Transcript North West London Local Education & Training Board

Health Education South London
Standards for
Assuring Quality in Practice
Placements
Susan Aitkenhead, Project Lead
[email protected]
Project Scope – Assuring Quality in Practice
Placements
The over-arching scope of this project is to work with the relevant stakeholders
across South London to develop a set of standards for assuring the quality of
practice placements and an aligned multi-professional methodology to ensure
their achievement.
Quality is the main driver of this work while also examining the linking of the
payment of the placement tariff to the successful achievement of the standards,
to ensure the strengthening and support of multi-professional practice education.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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Environment
Focus on the areas that learners can be placed to gain practical
healthcare experience during their training across all of the sectors
and the specialties.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
2
Background and Rationale
Ensuring the health workforce has the right skills, behaviours and training,
available in the right numbers, to support the delivery of excellent healthcare and
health improvement: The Education Outcomes Framework (2013)
The final Mid Staffordshire NHS Foundation Trust Public Inquiry by Sir Robert
Francis (2013) has several recommendations pertinent to education and training
central to the report, urging that providers of clinical placements should be unable
to take on students or learners in areas which do not comply with fundamental
patient safety and quality standards.
The government response to the final Francis Report, Hard Truths: the Journey
to Putting Patients First has education and training as concurrent themes
throughout the response and it is particularly highlighted that ‘education and
training are critical to securing the culture change necessary for the best patient
care now and in the future’.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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Methodology of development:
 It was recognised there are a varied collection of documents already relating to
guidance and standards for practice-based learning, and a review has been
undertaken to consider other work and the reporting and measurement.
 Meetings have been held with a wide range of multi-professional and academic
stakeholders across a variety of sectors and organisations.
 Information relating to existing quality standards for practice education or
placements was also accessed and discussed directly with bodies such as the
professional colleges, via email and face to face.
 Meetings have additionally been held with some experienced practice educators
and some pre-reg nursing students kindly volunteered their time to help consider
what made a practice learning environment a high quality experience for them.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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 It was recognised that the national regulatory bodies are charged in legislation
with setting UK standards and meetings have been held with the Nursing and
Midwifery Council (NMC), the Health and Care Professions Council (HCPC) and
the General Medical Council (GMC). These meetings were to inform the
regulators of the project, and check that there was no duplication or confusion in
relation to the aims of the project.
 The draft Standards were discussed with the HESL medical quality and
commissioning team to ensure alignment with standards already in use.
 Additionally a very helpful teleconference with NHS Education for Scotland
discussed their extensive work in this area.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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Stakeholder meetings:
An abundance of helpful information was gathered from these
meetings and was explored to see where any similarities or themes
existed to help shape the draft Standards.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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Works well....
 A lot of strong and committed mentorship;
 Local award schemes – mentors and clinical areas;
 Students are felt to be more confident in raising concerns about patient care;
 Some local approaches to student feedback similar to FFT methodology;
 Key accounts meetings strengthening HEI/Provider relationships;
 NSS data helpful;
 Learning contracts – staff agree what they will bring back to the practice area
post course to support development and learning culture;
 Student support skills for Nursing Assistants;
 Chartered Society of Physiotherapists undertaking work on online interactive
resource with information, support and guidance related to practice education.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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Challenges and Gaps:
 Education not always being recognised as a core component of everyone’s role;
 The need for more inter-professional working and assessment;
 Still some reliance on ‘relationships’ rather than systems and processes;
 Lack of equity in standard of mentorship/supervision;
 Lack of seniority and ‘authority’ of some provider educational roles;
 Methodology for working out ratios of educational supervision to learners/bed
numbers;
 Lack of detailed costing breakdown by profession;
 ‘Power balance’ still not equitable – particularly early student placements;
 Language – ‘work’ not ‘learn’;
 Need clearer process/structure around info-sharing including private and 3rd
sector;
 Exemplars to be shared and help align best practice across the patch.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
8
Draft Standards with associated principles
Organisational culture
The organisation aligns its values, strategy and resources to demonstrate how it values
its role as an education setting in helping learners in training meet the relevant curriculum
requirements; while encouraging and supporting individual, team and professional
responsibility in delivering high quality learning environments and training opportunities.
Executive ownership
The organisation provides effective senior leadership and direction demonstrating a clear
commitment and accountability to the delivery of high quality education.
Staff in place
The organisation values staff that mentor, supervise and educate; ensuring there is
appropriate workforce and capacity planning, recruitment, and, training and development
opportunities to enable those staff to successfully undertake the responsibilities required
in this role.
Physical support
The organisation has resources and facilities to facilitate an encouraging learning
environment for learners.
Standards of service
The organisation has robust governance structures and processes in place to ensure a
safe and effective environment for learners.
Partnership Working
The organisation has effective structures and processes in place to promote and
implement strong partnership arrangements, such as service planning, the sharing of
information and quality improvement activities.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
9
 Indicators sit under each Standards
 Request for ‘evidence’ under each...
Now in Phase 2 – developmental pilot stage testing in a
variety of environments:
• Test the relevance and measurability of the standards;
• Include representation from multiple professional groups;
• Examine the applicability of the Standards in a range of settings where
education and training take place;
• Examine the need to balance rigour with the need to minimise additional burden
on staff when taking into consideration other reporting that is currently
undertaken;
• Highlight recommendations for wider roll-out and any further development.
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
10
‘Test’ Quality Review Process
The purpose of the Quality Review is to:
• Identify and highlight excellent standards of practice;
• Further explore areas where concern might appear and then help with any
required improvement.
July 2014:Separate site visits led by Health Education South London –
 Senior HEI rep – such as Head of School or Pro-Vice Chancellor;
 DoN external to patch;
 Expert clinicians;
 Learner representatives;
 Lay representatives;
 Pan London Quality and Regulation Unit
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
11
This pilot is focusing on non-medical practice placements; however from the
start of this project an aim has been to develop a set of standards for assuring
the quality of practice placements with an aligned multi-professional
methodology to monitor and assure their achievement and the results of this
pilot will help inform the consideration of how that objective can be met.
[END]
Health Education South London
www.southlondon.hee.nhs.uk
@HealthEdSL
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