Educational Solutions for Workforce Development

Educational Solutions for Workforce Development

Malcolm Wright

Chief Executive NHS Education for Scotland


Context for Learning

Delivering for Health

- Shifting the Balance of Care- Diagnostics- eHealth- Unscheduled Care- Planned Care- Rural Health Care- Mental Health Services- Child and Maternal Health- Tertiary Paediatric Care- Neurosurgery and Neuroscience


Increases in expenditure

Increases in staff

Changing patient demand and expectations

Clinical teams

Primary Care and CHPs

Networks of Care


A UK Perspective on Access to Learning


“Learning for a Change in Healthcare”

Professor R H Fryer CBE, National Director for Widening Participation in Learning


Almost one third of all NHS staff, or well over 400,000, report having no opportunities for taught learning at all in the last year and 70% or over 900,000, said they had received no supervised on-the-job training in the past twelve months.

While 57% of the quarter of a million senior managers and professionals in the NHS report engagement in job-related learning in the last 13 weeks, only 34% of workers in semi-routine jobs do so and only 12% in routine jobs.


Evidence collected in the Government’s regular Labour Force Survey suggests that, overall, 40% of NHS staff are qualified only at NVQ level two or below. A quarter of all NHS employees are qualified below NVQ level two, or have no formal qualifications at all.

Similarly, 40% of social care staff are qualified only to NVQ level two or below.


The NHS will not reach its aspiration of becoming a world class employer and employer of choice whilst the least qualified and least well paid members of the current health and social care workforce are the least likely to be offered training and staff development opportunities.

This will require the development of more effective local partnerships between healthcare organisations and universities, colleges, schools and local communities.


Staff constitute the single most important resource in improving services to patients, service users and carers, but also that staff, and changes in their attitudes, skills and behaviour are the key to the implementation of system reform and service transformation.

It is no longer acceptable, nor even practicable, for healthcare leaders continuing largely to preside over a system that effectively excludes some two-fifths of healthcare staff from learning opportunities through work.


“Leitch Review of Skills”

Prosperity for all in the global economy – world class skills - Lord Leitch


• More than one third of adults do not hold the equivalent of a basic school-leaving qualification

• Half of adults (17 million) have difficulty with numbers and one seventh (5 million) are not functionally literate.

• 70 per cent of our 2020 workforce have already completed their compulsory education.

• Our intermediate and technical skills lag countries such as Germany and France. We have neither the quantity nor the quality of necessary vocational skills.

• Over one quarter of adults hold a degree, but this is less than many of our key comparators, who also invest more. Our skills base compares poorly and, critically, all of our comparators are improving. Being world class is a moving target.

• It is clear from my analysis that, despite substantial investment and reform plans already in place, by 2020, we will have managed only to ‘run to stand still’.


• Stretching objectives for 2020:

– 95 per cent of adults to achieve the basic skills of functional literacy and numeracy

– Exceeding 90 per cent of adults qualified to at least Level 2

– Shifting the balance of intermediate skills from Level 2 to Level 3

– Exceeding 40 per cent of adults qualified to Level 4 and above

– Increase employer investment in Level 3 and 4 qualifications in the workplace


Economic Review

Public sector (in Scotland) expenditure on Healthcare related training amounted to £500 million in 2004/05, which financed training for approximately 25,000 people (including doctors in training).

Health Board expenditure on training and education estimated to be approximately

£20 million or £137 per head

This excludes

Endowment funded education

Drug company funded education

Self-funded education


Conclusions

Value of education to NHS and the economy

Inequity of access to education

Willing partners

Education as a driving force for change


New Roles and Role Development


New Roles

• Physician Assistant (Anaesthesia)

• Physician Assistant

• Non-medical endoscopists

• Operating department practitioners

• Anaesthesia assistants

• Unscheduled care and out of hours practitioners

• Assistant practitioners in radiography

• Advanced scrub practitioners


Role Enhancement• Multi-professional maternity development programme,

inclusive of preparation of trainers to deliver SMMDP courses

• Maternity care assistants integrated educational framework for practitioners in perinatal mental health

• Preparation of advanced neonatal nurse practitioners

• Succession planning programmes for advanced practitioners

• Non medical prescribing for Allied Health professions and midwifery

• Advance practice programmes for radiographers

• Role development for AHP support staff

• Mapping scoping of role development for nurses, midwives and AHPs to enable a gap analysis and inform future role development activity


Infrastructure

People

Technical

Physical


Partnerships

NHS and Universities and Colleges

ACT Funding

Teaching CHPs

Out of Hours Care

Mental Health

Flying Start


NES Priorities

Engagement with territorial Health Boards

Shifting the focus to cover all staff groups

Focus on priority, cross cutting workMental HealthChildrenPrimary Care

Educational Infrastructure

NationalDesignCommissionQuality assure and where appropriate

provide education

Leadership and management


CONCLUSION

Documents

Educational Solutions for Workforce Development