Tag Archives: Education and training

Interim NHS People Plan

What does this mean for libraries? 

Increasing use of technology and scientific innovation can transform care (p.5) and LKS can support this through current awareness services to alert staff to new developments, and through knowledge management to enable sharing of knowledge and best practice.

Libraries can provide access to evidence, for example through evidence searches, to evaluate and support the introduction of new technologies and ways of working, to help create a culture where digitally supported care is the norm (p.52).

There will be a need to help NHS staff gain new digital skills to help transform care pathways and clinical practice, and enable more efficient ways of working (p.5). While some areas are more difficult for LKS to provide training in (such as patient records) there may be areas that we can help with, such as helping staff become familiar with mobile devices and the use of apps.

Increases in student numbers as urgent workforce shortages such as in nursing are addressed (p.5) may require the introduction of new services to support them whilst on placement with NHS organisations, and may require LKS to work more in collaboration with university library services. Libraries support lifelong learning and continuing professional development of the whole workforce, and this will be key as technology changes and careers become more flexible (p.30) and will support the retention of staff.

The move toward Integrated Care Systems (ICSs) may have implications for the way library services are organised locally, and there may be a need to greater collaboration and partnership across a whole ICS. There will also be more partnership working between ICSs and local authorities that may lead to greater collaboration with public library services. It is expected that ICSs will become the main main organising unit for local health services by 2021 (p.55).

Source: NHS England

Link to main document

Date of publication: June 2019

Summary of driver:

The Interim NHS People Plan sets out the vision for 1.3 million people who work for the NHS to enable them to deliver the NHS Long Term Plan, with a focus on the immediate actions that need to be taken.

It argues that work will be much more multidisciplinary, people will have more flexible and less linear careers, and technology will enable people to work to their full potential. People want a better work/life balance.

The plan is organised around several themes:

  1. Making the NHS the best place to work

There is compelling evidence that the more engaged staff are, the more effective and productive they are. Staff report not having enough time, and sickness absence is higher than in the rest of the economy. The NHS needs to become an employer of excellence.

The report sets out actions to attract and retain staff.

  1. Improving our leadership culture

Leaders need to develop a positive, compassionate, inclusive and people-centred culture.

  1. Addressing urgent workforce shortages in nursing

Although there are shortages in lots of NHS professions, nursing is seen as the most urgent challenge.

  1. Delivering 21st century care

The NHS Long Term Plan sets our priorities such as increasing care in the community, redesigning and reducing pressure on emergency hospital services, more personalised care, digitally enabled primary and outpatient care and a focus on population health and reducing health inequalities.

This requires continued growth in the workforce and its transformation to one that is more flexible and adaptive, has a different skill mix and – through changes in ways of working – has more time to provide care.

The workforce needs to be ready to exploit the opportunities offered by technology and scientific innovation to transform care and release more time for care.

  1. A new operating model for workforce

Workforce activities need to happen at the optimal level – whether national, regional, system or organisational – with the expectation of an increasing role for integrated care systems (ICSs) as they develop.

The Plan starts to set out how the principle of subsidiarity will apply to people-related functions by setting out what functions can potentially be carried out at which levels.

  1. Immediate next steps

The Plan focuses on the urgent actions that need to be taken over the next year, and a full People Plan that cover five years is still being developed.

At the end of the Plan is a table detailing all of the proposed actions, who will do them, and the timescale.

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The Topol Review: Preparing the healthcare workforce to deliver the digital future: Interim Report June 2018 – A Call For Evidence

What does this mean for libraries? 

The interim report specifically talks about the need for evidence to support the introduction of new healthcare technologies, and library staff can support the accessing and use of the evidence-base, as well as providing support to healthcare staff that wish to publish evidence.

There will be an increasing demand for knowledge resources on the topics covered by the review, to support the education of new as well as existing healthcare staff.

Some of the technologies are some years away, but there are some such as wearable technologies (for example Fitbits) that are becoming commonplace and there may be an argument for library staff to become familiar with them, or to provide loanable devices so healthcare staff can try them out. Although in most NHS organisations the IT infrastructure is not always conducive to new technologies, where it is, library staff could argue the need to support initiatives such as Skype or other video communications (such as is being done at the Mid-Cheshire Hospitals NHS Trust), or other digital technologies.

At the moment, the interim review is seeking evidence to inform the final review, and once this is published the implications for libraries may become clearer but the overall thrust of the review is that new technologies will become more dominant in the NHS, and there is a case for library staff to be given the support to become more tech-savvy so they can support the wider workforce.

Source: Health Education England (HEE)

Link to main document

Date of publication: June 2018

Summary of driver: This is an interim report of a review commissioned by the Secretary of State for Health and Social Care to look at technological developments and how they impact on the future workforce.

In particular, the review will be looking three themes: genomics, digital medicine, and artificial intelligence (AI) and robotics. These are likely to change the roles of healthcare staff, and the report is concerned with the skills required to use these technologies, and which professions will be most impacted by the changes. It is also concerned with the education and training needs of current and future NHS staff.

The review proposes three key principles to govern the future workforce strategy. Firstly, patients should be empowered to use new technologies to be more actively involved and engaged in their care. Secondly, the introduction of any new technology needs to be supported by robust evidence. Thirdly, new technologies should free up more time for care and enhance the patient-clinician relationship.

Evidence and comments are being sought from those interested in workforce education and development, with a view to informing the Final Report which is planned to be presented in December 2018.

Expansion of Undergraduate Medical Education: Government Response to Consultation

Impact on library policy/practice: 

The impact on specific library services depends on how the additional places are allocated, and whether the organisation is already a teaching trust and has the infrastructure in place to support medical students.

Any increase in medical student numbers though will have an impact on library services that support medical students, and this could be in the form of demand for additional library stock, IT facilities, space, and pressure for 24/7 opening. Although not stated in the response, student expectations have risen over time, and universities will be keen to get good results on the National Student Survey (NSS). Since some of the questions on the NSS relate to libraries, this could be a good argument for sufficient funding to ensure student demands can be satisfied as far as possible.

Source: Department of Health

Link to main document

Publication format: PDF

Date of publication: August 2017

Summary of driver: There will be an additional 1,500 undergraduate training places at medical schools in England within the next few years.

Key features of driver:

  • The new places are for domestic students
  • There will be an increase of 500 places at existing medical schools for the 2018 academic year
  • A further 1,000 places will be allocated by a competitive bidding process for the 2019 academic year
  • The bidding process for the extra 1,000 places will prioritise widened participation and geographical area such as coastal and rural areas, and will support general practice and other shortage specialities
  • International students will be charged the full cost of their course from 2019

As well as the Government’s response, the document also includes some the results from the consultation divided into responses from individuals and responses from organisations.

Primary audience: HEE, higher education providers, undergraduate teams in NHS Trusts

Date last updated: September 2017

Due for review: September 2018

Group member responsible: JC

HEE Quality Strategy 2016-2020

Title of driver:  HEE Quality Strategy 2016-2020

Source:  Health Education England (HEE)

Publication format:  PDF

Date of publication:

Link to main document

Impact on library policy/practice:

  • Work with relevant education departments to ensure that LKS is supporting the needs of all healthcare learners.
  • Offer support and raise awareness of LKS to those healthcare leaners and those responsible for providing and delivering learning.
  • Both of the above should lead to increased awareness in library resources and services.
  • Possibility of collaborative purchasing opportunities with other LKS in order to deliver financial savings and fitting in with the theme of de-duplication and silo working.

Summary of driver:

The HEE Quality Strategy 2016-2020 together with the multi-professional HEE quality framework, set out how HEE will measure, recognise and improve quality in the education and training environment. Together, these are intended to be dynamic documents that will evolve over time to reflect transformation of the healthcare learning environment.

This strategy sets out HEE’s vision of continuously improving the learning environment whilst supporting the ambitions of the Five Year Forward View.

Key features of driver

  • HEE is one organisation with local teams- this strategy attempts to pull everything together into one shared vision and remove duplication and silo working and demonstrate commitment to an education infrastructure.
  • This shared vision with its standards and measures for quality and improvement in education and training will ensure a comparable view between local and national enablement.
  • Improvement in the quality of training will deliver a workforce with the right skillset, values and behaviours to deliver high quality care to patients
  • Ensure value for money, innovation and continuous improvement in the quality of education and training.
  • Demonstration of investment supporting delivery of quality of patient care
  • HEE will align educational infrastructure and leadership with educational investments with local teams offering support to Higher Education Institutions.
  • Promote a culture that maximises learning opportunities across all sectors. This will ensure that all learners will have access to equitable and high quality support during learning which will prepare them for future healthcare careers.

Primary audience: All health and social care providers in England with training and educational responsibilities

Date last updated: May 2017

Due for review:  May 2018

Group member responsible: LK

Developing People – Improving Care: A national framework for action on improvement and leadership development in NHS-funded services.

Title of driver: Developing People – Improving Care: A national framework for action on improvement and leadership development in NHS-funded services.

Source: National Improvement and Leadership Development Board

Impact on library policy/practice:

  • Library staff should take up the opportunity to attend training which their organisations provide, to develop leadership and talent management skills for the benefit of themselves, their library services and for when working with other libraries and services in wider projects.
  • There may be increased interest in the resources the library can provide to support the in-house development of leadership, talent management, systems leadership skills and training courses. Some libraries may wish to expand their collections in these areas.
  • Libraries may be able to highlight how their provision of literature searching skills training, literature search services and inter-library loan services can ease access to leadership and improvement resources; which the framework indicates can be difficult to access.

Link to main document:

https://improvement.nhs.uk/uploads/documents/Developing_People-Improving_Care-010216.pdf

Summary: https://improvement.nhs.uk/uploads/documents/10591-NHS_-Improving_Care-Summary.pdf

Publication format: PDF

Date of publication: 1 December 2016

Summary of driver: This is the framework developed by 10 organisations that form the National Leadership and Improvement Board, to guide the development of compassionate leadership, systems leadership, quality improvement and talent management skills amongst NHS staff.

This is the first version of the framework – further regular updates are envisioned.

Key features of driver:

  • This is a framework for developing the skills of NHS funded staff at all levels, in clinical and non-clinical roles; and will in future include social care staff.
  • The focus is on developing leadership and improvement skills and knowledge to close gaps identified in the NHS Five Year Forward View:
    • Systems leadership, for cross boundary working and joining up healthcare systems,
    • Quality improvement methods knowledge
    • Compassionate and inclusive leadership
    • Talent management
  • The ultimate aim is that these capabilities will later be represented in senior leadership and management teams.

 

  • These skills should result in continuous improvement of the healthcare system, patient care, improve population health and value for money, and will develop future leaders.
  • Local organisations are tasked with reviewing their people development strategies, priorities and budgets so that these capabilities can be developed; primarily by: using their existing funding, developing training in-house and sharing knowledge and experience amongst themselves.
  • National oversight bodies see their role as providing to support, supporting structures and schemes, and guidance for the development of these skills.
  • The framework lays out a series of actions for the next 12 months and for 1 – 3 years’ time for national oversight bodies to provide this support, build networks and develop national leadership and management schemes. These actions are mainly for: NHS England, Health Education England, NHS Leadership Academy, NHS Equality and Diversity Council, NHS Improvement, Care Quality Commission, Department of Health and the National Improvement and Leadership Development Board.

Primary audience: Senior managers in NHS organisations and partners, and the organisations making up the National Leadership and Improvement Board.

Date last updated: February 2017

Due for review: February 2018

Group member responsible: FG

Delivering high quality, effective, compassionate care

Title of driver: Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values: A mandate from the Government to Health Education England: April 2016 to March 2017

Source: Department of Health

Link to main document

Publication format: PDF

Date of publication: October 2016

Summary of driver:

This is the Government’s mandate to Health Education England for the year 2016/17, and sets out the priorities for HEE to help deliver the NHS Five Year Forward View.

Pre-registration nursing and midwifery course will no longer be funded through NHS bursaries or HEE funded tuition from August 2017. The aim is to allow the creation of up to 10,000 new training places.

The NHS Apprenticeship scheme will be advanced.

A new nursing associate role will be introduced, bridging the gap between HCAs and nurses and allowing HCAs to progress to a nursing role.

Key features of driver:

As well as the changes to pre-registration nursing and midwifery training, and leadership education, other objectives include an increase in the primary care workforce (5,000 more GPs and 5,000 other community staff).

The new nursing associate role will provide care in primary, secondary and social care settings, and the role will be available to existing health care assistants as well as new staff. HEE will be working with higher education to provide training courses, and 1,000 new nursing associates will be in training by the end of 2016.

There are some changes to community pharmacy planned, to integrate community pharmacists into the NHS, and to introduce clinical pharmacist posts in general practice. There will also be an expansion in the psychologist workforce to support the ‘Improved Access to Psychological Therapies’ programme.

HEE will be working with key partners to support the development of an integrated workforce across the NHS and social care, as the Government is committed to integrating them by 2020. HEE will also work to reduce reliance on overseas staff.

Primary audience: NHS senior managers, including education and training directors, national bodies involved in education and quality (e.g. CQC, NICE etc.). HEE and LETBs, professional bodies.

Impact on library policy/practice:

The increase in the number of pre-registration nursing and midwifery students may have a bigger impact on joint HE/NHS library services, but all health libraries may see an increase in demand from students on clinical placements. Since these students will no longer receive bursaries, there could also be an increase in their expectations of what libraries should provide.

The new Nursing Associate role could see an increase in demand from staff that are not traditionally heavy users of the library. They may well require more support than other groups, and resources that reflect their training requirements.

One other potentially large impact on health libraries is the proposed integration of health and social care. NHS libraries have not traditionally served local authority social care staff, but this may become a need in the future, especially as staff work more flexibly across health and social care boundaries. At a national level, work may need to be done to ensure that the core collection reflects the needs of social care, and to integrate resources such as Social Care Online into existing platforms such as NICE Evidence or HDAS. It would be advantageous to have a national approach to funding health library services to support social care that doesn’t rely on each individual service having to negotiate with local authorities.

Finally, HEE will promote the adoption of digital technologies by healthcare professionals, both in and outside of work, and libraries could support this by providing training and guidance on the use of technologies that library users might use in their personal lives, and position ourselves as friendly technology experts.

Date last updated: November 2016

Due for review: November 2017

Group member responsible: JC

Quality Placement in Healthcare- Best Practice Guidance

Source:  Link to main document:

Publication format:  PDF

Date of publication: 2015

Summary of driver:

As a result of the national training tariff for education and training, this document was written by Health Education Yorkshire and The Humber (HEYH) in response to requests from non-medical placement providers on best practice in providing high quality placements and learning environments for health care education.

A range of Professional Regulatory and Statutory bodies and regionally agreed benchmarks and criteria were considered when drawing up this document and the relevant links are embedded in the report.

Its intention is to serve as best practice guidance by placement managers to aid review of non-medical placement provision within their organisation, however, it is anticipated that the general themes can also be mapped to medical placements.

Key features of driver:

The document is split into three themes, each listing outcomes/indicators/suggestions for evidence.

  • Theme 1: Whole organisational commitment to, and engagement in education and training for all non-medical professions
  • Theme 2: Provision of high quality practice learning environments across the organisation
  • Theme 3: Innovation and good practice

Primary audience: Those involved in non-medical placement provision in the first instance.

Impact on library policy/practice:

Theme two impacts on LKS policy/practice with the requirement for provision of high quality practice learning environments across the organisation.

Outcome 2b refers to ‘resources available to students in the practice setting with the following indicators:

  • All students to have IT access
  • All students to have sufficient access to learning resources eg. Library journals etc
  • All students to have sufficient and relevant access to physical resources – eg. PCs, desks

This would be good marketing of the physical space of the Library and Knowledge Service within the organisation. There is also the possibility for LKS staff to strengthen support links with mentors.

Date last updated: January 2016

Due for review: January 2017

Group member responsible: LK