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Local
• Large geographical area with dispersed, rural population
• High numbers of older citizens (19.6% aged 65+)• Long term conditions and dementia care • Integration of care • High percentage of young people not in
education, employment or training• Limited local employment opportunities in some
areas, ie Cornwall
5
Short term objectives
• Values and Beliefs • Accountability• Leadership • Ageing population • Long term conditions • Dementia • Workforce
6
Long term objectives
• Technological developments in:- – Communication – Healthcare – Environment
• Patients perceptions• Workforce
7
Solutions?
• Genomics • Technological changes • Change in skills and knowledge • Change in healthcare delivery
8
Lucy Blandford Chair of the Wider Workforce Network
(North)
The Widening ParticipationPhilosophy in the South West
Aim
• Widening Participation in South West Healthcare
• Apprenticeships – Why?• Higher Apprenticeships – the drivers• Future Objectives
History
• Bob Fryer National Director for Widening Participation in Learning at the Department of Health (Learning for a change)
• Joint Investment Framework • Leitch (level 2 workforce)• Apprenticeships • Widening Participation Strategy SW
11
Widening Participation
‘Widening Participation’ is a term consistently used to describe the processes and strategies aimed at those who are under represented or under participating in learning. These groups are described as ‘those on low incomes, those without qualification, the unskilled, part-time and temporary workers, older adults, those with literacy, numeracy or learning difficulties, disaffected youth and some minority ethnic groups’ (Tight, 1998).
12
Widening participation had a consistent message and definition
• Fair access to opportunities for learning and training (HEE mandate 8 & 10)
• Raising awareness of education and its benefits to patient outcomes (HEE mandate 8 & 10)
• Raising aspirations (HEE mandate 8 & 10)
• Raising achievement (HEE mandate 8 & 10)
• Raising quality and assurance (HEE mandate 8 )
13
Apprenticeships -Why • Across Southwest 28 Apprentices in 2008; 2013 over 3500 • Benefits derived from engaging in apprenticeships:
– Widening pool of people entering by establishment of a vocational pathway into several occupations (1)
– Increasing flow of young people into NHS where establishments had an ageing workforce (1)
– Structured learning programme for existing staff leading to level 2 and 3 qualifications (1)
– Improved staff retention through career progression (2)– A well qualified, highly skilled and motivated workforce that
meets the needs of existing and new patient pathways and service models
14
Higher Apprenticeships – the drivers
• Global pressures • Government direction• Local Enterprise Partnerships objectives
including economic stability and sustainability • Current and future service delivery needs(e.g.
Cornwall) • The Francis and Winterbourne View reports
16
Future: what we know
• Service delivery is changing• Healthcare sector supporting national and
local objectives and are experienced at responding
• Established partnerships between employer and Education Providers
• Increasing requirement for education delivery to be flexible
22
Future: what is required
• Security of supply and control: viable and sustained employment and education models that widen access
• A concerted effort to engage and widen participation in learning
• More effective partnerships • Clear, articulated career pathways to staff
employed across the Region.
23
References (1)• ‘Learning for a Change in Healthcare’ First report to the Department of
Health and the NHS from Professor R H Fryer CBE, National Director for Widening Participation in Learning (2006). http://www.workforce.derbys.nhs.uk/Portals/0/WF%20Strategy/Policy%20Docs/Learning%20for%20a%20Change%20in%20Healthcare%20December%2006.pdf
• A report of an evaluation of the NHS South West Joint Investment Framework; http://eprints.uwe.ac.uk/13824/
• Prosperity for all in the global economy – world class skills. Final Report; http://www.delni.gov.uk/leitch_finalreport051206[1]-2.pdf
• Quality with Compassion: the future of nursing education; http://www.williscommission.org.uk/__data/assets/pdf_file/0007/495115/Willis_commission_report_Jan_2013.pdf
24
References (2)• Employer investment in apprenticeships in the health sector, Hogarth,
Gambin and Baldfauf (2012) http://www.apprenticeships.org.uk/About-Us/~/media/Documents/Publications/Net-Benefits-to-Employers-of-Apprenticeships-in-He.ashx (1)
• Apprenticeships: http://www.nhsemployers.org/PlanningYourWorkforce/SupportWorkforce/DevelopingYourSupportWorkforce/Pages/Apprenticeships.aspx (2)
• South West Observatory: http://www.swo.org.uk/• Transforming care: A national response to Winterbourne View Hospital
(2012) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/213215/final-report.pdf
• Report of the Mid Staffordshire NHS Foundation Trust Public Enquiry, Executive Summary (2013) http://www.midstaffspublicinquiry.com/sites/default/files/report/Executive%20summary.pdf
25
27Higher Level ApprenticeshipsNational Apprenticeship Service: Definition and Drivers
Higher Level Apprenticeships enable individuals in employment to develop the technical knowledge and competence to perform a defined job. They are an approach to workforce development and enhancing business performance.
• Critical to the economy respond to employers’ higher level skills needs support enhanced business performance a route for individuals career aspirations enhance social mobility - progression
• Government support and investment priming investment fund (2011) vocational funding focus is via Apprenticeships Advanced Learning Loans (24+)
28Higher Level ApprenticeshipsNational Apprenticeship Service: Recognition
A Higher Level Apprenticeship is a recognised learning framework at:
• Level 4 (Certificate of Higher Education) e.g. Accounting, Business & Administration, Project Management
• Level 5 (Foundation Degree) e.g. Health (Assistant Practitioner), Management, Human Resource Management, Care Leadership and Management
• Level 6 (Bachelor’s Degree) e.g. Facilities Management
• Level 7 (Masters Degree) e.g. Professional Services (Tax, Audit, Accountancy)
29Higher Level ApprenticeshipsNational Apprenticeship Service: Ambition and Progress
Ambition (2015)• 22,000 starts (England) with 4,500 employers investing• 50 “live” frameworks on offer
Progress (2012/13)• 8,800 starts (England). 1 in 6 are from the South West
• 38 “live” frameworks (12 in development). Includes: Health (Assistant Practitioner), Management, Business Administration,Accounting, Human Resources, Care Leadership, IT
• HESW funding for Wider Workforce including Higher Level Apprenticeships
30Higher Level ApprenticeshipsNational Apprenticeship Service: NHS employers
Apprenticeship growth in the South West
• 1,130 starts (all levels) 2012/13: +12% over 2011/12 (- 8% nationally)
• 540 starts at Advanced level – progression potential
• 50 starts at Higher levels
• HESW 2013/14 funding for Wider Workforce including Higher Level Apprenticeships is a substantial boost.
31Higher Level ApprenticeshipsNational Apprenticeship Service: Useful Links
• Apprenticeships:
http://www.apprenticeships.org.uk Tel.: 08000 150 600
• Higher Level Apprenticeships:
http://www.apprenticeships.org.uk/employers/the-basics/higher-apprenticeships.aspxwww.apprenticeships.org.uk/employers/the-basics/higher-enticeships.aspx://• National Apprenticeship Service:
[email protected] Mobile: 07880 736 709 [email protected]
/ http://www.apprenticeships.org.uk/
Foundation Degree and Higher Apprenticeship in Healthcare Practice
South Devon Healthcare NHS Foundation Trust
Anna Heath, Alison Milner and Jane Gidman
A 2 year FdSc Healthcare Practice in partnership with South Devon College (SDC)
Seconded and direct entry students Seconded students from South Devon
Healthcare Foundation Trust (SDHCFT) Management support for internal seconded
Trainee Assistant Practitioners (TAPs) Clinical placements/Honorary Contracts for
direct entry TAPs
Partnership working
Band 4 Assistant Practitioner role within the NHS
Progression to SDC Level 6 Healthcare Practice
Plymouth University (PU) agreement that the FdSc Healthcare Practice programme is one of the academic routes to apply for Degree student nurse training
Discussion with PU regarding awarding the FdSc to relevant students that cannot continue
Progression
Competencies decided by managers Expert staff teach National Occupational
Standards Skills for Health standards are utilised for
the competency levels of a Band 4 Consistent QA processes with PU
Quality Assurance
Level 4
Module Code Module Title No. of Credits
Core / Optional
SOUD1135 Skills for Healthcare Practice 20 Core
SOUD1136 Foundations of Healthcare Practice 20 Core
SOUD1278 Human Growth and Development 20 Core
SOUD1129 Developing Research and Practice 20 Core
SOUD1137 The Care Process 20 Core
SOUD1138
Diverse Perspectives on Health and Illness 20 Core
Level 5
Module Code
Module Title No. of Credits
Core / Optional
HEAB273 Evidence Based Practice 20 Core
HEAB221 Changing Practice 20 Core
SOUD2143
Health Promotion 20 Core
SOUD2142
Law and Ethics in Practice 20 Core
HEAB202R Long Term Conditions Care Management 20 Optional
HEA293R Core Skills of the Care of Critically ill adults in Acute Care Areas 20 Optional
HEAB223 Specialist Knowledge and Skills for Practice 20 Optional
CAE207 Independent Study Module 20 Optional
SOUD2008
Management: People, Projects and Provision 20 Optional
Level 5
Module Code
Module Title No. of Credits
Core / Optional
Transferability of Competencies, which include four core competencies:
1. Allocate and check work within your team2. End of life care3. Effective discharge planning4. Risk management
Specialist Skills
New roles
With the specialist knowledge and skills for practice modules new tasks and responsibilities have been incorporated into the AP role.
See information sheet for breakdown of skills based on specialist areas
SDC, SDHCFT and PU have worked in partnership to map the FdSc to the Specification of Apprenticeship Standards for England Document (SASE)
Full compliance has been established
Dual award
Creating a standard approach across the NHS: Core skills provide transferability across the workplace
Recognises those who have worked full time in the NHS whilst completing FdSc
SASE Compliant
Progression from SDHCFT Level 3 Apprenticeship for Workforce Development
BSc (Hons) Healthcare Practice Top-up at South Devon College
Exciting new Band 5 opportunities
Student case studies
Partnership supporting progression in the NHS
Health and Social Care module for the community based students to support their holistic practice
Inclusion of Medicines Management Competencies for relevant students
Introduction of Psychology option modules
Future Developments
North Devon Healthcare NHS Foundation Trust commenced the FdSc programme September 2013
On going discussions with: Devon Partnership Derriford Devon Prisons
Where next
Faculty of Health and Life Sciences
FdSc. Healthcare Science
First cohort: 9th September 2013
Dr Carolyn Paul
Programme Manager for Biomedical and Healthcare Sciences
Programme Considerations
• Programme delivery must be accessible and flexible. • Should include part-time taught courses, distance
learning and blended learning options.• Should be training for the ‘role’ in line with Higher
Level Apprenticeships • Must carry academic credit to ensure individuals are
eligible to progress to the practitioner training programme (PTP).
• To maximise the scope for career progression, the MSC models for the provision of these programmes are drawn from the PTP curricula.
Liaison• Divisional Workforce Groups / SW MSC Implementation
Board - regular meetings 2011-12
• Department of Health MSC Team – meeting with UWE and employers July 2012
• Meetings with Cogent, Skills Sector Council for the Science Based Industries
• Employer Liaison Group (JTO) Working Party• FdSc Applied Bioscience Technology• FdSc Chemical Science
• Programme Validation November 2012
FdSc. Healthcare Science
Principles in Healthcare Science(Core Skills/Professional Working)
Year 1 Year 2
Professional Aspects of HCS(Multi-discipl/Professional Port.)
Scientific Basis of Life(Cells/Biochemistry/Genetics)
Pathophysiology of Disease(Integrated case studies)
Anatomy & Physiology(A&P – content selection)
Scientific Measurement(Data collection/analysis/instrum.)
Healthcare Science in Practice(Content selection: role-relevant)
FdSc. Healthcare Science
Training for a role: CHOICE• Professional Practice Portfolio
– Is the student endpoint the FdSc?– Is the student endpoint the BSc?
• A&P (Yr 1) HCS in Practice (Yr 2)– Is the student based in a Life
Sciences or Physiological Sciences setting?
– Which specialism? – Mixed setting?
• How is this Managed?
Principles in Healthcare Sci.(Core Skills/Professional Work)
Year 1 Year 2
Professional Aspects of HCS(Multi-discipl/Professional Port.)
Scientific Basis of Life(Cells/Biochemistry/Genetics)
Pathophysiology of Disease(Integrated case studies)
Anatomy & Physiology(A&P – content selection)
Scientific Measurement(Data collection/analysis/instrum)
Healthcare Science in Practice(Content selection: role-relevant)
Negotiated Learning Contract
• Employer• Employee/student• UWE
Block 1 Year 1
FdSc. Anatomy & Physiology (30 credit)3 Credit “Units”
• Cells to tissues• Homeostasis
Intro
• Gastrointestinal• Urinary/Renal
Visceral systems
• CNS• ANS
Nervous System
• Endocrine system• Female
endocrinology
Endocrinology
• Electrophysiol.• Pressure and
ventilation
CVRS 1
• Muscle S/F• Skeletal
Support systems
• Terminology• Diagnostic imaging
Clinical Anatomy
• Male/Female anatomy
• Embryology
Reproduction
• Synapses• Nerve conduction
Nerve Function
• Mechanics• Blood pressure
Vascular System
• Sleep 1• Sleep 2
Sleep Science
•Cardiac development•Respiratory 2
CVRS 2
Core (all)
Optional (HCS LS/PS)
Core (HCS PS)
SELECT: 10 Units from 12
Healthcare Science in PracticeComplete 4 from 11 themed units:
1. Applied genetics
2. Biology of Microorganisms
3. Blood & Tissue Sciences
4. Immunology & Disease
5. Human Physiology
6. CVRS Physiology
7. Cardiac Physiology A
8. Cardiac Physiology B
9. Pathophysiology of CVRS
10. Respiratory & Sleep A
11. Respiratory & Sleep B
• Indicate choice at start of year 1
• Review at start of year 2
• Captured in Learning Contract
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2
Se
pt
Oct
No
v
De
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Fe
b
Jan
Ma
r
Ap
r
Ma
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Jun
Jul
Au
g
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2
1 week
Year 1: 4 weeks teaching/assessment at UWE
1 week2
weeks
Weeks
Se
pt
Oct
No
v
De
c
Fe
b
Jan
Ma
r
Ap
r
Ma
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Jun
1 week
Year 2: 3 weeks and 2 days teaching/assessment at UWE
1 day1 day2
weeksWeeks
Pattern of DeliveryCourseworkCompetency PortfolioExam
Jul
Au
g
Induction Block: FdSc Healthcare Science Dates: 9th – 20th September 2013
MORNING(9:00-10:00)
MORNING(10:00-11:00)
MORNING(11:00-12:00)
LUNCH AFTERNOON13:00-14:00
AFTERNOON14:00-15:00
AFTERNOON15:00-16:00
MONDAY WELCOMEProg Manager
Student advisers
PROGRAMME INTRO
Prog Man
Meet student buddies for
lunch
LAB INDUCTION LIBRARY TOUR / INDUCTION
TUESDAY *GENERAL COMPUTER INDUCTION
MODULE INTROPoD
Tutorial
MODULE INTROSBL
Tutorial
*BLACKBOARD SBL PRACTICAL(standard curve)
WEDNESDAY TUTOR MEETING
PoD PRACTICAL(Haem)
STUDY SKILLSReferencing
PoD PRACTICAL(Clin Chem)
THURSDAY *DISCUSSION BOARDS
PoD PRACTICAL(Cell Path)
STUDY SKILLSExaminations / assessments
PoD PRACTICAL(EIA)
FRIDAY SBL PRACTICAL(Genetics)
SBLTutorial
PoD Tutorial
Induction Block: FdSc Healthcare Science Dates: 9th – 20th September 2013
MORNING(9:00-10:00)
MORNING(10:00-11:00)
MORNING(11:00-12:00)
LUNCH AFTERNOON13:00-14:00
AFTERNOON 14:00-15:00
AFTERNOON15:00-16:00
MONDAY MODULE INTROA&P
*QUIZZES A&PHORACE(2H7/8)
A&P PRACTICAL(Dissection)
*ONLINE SUBMISSION
TUESDAY MODULE INTROPHS
PHSTutorial
A&P PRACTICAL(GTT)
WEDNESDAY PHSTutorial
A&P PRACTICAL(respiratory) FREE TIME
THURSDAY Student
MENTOR TRAINING
*PHSTutorial
*COLLABORATE
JOINTCOLLABORATE
*PORTFOLIOS
JOINTPORTFOLIOS
Learning Contract
JOINTcoffee
Learning Contract
breakfastREGISTER
coffeeWELCOME SAMPLE
TEACH
LUNCH
FRIDAYAccess to On-site Learning Resources
Drop-in sessions with module Leaders/TutorEND
Any given fortnightWeek Tuesday Wednesday Thursday Friday
A A&P Online ‘Lecture’ PHS 1hr tut PoD Online
‘Lecture’ SBL 1hr tut
B PHS Online ‘Lecture’ A&P 1hr tut SBL Online
‘Lecture’ PoD 1hr tut
A&P = Anatomy & PhysiologyPoD = Pathophysiology of DiseasePHS = Principles in Healthcare ScienceSBL = Scientific Basis of Life
Lec = Lecture. Asynchronous online deliveryTut = Tutorial. Synchronous group tutorial online
Mode of Delivery
• Work based training~ 2d/week work-based training (role)
• Blended / technology enhanced learning~ 1d/week engaging with online
learning/assessment
FdSc to BSc• BSc (Hons) available in:• Healthcare Science (Life Sciences)
– Accredited by Health Education England– Accredited by the Institute of Biomedical
Science – Approved by the Health & Care
Professions Council • Healthcare Science (Physiological
Sciences)– Accredited by Health Education England
Year 1Year 2Year 3
AugSep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Final Year of BSc. Pattern of Delivery for Healthcare Sciences
Vacation
Term dates
Assessment periods
Placement/Workplace
Year 1Year 2Year 3
Step on to Pathways in:Blood SciencesCellular SciencesGenetic SciencesInfection SciencesCardiac PhysiologyRespiratory & Sleep PhysiologyWhere FdSc learning has not been specific to a pathway, some top-up study may be required before transitioning onto the BSc.
Year 1Year 2Year 3
AugSep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Final Year of BSc. Pattern of Delivery for Healthcare Sciences
Vacation
Term dates
Assessment periods
Placement/Workplace
Year 1Year 2Year 3
Semester 12 x specialist modulespathway-dependent
Semester 2Research ProjectProfessional Practice module
Student Support
Academic Personal tutor
Visiting Tutor
Module Leader
Programme Manager
Student Support ServicesAccess to all services• Remotely via webpages• On site during block week
Access to Academic Support
Face-to-face: block weeks / site visitsScheduled virtual office hoursUnscheduled: discussion board / email
Peer Group Support
Established during initial block week
Personal Academic Tutor Group
Face-to-faceScheduledUnscheduled
Student Advisers Library Disability / Access needs
IT Support