Quality Education for a Healthier Scotland Lothian Optometry Teach and Treat Clinic

Transcription

1 spring 2011 Quality Education for a Healthier Scotland Cabinet Secretary launches NES Strategic Framework Lothian Optometry Teach and Treat Clinic Supporting the NMHAP workforce Healthcare Science National Event

2 a word from the editor Welcome to the Spring edition of FOCUS in which we aim to share information with colleagues and partners across and beyond NHSScotland. As you will see from the page opposite, from the summer edition, FOCUS will be changing to an electronic newsletter. If you would like to continue keeping up with news, projects and initiatives from across NHS Education for Scotland, please subscribe via to the address below: We welcome your feedback on the type of content you would like to see in future issues so that we can be sure that focus continues to meet your information needs about NES work. Happy reading! Claire Morrison Editor t e claire.morrison@nes.scot.nhs.uk contents spring Introduction A word from the Chair and Chief Executive 06 Sir Kenneth stars at the NES Education Conference Sir Keneth Calman's inspiring views on the future 07 New Products And Services Database An online directory of educational resources 09 The Knowledge Network Enhanced with a number of new features 13 The Career Framework Supporting the NMAHP workforce 18 Healthcare Associated Infections: Making a difference through education 20 Dental Outreach Everyone s a winner 26 Care Now Meeting the workforce challenge 28 Healthcare Science National Event National Priorities in Healthcare: Why Healthcare Science must continue to develop its profile 30 Re-designing the Plane Whilst Flying It Dealing with winter care pressures in Fife 32 Graduation Celebrations Postgraduate Certificate in Healthcare Chaplaincy 33 Bulletin Board & Editorial Group Cabinet Secretary launches NES Strategic Framework Lothian 11 Optometry Teach and Treat Clinic Focus on E-Education NHS Education for Scotland You may copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES. 22 Spreading the Net: Developing new methods of Dental training in Rural Scotland

3 This is the last printed edition of FOCUS. Future issues will take the form of an e-magazine which will continue being fully designed and produced by our in-house corporate communications team. If you would like to continue hearing about NES work, please subscribe at the link below: 01

4 Introduction a word from the Chair and Chief Executive In common with all Boards in NHSScotland, we have been considering the impact on the allocations for NHSScotland announced by the Scottish Government in their Draft Scottish Budget. For NES, this has meant a reduction of 8 million or 2% across our total budget in comparison with 2010/2011. Dr Lindsay Burley Chair Malcolm Wright Chief Executive We have also recognised that there is an expectation that National Health Boards will continue to prioritise savings to assist the overall budget position for NHSScotland. We have made a strategic decision to protect our educational front-line including the training grades budget for the 6300 trainees whose salaries we pay and education we support. This decision has led to a 5% pressure on the rest of the NES budget which we will have to manage carefully so that we can continue to deliver the high quality of education and training support we delivery to NHSScotland. As you will see from the front cover, January was an important month for NES as we launched our Strategic Framework in the Scottish Parliament following a year-long consultation process. Over 100 guests watched Nicola Sturgeon MSP launch the strategy and then guests had the opportunity to visit a small number of selected exhibitions of NES work. Our new strategy aims to align our work and develop a more cost effective and responsive organisation while also raising awareness and understanding of our role supporting frontline services. In developing our strategy, we asked NHS Boards about their educational priorities over the next three years and we consulted widely with our partners. The themes that emerged reflect a strong desire for partnership working to prepare the workforce for new ways of delivering frontline services. As well as our primary business of education for excellence within the healthcare professions, a need was identified for new e-learning educational solutions and mandatory training, and these are reflected in our strategic objectives which are outlined on page five as well as our new six broad strategic themes. Leading on from the launch of the Strategic Framework , NES hosted its first multidisciplinary, national Education Conference at the Beardmore Conference Centre on 27 January. As well as an inspiring keynote speech from Professor Sir Kenneth Calman, delegates attended a range of workshops. The conference also launched the Evidence into Practice Knowledge Network portal which supports frontline practitioners to make reliable decisions for safe and effective patient care. It is set to play a key role in supporting the Quality Improvement Hub to provide a coordinated national resource to improve healthcare quality. In addition to Evidence in Practice, NES s new Products and Services Database (PASDA) was launched at the conference. Read more on page nine. Following on from PASDA is an interesting update on recent enhanced features to The Knowledge Network and then a Focus on E-Education which outlines NES s commitment of a long-term vision and action plan to support e-educational developments across NHSScotland. Early March saw the launch in NHS Lothian of Scotland s first Optometry Teach and Treat Clinic where qualified practitioners can attend a clinic to examine and manage patients normally sent to secondary care. We are extremely proud of the clinic which will both treat patients and allow practitioners to work under the supervision of the NHS Lothian ophthalmology department. Next is the first in a series of articles about learning and development opportunities for nurses, midwives and allied health professionals. This edition, we feature a range of initiatives which support the NMAHP workforce across the Career Framework. Although targeted at different groups of staff, they collectively offer a joined up approach to workforce development. On page 18, we have an update on a real success story the multi-disciplinary Cleanliness Champion Programme which has reached the milestone of 10,000 Cleanliness Champions at health board level. In addition to this, approximately 13,000 registrants at undergraduate level are expected to graduate as Cleanliness Champions over the next four years. This is a fantastic achievement which, through education, enables present and future NHSScotland staff to keep up the fight against healthcare associated infections. We then move on to another success story and a powerful example of positive collaboration as we take a look at a new comprehensive dental outreach programme which has involved two universities, ten health boards and NES, and is receiving overwhelmingly positive reviews from both professionals and students. This is another instance of multiple organisations working together to achieve multiple goals, ensuring everyone benefits. Staying with our Dental Directorate, but with a rural focus, we feature an article on how Dental Hygiene and Therapy students, studying at the new School of Oral Health Science at the University of Highlands and Islands (UHI) are benefitting from new ways of working. Instead of working on one campus, the students work across state of the art virtual campuses, with three separate teaching centres for face to face clinical training. These facilities mean that students can stay closer to home whilst studying thanks to technological innovations. We also have updates on a joint event hosted by Scotland s Colleges in collaboration with NES, Scottish Government and the Scottish Social Services Council (SSSC); the third annual Healthcare Science Event; dealing with winter care pressures in Fife; and finally, an article on the graduation of the first cohort of students who have completed the newly launched Postgraduate Certificate in Healthcare Chaplaincy is set to be another very busy year for NES, and as we implement our new strategy we will continue to work collaboratively with partner organisations to ensure we develop and deliver the highest quality education, training and workforce development for NHSScotland staff. 02

5 Quality Education for a Healthier Scotland: Cabinet Secretary launches NES Strategic Framework 26 January was a significant milestone for NES: the launch of our Strategic Framework in the Scottish Parliament following a year-long consultation process. Some 100 guests and NES staff gathered in the Garden Lobby (the scene of many a TV interview with MSPs!) for the event. Hosted by Scotland s Futures Forum (SFF), the evening was hosted by SFF Director, John Park MSP. Explaining that a major part of SFF s remit is to forge partnerships with leading organisations across all sectors in Scotland, John declared a personal interest in the work of NES since his wife is a nurse. He stressed the critical importance of education and training, not only for healthcare professionals but also for the administrative, clerical and support staff who form the backbone of the NHS. NES CEO, Malcolm Wright, continued by explaining that: Following an intensive year-long consultation phase, I am delighted to mark the publication today of our strategy for the next four years. All our work is focused on delivering quality education for a healthier Scotland. We are committed to ensuring that all staff have the excellent education and training that is essential to delivering the quality of healthcare that the people of Scotland expect and deserve. NES is uniquely placed in the health service in the UK to act on behalf of NHS Boards and to achieve economies of scale by commissioning education and training for healthcare staff. Our commissioning role not only allows us to deliver efficiency savings though economies of scale but also consistency of quality, transferability of learning across Scotland, between NHS Boards and across the healthcare professions, and also avoiding duplication of effort. From left to right: John Park MSP, Dr Lindsay Burley CBE, Nicola Sturgeon MSP, Malcolm Wright OBE 03

6 Quality Education for a Healthier Scotland Nicola Sturgeon then took the podium to perform the launch. The formal part of the evening was rounded off by NES Chair, Dr Lindsay Burley, CBE. Guests then had the opportunity to visit a small number of selected exhibitions of NES work: The Healthcare Support Workers Toolkit A portal with resources for education and role development for healthcare support workers. e linda.harris@nes.scot.nhs.uk Introducing Evidence into Practice A new portal with resources for frontline staff to deliver the Quality Strategy. e suzanne.graham@nes.scot.nhs.uk Remote, Rural and Island Healthcare - The RRHEAL Education Platform On-line learning materials for frontline staff in remote and rural areas. e pam.nicoll@nes.scot.nhs.uk fiona.fraser@nes.scot.nhs.uk Healthcare Associated Infections - Educational Solutions to Support Workforce Development The Cleanliness Champion and HAI Induction programmes plus on-line tutorials e.g. the MRSA clinical tutorial. e helen.maitland@nes.scot.nhs.uk angela.curran@nes.scot.nhs.uk eportfolio e alex.haig@nes.scot.nhs.uk Portal - Internet Based CPD Booking and Management Service The on-line resource for courses and trainer recruitment. e andrew.duncan@nes.scot.nhs.uk 04

7 Our key strategic themes, objectives and business outcomes Six themes will guide our work over the next four years: 1 education to create and excellent workforce 2 improving quality 4 responding to new patient pathways 5 developing innovative educational infrastructure 3 reshaping the NHS workforce 6 delivering our aims through a connected organisation Ten strategic objectives and business outcomes give detail to the themes. 1 We will deliver consistent evidence based excellence in education for improved care. 6 We will provide integrated education to support models of care which are closer to people in their communities. 2 We will ensure best use of the Additional Costs of Teaching (ACT) funding. 7 We will support education in partnership that maximises shared knowledge and understanding. 3 We will continue to build coordinated joint working and engagement with our partners. 4 We will provide education in quality improvement for enhanced patient safety and people s experience of services. 8 We will develop flexible, connected and responsive educational infrastructure which covers people, technology and educational content. 9 We will establish a performance structure which connects individual performance to our objectives. 5 We will develop our support for workforce redesign. 10 We will improve the sharing of knowledge across our organisation. About Scotland's Futures Forum Scotland s Futures Forum was created by the Scottish Parliament to help its Members, along with policy makers, businesses, academics, and the wider community of Scotland, look beyond immediate horizons, to some of the challenges and opportunities we will face in the future. Looking beyond the four year electoral cycle and away from party politics, the forum seeks to stimulate public debate in Scotland, bringing fresh perspectives, ideas and creativity on how we might prepare for the future now. For more information, please visit their website: How to get a copy of the Strategy. You can download it here: strategy%202010%20web.pdf If you would like a hard copy, please contact: Karen Fielding t e karen.fielding@nes.scot.nhs.uk 05

8 Sir Kenneth stars at the NES Education Conference Hard on the heels of the launch of the Strategic Framework , NES hosted its first multidisciplinary, national Education Conference at the Beardmore Conference Centre on the following day, 27 January. An invited audience of senior education staff from Health Boards, higher and further education and other organisations enjoyed an action packed day of workshops, exhibitions, discussions and stimulating presentations. The delegates were also among the first people to get their hands on hard copies of the NES Strategic Framework. Delegates were fortunate to hear Professor Sir Kenneth Calman, Chancellor of the University of Glasgow, as the keynote speaker who presented his inspiring views on The Future of Healthcare Education. His engaging and inspiring speech emphasised the significant contribution of education to improving healthcare practice. Highlighting the need for healthcare professionals to learn from their patients, Sir Kenneth also drew from his experience as a clinician and medical educator, to amuse and challenge the conference audience. The Cabinet Secretary was due to open the event, but unfortunately withdrew due to pressing parliamentary business. She nevertheless sent a message of support welcoming the Conference as... an opportunity to hear, learn and discuss how we can best utilise our combined roles and interests to improve the quality of care for patients, and in shaping the focus of our education, learning and training efforts that will develop the healthcare workforce of tomorrow. Delegates were able to choose from a varied programme of workshops, ranging from a panel discussion on The Case for Educational Investment to a workshop on Modern Apprenticeships and beyond which was supported by a range of external exhibitors. The Conference also marked the launch of the Evidence into Practice Knowledge Network portal and the NES Products and Services Database. The Conference was well-received by delegates and their post-event evaluations expressed considerable enthusiasm for similar gatherings in future years. Further information about the Conference, including the official report, is available from: Rob Coward, Educational Projects Manager e rob.coward@nes.scot.nhs.uk 06

9 NES launches its new Products And Services Database (PASDA): an online directory of educational resources At the NES Educational Conference, NES launched its new Products And Services Database (PASDA): an online directory of educational resources. PASDA is the new database with information about the different ways that NES supports the NHSScotland workforce: from training schemes, to courses, guidance materials, e-learning and much more. The Database is intended for use by NHSScotland staff with responsibilities for education and training, but will be of interest to most staff groups. PASDA will help users find useful educational resources by providing clear signposts to published documents, web pages and NES contacts where one may find more information about our products and services. The database system in fact is a directory of everything NES does and is a sophisticated but simple to use search tool: it is a search and discovery website that acts as a registry of NES products and services for NHSScotland staff. PASDA aims to provide a comprehensive source of information about all NES educational and research initiatives. As such, it supplies clear and straightforward information about products and services produced by NES, where each entry within the database is categorised by a number of typical characteristics and may be searched individually by using the free text search box on the Home Page, or be filtered by any of the views provided by the system. It is hoped that PASDA will help all users find information quickly and simply using a variety of different searches. It adopts a Google-style search by which one can simply type keywords into the search bar, or search by clicking on a product/ service type (e.g., e-learning resources, courses), professional group or service The PASDA Homepage, with its prominent search box priority (e.g., quality improvement, longterm conditions). One can also combine searches to obtain a highly customised set of results, which are displayed in an accessible and user friendly format. The PASDA link, in its widget format, has already been posted on the NES Website s homepage and on our intranet. It appears also on the Knowledge Network (portals page) and on other NHS hosting websites. The database does not yet include details of every single NES product, but we are adding new resources to the database every day, with the assistance of dedicated NES contributors. We hope that it will soon become an indispensable tool to help the public get the very best from our activity. 07

10 NES launches its new Products And Services Database (PASDA): an online directory of educational resources You may wish to host our PASDA widget on your website. It s a very simple operation: you just visit the PASDA Widgets page here: and paste the relevant codes onto your selected webpage template: according to which version you choose, one of these two widgets will appear: This second one is a Search Widget, a proper miniaturised version of the PASDA search system and you can search directly from it. Then, on clicking any of its results, it will open the main website with the requested information. This is a simple Link Widget, and on clicking it sends you to the PASDA Homepage. Feedback on PASDA We hope that PASDA will be a simple and robust source of information about NES products and services. We will also rely on your feedback to enhance the Database by, for example, expanding the categories of Product/Service Type or re-labelling categories of Service Focus to improve clarity. Where you have identified problems or potential improvements please contact the Database Manager directly by phone or . Alternatively you can use the Feedback feature near the top of the PASDA Home page. For more information, advice and guidance about PASDA and/or adding data & information, please contact the Database Managers as follows: Gianluca Mattioli e gianluca.mattioli@nes.scot.nhs.uk Rob Coward e rob.coward@nes.scot.nhs.uk The PASDA Team e PASDA@nes.scot.nhs.uk 08

11 Enhanced Features on The Knowledge Network The Knowledge Network provides access to evidence, information, e-learning and community tools. It supports all staff to find, share and use knowledge in day to day work and learning. It has recently been enhanced with a number of new features. Two new portals have been added to offering additional access to pioneering online knowledge services. Evidence into Practice ( uk) supports the Scottish Government Healthcare Quality Strategy by offering NHSScotland s frontline clinicians and quality improvement leads to find, share and use evidence to improve quality of care. Social Services Knowledge Scotland (SSKS, have recently launched a national online knowledge service for the Scottish social services sector and is a result of the details noted in the strategy: Sharing Knowledge, Improving Practice, Changing Lives. This online resource will help social services staff translate knowledge into action in day to day practice within a culture of continuous learning, development and improvement. Other new features of The Knowledge Network relate to changes in the infrastructure. These include additional search options and changes to the way search results are displayed. My Resource Space has been moved to a running link on the header, further providing links to all of The Knowledge Network consortium of portals and websites. In addition, a greater selection of widgets is available from the Add/Remove stuff link on The Knowledge Network homepage. There are also options for users to install The Knowledge Network search widgets into websites and into Microsoft Word. Knowledge Services are also delighted to announce a new collection of subscription resources is now available in The Knowledge Network. This is the result of an extensive needs analysis, tendering and evaluation process; and will improve the range, relevance and best value for NHSScotland and Scotland s social services. Future developments include an exciting portal to cater for learning and development leads and educationalists. This will include a dedicated section to cater for those supporting e-learning as well as content dedicated for educational supervisors and trainers. We hope you enjoy using these new services! For more information, please contact: Dr Nancy El- Farargy e Nancy.El- Farargy@nes.scot.nhs.uk 09

12 Focus on E-Education E-Education is an important feature of the support provided by NES to the NHSScotland workforce, including resources such as The Knowledge Network, DOTS, e-portfolio and Flying Start. Future work includes advanced plans by our Dental Directorate to create state of the art anatomical e-learning resources; and online portals to support the Administrative, Clerical and Support services workstreams. The NES e-education strategy outlines the commitment of NES to a long term vision and action plan to support e-educational developments across NHSScotland. This also details a co-ordinated approach to the appropriate use and adaptation of local and national products. NES is committed in developing a coherent service wide implementation plan, to help realise the full potential of e-education through collaboration across local and national levels. This vision includes embedding learning in healthcare practice and policy, and in the development of healthcare workforce, services and organisations. Such close collaboration to create a NHSwide, shared e-education environment would help facilitate equitable and flexible access to national e-education opportunities and would help to ensure that staff and the wider public maximise benefits to patient care. For more information, please contact: Dr Nancy El- Farargy e Nancy.El- Farargy@nes.scot.nhs.uk 10

13 The Launch of the Lothian Optometry Teach and Treat Clinic (LOTT) A first in Europe Optometry was invited to join NES and complete the family of NHS Primary Care contractor professions in With Scottish Government funding, the role of the Optometry directorate was to 'equip optometrists better to meet the demands of the new General Ophthalmic Services contract'. The new contract for NHS eye examinations in the community (sight tests in local opticians) required optometrists to be more aware of the nature of a range of eye diseases. They were also required to be prepared to manage some of the non-sight-threatening conditions in their practices rather than referring patients with minor complaints to hospital for treatment. The profession was keen to take on this role and NES Optometry assisted this by organising a range of courses all round Scotland. The courses taught some modern examination techniques to those who had qualified many years ago and to ensure more recent graduates were keeping up to date with developments. Additionally, NES Optometry funded a course in Independent Prescribing at Glasgow Caledonian University and over 200 out of the total approx 1000 optometrists have participated in that course with around 40 fully qualified to prescribe therapeutic drugs for the treatment of eye disease. However, as we undertook these courses it was clear that the clinical exposure to eye disease was quite limited amongst those optometrists who had not worked in a hospital environment since graduating. To remedy this deficiency, NES Optometry followed the NES Dental model and developed Europe s first Teach and Treat Clinic in the Lauriston Building opposite the Eye Pavilion in Edinburgh. 11

14 The Launch of the Lothian Optometry Teach and Treat Clinic (LOTT) A first in Europe Left to right: Dr Lindsay Burley CBE; Bob Anderson, Edinburgh CHP Chair; Donald Cameron; Janet Pooley; Peter Carson, Optometry Scotland Chair. We constructed a clinic comprising six consulting rooms in 2000 sq ft in the basement of the building. The space was unused because no staff were prepared to work in the dark all day except optometrists! We then equipped the consulting rooms to the highest standard and invited optometrists to staff the clinic. The Eye Pavilion agreed to send patients over to the clinic from their Acute Referral Clinic the clinic to which optometrists routinely send patients presenting with painful, red eyes or sudden loss of vision. NES Optometry funded an ophthalmologist (eye surgeon) from the Eye Pavilion to supervise the clinics and assist the optometrists if they were uncertain about how to deal with what was presented to them. The Scottish Government s commitment to the clinic was demonstrated when it was opened formally by the Cabinet Secretary for Health and Wellbeing, Nicola Sturgeon MSP, on 3 March 2011 amidst considerable press interest. The results from the new teach and treat clinic have been better than we could have expected. The optometrists have found the learning experience of actually having to work up the patients, think through the differential diagnosis and develop a proper management plan, a new and challenging experience. Despite fears of having their lack of experience exposed, they have all risen to the challenge and have found it changing their behaviour and confidence in their own community practice. The opportunity of discussing eye disease with a consultant ophthalmologist for a morning is not an experience they have had before so they are absorbing massive amounts of information very rapidly. Interestingly, having completed a session of about 24 clinics we asked how many would like to return if space permitted and all are seeking between 10 and 20 sessions per annum on an ongoing basis. Given they are not paid for time out of practice, this demonstrates the value they place on this unique form of education and training. We are sufficiently encouraged by the results so far to have opened discussions with a number of other Boards about developing similar regional clinics. In summary, this LOTT clinic is a text book example of shifting the balance of care from hospital to community. Such a shift is not without its problems, but we are greatly encouraged by the enthusiasm shown by optometrists to improve their skills and ophthalmologists to share their knowledge. We look forward to local optometrists around Scotland managing their own patients in their local practices with increased competence and confidence to the long term advantage of the eye health of the patients of Scotland. For more information, please contact: Donald Cameron e Donald.Cameron-OPT@nes.scot. nhs.uk Janet Pooley e Janet.Pooley@nes.scot.nhs.uk 12

15 Supporting the NMAHP workforce across the Career Framework A wide range of learning and development opportunities currently support nurses, midwives, and allied health professionals (NMAHP) to deliver high quality care in NHSScotland. In the first of a series of articles about learning and development opportunities for nurses, midwives and allied health professionals, this article aims to raise awareness of a number of initiatives which, although targeted at different groups of staff, collectively offer a joined up approach to workforce development. By articulating these initiatives together, individuals, teams and NHS Boards can consider how they can best meet their own needs and those of their staff at different stages of their professional and career development, both now and in the future. What is the Career Framework for Health? The Career Framework for Health is a 9-level framework designed to support workforce development and career planning (Skills for Health, 2006 and Scottish Government, 2009). Roles are grouped according to their level of complexity and responsibility and the level of experience and learning required to carry them out. Each level is clearly labelled, from Support Worker through various levels of practitioners, to Senior Staff. It provides a useful visual tool to help individuals plan their career paths more easily. By grouping jobs within a career ladder, the framework shows how different jobs build on one another to allow progression up and across that ladder. NES uses the Career Framework for Health as a way of describing where an educational solution is focused. This is because the framework is an enabling one which supports both career development and workforce planning. However, its use o must be seen in the context of related frameworks such as Agenda for Change bandings, and should recognise the potential for confusion as each framework uses the same numbering system of 1-9, but there is not a direct correlation across at all levels. The NHS Knowledge and Skills Framework (NHS KSF) remains the overarching development framework for most NHS staff. Both the NHS KSF and the Scottish Credit and Qualifications Framework (SCQF) are referenced in NES resources to ensure a joined up approach to development is taken and the individual contribution of each framework can be maximised. 13

16 Some examples of learning and development which are linked to the Career Framework for Health are outlined below. Healthcare Support Worker The Healthcare Support Worker (HCSW) project has developed and implemented a national approach to supporting and developing assistants to HCSW roles in nursing, midwifery and allied health professions at levels 2 to 4 of the Career Framework for Health. Phase one saw the development of the Guide to Education and Role Development for clinical healthcare support staff (published 2009) and phase two included the launch of the online HCSW Toolkit in summer 2010 and the development of education resources to support implementation of the Induction Standards and Codes in winter Find out more at: Flying Start NHS TM Flying Start NHS TM is the national development programme for all newly qualified nurses, midwives and allied health professionals in NHS Scotland. The website was re-launched in June 2010 and now provides enhanced user upgrades such as: a dedicated mentor area an updated KSF area which tags every activity to a specific NHS KSF core dimension, allowing the learner to relate the activity directly back to the framework dedicated learner guides to structure the newly qualified practitioners learning journey through the programme Find out more at: AHP Careers Fellowship Scheme AHP Careers Fellowship Scheme Featured in the last edition of FOCUS, the AHP Careers Fellowship Scheme is a funding initiative for AHPs working in Scotland to apply and be considered for financial education support for education in identified priority categories. The priority categories are flexible and can change each year. The categories will be agreed in consultation with AHP stakeholders, including the NES AHP Advisory Forum and its uni-professional sub-groups and think tanks. This is a recurrent fund; therefore bids can be made for funds required over a number of years. Find out more at: 14

17 Early Clinical Career Fellowships ECCF is being piloted in NHSScotland on behalf of the four UK countries. It is one of a wide range of initiatives within Modernising Nursing Careers which aims to develop the nursing workforce of today and the future (SEHD, 2006). The Fellowships support highly enthusiastic and motivated nurses and midwives at an early stage in their career to develop personally, professionally and academically. The Fellowships include access to masters level education, mentorship, one-to-one clinical coaching, action learning sets and masterclasses. The first cohort who are completing are congratulated on their achievement and their contribution both now and in the future is valued. Find out more at: The Effective Practitioner (launch: June 2011) The Effective Practitioner is a national initiative providing learning resources and support for level 5 and 6 nurses, midwives and allied health professionals across NHSScotland. It recognises and values the critical role this large group of staff play in the day-to-day care delivery in NHSScotland. The initiative assists practitioners to deliver safe, effective, and person-centred care and is the vehicle by which this group of staff supports the implementation of the Healthcare Quality Strategy for NHSScotland. It can assist individuals and teams to maximise their contribution to the delivery of quality patient care and can support them to evidence their ongoing development for KSF, revalidation, and CPD purposes. effecti e practitioner Supporting and Valuing Nurses, Midwives and Allied Health Professionals in Practice Find out more at: Senior AHP Education & Development Framework The Framework has been developed specifically to support the education and development of AHPs on level 6 of The Career Framework for Health who are leading and managing services or teams. To facilitate implementation of this framework, funding has been awarded to successful applicants from NHS Boards to support educational development of knowledge, capabilities and skills associated with the Senior AHP role. A series of facilitated regional workshops are also underway with attendance from Senior AHP practitioners from across all NHS Scotland territorial boards. A national event in April 2011 will enable participants of the educational funding initiatives and workshops to share their learning experiences and good practice. Concurrently with the funded education initiatives and workshops, a website is being developed which will host a range of resources and learning activities to support this initiative. Find out more at: framework%20final.pdf 15

18 Advanced Nursing Practice Toolkit This is a repository for resources to support the development and sustainability of advanced practice roles. It provides an overview of the work being undertaken in Scotland to support advanced practice including an educational framework, developmental learning needs analysis tool and service needs analysis tool. Originally developed for nurses it has also been used to guide advanced practice developments for other healthcare professionals and includes links to other related projects e.g. the educational development framework for senior charge nurses. Senior Charge Nurse Educational Development Framework The senior charge nurse role has gone through significant review and renewal over the past two years. The national process has been supported through the Senior Charge Nurse Development Framework, which has been widely adopted and embraced by the senior charge nurse cohort, their managers and some aspiring senior charge nurses. Find out more at: scnframeworkreplacement pdf AHP Musculoskeletal Advanced Practice This initiative is supporting the educational development of AHPs working at level 7 on The Career Framework as advanced practitioners within musculoskeletal services, and those aspiring to this role. A core curriculum for these AHPs is currently in development. Funding has been awarded to successful applicants from NHS Boards to access education, and as part of this funding process, key areas of development were identified and subsequently external courses in X-Ray interpretation, understanding blood results, injection therapy and steroid injection training were commissioned. In addition, masterclasses in core areas of practice are being delivered and a website is also being developed which will host a range of resources and learning activities to support this initiative. Succession Planning for Consultant Nursing, Midwifery and Allied Heath Professionals As part of a succession planning pathway piloted between 2006 and 2007 a Developmental Learning Needs Analysis Tool was developed which can be used to support this group of staff identify and meet their ongoing educational needs. 16

19 Clinical Academic Research Careers A National Guidance for Clinical Academic Research Careers for Nursing, Midwifery and Allied Health Professions will be available shortly through the NES website. This guidance has been developed by a multi-disciplinary working group with members representing NHSScotland Health Boards, HEIs, NMAHP Research Units and Clinical Research Centres. A much wider reference group covering a broader audience was also involved in the development of this document. How the Workforce is Supported in Practice The supporting infrastructure for nurses, midwives and allied health professions includes managers, practice developers, educators, facilitators, mentors and supervisors. Nationally, there is the network of practice education facilitators for nursing, midwifery and allied health professionals. As part of the NES Nursing and Midwifery Strategy, and our commitment to supporting NHS Boards, we have recruited a national network of Practice Educators for nursing and midwifery. The Practice Educators will be employed by NES and will be hosted within NHS Boards. Their role is to strengthen the existing NHSScotland practice education infrastructure and will focus on ensuring access to learning and development resources, directly relevant to clinical care, closer to where nurses and midwives practice. For more information and to contact initiative leads, please contact: Carol Curran e carol.curran@nes.scot.nhs.uk t

20 Healthcare Associated Infections: Making a difference through education The multi-disciplinary Cleanliness Champion Programme was first launched in 2003 to support the educational needs of nursing, dental, ambulance and medical staff. The aim was to develop 'champions' who had completed a basic education programme on infection prevention and control. A target of at least one Cleanliness Champion in every ward and clinical area within NHSScotland was set, aiming for 3500 Cleanliness Champions. The target was achieved by The programme continues to be successful, and is now fully embedded in nursing, medical and dental undergraduate curricula. This year we reached a milestone of 10,000 Cleanliness Champions supporting the fight against healthcare associated infections at health board level and approximately 13,000 registrants at undergraduate level expected to graduate as Cleanliness Champions over the next four years. This accounts for 14% of the NHSScotland workforce. A positive evaluation of the impact of NES s Cleanliness Champion Programme on clinical practice (Macduff, 2009) recommended the programme continue to be promoted and developed in Scotland, and that the Cleanliness Champion s role be developed and integrated more fully into local infection control planning and practice at health board level. To support this integration, a series of regional events were scheduled throughout March These events supported Cleanliness Champions and mentors to explore how the knowledge and skills gained from the programme can be utilised on a personal, departmental or even organisational level to improve infection prevention and control. Last year the HAI Education Team embarked on a 12 month project to review and revise the programme to develop a sustainable resource aligned to current service delivery needs and strategic direction. It will be re-launched in Autumn 2011 and will continue to be provided both as an online e-learning and paper based resource, with opportunities for greater local ownership and responsibility, and a reduction in waste and overall tangible cost for NES. The HAI Education Team has also developed a wide range of other education and training resources. A recent example of which is a comprehensive training pack designed for local trainers to support practitioners who are involved in the prescribing, monitoring and administration of antibiotics in their early stages of clinical practice. 18

21 Developed as part of the education workstream of the Scottish Management of Antimicrobial Resistance Action Plan (2008), it comprises a schedule of learning outcomes, an editable MS PowerPoint training presentation and a CPD record of evidence of learning. The resource is available to download from the NES HAI website healthcare-associated-infection There are also a number of topic specific online short courses available for all healthcare staff which have proved very popular. Over 5000 staff completed these, and feedback is positive on courses such as the clinical scenarios for MRSA or Clostridium difficile; bacterial resistance; and preventing catheter related bloodstream infections. These courses are free and can be accessed through a single registration portal on the NES HAI website. ( healthcare-associated-infection/onlineshort-courses) New resources due be launched in Spring 2011 include: an online short course on the presentation of infections in older people a training dvd to support the prevention and control of infections in older people in the care home environment an online basic microbiology tutorial to underpin the range of existing HAI education resources. an online education programme on the prevention and management of urinary tract infections associated with urethral catheters. The current Scottish Government Healthcare Associated Infection Delivery Plan will conclude at the end of March 2011, but work will continue to respond to the HAI educational needs of healthcare staff while supporting the implementation and evaluation of resources currently available. For more information, please contact: Helen Maitland e Helen.Maitland@nes.scot.nhs.uk 19

22 Dental Outreach Everyone's a winner A project that brings together two universities, ten health boards and a major NHS funding body could be a headache waiting to happen. But, in a recent article in Scottish Dental magazine which has been adapted for Focus, we discover that positive collaboration is a powerful thing. There is no competition, there is no point scoring, it is just a very positive, collaborative framework that we ve got. These are the words of Andrew Hall, final year coordinator at Dundee Dental school, but they could have been spoken by any one of a number of people involved in one of the most successful, and farreaching, dental projects of recent times. Both Dundee and Glasgow dental schools have collaborated with ten out of the 14 health boards in Scotland as well as NES to produce a comprehensive dental outreach programme that is garnering overwhelmingly positive reviews from all involved. Dental outreach is not especially new, Glasgow has been running a paediatric outreach programme for a number of years and they also piloted student outreach back in What is different about the current system, introduced nationwide in 2006, is the fact that it brings together so many different elements and provides so many solutions to common problems. Andrew Forgie, Associate Dean for Postgraduate Dental Education at NES, who supply all the revenue funding for outreach, explained: I think that it has been successful because nobody is trying to get more out of it than anyone else. If everyone is gaining and nobody is trying to take advantage of anyone else then I think you are more likely to get better collaboration. The ethos behind outreach was threefold: to give students experience out with the dental schools, to provide service in areas that have either a lack of NHS provision or where there is a high treatment need, and finally, to promote recruitment into areas that are having difficulty recruiting dentists or students. There are currently 12 dental outreach centres across the country, providing more than 70 chairs. And, with a further five centres in development, the number of outreach chairs will be over 100 by Glasgow and Dundee students (and eventually Aberdeen when their first final year comes through) spend roughly half their final year on outreach placements in various locations, seeing a diverse range of patients. David Watson, Senior Clinical University Teacher and course coordinator for BDS5 at Glasgow Dental School, is the teaching lead for outreach at Glasgow and was involved with the original pilot at Greenock Health Centre. He was a salaried dentist working in the centre when outreach was trialled and he had no doubt it was a positive development. He said: I always did think it would work. I didn t think it would be easy, and it has been a lot of hard work on all sides. It has involved a lot of travelling around and monitoring, but I think that the feedback that we have had has confirmed that it is working. And, although the outreach programmes at Glasgow and Dundee differ in the specifics, the two schools have worked closely together over the past few years, sharing knowledge and experience. The fact that Andrew worked with David in Greenock when the original outreach was being set-up, further strengthens the alliance. Andrew said: It s a great working relationship and I know that if I have a problem in Dundee, I can phone up David and ask them what they did in Glasgow, how they got round a particular problem and vice versa. David and Andrew are supported by fulltime outreach administrators Frank Bonner and Bruce Watt, who deal with timetabling 20

23 and placement issues, logistics and expenses as well as helping the teaching leads evaluate the programme, amongst many other things. There are currently 12 dental outreach centres across the country providing more than 70 chairs The Scottish Government has invested over 100 million into dentistry since 2005 and a significant amount of that has been used to build and refurbish community dental centres, some of which now include a proportion of outreach chairs. Patients visiting the outreach centre don t pay for their treatment, providing a much needed service to people on low incomes or those who have been unable to register with another NHS practice. The students work under close supervision with a tutor on hand to advise them at all times and with nurses available to provide a level of assistance that just isn t possible in the dental school. Donald Macfarlane, one of the tutors at the Kilmarnock outreach clinic, explained that having better nursing support is often cited in student feedback, but the experience gives them a better understanding of what lies ahead. He said: They get much more of a taste as to what it is like working in general practice. They get to experience the whole range of treatment that a general practitioner would be expected to provide and in the safe environment of a supervised clinic. They are free to carry out their treatment but they know that if they have to ask questions, or things go wrong then they have a safety net. His fellow tutor at the North West Kilmarnock Area Centre, James McCall, added: I think they get a more realistic picture of what things are like when they are out in practice. They get to bring all the individual elements that they learn in the hospital together, in order to treat patients in a more holistic manner. I think it is quite good preparation for them going into VT. Donald and James currently have four Glasgow students on placement at the centre, each seeing up to five patients a day. Final year student Viraj Patel, 23, explained how he was enjoying his time in outreach: It s absolutely brilliant. You just get to do so much more, seeing patients one after the other and it s good preparation for what it is going to be like in practice. You just get such a variety of things and I m really enjoying it. The supervision from the tutors is great. Even if you don t have a patient, or someone cancels, they can give you tutorials and talk to you about anything else you might need help with. Fellow outreach student Jamie Kinnell, 26, paid tribute to the staff. He said: The facilities are excellent; the staff and nurses are great. At the dental hospital we don t have as many nurses but here we have staff on hand to assist us and help us. We can also see more patients, and there is a greater integration with the dental team. It is just thoroughly enjoyable, we see more patients, we get to do more dentistry and it lets us feel more like dentists. But the benefits are not just restricted to the students, Donald explained: It s a very stimulating environment to work in. These guys are young, enthusiastic, keen to learn and they are also learning the latest techniques and developments in materials from the dental hospital, which we are then required to know about in order to teach them. So we ourselves have to continue learning and it keeps us on our toes. His sentiments were echoed by James: If you are teaching somebody you need to be really sure about what you are talking about. I think it encourages you to keep up-to-date and to develop yourself. It is quite inspiring seeing some of these students, they are so keen and that fires your own enthusiasm. Dental outreach in Scotland seems to be a unique example of multiple organisations working together to achieve multiple goals. Everyone benefits, from the NHS boards and their patients, to the students and the universities. Andrew Forgie concluded by saying: I think it has been a win-win situation for all those involved. Hopefully it will produce students who are much more aware of the real world situation and we are getting patients treated who may otherwise have struggled to get care. So I think that is about as good as you can really get. And the view from the universities is also very positive, David said: The success of outreach to date has been the result of teamwork. Considering the close working relationships which have developed among all of the stakeholders: NES, the universities and the host NHS boards, outreach is probably one of the best examples of partnership working you can find in the present time. For more information, please contact: Andrew Forgie e Andrew.Forgie@nes.scot.nhs.uk Article courtesy of Scottish Dental Magazine 21

24 Spreading the Net Developing new methods of Dental training in Rural Scotland Picture this. The Caledonian MacBrayne ferry sails out of Stornoway on a Friday afternoon. The route to the mainland is one of the most magnificent sails possible, with the Atlantic seascapes of the Hebrides giving way to the beauty of the Summer Isles and the Torridon Mountains. In a corner of the lounge sits a girl engrossed in her laptop computer, oblivious to the vistas opening up as the ship crosses the Minch. Just another young person playing computer games, whiling away the time on a ferry crossing? Not in this case. This young woman is a Dental Hygiene and Therapy student from the School of Oral Health Science at the University of the Highlands and Islands (UHI), travelling home to Lochinver for the weekend and she is taking part in an online tutorial session with fellow students across Scotland. Her tutor is sitting at a computer in Dumfries, and can discuss the subject of the tutorial in real time with this group. The School of Oral Health Science was set up as a collaborative project between NES, UHI and the Scottish Rural Health Boards, first of all in Highland and Dumfries and Galloway, and more recently, Western Isles. Funding of the project by NES was in fulfilment of the Scottish Government s Dental Action Plan (2003), to improve access to dental resources and training across Scotland. The School provides a three year full time BSc degree level training for fourteen students per year wishing to pursue a career in Dental Hygiene and Therapy, and addresses the difficulty of accessing this training in the rural areas of the country. Dental Hygienists/Therapists work with General Dental Practitioners, providing a range of primary dental treatment to both adults and children. Numbers of Hygienists / Therapists have been increasing steadily in recent years, assisting Dental Practitioners in providing a wider range of care for their patients. For many years, students from the Highlands and Islands

25 who wished to train in this discipline had to leave home to attend one of the university dental schools across the UK providing such training. The UHI School of Oral Health Science is not part of a dental school, but is included in the Faculty of Science, Health and Education. Instead of all students working on one campus, the UHI students work across a virtual campus, with three separate teaching centres for face to face clinical training. These centres, in Inverness, Dumfries and Stornoway, are newly built state of the art facilities which not only provide the clinical support for the course, but also address the problems of access to NHS dental care for patients in rural areas. The idea of the School was first discussed when the Centre for Health Science in Inverness was built in Originally planned to provide teaching facilities for the School on one site, the addition of the Dumfries centre gave an opportunity of linking two centres with the same aim. The Dumfries Dental Centre was built just after the Inverness project, and with the use of IT already available in UHI, it was decided that students could be taught in one course over the two sites. In order to do so, both centres had advanced IT equipment included in the original specifications, and the result is an innovative teaching dynamic which can be reproduced across any country with rural training needs. The Western Isles Dental Centre, opened just a few weeks ago, was built to provide new dental facilities for the whole of the Hebrides, and its inclusion of teaching facilities for the School has shown how this dynamic can be extended. Clockwise from top: Western Isles Dental Centre, Stornoway; Centre for Health Science, Inverness; Dumfries Dental Centre

26 Spreading the Net Developing new methods of Dental training in Rural Scotland Clockwise from top left: Teaching Clinic; Teaching Surgery; Clinical Skills Phantom Head Room; Phantom Head (all Inverness) 24

27 Students begin their studies with a variety of modules including a foundation study skills course, biomedical science and oral biology, human diseases, behavioural sciences, and clinical dentistry. The learning materials for all modules are provided online, in a secure website developed and run by the University and known as a Virtual Learning Environment. By accessing this website, students can take part in selfdirected learning which might include a video presentation of a particular subject, introduced by a tutor using voice-over, or a link to a podcast or other web-based resource, as well as the type of online tutorial, with interactive participation of colleagues, described above. Students can also submit assignments securely using the website and these can be marked and submitted individually back to the candidate. The study of anatomy, traditionally taught using text books and cadaver dissection, is now provided using 3D imaging. The Digital Design Studio, part of the Glasgow School of Art, has set up digital imaging and haptics laboratories in the Inverness and Stornoway centres, and from these labs, students can access full 3D images of the head and neck. This facility will continue to be developed to include imaging of the whole body, providing training in various clinical procedures for doctors and dentists as well as the UHI undergraduates. Clinical training begins immediately the students start their course in each if the three centres, but not on live patients. Advances in clinical skills training means that students can learn clinical techniques on manikins and phantom heads where the clinical environment can be replicated, even with model mouths containing teeth that can be treated. The use of these manikins has enhanced clinical training to the extent that students are able to show competency in various procedures in the first semester of the course, and go on to treat patients by the second semester of the first year. All three centres have sophisticated videoconferencing equipment, linked to the 3D imaging materials and Smartboards which allow lecturers to amend presentations with annotations and drawings and send these across the network. The use of CCTV in the clinical skills teaching areas allows the demonstration of particular techniques to be broadcast to any participating site, not just within the School, but across the UK and abroad. A further advantage of the new centres is the ability to arrange postgraduate courses for all members of the healthcare team in their own environment. This allows participants to take part in lectures, seminars and workshops without the need to travel long distances to the major centres. This has a major advantage in training of health workers in remote and rural areas, where the ability to attend training sessions locally means major savings in work time. It also gives support to health professionals wishing to develop their careers in remote areas. If further education and learning is available in these regions, there is a higher chance of retaining health workers who see the benefits of life out of the urban centres. For patients, the development of telemedicine means that using the IT equipment in the rural centres, planning of medical and dental treatment can be carried out without a journey to a major hospital or Dental School. More effective treatment can be provided in local health facilities, with access to the best evidencebased care made available to all of the population in their own environment. Our student working away on the CalMac ferry has the chance to study closer to home with facilities for training which will provide her with a career allowing her to remain in her local community, or take her skills to other places. She will always be in touch with her family, friends and colleagues thanks to the innovations that are now a normal part of healthcare training in Scotland. For more information, please contact: Dr I M Madden e isobel.madden@nes.scot.nhs.uk 25

28 Care Now Meeting the workforce challenge A joint event hosted by Scotland's Colleges in collaboration with key stakeholders including NES, Scottish Government (SG) and the Scottish Social Services Council (SSSC) took place on Thursday 25 November The purpose of the event was to promote the Scottish Government's Healthcare Quality Strategy for NHS Scotland, and develop cross boundary working across early education and childhood practice, health and social care. Dr Ray Harris, Chief Executive of Scotland s Colleges, welcomed delegates and Susan Walsh, Lead Principal for Care and Principal of Cardonald College, Glasgow chaired the meeting which stimulated lively discussion with a range of key note speakers. First to present were Professor Brian Durward, Director of Educational Development NES, and Dr Jason Leitch, National Clinical Lead for Patient Safety and Improvement at the Scottish Government. Jason emphasised the primary outcomes discussed in relation to the strategy including: developing and building a quality improvement and patient safety culture in our hospitals building in long term sustainability and capability to drive this approach at all levels Brian and Jason also highlighted the Healthcare Quality Strategy focus on ensuring: a person centred, clinically effective and safe approach ensuring mutually beneficial partnerships between patients, their families and those delivering healthcare services clinical effectiveness resulting in the most appropriate treatments, interventions, support and services provided at the right time to everyone safe health care provided in an appropriate and safe environment with no avoidable injury or harm to patients from the healthcare they receive 26

29 Dr Bronwen Cohen, the next keynote speaker, linked well to the quality agenda in her role as Chief Executive of Children in Scotland and Director of the Working for Inclusion programme. Her presentation entitled Why fully integrated systems work better; Implications for the development and delivery of qualifications focused on the role of the early year s workforce in addressing poverty and promoting social inclusion. European Union wide research looked at the: benefits of a holistic approach to the child and engaging effectively with children families and communities; benefits of an integrated system across early childhood for the working poor, single parents, migrant families and families with disability, and the early years as a source of good quality employment Bronwen discussed the difference this approach has made and the concept of a Scottish pedagogy model. Scottish pedagogy model Pedagogues relate to the whole child (person) body, mind, feelings, spirit, creativity and the other relationship of the individuals to others - their connectedness, (Petrie, 2001). For further information visit: Clockwise (from top left): Marie McArthur & Sybil Lang, Bryan Healy, Dr Bronwen Cohen, Dr Jason Leitch and Prof Brian Durward, Dr Ray Harris, Susan Walsh The final keynote was Bryan Healy, Workforce Intelligence Manager, Scottish Social Services Council (SSSC). Bryan discussed the role of the SSSC in relation to workforce regulation and the role of Sector Skills Council. He highlighted key concepts being taken forward including: Leadership Continuous Learning Framework (CLF) Reshaping care for the older person Generic Health and Social Care Worker Workforce Solutions Portal He added: It is the person closest to the person receiving the service who needs to be the best leader The most valued These are the people that need to be able to make decisions. The chair, Susan Walsh summed up the event by thanking the keynote speakers for their presentations and the importance of continuing partnership working around this important agenda. Susan continued to summarise key messages established during the discussions including: The importance of partnership and collaboration with a shift in funding and thinking towards educating individuals and communities, and a continuing focus on leadership and professionalism across all levels of the workforce. The value of the Care Strategy Steering Group with membership from Scottish Government and NES. The group provides a mechanism to support cross boundary working by developing a national framework for education and training provision to support an appropriately skilled and ambitious workforce. This results in qualifications which allow employees to transfer across the geographical and sectoral boundaries of health boards and local authorities and which recognises the importance of accrediting prior learning. This is the greatest thing I ve been involved with in 30 years of working in the NHS. Derek Feeley, NHSScotland Chief Executive For more information, please contact: Sybil Lang e Sybil Lang@scotcol.ac.uk 27

30 Healthcare Science National Event National Priorities in Healthcare: Why Healthcare Science must continue to develop its profile The third annual Healthcare Science event organised by NES was held in Edinburgh on 26 November NHS Healthcare Science staff, plus College, University and Scottish Government colleagues gathered for a day packed with learning and networking opportunities across Healthcare Science. The event was attended by 118 delegates with Dr David Stirling, Healthcare Science Lead for NHS Lothian, chairing a varied programme of lecture, workshop and poster and exhibit sessions. The morning session began with Professor Lewis Ritchie, Chair of the Scottish Medical and Scientific Advisory Committee, sharing his thoughts on the vital contribution that Healthcare Science staff in NHSScotland can make towards achieving the three quality ambitions as outlined in the Healthcare Quality Strategy for NHSScotland. This was followed by Jacqui Lunday, Chief Health Professions Officer and lead for Healthcare Science at the Scottish Government, encouraging Healthcare Science staff to consider person-centred care when delivering Healthcare Science services. The morning session continued with presentations from the three strands of Healthcare Science: physical, physiological and life sciences. Presentations on equipping the new Forth Valley Royal Hospital, the role of cardiac physiology when the heart goes wrong and the role of the histocompatibility and immunogenetics lab in matching organs to donors, all helped facilitate new understanding of Healthcare Science activities to those who may have been unfamiliar with these areas. The lunch break allowed delegates the opportunity to peruse a number of exhibition stands of key partners and sponsors of the event: Scottish Health Innovations Limited (SHIL), Science, Technology, Engineering and Maths (STEM) networks and the Scottish Centre for Telehealth. The event was also supported by the Scottish Government and the Scottish Forum for Healthcare Science. Posters were displayed which illustrated a range of research, information and education and training taking place across Healthcare Science. The afternoon session began with three concurrent workshop sessions, covering: Healthcare Science Regional Developments, Leadership in the NHS and Improving Clinical Systems reducing error to improve patient safety. The workshops enabled delegates to discuss, debate and give feedback on the how these areas could be developed for the benefit of Healthcare Science in the future. A short education and training update was provided by Dr Robert Farley, Healthcare Science Programme Director at NES. Rob s presentation allowed participants to learn how NES Healthcare Science continues to support national education, training and continuing professional development programmes and initiatives for NHS Healthcare Science staff. The highlight of the day was an enthusiastic and uplifting keynote speech given by Dr Alison Spaull, Chief Scientist Office, Scottish Government encouraging and motivating Healthcare Science staff to build further on the world-class research already taking place within Healthcare Science disciplines, by exploring what the Chief Scientist Office has to offer in supporting research in the NHS. Alison had great pleasure in announcing the winner and runners up of the Chief Health Professions Officer Healthcare Science Awards. The winner of the Healthcare Science Award for 2010 was Joan Knight and her team for the development of provision of Neurophysiology services in NHS Fife. 28

31 Healthcare Science Award 2010 winner Joan Knight, NHS Fife (right) with Jacqui Lunday, Chief Health Professions Officer, Scottish Government Workshop session on Healthcare Science regional development The runners up were Dr Ruth Hamilton from NHS Greater Glasgow and Clyde for research into additional vitamin A supplementation improving retinal function in very low birth weight infants and Margaret Lewis for educational developments for Healthcare Science support workers in the Life Sciences in NHS Fife. The event evaluation indicated that participants found the format and the content of the event useful and stimulating and to quote one participant I found the event extremely re-energising. The poster prize was won by Claire Burt, Claire Cryer and Victoria Robertson from the Scottish National Blood Transfusion Service for their poster: Histocombobularity and Immunowhatsit AKA Histocompatibility and Immunogenetics. For more information, please contact: Dr Amanda McKie e amanda.mckie@nes.scot.nhs.uk 29

32 Re-designing the Plane Whilst Flying It: Dealing with winter care pressures in Fife In Fife 2009, it became clear that current ways of dealing with surges in demand for healthcare in winter were becoming less effective and that longer-term strategies were needed. This is the challenge of redesigning the plane whilst flying it. We must invest in keeping the existing system going but, at the same time, we need to start some alternative practice that holds the promise of greater viability in the future. Using the International Futures Forum Three Horizon model (see Diagram 1), a set of promising pathways have been developed to nurture the growth of a radically new system far better suited to the current context. Promising Pathways 1 H3 as our strategic intent by: aligning long-term investments with this aspiration and bending resources towards the most promising pathways 2 Evolve technology with a human face 3 Grow the workforce to support and participate in the new system 4 Grown up conversations about living and dying, about love, care and compassion, about human limits and human potential 5 Focus on person/patient experience as our most powerful learning tool 6 Nurture community and relationships recognising most recovery from illness and longer-term care take place at home, with family, friends and neighbours to help 30

33 Methods (see Diagram 2) A group of seven leaders across health and social care formed an action learning set with the intention of implementing these pathways. The intention was to: Diagram 1 influence others understanding of their role in the health and social care system, opening up the possibility of innovating for a third horizon take action in a new way, going about it from the standpoint of nurturing the third horizon, rather than propping up the first. work on ourselves at our learning set meetings, developing ourselves as reflective practitioners. Key Results This work prepared the ground for a successful bid to host a two-day visit to Fife by staff from the South Central Foundation (SCF), Alaska. Part of the reason Fife was successful was because we had identified the Alaskan model as an example of the third horizon in the present. We knew how powerful it would be to have them come and share their story with us. The visit was inspirational for everyone who met with the SCF team and seemed to fit with so many of the pathways we had identified: H3 as our strategic intent, developing the workforce to work in this way, having the grown-up conversations, nurturing community and relationship, patient experience as our most powerful learning tool and technology with a human face. A second achievement was arranging a visit from Sian Lockwood, CEO of Community Catalysts, to meet with members of the group to discuss the role of micro-enterprises in re-shaping care for older people. The idea here is to nurture community and relationships to support people at home with small scale, low key interventions but also to act as early warning systems to prevent decline of older people and thereby avoiding crisis. The visit has led to a proposal being submitted to the Health Foundation Shine 2011 programme to kick start a microenterprise market for health and social care in Fife. This proposal was successful and work is due to start shortly. Diagram 2 Written by Dr Margaret Hannah, Deputy Director of Public Health, NHS Fife For more information, please contact: Fiona Gailey / Karen Howe, SE Local & Regional Strategic Engagement Team, EDD e Karen.howe@nes.scot.nhs.uk Robert Parry, Associate Director (NMAHP) & NES Senior Contact for Fife. For more information about this work and other work with the International Futures Forum, see: educational-development/se-strategicengagement 31

34 Graduation Celebrations Postgraduate Certificate in Healthcare Chaplaincy Autumn 2010 saw the first cohort of students complete the newly launched Postgraduate Certificate in Healthcare Chaplaincy at the University of Glasgow. NES has been pivotal in initiating the creation of the course, commissioning the University of Glasgow to develop it and sponsoring the first 14 students to participate in it A recent celebratory lunch was held to mark the occasion, attended by students, university and NES staff, and placement mentors from various health boards. The lunch not only marked the achievements of students and the hard work of those involved in delivering the course but was a significant milestone for the healthcare chaplaincy community as it moves towards regulation as a healthcare profession. 4 5 The course is recognised as an entry level qualification for those seeking a career in healthcare chaplaincy in Scotland and provides a stepping stone onto further study and career progression. Not only does the postgraduate certificate afford students the opportunity to develop the necessary knowledge and skills to enhance spiritual care practice, it has tangibly developed personal and professional confidence in participants. In addition, the requirement for chaplains to complete a rigorous, university-based, vocational educational programme is a significant step for healthcare chaplains in being rightly perceived as credible healthcare professionals working as an integral part of multi-disciplinary teams throughout NHSScotland Ewan Kelly, Programme Director for Spiritual Care and Healthcare Chaplaincy, NES; 2 Mark Evans, Acting Lead Chaplain, NHS Fife; 3 Tracy MacInnes, Allied Health Professions Officer, Scottish Government; 4 5 David Mitchell, Course Manager, Postgraduate Certificate in Healthcare Chaplaincy, University of Glasgow; 6 University of Glasgow Healthcare Chaplaincy Postgraduate students and staff; 7 Prof James McKillop, Deputy Head of School of Medicine, University of Glasgow For more information, please contact: Ewan Kelly e Ewan.Kelly@nes.scot.nhs.uk 32

35 Bulletin Board Editorial Group NES Board Meetings NES Board business meetings are held throughout the year and are open to the public. The meetings normally begin at a.m. and last 2-3 hours. Anyone interested in attending a Board business meeting should contact David Ferguson, Board Services Manager, on or via david.ferguson@nes.scot.nhs.uk The Board business meeting dates from now until March 2012 are set out below. Details of the venues will be publicised in due course, with the majority of the meetings likely to take place at Thistle House, 91 Haymarket Terrace, Edinburgh Thursday 21 April Thursday 23 June Thursday 4 August Thursday 15 September Thursday 27 October Thursday 8 December 2012 Thursday 26 January Thursday 8 March Christine Patch (Communications) e christine.patch@nes.scot.nhs.uk Claire Morrison (Communications) e claire.morrison@nes.scot.nhs.uk David Ferguson (Board Services) e david.ferguson@nes.scot.nhs.uk Christine Clark (HR) e christine.clark@nes.scot.nhs.uk Andrew Forgie (Dentistry) e andrew.forgie@nes.scot.nhs.uk Ann Rae (NMAHP) e ann.rae@nes.scot.nhs.uk Congratulations Rosemary Porter (Psychology) e rosemary.porter@nes.scot.nhs.uk To Lindsay Burley, NES Chair who was awarded a CBE in the New Year Honours List and Ann Wales, Programme Director for Knowledge Management, who was awarded a MBE. Ann Wales receives her MBE Fiona McMillan (Pharmacy) e fiona.mcmillan@nes.scot.nhs.uk Karen Adams (Educational Development) e karen.adams@nes.scot.nhs.uk To Dorothy Armstrong, Programme Director and Clinical Adviser to the Scottish Public Services Ombudsman, who was recently awarded an Honorary Doctor of Science in Social Science from the University of Edinburgh for services to nursing. Stewart Irvine (Medicine) e stewart.irvine@nes.scot.nhs.uk 33