Educational Solutions for Workforce Development Highlights from Preliminary Findings NHS Education...

Educational Solutions for Workforce Development

NHS Education for ScotlandWSS Learning and Development Scoping

Highlights from Preliminary Highlights from Preliminary FindingsFindings

Valerie Blair (NES)

Mary Richardson (MER Consulting)


Background

• Wheelchair & Seating Services Modernisation Action Plan − has patients and service users at the centre− highlights need to develop a culture of continuous quality

improvement and the capability within the staff to achieve this

• NHS Scotland Quality Strategy - concentrating priority action and interventions in:− improving person centeredness − continuing to improve the safety of patients− increasing the clinical effectiveness of care and treatment


Learning and Development

• Key to ensuring quality health care for Scotland's population (SG, 2003)

• Essential elements in developing a motivated and flexible workforce

• Requires both a personal and corporate commitment• Helps to ensure that staff are supported to be

effective in their jobs and committed to developing and maintaining high quality service for the public


Scoping Learning and Development Needs

• WSS Modernisation Action Plan recommended:

− an analysis of tasks carried out by clinical and non-clinical staff in the WSS centres

− basis for informing the education and training needs of staff

− informing workforce plans through a competence-based approach to service delivery

− education and training needs should be identified.

• NHS Education for Scotland (NES)

− identify training needs

− identify training and education to support the development of career paths for WSS and related staff within the NHSScotland Career Framework

−


Learning Needs Analysis

• The aim of a learning needs analysis is to identify the learning and development/ education needs of an organisation and individuals through a process of consultation with staff, service users and others

• Methods

− interviews with centre managers

− group meetings in 5 WSS centres

− face-to-face interviews with WSS staff

− consultation with project managers, community OT’s, physiotherapists and nurses, education providers and practice education experts, care home managers, service users and carers groups and individuals

− desk based research

• Analysis and recommendations


The world is moved along, not only by the mighty shoves of its heroes, but also by the aggregate of tiny pushes of each honest worker

.


Managers and Staff Groups


Emerging Themes from Preliminary Findings


General

• Desire to create a positive learning environment• Educational framework to guide learning and

development• Awareness of learning and development

opportunities • Structured programmes of induction• Educational opportunities for staff interested in

working with children and young people


Emerging Themes: General (2)

• Partnership approach to learning and development:

− individuals encouraged to be proactive

−managers supporting, guiding and facilitating

• Sharing ideas and good practice

• Person-centred care and partnership working


Administrative & Clerical Staff

• Training mostly ‘on the job’ and often process driven• Need for more structured training and a real enthusiasm for

understanding more about disability and disabling conditions, medical terminology, and for training related to communication and customer service

• Supporting the development of A&C staff is vital for the retention, recruitment, quality of service provision and morale of staff who are on the front line, and often the first point of contact with service users


Technical Staff

• Lack of career structure • Wide range of roles, job titles and scope of practice• Need for more structured training• Training related to disability, disabling conditions and disease

progression and a better understanding of anatomy and physiology and postural support

• Formal qualifications and future recruitment• Specific technical skills


Accreditation

• Seen by many as essential to ensure the quality and validity of the training and provide tangible evidence of educational achievement

• Most important to technical staff

• Availability of SVQ assessors and verifiers restrictive in offering vocational qualifications


Clinical Staff

• Need opportunities to : − keep up to date− develop practice − extend their skills and scope of practice − network− attend specialist conferences, study days and courses

• Some staff have clinical role but no ‘clinical’ training• Need to identify/develop programmes to support the

development of clinical-related skills


Community Staff

• Communication and information



• Need to increase awareness of the services offered by the WSSs

• Current training for referrers is seen as ‘ad hoc’

• Important that such training is developed in partnership with community staff and that their learning needs are considered

• Identified the need for tailored training resources and packages, including online resources


Learning is a Shared Responsibility

“If you want to see change, be the change you want to see”


NHS Education for Scotland

• Special Health Board

• Supporting improvements in patient care

• By designing, commissioning and supporting the implementation of education and training

Support Worker – level 1

Practitioner – level 5

Assistant Practitioner – level 4

Senior Healthcare Support Worker – level 3

Healthcare Support Worker - level 2

More Senior Staff – level 9

Consultant Practitioner – level 8

Advanced Practitioner – level 7

Senior Practitioner – level 6

Clin

ical E

du

catio

n an

d C

linical R

esearch

Careers

Supporting NMAHP’s Professional Education and Career Development

Consultant Succession Planning

_______Advanced Practice

and SCN_________

Effective Practitioner

________Flying Start / ECCF

Healthcare support worker development

Men

torsh

ip S

up

po

rt at every

level

Learn

ing

and

De

velop

men

t “KS

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Skills

an

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ies


Next Steps

• Review of learning needs

• Prioritising these needs

• Work in partnership with NHS Boards, education

providers and volunteer groups to support these key priorities

Educational Solutions for Workforce Development Highlights from Preliminary Findings NHS Education...

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