Health Care Support Workers in England Response to HEE Consultation The Talent for Care
|
|
- Susanna Barton
- 6 years ago
- Views:
Transcription
1 Health Care Support Workers in England Response to HEE Consultation The Talent for Care Executive Summary This paper presents the Council of Dean s response to Health Education England s national consultation on its strategy to develop staff working in NHS roles banded 1 to 4. The paper identifies barriers and obstacles and makes proposals that cover recruitment, development of existing staff and, for appropriate candidates, progress into pre-registration programmes. In brief, they are: The concept of the Bands 1-4 workforce should take into account the diversity of roles and explicitly address the connection between health and social care. Funding for education and training should be consistent, transparent and wellsignposted. Workforce planning should be improved, including defining core healthcare support worker roles and responsibilities to allow the design of consistent and transferable qualifications. Support should be provided through the specific commissioning of bridging programmes to assist NHS staff that wish to apply to pre-registration programmes; this also requires work on the equivalence of qualifications. Introduction This paper sets out the Council of Deans of Health s response to Health Education England s national consultation on The Talent for Care, its strategy to develop staff working in NHS roles banded 1 to 4. The Council represents all UK universities engaged in education and research for nursing, midwifery and the allied health professions. Our members play a role in the education and training for the Bands 1-4 workforce in three main areas: Providing education and training for support workers, typically those in higher level roles, such as foundation degrees for assistant practitioners Bridging programmes and access into pre-registration education programmes Research into the education and training available to the support workforce 1
2 The Council welcomes the intention of The Talent for Care consultation to improve education and training for staff working at NHS roles banded 1-4. Under the national leadership of HEE there is an important opportunity to maximise the contribution of support staff in delivering high quality, safe patient care through consistent, high quality education and training. This paper draws on the Council s work in the past 18 months, including a study jointly published by the Council of Deans of Health and Skills for Health, The Higher Education Contribution to Education and Training for Healthcare Support Worker Roles and our 2013 Position Statement Health Care Support Workers in England: Five proposals for investing in education and development to deliver high quality, effective and compassionate care.1 2 Focus and Definitions (Question 4) Position: The Talent for Care should rework the concept of the Bands 1-4 workforce to take into account the diversity of roles and explicitly address the connection between health and social care. The use of the term Bands 1-4 workforce is problematic. Aside from the principle that staff groups should not be defined by their pay band, there is a risk that without distinguishing between the very different roles within these parameters, HEE s strategy will either be too generic to have significant impact, or revert to particular narrow areas by default without taking into account a broader agenda. The strategy should distinguish at a minimum between clinical and non-clinical roles and between roles at different levels, using career framework levels rather than pay banding. Members have suggested that clinical staff should be called Assistants and to be distinguished by clinical area and seniority e.g. Nursing/Midwifery/Therapy Assistant, Senior Nursing/Midwifery/Therapy Assistant, Advanced Nursing/Midwifery/Therapy Assistant. Given the significant transfer of staff across sectors and the policy imperatives towards greater integration of care, we also believe that it is unsustainable for the strategy to only take a healthcare focus and that it must explore the connection with social care. The development of The Talent for Care is an important opportunity to develop a common and appropriate language and shared approach to education and training across health and social care that should not be missed. 1 Council of Deans of Health (2013) Healthcare support workers in England: Five proposals for investing in education and development to deliver high quality, effective and compassionate care, 2 Council of Deans of Health and Skills for Health (2013) The Higher Education Contribution to Education and Training for Support Worker Roles, Worker-Education-Final-July-2013.pdf 2
3 Barriers and Obstacles (Question 1) Position: Funding for education and training for healthcare support workers is a significant barrier. Setting out plans to make this increasingly consistent, transparent and sustainable should be a priority for The Talent for Care As The Talent for Care notes, workers in Bands 1-4 make up 40 per cent of the NHS workforce and are responsible for an estimated 60 per cent of contact with patients. The lack of overall investment to support existing models of education and training, increasing costs and the lack of funding available to support CPD for the healthcare support worker workforce is a significant barrier. The changes in funding for 24 year old + and levels 3 and 4 vocational programmes introduced in 2013 has, for example, led some trusts to review continuation of advanced apprenticeship programmes. 3 Employers and employees therefore need alternative non-nhs vocational education funding to be sign-posted in clear, accessible ways. For courses delivered by or in partnership with higher education, increased uncertainty about funding poses a risk to higher level courses, including those that lead on to preregistration programmes. Faculties delivering healthcare support worker programmes argue that greater stability to funding streams is necessary to maintain appropriate staffing levels and to ensure the future sustainability of the programmes they deliver. Our joint research with Skills for Health in 2013 also found arguments in favour of a nationally agreed commissioning fee for particular types of courses, similar in concept to the benchmark price for pre-registration education. Inconsistencies in role design and qualifications are a second major barrier. The Talent for Care is an opportunity to set out a workforce planning strategy that addresses these. Effective workforce planning ensures the right numbers and mix (grade and skills) of staff to deliver safe and effective care to meet local health needs. Too often however, research suggests that healthcare support worker roles are poorly planned and designed. As a result support workers access a disparate, non-transferable and inconsistent range of formal and informal learning programmes, ranging from statutory training to Qualifications Credit Framework accredited qualifications such as diplomas and, for Assistant/Associate Practitioners, foundation degrees. Inadequate workforce intelligence and planning contributes to misunderstandings about roles, inappropriate delegation of tasks, lack of opportunities for support workers to progress their careers limited opportunities to access continuing professional development, inadequate education and training provision and the under-utilisation of skills. Variability in award titles also hampers the ability of some healthcare support workers to move between different employers
4 To overcome these barriers, the scope of practice of clinical and non-clinical support worker roles needs to be more clearly defined. We believe that this requires identifying the core tasks and attributes that apply to all support workers at each level, while allowing local flexibility to identify patient/client specific requirements. 4 For Assistant/Associate Practitioner roles, Foundation Degrees or Diplomas of Higher Education should become the standard qualification, given the complexity of the tasks performed by the roles and their degree of autonomy. There is also scope to explore the use of so-called Skills Passports. 5 Used as an integral part of formal education programmes, these can allow support workers to demonstrate their competence, which in turn, improves the confidence of registered staff to appropriately delegate tasks. Skills Passports also clarify the tasks support workers cannot perform, thereby addressing task drift. The Royal College of Midwives (RCM) has undertaken work on setting out the role and responsibilities of maternity support workers (MSW) and is an example of good practice in this field. Tasks have been identifies and given traffic lights as follows: green - tasks all MSWs can perform, amber MSWs can do with appropriate training and support, and red tasks MSWs can never perform. Support workers must also be given sufficient time off to attend education and training, and must be clear on the outcomes of courses they attend. With integrated care and community-led care major imperatives, The Talent for Care should take into account changing service needs and promote innovation in education programmes. With the imperative for greater integration between health and social care and calls for more community-led care, there is likely to be increased demand for healthcare support workers employed in the community and working across health and social care boundaries. The nature of these roles creates new challenges around education development and delivery. Our research with Skills for Health in 2013 found only a relatively small number of programmes focused on community services. The Talent for Care and other initiatives should therefore explicitly promote innovation in healthcare support worker education programmes with a community or social care focus, including considering expanding the use of simulation and e-learning. 4 Some progress has already made in this respect in regard of maternity support workers (RCM (2012) The Role and Responsibilities of Maternity Support Workers, RCM: London 5 Originally developed by NHS Education for Scotland and now used by a number of universities particularly for foundation degree programmes. 4
5 Supporting Progression (Question 3) Position: HEE s objectives on progression into pre-registration education need to look beyond nursing and must be based on the best available data The policy context around bridging has predominately focused on widening access for healthcare assistants into pre-registration nursing programmes and this is reflected in The Talent for Care. Whilst we support the continuation and further development of pathways into nursing preregistration programmes, clinical support workers roles, let alone those in the broader Bands 1-4 workforce are by no means solely focused on nursing care. Physiotherapy assistants, maternity support workers, occupational therapy assistants and emergency care assistants are examples of the many clinical support roles undertaken within the NHS. Investment in the interface between healthcare support workers education and preregistration programme must therefore not be limited to healthcare assistants becoming nurses but should be widened to support progression of across health and social care work into pre-registration programmes. The current narrow focus also means that the extent to which nursing programmes already offer a broad range of routes into higher education is widely overlooked (including the use of APEL and existing work-based routes). Any strategy must be based on the best available data on access rates into different pre-registration programmes and recognise existing good practice if it is to have wider stakeholder support. Strengthening the bridge between support worker education and pre-registration courses requires work on equivalence of qualifications and commissioning of specific bridging programmes. Healthcare support workers are increasingly taking on a broader and more complex range of tasks, and the Council has argued that this should be reflected in the continued and increased commissioning of education and training at higher levels, such as Foundation Degree (FD) or Diploma of Higher Education (DipHE). Although only a relatively small proportion of the healthcare support worker workforce will want to move on to pre-registration programmes, strengthening the bridge between support worker education and pre-registration programmes is important as it establishes a clear pathway to support the development of healthcare support workers. HEIs already play a key role in supporting the pathways from into pre-registration programmes, which enable support workers to become registered health professionals. 5
6 A Department of Health 6 document published in 2010 set out three educational models and one employment model that aims to widen access to pre-registration nursing programmes and set out careers pathways for healthcare support workers: Model A: Progression from foundation degrees to the relevant field programme of the pre-registration nursing degree course. Model B: Transition from the undergraduate pre-qualifying nursing programme to the foundation degree. Model C: National vocational qualifications (NVQ) level 3: transition into prequalifying nursing degree programmes. Model D: NHS clinical higher apprenticeships. The Council remains supportive of these models as a useful basis for discussions to address knowledge and skills gaps of healthcare support workers and allow staff to apply for entry to pre-registration programmes, including, where appropriate, to the second year. A HEE-led task and finish group should be established to work on the equivalence of qualifications (particularly functional skills) and to oversee the design, commissioning and implementation of specific bridging programmes. The proposed Higher Apprenticeship in Nursing leading to registration is an as yet untested approach, with an unclear case for its value over and above existing workbased flexibilities. The Talent for Care should exercise caution in advocating any single route above others. The Talent for Care specifically mentions a Higher Apprenticeship route into nursing in its example of entry routes that allow staff to remain in post whilst they study (Question 3). It should be noted that there are multiple routes that already allow this, notably secondments. Given that the inclusion of a pre-registration programme for nursing within an apprenticeship framework is as yet untested, both in terms of funding and in conformity with the NMC Standards for Education, it is premature to promote this as a route to registration. 6 Department of Health (2010) Widening Participation into Pre-registration Nursing Programmes, 5.pdf 6
7 Examples of Bands 1-4 Development (Question 8) Many universities have developed pathways to support access into pre-registration programmes, three examples of which are below: Example 1 - Middlesex University works closely with NHS partners to align their aims of values-based recruitment to the healthcare professions and widening participation of their clinical support workforce. They have introduced a new path to registration as a nurse. This enables those who do not meet University entry requirements for degree level study, but are currently employed within the NHS as a clinical support worker, to enrol on a one year certificate programme, which maps across to the first year of the pre-registration nursing programme, but at the same time provides enhancement of academic skills, including literacy and numeracy. Students who exit at this point have reached the level of knowledge and skill to move into a band 3 post. Students successfully completing the first year are eligible to enter year 2 of a Diploma programme at the end of which, they will be eligible to undertake a further 18 months to complete the pre-registration nursing programme. If they choose to exit at the end of year 2, they have the knowledge and skills to take up a band 4 Assistant Practitioner role. Example 2 - Canterbury Christ Church University has a foundation degree which supports the development of the AP role and is delivered in partnership with both acute and community sector with students learning together for a number of modules. Their local mental health trust have commissioned a Cert HE to support those who may wish to progress to nursing, however, this is not available for the assistant practitioner role at present. Example 3 working with the University of Southampton, University Hospital Southampton NHS Foundation Trust recognised the need for a Foundation degree for their staff to enable and encourage development of knowledge, skills and competencies relevant for access onto a number of health professions. Following a mapping exercise, the Faculty of Health Sciences at the university agreed a pathway from this Foundation Degree onto the second year of their BN (Hons) programme for those students who are interested in nursing as a career. This was because the content of their Foundation degree was exceptionally well suited to the BN programme. GCSE Maths and English at C grade is an educational requirement for all candidates when applying for the BN programme except for the students from this particular Foundation Degree. This is because there is an excellent medicines management module taught by practitioners providing relevance for the drug administration aspect of nursing, thereby removing the need for a further maths qualification. The Faculty will guarantee a place for the prospective student to attend an interview but not guarantee a place on the programme. Rachel Craine, Senior Policy Officer Rachel.Craine@cod-health.ac.uk 7
Programme title: Foundation Degree Science Nursing Associate (Apprenticeship)
Faculty of Health Studies School of Nursing and Healthcare Leadership Programme Specification Programme title: Foundation Degree Science Nursing Associate (Apprenticeship) Academic Year: 2017/2018 Degree
More informationOpportunities for healthcare workers to enter University to study for a qualification in professional healthcare
Opportunities for healthcare workers to enter University to study for a qualification in professional healthcare Experienced and motivated healthcare and social care workers develop skills, gain experience
More informationHealthcare. Higher Apprenticeship. Assistant Practitioner. shu.ac.uk/apprenticeships
Healthcare Assistant Practitioner Higher Apprenticeship shu.ac.uk/apprenticeships Healthcare Assistant Practitioner Higher Apprenticeship Programme Outline Overview The Healthcare Assistant Practitioner
More informationApprenticeships in nursing, midwifery and the allied health professions
Apprenticeships in nursing, midwifery and the allied health professions Briefing paper version 3 September 2016 Fleur Nielsen Contents 1. Introduction... 2 2. Background... 2 3. The Policy Context... 4
More informationNew Routes into Training - Flexible Nursing Pathway
New Routes into Training - Flexible Nursing Pathway Introduction The purpose of this pack is to give guidance on the process to deliver the Flexible Nursing Pathway at local level and to describe the roles
More informationCENTRAL MANCHESTER UNIVERSITY HOSPITALS NHS FOUNDATION TRUST. Cheryl Lenney, Chief Nurse
CENTRAL MANCHESTER UNIVERSITY HOSPITALS NHS FOUNDATION TRUST Agenda Item 9.4 Report of: Cheryl Lenney, Chief Nurse Paper prepared by: Dawn Pike, Director of Nursing Anne Marie Varney Head of Nursing (Workforce)
More informationResponse to the Department for Education Consultation on the Draft Degree Apprenticeship Registered Nurse September 2016 Background
Response to the Department for Education Consultation on the Draft Degree Apprenticeship Registered Nurse September 2016 Background This document sets out our response to the Department for Education s
More informationWork-Based Learning Programme for the Honour s Degree in Pre-Registration Nursing
Work-Based Learning Programme for the Honour s Degree in Pre-Registration Nursing (employees from health or care settings with health-related foundation degrees) Information and Frequently Asked Questions
More informationProgramme Specification
Diploma in Higher Education Nursing Associate Programme Specification 1. Programme title Diploma in Higher Education Nursing Associate 2. Awarding institution Middlesex University 3. Teaching institution
More informationDiploma in Higher Education Nursing Associate. Programme Specification. 1. Programme title Diploma in Higher Education Nursing Associate
Diploma in Higher Education Nursing Programme Specification 1. Programme title Diploma in Higher Education Nursing 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationReport on District Nurse Education in the United Kingdom
Report on District Nurse Education in the United Kingdom 2015-16 1 District Nurse Education 2015-16 Contents Key points 3 Findings Universities running the programme 3 Applicants who did not enter the
More informationSupporting information for implementing NMC standards for pre-registration nursing education
Supporting information for implementing NMC standards for pre-registration nursing education Nursing and Midwifery Council March 2011 Page 1 of 69 Contents Introduction... 4 Aim... 5 Status of this information...
More informationProgramme Specification Learning Disability Nursing
Programme Specification Learning Disability Nursing Teaching Institution London South Bank University Programme Accredited by Nursing Midwifery Council Faculty of Origin Faculty of Health Social Care Year
More informationShould you have any queries regarding the consultation please
November 2007 Dear Colleague The future of pre-registration nursing education As NMC President and also a nurse registrant, I am delighted to have the opportunity to invite you to respond to this important
More informationFaculty of Health Studies. Programme Specification. School of Nursing
Faculty of Health Studies School of Nursing Programme Specification Programme title: BSc (Hons) Nursing (Adult, Children s and Mental Health) Academic Year: 2017/18 Degree Awarding Body: Partner(s), delivery
More informationConsultation on draft health and care workforce strategy for England to 2027
13 December 2017 Consultation on draft health and care workforce strategy for England to 2027 Health Education England () has published Facing the facts, shaping the future, a draft health and care workforce
More informationBriefing 73. Preparing for change: implementing the new pre-registration nursing standards
September 2010 Briefing 73 The new standards for education from the Nursing and Midwifery Council provide the framework for pre-registration nurse education programmes and will determine how we train our
More informationProgramme Specification. BSc (Hons) Nursing -Child. 1. Programme title BSc (Hons) Nursing - Child
Programme Specification BSc (Hons) Nursing -Child 1. Programme title BSc (Hons) Nursing - Child 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Details of accreditation
More informationFor the award of Foundation Degree (FdSc) Health and Social Care. Managed by the Faculty of Health and Life Sciences- Department of Nursing
ACADEMIC POLICY & QUALITY OFFICE PROGRAMME SPECIFICATION For the award of Foundation Degree (FdSc) Health and Social Care Managed by the Faculty of Health and Life Sciences- Department of Nursing Delivered
More informationBuilding capacity to care and capability to treat a new team member for health and social care
Briefing paper Building capacity to care and capability to treat a new team member for health and social care Consultation briefing NMC revalidation: next steps 8 Introduction On 28 January 2016, a consultation
More informationHigher Apprenticeship in Health (Assistant Practitioner) (England)
Higher Apprenticeship in Health (Assistant Practitioner) (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr03110
More informationBSc (Hons) Nursing Mental Health
Programme Specification for BSc (Hons) Nursing Mental Health 1. Programme title BSc (Hons) Nursing Mental Health 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationHealth (Maternity and Paediatric Support) (England)
Health (Maternity and Paediatric Support) (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr01577
More informationNursing associates Consultation on the regulation of a new profession
Nursing associates Consultation on the regulation of a new profession www.nmc.org.uk Contents About us 3 Why are we consulting? 4 Background 4 How will the NMC regulate nursing associates? 5 How we have
More informationThinking about a career in nursing or midwifery?
Thinking about a career in nursing or midwifery? cancer travel What is nursing? What is midwifery? page 2 Where can I study? page 9 What qualifications do I need? page 4 How much will it cost me to go
More informationHigher Education Funding Reforms. Clinical Placements
Higher Education Funding Reforms Clinical Placements Background The reforms announced in the Comprehensive Spending Review (CSR) in 2015 will lead to significant changes in the way health education funding
More informationOur response focuses on the following questions that we have asked of NHS employing organisations:
2 Brewery Wharf Kendell Street Leeds LS10 1JR Tel 0113 306 3000 www.nhsemployers.org Apprenticeship Targets for Public Sector Bodies Consultation Department for Business, Innovation and Skills Bay C, Level
More informationReport on District Nurse Education in England, Wales and Northern Ireland 2012/13
Report on District Nurse Education in England, Wales and Northern Ireland 2012/13 Introduction The QNI has become concerned at recent reports of a fall in the number of District Nurses currently in training
More informationHealth (Assistant Practitioner) (England)
Health (Assistant Practitioner) (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr02162
More informationControl: Lost in Translation Workshop Report Nov 07 Final
Workshop Report Reviewing the Role of the Discharge Liaison Nurse in Wales Document Information Cover Reference: Lost in Translation was the title of the workshop at which the review was undertaken and
More informationThe Best Place to Work (and Train) Our Education, Learning and Development Plan
Agenda Item 12.4 Appendix A Blue Box Item Draft The Best Place to Work (and Train) Our Education, Learning and Development Plan 2015 2020 (Refreshed February 2017) 1 Foreword I am delighted to introduce
More informationBSc (Hons) Nursing Adult Field Pathway
Programme Specification for BSc (Hons) Nursing Adult Field Pathway 1. Programme title BSc (Hons) Nursing - Adult 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationHealthcare Apprentice Scheme Information pack for practices
Healthcare Apprentice Scheme 2017-18 Information pack for practices Document Title: HCA Apprentice Scheme 2017-18 First Published: May 2017 Due for review: Last quarter of the financial year 2017-18 Contents
More information2Paper 2. Advanced nursing practice
Transforming Nursing, Midwifery and Health Professions (NMaHP) Roles: pushing the boundaries to meet health and social care needs in Scotland 2 In partnership with This series of brief papers on the Transforming
More informationShaping the future assistant/associate practitioner workforce: a Hampshire case study.
TITLE Shaping the future assistant/associate practitioner workforce: a Hampshire case study. AUTHORS Anneyce Knight Course Lead Foundation Degree in Health and Social Care, Jan Parker, Course Lead Foundation
More informationSTANDARD UCAS ENTRY TARIFF. See current online prospectus at
Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Nursing (Pre-Registration Learning Disabilities) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU
More informationProgramme Specification and Curriculum Map: MSc Nursing & MSc Nursing (Specialist Practice)
Programme Specification and Curriculum Map: MSc Nursing & MSc Nursing (Specialist Practice) 1. Programme title Postgraduate Nursing programme 2. Awarding institution Middlesex University 3. Teaching institution
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental Health
More informationHigher Apprenticeship in Health (Assistant Practitioner) (England)
Higher Apprenticeship in Health (Assistant Practitioner) (England) IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 6 APRIL 2015 Modifications to SASE came into effect on 6th April 2015. These
More informationFaculty of Health Studies. Programme Specification. Programme title: MSc Professional Healthcare Practice. Academic Year:
Faculty of Health Studies Programme Specification Programme title: MSc Professional Healthcare Practice Academic Year: 2018-19 Degree Awarding Body: Partner(s), delivery organisation or support provider
More informationSOUTH CENTRAL NEONATAL NETWORK
SOUTH CENTRAL NEONATAL NETWORK Audit of the current provision of education and training within the Neonatal South Central Network 1.0 Background The driving principles for the reform of the NHS education
More informationNursing, Midwifery and AHP Pre-registration Education: The Funding Gap. Briefing Paper
Nursing, Midwifery and AHP Pre-registration Education: The Funding Gap Briefing Paper March 2014 Contents The Benchmark Price Briefing Series... 3 Executive Summary... 3 Introduction... 4 Calculating the
More informationJOB DESCRIPTION NHS GREATER GLASGOW & CLYDE
JOB DESCRIPTION NHS GREATER GLASGOW & CLYDE 1. JOB DETAILS Job Title: Managerially Responsible to: Professionally Responsible to: Services: Location: Head of Nursing, Neonatal, Children and Young People
More informationMaximising the role of physiotherapists in delivering occupational health services
May 2008 Briefing 44 Maximising the role of physiotherapists in delivering occupational health services Musculoskeletal problems (MSDs) and resulting sickness absence are a major problem for all employers.
More informationTOP-UP DEGREES AND CPD FOR THE MULTI-PROFESSIONAL WORKFORCE
Health and Wellbeing TOP-UP DEGREES AND CPD FOR THE MULTI-PROFESSIONAL WORKFORCE Create your own study plan. We provide the options, you make the choices. 2 TOP-UP DEGREES AND CPD FOR THE MULTI-PROFESSIONAL
More informationDirectorate/Department: Relevant Trust care group e.g. cancer care Faculty of Health Sciences, University of Southampton Grade: AfC Band 5
Post Title: Agenda for Change: Job Description Staff Nurse & Clinical Doctoral Fellow Directorate/Department: Relevant Trust care group e.g. cancer care Faculty of Health Sciences, University of Southampton
More informationTransitioning to the new healthcare apprenticeship standards. 21 June 2017 Geraldine Donworth Industry Manager
Transitioning to the new healthcare apprenticeship standards Geraldine Donworth Industry Manager Contents Overview of the apprenticeship reforms Healthcare Support Worker, Senior Healthcare Support Worker
More informationDe Montfort University. Course Template
De Montfort University Course Template 1. Basic information Course Name: European Union Nurse Adaptation (EUNA) Course Code: PN020A Level (UG, PG): Undergraduate Academic Period: 2015 Faculty: HLS - Faculty
More informationUniversity of Plymouth. Pathway Specification. Postgraduate Certificate Postgraduate Diploma Master of Science
University of Plymouth Faculty of Health and Human Sciences School of Nursing & Midwifery Pathway Postgraduate Certificate Postgraduate Diploma Master of Science Advanced Professional Practice (Nursing
More informationBriefing. NHS Next Stage Review: workforce issues
Briefing NHS Next Stage Review: workforce issues Workforce issues, and particularly the importance of engaging and involving staff, are a central theme of the NHS Next Stage Review (NSR). It is the focus
More informationDe Montfort University. Course Template
De Montfort University Course Template 1. Basic information Course Name: Non-Medical Prescribing with NMC V300 Course Code: PN185T Level (UG, PG): Postgraduate Taught Academic Period: 2015 Faculty: HLS
More informationEssex Partnership University NHS Foundation Trust. Apprenticeships at EPUT
Essex Partnership University NHS Foundation Trust Apprenticeships at EPUT We employ apprentices and offer apprenticeships The apprenticeships offered by EPUT include: Business Administration Level 2 and
More informationMSc Social Practice and Wellbeing MSc Mental Health and Wellbeing MSc Children and Young People s Health and Wellbeing MSc Intellectual and
MSc Social Practice and MSc Mental Health and MSc Children and Young People s Health and MSc Intellectual and Developmental Disability Overview Our wellbeing degrees address the need to offer postgraduate
More informationPgCert Neonatal Nurse Practitioner MSc/PgDip Advanced Neonatal Nurse Practitioner
Plymouth University Faculty of Health and Human Sciences School of Nursing and Midwifery Programme Specification PgCert Neonatal Nurse Practitioner MSc/PgDip Advanced Neonatal Nurse Practitioner Special
More information5 GCSEs including Maths and English Language grade A-C, plus 2 A-levels at grade C or above.
BSc (Hons) Nursing Child Pathway There will be some changes to the document that is used to assess your learning and practice when you commence Year 2 of your programme, which will slightly alter this
More informationTransferable Role Template
Transferable Role Template Career Framework Level 4 ERCH Level 4 Support Worker Published : 03-07-2015 Developers Humber NHS Foundation Trust Level Descriptors Key characteristics of a Level 4 Role Delegates
More informationSources of information on the programme can be found in Section 17
UNIVERSITY OF CENTRAL LANCASHIRE Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might
More informationprimary health care Health care assistants in general practice: delegation and accountability primary health care Essential Guide
HCA booklet-mp.qxd 10/1/07 12:42 Page 1 Health care assistants in general practice: delegation and accountability This guide is supported by an educational grant from Essential Guide HCA booklet-mp.qxd
More informationProgramme Specification. BSc (Hons)/BSc Children s Nursing (Pre- Registration) Valid from: June 2012 Faculty of Health and Life Sciences
Programme Specification BSc (Hons)/BSc Children s Nursing (Pre- Registration) Valid from: June 2012 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution
More informationStandards for pre-registration nursing programmes
Part 3: Programme standards Standards for pre-registration nursing programmes Introduction Our Standards for pre-registration nursing programmes set out the legal requirements, entry requirements, availability
More informationTowards a Framework for Post-registration Nursing Careers. consultation response report
Towards a Framework for Post-registration Nursing Careers consultation response report DH INFORMATION READER BOX Policy Estates HR / Workforce Commissioning Management IM & T Social Ca Planning / Finance
More informationClinical Research Careers for the Non-Medical Professions Strategy
n The Leeds Teaching Hospitals NHS Trust Clinical Research Careers for the Non-Medical Professions Strategy 208-202 Research & Innovation Changing the future of healthcare Clinical Research Careers (non-medical)
More informationSection 2: Advanced level nursing practice competencies
Advanced Level Nursing Practice Section 2: Advanced level nursing practice competencies RCN Standards for advanced level nursing practice, advanced nurse practitioners, RCN accreditation and RCN credentialing
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc (Hons) Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental
More informationADVANCED NURSE PRACTITIONER STRATEGY
ADVANCED NURSE PRACTITIONER STRATEGY 2016-2020 Lead Manager: Chair, GG&C Advanced Practice Group Responsible Director: Board Nurse Director Approved by: NMAHP Group Date approved Date for review: September
More informationHelpful comments on earlier version have been gratefully received from Tristram Hooley, David Andrews, Steve Stewart and Claire Shepherd
Careers England Policy Commentary 33 This is the thirty-third in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The note has
More informationPublic Health Skills and Career Framework Multidisciplinary/multi-agency/multi-professional. April 2008 (updated March 2009)
Public Health Skills and Multidisciplinary/multi-agency/multi-professional April 2008 (updated March 2009) Welcome to the Public Health Skills and I am delighted to launch the UK-wide Public Health Skills
More informationMoving forward with healthcare support workforce regulation. A scoping review: evidence, questions, risks and options
Moving forward with healthcare support workforce regulation A scoping review: evidence, questions, risks and options July 2010 Peter Griffiths Sarah Robinson Acknowledgements This work was commissioned
More informationEnglish devolution deals
Report by the Comptroller and Auditor General Department for Communities and Local Government and HM Treasury English devolution deals HC 948 SESSION 2015-16 20 APRIL 2016 4 Key facts English devolution
More informationTransitioning to the new Healthcare qualifications and apprenticeship standards. 13 November 2017 Geraldine Donworth Industry Manager
Transitioning to the new Healthcare qualifications and apprenticeship standards 13 November 2017 Geraldine Donworth Industry Manager City & Guilds: Transitioning to the new Healthcare qualifications and
More information1. Programme title and designation BSc (Hons) Cardiac Nursing UBSH5KCRD Single honours Joint Major/minor
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation BSc (Hons) Cardiac Nursing UBSH5KCRD Single honours Joint Major/minor 2. Final award Award Title Credit
More informationBSc (Hons) Adult Nursing Practice - Selection Day
BSc (Hons) Adult Nursing Practice - Selection Day Thank you for your application to study BSc (Hons) Adult Nursing Practice at Southampton Solent University. Please report to your designated location (please
More informationProgramme Specification. Post Graduate Certificate in Minor Injury and Illness Management. Valid from: March 2015 Faculty of Health and Life Science
Programme Specification Post Graduate Certificate in Minor Injury and Illness Management Valid from: March 2015 Faculty of Health and Life Science SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationProgramme Specification
Programme Specification Title: Nursing with Registered Final Award: Bachelor of Science with Honours (BSc (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education
More informationPreparation of Mentors and Teachers: A new framework of guidance Foreword 3. 2 The context for the new framework 7. References 22 Appendix 1
contents Foreword 3 1 Introduction 5 Mentors, lecturers and practice educators 5 Commencement of new s 5 Existing qualifications 5 1.1 The aims 6 1.2 Target audiences 6 1.3 A note on terminology 6 2 The
More informationProgramme Specification
Faculty of Health, Education and Society School of Nursing and Midwifery Programme Specification BSc (Hons) Professional Development Nursing BSc (Hons) Professional Development Nursing Brief description
More informationSupervision, Accountability & Delegation. date of issue April 2017
Supervision, Accountability & Delegation reference issuing function PD126 Practice & Development date of issue April 2017 0 Supervision, Accountability & Delegation Contents INTRODUCTION... 2 WHAT IS DELEGATION?...
More informationBSc (Hons) in Public Health Nursing For students entering Part 3 in 2006
BSc (Hons) in Public Health Nursing For students entering Part 3 in 2006 UCAS: B790 Awarding Institution Teaching Institution Faculty Programme length Programme Directors: Programme Convenor: Board of
More informationApprenticeship Standard for a Senior Healthcare Support Worker (Senior HCSW) Assessment Plan
Apprenticeship Standard for a Senior Healthcare Support Worker (Senior HCSW) Assessment Plan Summary of Assessment On completion of this apprenticeship the individual will be a competent and job-ready
More informationAPPRENTICESHIPS level 2. ADVANCED APPRENTICESHIPS Level 3. Information Booklet. Team
OXFORDSHIRE HEALTH AND SOCIAL CARE APPRENTICESHIP PROGRAMME APPRENTICESHIPS level 2 ADVANCED APPRENTICESHIPS Level 3 Information Booklet Team - 01865 225016 Contents page Background Page 2 Level 2 Framework
More informationName of education provider London South Bank University. Social worker in England
Visitors report Name of education provider London South Bank University Programme name BA (Hons) Social Work Mode of delivery Full time Relevant part of the HCPC Register Social worker in England Date
More informationObjective structured clinical examination Overview of requirements
Objective structured clinical examination Overview of requirements April 2016 Agenda Introduction to the Nursing and Midwifery Council Objective structured clinical examination (OSCE) procurement requirement
More informationFramework for the development of Consultant Practitioner Posts
Framework for the development of Consultant Practitioner Posts Introduction This paper provides guidance for NHS organisations and Higher Education Institutions (HEIs) wishing to establish Consultant Practitioner
More informationAdvanced Nursing Practice & Credentialing
Advanced Nursing Practice & Credentialing Making it Happen Ollie Phipps Acute Care Nurse Consultant, Hon. Senior Lecturer Advanced Practice, & RCN ANP Forum Committee Chair @ocphipps Aims i. Define what
More informationProgramme Specification
BSc (Hons) Nursing/Midwifery/Mental Health Nursing (Professional Practice) Top Up Programme Specification 1. Programme title BSc (Hons) Nursing (Professional Practice) Top up, BSc (Hons) Midwifery (Professional
More information1. Programme title and designation BSc (Hons) Cardiac Nursing UBSH5KCRD Single honours Joint Major/minor
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation BSc (Hons) Cardiac Nursing UBSH5KCRD Single honours Joint Major/minor 2. Final award Award Title Credit
More information4. Awarding Body: Glasgow Caledonian University. 7. Host Division/Dept: Department of Nursing and Community Health
GLASGOW CALEDONIAN UNIVERSITY Programme Specification Pro-forma (PSP) 1. GENERAL INFORMATION 1. Programme Title: MSc Nursing: Advancing Professional 2. Final Award: MSc Nursing: Advancing Professional
More informationPutting patients at the heart of everything we do
Putting patients at the heart of everything we do Nursing, Midwifery, Allied Health Professionals (NMAHP) Research Strategy Tomorrow s health is in our hands today 2015-2020 Introduction The Trust s vision
More informationProgramme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care)
PROGRAMME SPECIFICATION KEY FACTS Programme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care) Award MSc School School of Health Sciences Department Division
More informationLondon Councils: Diabetes Integrated Care Research
London Councils: Diabetes Integrated Care Research SUMMARY REPORT Date: 13 th September 2011 In partnership with Contents 1 Introduction... 4 2 Opportunities within the context of health & social care
More informationJob Related Information
Job Related Information This document includes information about the role for which you are applying and the information you will need to provide with your application. 1. Role Details Vacancy reference
More informationThe importance of effectively managing the availability, capacity and quality of practice education.
Education and Training Committee, 9 June 2016 Reforming healthcare education funding Executive summary and recommendations Introduction The Department of Health has published a consultation on proposals
More informationPROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. Title 28-APR NOV-17 4
Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Surgical Care Practice (Trauma & Orthopaedics) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU
More informationStatement of Owner Expectations NSW TAFE COMMISSION (TAFE NSW)
Statement of Owner Expectations NSW TAFE COMMISSION (TAFE NSW) August 2013 Foreword The NSW Government s top priority is to restore economic growth throughout the State. If we want industries and businesses
More informationBSc (Hons) Nursing. (Adult, Mental Health and Children s Fields of Practice) Programme Handbook May 2012
BSc (Hons) Nursing (Adult, Mental Health and Children s Fields of Practice) Programme Handbook May 2012 Contact Approval Date Approval Authority Date of Last Review [Director of Programmes] [Date of Approval
More informationAPPLICATION FORM (do not alter this form in any way)
APPLICATION FORM (do not alter this form in any way) INDEPENDENT AND SUPPLEMENTARY PRESCRIBER EDUCATION This form should be completed submitted in addition to the Learning Beyond Registration Module application
More informationAdmissions Process for Independent and Supplementary Prescribing for AHP s courses: U46376 and P44051 at Oxford Brookes University for NHS Trusts.
Admissions Process for Independent and Supplementary Prescribing for AHP s courses: U46376 and P44051 at Oxford Brookes University for NHS Trusts. Roles and Responsibilities of the Practitioner, Line Manager,
More informationConsultation: Changing how healthcare education is funded
66 East Smithfield T 0845 257 2570 support@rpharms.com London E1W 1AW F 020 7735 7629 www.rpharms.com Department of Health, Quarry House, Quarry Hill, Leeds, LS2 7UE 17 June 2016 Dear Colleague Consultation:
More informationHOSPITAL SERVICES DISCHARGE PLANNING NURSE BAND 6 JOB DESCRIPTION
HOSPITAL SERVICES DISCHARGE PLANNING NURSE BAND 6 JOB DESCRIPTION JOB SUMMARY: It is expected that as a result of general training and experience a Band 6 registered nurse is able to lead in the assessment
More informationFaculty of Health Studies. Programme Specification. Programme title: BSc Hons Diagnostic Radiography. Academic Year:
Faculty of Health Studies Programme Specification Programme title: BSc Hons Diagnostic Radiography Academic Year: 2017-2018 Degree Awarding Body: University of Bradford Partner(s), delivery organisation
More information