsupporttool Supervisors: Dr Rebecca Palmer, Professor Pam Enderby This is a summary of independent research funded by Health Education England (HEE)’s and the National Institute for Health Research (NIHR)’s
Integrated Clinical Academic Programme. The views expressed are those of the authors and not necessarily those
of the NHS, the NIHR or the Department of Health.