WelcomeVal ShannonFuture workforce Project managerNorth West Core Skills

NW Core Skills ProgrammeHigher Education/Further Education

• Welcome – Core Skills

• Purpose for sub region group

• CSF Lead Responsibilities/ Future Workforce Objectives

• Implementing the Core Skills Phases

• Review of the Content Mapping

• Action Group

• Refreshments

• Health and Education Platform

• key objectives and benefits of SNAP

• Workshops Alignment Data Sharing Recognition

What is the Core Skills Framework?

Aims to standardise statutory & mandatory training

Covers 10 subjects

Agreed set of learning outcomes for each subject

The full Core Skills Framework can be found in at http://www.cmtpct.nhs.uk

Conflict Resolution Equality & Diversity Fire Safety Health & Safety Infection Control Moving & Handling Resuscitation Safeguarding Adults Safeguarding ChildrenInformation Governance

Val ShannonFuture workforce Project managerNorth West Core Skills

Responsibility as Core Skills Lead

Point of contact between the organisation and the NWCSP Team.

Links with internal stakeholders, i.e. Dean, Head of faculty, Programme Leads, PEF, SMEs, IG.

Authority to liaise with the appropriate colleagues i.e. L&D and Pract Ed.

Maintain the organisation’s Core Skills Programme Action Plan.

Plan, coordinate and collect requested Core Skills information.

Share intelligence with the NWCSP team on wider developments.

Escalate the need for additional support if not progressing within time frames.

Responsibilities of a Core Skills Lead

Objectives for 2013/2014

Seán BradburyNW Core Skills Programme ManagerCheshire & Merseyside Teaching PCT Collaborative

Objectives for 2013/14 Future Workforce

Key Activity Priority

In each HEI, support commissioned activity programmes so that at least one commissioned programme at institutional level will be fully aligned

Must

In each FE, support commissioned activity programmes so that at least one commissioned programme at institutional level will be fully aligned

Must

Deployed a programme of activity to support the implementation of the Core Skills Register by Sept 2013 (Activity shared with Junior Doctors)

Must

Develop & deploy learning resources to support the agreed common induction requirements (Activity shared with Junior Doctors)

Must

Deploy a common platform for shared access for core skills programme resources for the HEIs

Should

Will conduct with the support of the stakeholders a survey of learner experience (Activity shared with Junior Doctors)

Should

Key Metrics

Key Activity

Key Activity Current Position

Target –Mar 2014

Numbers of NHS Organisations in the NW working towards Alignment

89% 100%

Number of NHS organisations in the NW CSF Aligned

12% 75%

Number of Healthcare Programmes in the NW working towards Alignment

50% 100%

Number of Healthcare Programmes in the NW Aligned

35% 75%

Number of organisations committed to recognise external Core Skills aligned training

TBC 50%

Estimated level of duplication avoided TBC 50%

Level of engagement of organisations in the NW in supporting developments

TBC 75%

Implementing the Core Skills Phases

Seán BradburyNW Core Skills Programme ManagerNorth West Workforce Delivery Unit

See Action Plan Hand-out

Core Skills Phases Matrix/Action Plan

Engagement

Alignment

Share Data

Realisation

Phased Approach

Engaged Implementation

Phase 1 - Engagement

Step 1:ExecSupport

Engaged and committed working towards implementation

Step 2:Core SkillsLead

Step 3:ProjectMeeting

Step 4:AssessReadiness

Step 5:Action Plan

Phase 2 – Alignment

Step 1:InvolveSMEs

Aligning local content to the Core Skills Framework

Step 2:CompleteMappingTool

Step 3:EnsureContentis Aligned

Step 4:Sign offby Org

Step 5:SubmitEvidenceto CS Prog Team

Phase 3 – Share Data

Step 1:Sign InfoSharingProtocol

Enabling Core Skills Training Datato be Shared with other Organisations

Step 2:DataReportingIn Place

Step 3:ProcessFor SharingCore Skills

Step 4:Skills RegisterAdmin &Training

Step 5:Go Live

Phase 4 – Recognition

Step 1:Agree toAcceptTraining

Recognise and accept Core Skills Training Data from other Organisations

Step 2:CompleteStatement of Recognition

Step 3:IntegrateInto localPolicies &Procedures

Step 4:Sign offby Org

Step 5:SubmitEvidenceto CS Prog Team

Phase 5 – Realisation

Step 1:IntroduceCheck forCompliance

Core Skills Training fully implemented,allowing full benefits to be realised

Step 2:IntroduceFlexibleTrainingApproach

Step 3:Embed

Step 4:Measure

Step 5:ContinualService Improvement

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Phase 1 - Engagement

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45

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Phase 2 - Alignment

23

45

1

Phase 3 - Share Data

23

45

1

Phase 4 - Recognition

23

45

1

Phase 5 - Realisation

23

45

Dashboard

Review of the Content Mapping

Seán BradburyNW Core Skills Programme ManagerNorth West Workforce Delivery Unit

Momentum behind Core Skills and resources developed have allowed proactive organisations to run with it

Need a level of assurance and central view pointfor wider system benefits:

- Reduced Duplication- Greater portability- Collaboration between organisations- ‘Preferred Supplier List’ of delivery options

Opportunity to align with the National Framework

Further information in the workshop

The reasons for the tool

Kim LeighHead of Education Support Commissioning

Action Group

Introduction

What is the Action Group

Who are the Members

Purpose

Benefit

Next Steps

Refreshments

Mark WaltonHydrant

Health Education e-Learning Platform

Introduction

Briefing Paper

Purpose

Benefit

How it will work

North West Healthcare Students Elearning Platform

Purpose•To provide and test a resource to enable access for Healthcare Students to North West supported elearning resources.

•The resources support the implementation of regional programmes such as the Core Skills Framework and other workforce skills initiatives.

•Aim is to use the platform to share any other e-learning resources that might be developed.

Examples of Resources

Core Skills Framework

http://www.nwyhelearning.nhs.uk/elearning/northwest/Liverpool/Every%20Contact/April2012/version%201/HMP_V2.03/index.htm#Menu

Making Every Contact Count

Examples of Resources

Stillwell – ‘Douglas’s Story’

Using virtual simulation approaches - a Learning Resource to support awareness of Learning Disabilities Issues.

Supporting Use

Expectations of Education Providers

•Nominated point of contact to raise awareness of resource and report back experience of use.

•Nominated Administrator to upload learners/ undertake

reporting.•Opportunity to help enhance quality and inform further developments.

Plan

•Briefing shared with Education providers.

•Awareness sessions and specific training for nominated administrators to be arranged,

•Available from September 2013

•Currently undertaking ‘back end engineering’ to support reporting alignment with the Core Skills Register.

•Aim is to test use, benefits and any issues between September- March then determine implications for sustainability.

Kieran KellySNAP Services Project Manager

SNAP

Introduction

What is SNAP

Purpose

Benefit

Nest Steps

Standardised

Numeracy Assessment Process (SNAP

Services) Northwest CSF Event

24/06/2013

Background / Drivers

• NMC concerns

• Medication errors and incidents throughout UK

• Increasing service provider organisation assessment of new and experienced staff entering their employment

Wasteful and possibly invalid assessments

Significant numbers of staff fail assessments

• Several HEI and provider organisations turned to costly independent provider solutions

• Primary target group were HEI’s however interest grew from NHS organisations

Project Proposal

To form a region wide, cross sector collaboration of key organisations to plan, design and produce a Standardised Numeracy Assessment Process (SNAP).

Including:Colleges of FEHigher Education InstitutesNHS Service providers

Initial Support and Links

• Council of Deans of Health (Northwest)

• NHS Northwest Strategic Health Authority

• Skills for Health

• Wirral Health Informatics Service(WHIS)

Outcomes/Benefits:

Free resource open to customer Organisations for independent learning and formal assessment

Designed as an engaging interactive, virtual world learning experience

Valid and trusted as an assessment process to prepare for and confirm numerical competence across sectors

Standardized in level and approach

35

Ultimate Outcome: SNAP

Current Collaboration

Collaboration Recruitment129 organisations throughout England registered including, HEI’s, Colleges of FE and Service Providers

Average Monthly Usage:Peak Season: 3500 – 4000 between Nov-Apr / Aug - Oct

Low Season: 1000 – 2000 between May – July

Flying Start for England preceptorship project link

Northwest HEI’s involvedOur registered HEI’s are currenlty utilising SNAP as part of the recruitment and selection process, programme module assessment and independent learning and development. Northwest HEI’s include:

•University of Manchester – Recruitment/Programme Modules•University of Chester - Recruitment/Programme Modules•University of Cumbria – Programme Module Assessment •University of Central Lancashire – Recruitment/Programme Modules•Manchester Met University – Programme Module Assessment•Edge Hill University – Recruitment / Programme Module •Liverpool John Moores University – Independent Learning

The SNAP tool

The SNAP tool – Registration.........

Registration – Data security

ADMINISTRATOR

Registering as a Snap Administrator allows you to:

•Approve registration requests from colleagues/students within your organisation

•Manage SNAP Accounts within your organisation

•Create / View assessments

•Assign formal assessments to other users i.e. Students or Staff

•Generate reports to display results of assessments taken

•Add Cohorts / Directorates and Departments to the site

Logging on……

Administrators Homepage

Student Homepage

General Numeracy Level 2

A patient weighs 10½ st. Given that 14 lbs equals one stone, and one lb is approximately equal to 450g convert the patients weight to kilograms.

The scale of the drawing of your new office is 1cm:2m. If the length of the office on the scale drawing is 3.5cm, what is the actual length of your new office in metres?

Clinical Numeracy Level 1 A palliative care patient is

prescribed 50 mg of diamorphine to be infused over a 24 hour period. The diamorphine ampoules are available in 10mg/ml. Sodium Chloride 0.9% should be added as the dilutent. How many ampoules of diamorphine are required?

Clinical Numeracy Level 2

A patient with pneumonia is prescribed meropenem 1gram three times/day. The prepared volume is 100mL sodium chloride 0.9%. If it should be infused over 15-30 minutes, what is the minimum and maximum rates of infusion in mL/hour?

Syringe Question

A 76 year old male patient was admitted with a heart attack is prescribed Morphine 5mg intravenously for the pain. Ampoules of Morphine contain 10mg in 1mL. How much morphine needs drawing up to give this dose?

Clinical Numeracy Level 2

A patient is complaining of chest pain and is commenced on a Glyceryl trinitrate (GTN) infusion starting at 10microgram/minute. If you use a ready constituted vial containing 50mg GTN in 50mL, what is the initial infusion rate in mL/hour?

Reviewing a Staff / Student’s Assessment

SNAP Learning Resources

•S4H Literacy and Numeracy Tool

•Maths for Medicine

•Moving on Website

•BBC Bitesize and Mathswise sites

•British National Formulary (BNF)•Children's BNF

•HEI Open source (OS) learning materials

•Other 3rd party OS materials

HR Implications

Summary/Future Direction

• On-going evaluation and promotion

• Provide SNAP training workshops

• Keen to share and discuss developments

• SNAP Education

• On-going recruitment of questions for SNAP site

Access SNAP freely at:

www.snap.nhs.uk

Contact: Management: Kieran Kellyk.kelly@chester.ac.uk / kkelly@snap-services.org

Customer Support/Administration: Kerry Gibbons k.gibbons@chester.ac.uk / kgibbons@snap-services.org

Any Questions

Simon MellorVal Shannon

Work Shop 1 Phase 2 Alignment

Phase 2 – Alignment

Step 1:InvolveSMEs

Aligning local content to the Core Skills Framework

Step 2:CompleteMappingTool

Step 3:EnsureContentis Aligned

Step 4:Sign offby Org

Step 5:SubmitEvidenceto CS Prog Team

Tim GrocottVal Shannon

Work Shop 2 Phase 3 Share Data

Phase 3 – Share Data

Step 1:Sign InfoSharingProtocol

Enabling Core Skills Training Datato be Shared with other Organisations

Step 2:DataReportingIn Place

Step 3:ProcessFor SharingCore Skills

Step 4:Skills RegisterAdmin &Training

Step 5:Go Live

Seán BradburyNW Core Skills Programme Manager

Work Shop 3 Phase 4 Recognition

Phase 4 – Recognition

Step 1:Agree toAcceptTraining

Recognise and accept Core Skills Training Data from other Organisations

Step 2:CompleteStatement of Recognition

Step 3:IntegrateInto localPolicies &Procedures

Step 4:Sign offby Org

Step 5:SubmitEvidenceto CS Prog Team

Summary

Seán BradburyNW Core Skills Programme ManagerCheshire & Merseyside Teaching PCT Collaborative