FDSc. LTC: Creating competent hybrid practitioners to support people living with long term conditions

Alison Hasselder [Course Director, FHSCS] Alison J. Ludlam [Associate Director of Nursing, NHS Wandsworth]

     How the project came about ?

Who was involved?

How did we work?

Course outcomes, curriculum and construct What do we hope to achieve now and in the future?

    Developed in the Swan Interprofessional Institute.

Partnership working Lifelong Learning Network & Skills For Health Service user care involvement

      Interest from employers Fit for purpose workforce Policy drivers to improve outcomes for people living with long term conditions Integration of health and social care Promote service user and carer choice and involvement in decisions Career development and progression for HCSW to Associate Practitioner

      Project investment from LLN Range of professional disciplines within the Faculty Further Education Institute NHS Trusts Nursing, Occupational Therapy, Physiotherapy, Social Work, Service users/ Carers Informed by relevant organisations and interest groups

       Project Manager Steering Group Consultation [3 months] Curriculum Development Group [4 months] Course Committee Course Management Team Committee Student Staff Consultation Committee

         Enabling, empowering workforce to support people living with LTC Unlock potential Improved communication Multidisciplinary working and learning Flexible transferable and integrated learning Learning progression based on competence Accrediting and developing learning from the work place Fit for purpose hybrid practitioner New career structure

 Knowledge and critical understanding of the complexities of the health and social effects on people living with long term conditions and their carers;  Independent accountable practice, working in partnership with the service user, family and carers and other professionals and agencies within the contextual dynamics of health and social care to enable self-management of long term conditions and maximise independence.

E Learning Portfolio Virtual classrooms

Teaching and Learning

User/carer perspectives Face to face Peer Assisted Learning (PAL) Clinical visits

3 levels Core Practice based Aspirational Based on: Consultation output Skills for Health competencies Common Core principles to support self care Best practice e.g. NSF, professional body Formatted in individual Learning Contract

        Timescale Patient centric v professional centric Partnerships: Friend or foe?

Language: Who’s line is it anyway?

Service user involvement: Meaningful or well meaning?

Institutional change: Promotion or protection?

Competences: Conflicts and complexities Marketing and funding: Who will buy?

        Course management and evaluation Preparing students for admission Deliver the course to a wider audience.

Direct entry route Progression project Flexible learning- on-line study days Funding and buy in Workforce planning a reality

  Professor Fiona Ross Mark Martin

Alison Hasselder & Alison Ludlam Foundation Degree In Long Term Conditions Faculty of Health and Social Care Sciences Kingston University & St George’s, University of London Cranmer Terrace LONDON SW17 0RE T: 020 8725 0119 mobile: 07766368982 E: [email protected] .ac.uk/ [email protected]

W: www.healthcare.ac.uk