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Hancock: Moving patients from hospitals to care homes was least-worst decision

Hancock: Moving patients from hospitals to care homes was least-worst decision

Discharging patients from hospitals to care homes in the early stages of the coronavirus pandemic was 'the least-worst decision' at the time, former health secretary Matt Hancock has said.
Bereaved people whose loved ones died in care homes have urged truth and accountability from those appearing before the UK Covid-19 inquiry, as its focus for the next month falls on the care sector.
The inquiry has previously heard there were more than 43,000 deaths involving the virus in care homes across the UK between March 2020 and July 2022, and a civil servant was quoted earlier this week describing the toll as a 'generational slaughter within care homes'.
Appearing before the inquiry on Wednesday, Mr Hancock acknowledged the discharge policy was an 'incredibly contentious issue' but added that 'nobody has yet provided me with an alternative that was available at the time that would have saved more lives'.
When the pandemic hit in early 2020, hospital patients were rapidly discharged into care homes in a bid to free up beds and prevent the NHS from becoming overwhelmed.
However, there was no policy in place requiring patients to be tested before admission, or for asymptomatic patients to isolate, until mid-April.
This was despite growing awareness of the risks of people without Covid-19 symptoms being able to spread the virus.
Mr Hancock, who resigned from government in 2021 after admitting breaking social distancing guidance by having an affair with a colleague, has given evidence to the inquiry multiple times.
Returning for a full-day session to face questions specifically about the care sector, he said the hospital discharge policy had been a government decision but had been 'driven' by then-NHS chief executive Sir Simon Stevens, now Lord Stevens.
Mr Hancock said: 'It was formally a government decision. It was signed off by the prime minister. It was really driven by Simon Stevens, the chief executive of the NHS, but it was widely discussed.'
The inquiry heard Mr Hancock said in his witness statement that NHS England had 'insisted' on the policy, and that while he did not take the decision himself, he took responsibility for it as then-health secretary.
He said it was an 'incredibly contentious issue' but added that 'nobody has yet provided me with an alternative that was available at the time that would have saved more lives'.
He said there were no good options, adding: 'It's the least-worst decision that could have been taken at the time.'
Pressed further, he said he had both agreed with and defended the decision at the time.
The High Court ruled in 2022 that Government policies on discharging hospital patients into care homes at the start of the pandemic were 'unlawful'.
While the judges said it was necessary to discharge patients 'to preserve the capacity of the NHS', they found it was 'irrational' for the Government not to have advised that asymptomatic patients should isolate from existing residents for 14 days after admission.
In 2023, appearing for a separate module of the inquiry, Mr Hancock admitted the so-called protective ring he said had been put around care homes early in the pandemic was not an unbroken one, and said he understood the strength of feeling people have on the issue.
At a Downing Street press conference on May 15 2020, Mr Hancock said: 'Right from the start, we've tried to throw a protective ring around our care homes.'
Bereaved families have previously called this phrase a 'sickening lie' and a 'joke'.
Nicola Brook, a solicitor representing more than 7,000 families from Covid-19 Bereaved Families for Justice UK (CBFFJ), said Mr Hancock's claim that the discharge policy had been the least-worst decision available was 'an insult to the memory of each and every person who died'.
She added: 'He knew at the time that many care homes did not have the ability to isolate the people who would be discharged from hospital and that Covid was airborne.
'It's frankly ridiculous and insulting that he says they tried to throw a protective ring around care homes when his department's policies caused Covid to spread like wildfire amongst society's most vulnerable loved ones.
'Mr Hancock claims the decision to discharge people into care homes was driven by Simon Stevens, the chief executive of the NHS, yet the inquiry is not calling him. We would call for this decision to be urgently reviewed.'
The CBFFJ group had already written to inquiry chairwoman Baroness Heather Hallett, to express their concern at some 'key decision-makers' not expected to be called in this module, including former prime minister Boris Johnson.
Outlining the state of the adult social care sector at the outbreak of the pandemic, Mr Hancock said it 'was badly in need of, and remains badly in need of, reform', but rejected the suggestion of it being a 'Cinderella service to the NHS'.
He said pandemic contingency plans, prepared by local authorities for adult social care, had been 'as good as useless' at the time, and described a 'hodge podge of accountability' between local councils and Government departments.
He claimed the situation has 'got worse not better' for care homes in the event of another pandemic hitting, and suggested a series of recommendations, including having isolation facilities in care homes and ensuring a stockpile of personal protective equipment (PPE).
Module six of the inquiry is focused on the effect the pandemic had on both the publicly and privately funded adult social care sector across the UK.
Public hearings for the care sector module are expected to run until the end of July.
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First doctors in UK to graduate through part-time study celebrate
First doctors in UK to graduate through part-time study celebrate

Leader Live

time40 minutes ago

  • Leader Live

First doctors in UK to graduate through part-time study celebrate

The University of Edinburgh group has completed an 'innovative' five-year programme, known as HCP-Med for Healthcare Professionals, which aims to offer people already working in health the flexibility to become doctors. It is open exclusively to existing healthcare professionals, clinical scientists and veterinary surgeons living and working in Scotland. The course has been designed to address the increasing demand on the healthcare workforce in Scotland and has a strong emphasis on GP placements. The first three years of the undergraduate course are conducted part-time and mainly online, so that students can study in their own time while balancing work and other commitments. After completing their remote studies, students then join the university's full-time undergraduate medical programme for the final two years and carry out a range of clinical placements in GP practice and hospital wards. Dr Jen Kennedy, programme director HCP-MED, said: 'We have lots of incredibly talented people working within the NHS in Scotland who may have missed the traditional route to become doctors. 'By creating this new pathway and widening access to medical degrees, we are able to nurture their talent and use their valuable experience to enhance the healthcare workforce.' Calum MacDonald, who started his career as a staff nurse in an intensive care unit in Glasgow, is part of the first cohort of students who graduated from the programme on Saturday. His experience working in intensive care and subsequent training to become an advanced critical care practitioner, a role he has held since 2016, led him to consider a career as a doctor. He became a father in his second year of the course and the programme enabled him to stay in Glasgow and balance work with part time study and family life. Now a newly qualified doctor, he has secured a foundation post in Glasgow and will rotate across seven specialties. He said: 'I'm very proud to fly the flag for the HCP-Med programme – it's been a challenging but incredibly rewarding journey. 'Being able to continue working as a nurse while studying medicine was a huge financial incentive. I am delighted to be graduating today and am excited to start my placement as a junior doctor in Glasgow.' He is considering specialising in anaesthetics or general practice. Alongside the part-time study, students receive full funding from the Scottish Funding Council which the university said makes it an attractive route to retrain for those already working within the healthcare industry. Professor David Kluth, head of Edinburgh Medical School, said: 'I am very proud that Edinburgh is the first university in the UK to offer this innovative part-time programme. 'We are committed to doing all we can to empower individuals to reach their full potential and to widen access to medicine for future generations. 'The students on this programme bring with them a rich diversity of backgrounds, experiences and skills – from prior careers to lived experience of the communities they will serve. 'This breadth of talent and perspective is vital in building a more inclusive, adaptable, and effective medical workforce for Scotland.'

The truth behind a dramatic rise in autism – and why it could be catastrophic, says Dr Rebecca Ker
The truth behind a dramatic rise in autism – and why it could be catastrophic, says Dr Rebecca Ker

Scottish Sun

timean hour ago

  • Scottish Sun

The truth behind a dramatic rise in autism – and why it could be catastrophic, says Dr Rebecca Ker

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We meet lots of parents bringing their children to clinics who are beginning to realise they might be autistic too. Often they grew up with a very different understanding of what autism is. THE NEW DEFINITION Secondly, when the DSM-5 - the guidebook psychologists use to classify conditions - was updated in 2013, it removed Asperger syndrome as a separate diagnosis and folded it into the wider autism spectrum. Autism spectrum disorder is currently defined as 'persistent difficulties with social communication, social interaction, restricted and repetitive patterns of behaviour (including sensory difficulties), and it has to be present from early childhood to the extent that these limit and impair everyday functioning'. Advertisement The criteria is broad. For example 'restrictive and repetitive behaviours' could look like lots of things, from rocking, hand-flapping and skin-picking to sticking to a strict routine or eating the same food every evening. 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And those who did get assessed last year? They'd already been waiting, on average, a year and a half. And a diagnosis is often just the start… it doesn't automatically unlock the necessary support. Advertisement In my experience in Surrey, it's not unusual for children to wait years. That's years of growing up without support and without understanding. Changing schools. Falling behind. Developing anxiety. And it's not just children. Last year, the Oxfordshire Adult Autism Diagnostic and Support Service stopped taking new referrals altogether. Adults being referred at that time were told they'd have to wait 18 years. If you're one of those families stuck on a waiting list, it can feel impossible. You're worried, your child is struggling, and you're being told to just wait and keep waiting. But even without a diagnosis, there is support out there. Please don't let schools tell you everything's fine just because your child is quiet or well-behaved there. Masking is real and it's exhausting. The children who cope at school often fall apart at home Dr Rebecca Ker While many end up seeking support privately, there are national charities and helplines available too. Advertisement Families need faster access to specialists to provide clarity, tools, and reassurance. Someone who understands neurodivergence can help you notice patterns, validate your concerns, and work with you on practical steps that reduce stress and improve connection. If you are concerned that your child is autistic, keep a journal of behaviours that concern you. Record exactly what triggers meltdowns, how you have noticed your child differs from their peers, how they respond to change, what their social interactions look like. Be as specific as you can. Advertisement Take that evidence to your child's teacher or SENCO. Ask for support plans, even without a diagnosis. Speak to your GP, or if your child's under five, your health visitor. The key characteristics of autism - and why they go unnoticed By Alice Fuller, Health Features Editor MODEL Christine McGuinness was a 'recluse' for eight years and only left the house at 3am. Springwatch presenter Chris Packham says it makes him a 'task-centric workaholic who sees problems in everything he does'. And recently, Bella Ramsey revealed they were diagnosed after struggling to wear thermals on the set of The Last of Us. But what exactly is autism and why does it seem so different in everyone? Leanne Cooper-Brown, neurodevelopmental lead at Clinical Partners, tells Sun Health: 'Autism is considered a spectrum, so not all people share the same traits. 'Whereas we used to think of autism as a linear line, we have come to realise that terms such as 'high' and 'low' functioning or definitions of 'mild', 'moderate' or 'severe' aren't helpful and can be misleading. 'Nowadays, we think of autism in terms of the strengths and needs of the individual, which can change over time depending on their environment and support network.' About 700,000 people in the UK are thought to have autism - that's one in 100. But research by University College London suggests that number could be twice as high, as many people remain undiagnosed. Cases are on the rise though. Figures released last year showed a 175 per cent increase from 2011 to 2022. Dr Selina Warlow, clinical psychologist and owner of The Nook Neurodevelopmental Clinic, says: 'Conversation around neurodiversity is becoming normalised, and that's so positive to see. But more awareness is needed. 'Receiving a diagnosis can open access to expert resources that support autistic people to thrive in society.' Autism has long been associated with social difficulties, like problems maintaining conversations and forming relationships. But research published in the journal Cell Press suggested that repetitive behaviours - like rocking or finger-flicking - and special interests - whether it's TV shows or specific animals - are more indicative of an autism diagnosis. Generally though, experts say the core characteristics include… Sensitivity - autistic people can be much more or less sensitive to sights, sounds, textures, tastes and smells. For example, they find bright lights or crowded spaces overwhelming, Leanne says. They may also stand too close to others or need to move their whole body to look at something. - autistic people can be much more or less sensitive to sights, sounds, textures, tastes and smells. For example, they find bright lights or crowded spaces overwhelming, Leanne says. They may also stand too close to others or need to move their whole body to look at something. Stimming - to manage this sensory overload, some people use repetitive movements or sounds. 'This is called stimming, and includes rocking, tapping and hand-flapping,' Dr Warlow says. 'Though it's something everyone does to some extent, those with autism are likely to engage with it as a form of self-regulation.' - to manage this sensory overload, some people use repetitive movements or sounds. 'This is called stimming, and includes rocking, tapping and hand-flapping,' Dr Warlow says. 'Though it's something everyone does to some extent, those with autism are likely to engage with it as a form of self-regulation.' Masking - this is a strategy used by some autistic people, consciously or not, to match neurotypical people, Dr Warlow says. 'It's a way of hiding your true characteristics, and could involve copying facial expressions, planning conversations in advance, or holding in 'stimming' - swapping hand clapping with playing with a pen, for example,' she adds. - this is a strategy used by some autistic people, consciously or not, to match neurotypical people, Dr Warlow says. 'It's a way of hiding your true characteristics, and could involve copying facial expressions, planning conversations in advance, or holding in 'stimming' - swapping hand clapping with playing with a pen, for example,' she adds. Burnout - this is a state of physical, mental and emotional exhaustion and is a common feature in autism. 'Being extremely tired, both mentally and physically, can be associated with the act of masking for a long period of time, or sensory or social overload,' Dr Warlow says. 'Symptoms of autistic burnout include social withdrawal, reduced performance and increased sensitivity.' - this is a state of physical, mental and emotional exhaustion and is a common feature in autism. 'Being extremely tired, both mentally and physically, can be associated with the act of masking for a long period of time, or sensory or social overload,' Dr Warlow says. 'Symptoms of autistic burnout include social withdrawal, reduced performance and increased sensitivity.' Social struggles - socialising can be confusing or tiring for autistic people. They often find it hard to understand what others are thinking or feeling, making it challenging to make friends. Leanne says: 'In adults, autism may present as difficulties with interpreting social cues such as understanding body language or sarcasm, struggling to express emotions or preferring to be alone. This can impact relationships and work.' - socialising can be confusing or tiring for autistic people. They often find it hard to understand what others are thinking or feeling, making it challenging to make friends. Leanne says: 'In adults, autism may present as difficulties with interpreting social cues such as understanding body language or sarcasm, struggling to express emotions or preferring to be alone. This can impact relationships and work.' Routine - many of us have a fairly regular daily schedule. But for autistic people, this becomes a 'very strong preference for routine', Leanne says. This could be needing a daily timetable to know what is going to happen and when, or having rigid preferences about foods or clothing. - many of us have a fairly regular daily schedule. But for autistic people, this becomes a 'very strong preference for routine', Leanne says. This could be needing a daily timetable to know what is going to happen and when, or having rigid preferences about foods or clothing. Literal thinking - some autistic people have a literal view of language - like believing it's actually 'raining cats and dogs' or that someone really wants you to 'break a leg'. Dr Warlow says: 'This can result in confusion with figures of speech, irony or indirect requests. 'For instance, being told to 'pull your socks up' might be understood literally, not as a motivational phrase.' - some autistic people have a literal view of language - like believing it's actually 'raining cats and dogs' or that someone really wants you to 'break a leg'. Dr Warlow says: 'This can result in confusion with figures of speech, irony or indirect requests. 'For instance, being told to 'pull your socks up' might be understood literally, not as a motivational phrase.' Hyperfocus - often associated with ADHD, hyperfocusing is also common in autistic people. 'It's where you're able to focus intensely on an activity and become absorbed to the point of forgetting about time,' Dr Warlow says. 'This is useful in work or hobbies but can result in neglect of other aspects of life, such as food or rest.' - often associated with ADHD, hyperfocusing is also common in autistic people. 'It's where you're able to focus intensely on an activity and become absorbed to the point of forgetting about time,' Dr Warlow says. 'This is useful in work or hobbies but can result in neglect of other aspects of life, such as food or rest.' Special interests - we all have hobbies and interests, but for autistic people, these are so compelling they often want to spend all their time learning about, thinking about or doing them. 'Special interests could include anything from dinosaurs to superheroes, and gardening to music,' Dr Warlow says. 'These usually begin in childhood, but can also form as an adult. 'Chris Packham is an example of an autistic person who turned his childhood special interest in animals into a successful career, becoming one of the UK's best-loved natural world TV presenters.' Please don't let schools tell you everything's fine just because your child is quiet or well-behaved there. Masking is real and it's exhausting. The children who cope at school often fall apart at home. If you can afford to explore a private assessment, be cautious. Advertisement There are brilliant services out there, but it can be overwhelming choosing a private provider that is offering the best quality in terms of assessment. A good autism assessment is a lot of work. It should involve a multidisciplinary team - not one person sitting with your child for half an hour. The specialists should be Health and Care Professions Council registered. The process should follow National Institute for Health and Care Excellence guidelines. They should draw information from different contexts (observing your child themselves, talking to school, interviewing parents) and produce a detailed report that can stand up when you need it - for school support, Education, Health and Care Plans, or future care. 3 Dr Ker says parents are 'too often dismissed' when they raise concerns about their children Credit: Getty Advertisement Let's stop talking about trying to 'reduce' autism. That's not the goal. Instead, we need to be building a more accessible world, where people can say: 'I'm neurodivergent. I am more comfortable doing it this way.' That means changing how we run our education system and services. Just as we build wheelchair ramps, and would view a lack of ramps to be unacceptable, we should be building sensory-friendly classrooms, alternative timetables, and flexible expectations. We need to train teachers to understand neurodivergent minds. Advertisement We need to provide the funding for more capable systems that can enable all types of brains to reach their potential. Too often, quiet girls or rule-following boys are told they're 'fine' while they suffer silently. Too often, parents are dismissed as 'overly anxious'. But often there are signs - a child who is exhausted after school, struggles with transitions, is inflexible in their play, feels different or confused by peers, complains the dining hall is too loud or smelly to be able to eat. The 10-question autism test TO get an official autism diagnosis, you need to be assessed by a healthcare professional. But if you think your or your child might have the condition, there is a simple quiz called the AQ-10 that you can use to help support your suspicions. The assessment tool — used by NHS doctors — does not confirm whether you are on the spectrum. Instead, it is used to screen people who might be. A version for children is also available. For adults For each question, write down if you 'Definitely Agree', 'Slightly Agree', 'Slightly Disagree' or 'Definitely Agree'. I often notice small sounds when others do not I usually concentrate more on the whole picture, rather than the small details I find it easy to do more than one thing at once If there is an interruption, I can switch back to what I was doing very quickly I find it easy to 'read between the lines' when someone is talking to me I know how to tell if someone listening to me is getting bored When I'm reading a story I find it difficult to work out the characters' intentions I like to collect information about categories of things (e.g. types of car, types of bird, types of train, types of plant etc) I find it easy to work out what someone is thinking or feeling just by looking at their face I find it difficult to work out people's intentions Score 1 point for 'Definitely Agree' or 'Slightly Agree' on each of items 1, 7, 8, and 10. Score 1 point for 'Definitely Disagree' or 'Slightly Disagree' on each of items 2, 3, 4, 5, 6, and 9. If you score more than 6 out of 10, a healthcare professional will consider referring you for a specialist diagnostic assessment. For children For each question, write down if you 'Definitely Agree', 'Slightly Agree', 'Slightly Disagree' or 'Definitely Agree'. S/he often notices small sounds when others do not S/he usually concentrates more on the whole picture, rather than the small details In a social group, s/he can easily keep track of several different people's conversations S/he finds it easy to go back and forth between different activities S/he doesn't know how to keep a conversation going with his/her peers S/he is good at social chit-chat When s/he is read a story, s/he finds it difficult to work out the character's intentions or feelings When s/he was in preschool, s/he used to enjoy playing games involving pretending with other children S/he finds it easy to work out what someone is thinking or feeling just by looking at their face S/he finds it hard to make new friends Only 1 point can be scored for each question. Score 1 point for 'Definitely Agree' or 'Slightly Agree' on each of items 1, 5, 7 and 10. Score 1 point for 'Definitely Disagree' or 'Slightly Disagree' on each of items 2, 3, 4, 6, 8 and 9. If the individual scores more than 6 out of 10, they will be considered for a specialist diagnostic assessment. None of these on their own mean a child is autistic, but we should be sensitive to the clues. Advertisement With adults, the process is more complex. You don't always have parents to describe childhood behaviours. But what we see again and again is this: they've been masking their whole lives. They've been told they're too much, too blunt, too rude. They've often experienced long term difficulties with their mental health or been misdiagnosed with personality disorders, anxiety disorders, eating disorders and so on. Difficulties with mental ill-health are more prevalent in autistic people. These are all signs that it is hard to be autistic in a world that is geared up for neurotypical people. They've made it through work or university by sheer effort - but at a cost. Burnout. Depression. Exhaustion. Advertisement And often, the moment they receive that diagnosis? It's a relief. At last, something makes sense. 'Not everyone is neurodivergent, but everyone is neurodiverse' So yes, autism is a difference. But it's a difference we've punished, misunderstood and ignored for far too long. The DSM-5 still calls it a disorder. But many autistic people find this term offensive and prefer the word 'difference' or 'condition'. And I agree. It isn't an illness. And there are many strengths associated with autism too. We all have different brains. Neurodiversity is a natural part of human variation - just like height or handedness. Advertisement Not everyone is neurodivergent, but everyone is neurodiverse. So when Kennedy Jr says autism is worse than Covid, he isn't just wrong - he's dangerous. His words fuel a climate of panic, shame and disinformation. And for what? To blame vaccines? To stir controversy? There's no medical basis for that claim. But what there is is a growing body of knowledge. Of compassion. And of people - autistic people - finally being seen, heard, and supported.

First doctors in UK to graduate through part-time study celebrate
First doctors in UK to graduate through part-time study celebrate

South Wales Argus

time2 hours ago

  • South Wales Argus

First doctors in UK to graduate through part-time study celebrate

The University of Edinburgh group has completed an 'innovative' five-year programme, known as HCP-Med for Healthcare Professionals, which aims to offer people already working in health the flexibility to become doctors. It is open exclusively to existing healthcare professionals, clinical scientists and veterinary surgeons living and working in Scotland. The course has been designed to address the increasing demand on the healthcare workforce in Scotland and has a strong emphasis on GP placements. Graduate Calum MacDonald with his wife Debbie and daughter Freya (Douglas Robertson/PA) The first three years of the undergraduate course are conducted part-time and mainly online, so that students can study in their own time while balancing work and other commitments. After completing their remote studies, students then join the university's full-time undergraduate medical programme for the final two years and carry out a range of clinical placements in GP practice and hospital wards. Dr Jen Kennedy, programme director HCP-MED, said: 'We have lots of incredibly talented people working within the NHS in Scotland who may have missed the traditional route to become doctors. 'By creating this new pathway and widening access to medical degrees, we are able to nurture their talent and use their valuable experience to enhance the healthcare workforce.' Calum MacDonald, who started his career as a staff nurse in an intensive care unit in Glasgow, is part of the first cohort of students who graduated from the programme on Saturday. His experience working in intensive care and subsequent training to become an advanced critical care practitioner, a role he has held since 2016, led him to consider a career as a doctor. He became a father in his second year of the course and the programme enabled him to stay in Glasgow and balance work with part time study and family life. Now a newly qualified doctor, he has secured a foundation post in Glasgow and will rotate across seven specialties. He said: 'I'm very proud to fly the flag for the HCP-Med programme – it's been a challenging but incredibly rewarding journey. 'Being able to continue working as a nurse while studying medicine was a huge financial incentive. I am delighted to be graduating today and am excited to start my placement as a junior doctor in Glasgow.' He is considering specialising in anaesthetics or general practice. Alongside the part-time study, students receive full funding from the Scottish Funding Council which the university said makes it an attractive route to retrain for those already working within the healthcare industry. Professor David Kluth, head of Edinburgh Medical School, said: 'I am very proud that Edinburgh is the first university in the UK to offer this innovative part-time programme. 'We are committed to doing all we can to empower individuals to reach their full potential and to widen access to medicine for future generations. 'The students on this programme bring with them a rich diversity of backgrounds, experiences and skills – from prior careers to lived experience of the communities they will serve. 'This breadth of talent and perspective is vital in building a more inclusive, adaptable, and effective medical workforce for Scotland.'

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