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NES led SG funded, comprehensive leadership programme for recently qualified nurses and midwives Personal, professional and academic development –maximise leadership potential now and in the future –positive impact on the quality of care 3 Year Fellowship –study leave and funding for a master’s degree programme –action learning –master classes –mentorship –fellowship
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Early Clinical Career Fellowships
Stakeholder DiscussionMelting Pot
November 17th 2015
• NES led SG funded, comprehensive leadership programme for recently qualified nurses and midwives
• Personal, professional and academic development
– maximise leadership potential now and in the future – positive impact on the quality of care
• 3 Year Fellowship– study leave and funding for a master’s degree programme – action learning– master classes – mentorship– fellowship
Recruitment 2011-2015
ECCF 2011 ECCF 2012 ECCF 2014 ECCF 20150
5
10
15
20
25
Fellows by Branch 2011-2015 (n=60)
Adult Mental Health Learning Disabilities
Children Midwifery0
5
10
15
20
25
30
Recruitment by NHS Board
NHS AAANHS Borders
NHS D&GNHS Fife
NHS GGCNHS GrampianNHS Highland
NHS LanarkshireNHS LothianNHS NWTCNHS Orkney
NHS ShetlandNHS Tayside
NHS Western Isles
0 2 4 6 8 10 12 14 16 18
ECCF 2011ECCF 2012ECCF 2014ECCF 2015
ECCF 2011/2012 status
ECCF 2011 (n=20) ECCF 2012 (n=18)0
2
4
6
8
10
12
14
Completed Full Fel-lowship in 3 yrsCompleting Masters af-ter 3 yr FellowshipExit with Post Graduate DiplomaDid not complete
Evaluations1. Evaluation of ECCF Pilot (Pearson & Machin
2010) Revised ECCF model was used in 2011 & 2012.
2. Case study evaluation of four (pilot)Fellows (NES, 2013).Overall experience of Fellows, their managers and mentors very positive.
3. Evaluation 2015 views of 2011 & 2012 Fellows and those who supported them
Data collection: Online survey
Invited to participate:• All 2011/12 Fellows (n=36)
Response: 33% (n=12) • All Master’s degree programme leaders
(n=26)Response: 23% (n=6).
Data Collection 1:1 interviews
• Purposive sampling– 4 NHS Board leads – 4 mentors– 3 managers
• Plus information gathered from Fellows’ 6 monthly reports to NES and contained in an ‘ECCF Tracker’.
Findings 1. Effect on development 2. Impact on patient care/ outcomes3. Promotion4. Academic achievement5. Leadership potential
Findings
1. Positive effect on development– academic (93% n=11) – personal (83% n=10) – professional (67% n=7). Increased confidence, self-awareness and ability to critically assess situations.
2. Impact on patient care/ outcomes • Ability to learn/influence changes in practice
(Fellows) • More effective/efficient and increased contribution
to the team/organisation in general (Leads, mentors and managers)
• Challenge to identify specific examples
3. Promotion– Many Fellows gained promoted posts during or
immediately following ECCF completion
4. Academic achievement – highlight for most Fellows was achievement gaining a
Master’s degree and appreciation of the funding/support received
– Less than half would have undertaken a Master’s degree without ECCF
5.Leadership potential • Recognition of potential as leaders (Fellows)• Use of leadership skills in current role (Fellows)• Most leads, mentors and managers indicated it was
difficult to comment on leadership at this stage
• “ECCF has given me more confidence to put myself forward for new projects and to lead on projects, it has highlighted the benefits of networking and contacts I have made through my involvement in ECCF have led to my being involved in and leading service development projects in my area.”(Fellow)
• “ECCF has hindered my professional development. In my line of work being enrolled on ECCF has meant that I have been unable to enrol on a mentorship programme, and due to taking time out for academic commitments I have been passed by for clinical development opportunities.” (Fellow)
Limitations• Low response rate• Polarised views• Not possible to triangulate the views of
Fellows with those of their manager and mentor - opinions of individuals were not corroborated.
Benefit and value for money?• Knowledge/ skills and gained may not result in
immediate tangible outcomes • Difficult to determine the causal relationship between
the programme, future clinical leadership success and improved quality of care
• ‘Return on investment’ is indirect, – e.g. employee satisfaction and retention, high levels of staff
engagement, leadership development, high levels of internal promotions
Some successes• Senior Charge Nurse positions • Joint appointments • Research posts• PhD study• Publications and Conference papers• Service improvements• Promoting excellent care
Best Start Leadership Programme • Remain in practice• Attend national educational and
networking events• Initiation, development and evaluation of a
local quality improvement project• 1:1 telephone coaching
NMAHP eHealth Leadership programme
• Remain in practice• 2 face to face days/1 virtual learning day• 3 virtual action learning sets • Project/6 month consolidation with mentor • Impact on service and NMAHP
AHP Fellowships • Continuing Professional Development • Backfill to undertake learning • Support from AHP director• Wide range of activities with significant
impact
Darzi Fellowships (NHS England)• 12 months out of practice• Bespoke leadership programme (PGCert.)• Improvement project • Action Learning
Scottish Government message • Delivers what it says on the tin with
tangible benefits for individuals, profession, patients– Early? Clinical? Access? Value ££?– Does it reflect current priority career pathways
– e.g. ANPs?– Could we achieve same/similar differently?