Leaping Over the Boundaries: Advanced Practice

1. Leaping Over the Boundaries: Advanced Practice Leaping Over the Boundaries: Advanced Practice

2. Advanced Practice Role • Modernising Careers (AHP 2008, Nursing 2006) • Lord Darzi Our NHS Our Future 2008 • Developing NHS Workforce 2000 • Meeting the Challenge (AHP’s) 2000 • The New NHS ;Modern & Dependable 1997 • Towards a framework for Post registration nursing careers (consultation 2007)

3. What is an Advanced Practitioner? Career Framework for Health Multi-professional role Core characteristics, concordat MORE SENIOR STAFF - LEVEL 9 More senior staff with the ultimate responsibility for clinical caseload decision-making and full on-call accountability 9 CONSULTANT PRACTITIONERS- LEVEL 8 ‘Consultant Practitioners’ are staff working at a very high level of clinical expertise and/or have responsibility for planning of services 8 ADVANCED PRACTITIONERS- LEVEL 7 ‘Advanced Practitioners’ are experienced clinical professionals who have developed their skills and theoretical knowledge to a very high standard. They are empowered to make high-level clinical decisions and will often have their own caseload. Non-clinical staff at Level 7 will typically be managing a number of service areas 7 SENIOR PRACTITIONERS/SPECIALIST PRACTITIONERS- LEVEL 6 ‘Senior Practitioners/Specialist Practitioners’ who would have a higher degree of autonomy and responsibility than ‘Practitioners’ in the clinical environment, or who would be managing one or more service areas in the non- clinical environment. 6 PRACTITIONERS- LEVEL 5 ‘Practitioners’ – most frequently registered practitioners in their first and second post-registration/professional qualification job. 5 SKILLS AND COMPETENCIES LEARNING AND DEVELOPMENT ASSISTANT PRACTITIONERS/ASSOCIATE PRACTITIONERS- LEVEL 4 ‘Assistant Practitioner/Associate Practitioners’ – probably studying for Foundation degree, BTEC higher or HND. Some of their remit will involve them in delivering protocol-based clinical care that had previously been in the remit of registered professionals, under the direction and supervision of a state registered practitioner. 4 SENIOR HEALTHCARE ASSISTANTS/TECHNICIANS - LEVEL 3 ‘Senior Healthcare Assistants/Technicians’ – this is a higher level of responsibility than support worker, probably studying for or have attained NVQ level 3, or Assessment of Prior Experiential Learning (APEL). 3 SUPPORT WORKERS - LEVEL 2 Support Workers – frequently with the job title of ‘Healthcare Assistant’ or ‘Healthcare Technician’ – probably studying for or has attained NVQ Level 2. 2 INITIAL ENTRY LEVEL JOBS - LEVEL 1 Initial entry level jobs such as ‘Domestics’ or ‘Cadets’ requiring very little formal education or previous knowledge, skills or experience in delivering, or supporting the delivery of healthcare. 1

4. What’s the difference? • An Advanced Practitioner is an experienced professional who has developed their generalist advanced level skills to a high level of practice and theoretical knowledge to Masters level. They are empowered to make autonomous high level clinical decisions and will often have their own case load. Level 7 • A specialist / expert is as above but only in a specific field, may only be first degree level. Level 6

5. Why introduce AdPs? …….…expected benefits Patients Enhanced experience, continuity of care, better access reduced waiting, admissions, LOS, safety Service Best use of skill mix, productivity & financial balance, helps to achieve targets Individual Personal growth, career development Colleagues Free up medical staff for more complex work, increased inter-professional working, joint learning

6. Advanced Practice Programme Collaborative Between:

7. Advanced Practice Role Collaborative link to learning environment (Linklater 1987) • 3 Key stakeholders • Individual • Academic Institution • Employer

8. Structure of the MSc Advanced Practice Role Semester 1 Semester 3 Semester 2 Semester 4 + summer Feb Feb Summer + Sept Summer + Sept Feb Principles of Advanced Practice (20) Public Health & Health Promotion (20) Managing Clinical Care (20) Application of Life Sciences for Advanced Practice (20) Negotiated/ independent learning (20) Research Dissertation (60) Foundations of Advanced Practice (40) Induction Summer + Sept Summer + Sept Sept Feb Feb Core module Options Critical Evaluation and Review (20)

9. Advanced Practice Role Work Based Learning is a dynamic and unfolding process Linking learning to the work role 3 inter-related components Each of which provides an essential contribution to the learning process: -structured learning in the workplace - On job learning opportunities - Off job learning opportunities (Levy 1987)

10. Advanced Practice work based learning is multifaceted • Workplace Learning is dynamic and unfolding • Heart of the overall programme of study • Tackles complex work based, real-life problems (Gray et al 2004) • Learn wider skills outside the academic requirements (HMI 1990) • Requires flexible, student centred approach • Range of teaching environments to personalise the WBL.

11. Advanced Practice Role Linking learningto requirements of the job • Learning FOR work • Learning AT work • Learning THROUGH work Seagraves et al 1996

12. Advanced Practice student / challenges • Build on previous experience • Prime position to link theory / practice • Professional constraints / responsibility / accountability • Employment • Conflicting priorities of work, home & study • Transferable skills eg negotiating, strategic thinking • Ability to prioritise (Brown 1995) • Risk management aware • Self motivated, reliant, directed, aware (Finn et al 1985)

13. Require multi layered support (Brennan & Little 1996) Service Manager Champion/ PCT Link HEI Student support Advanced Practitioner Module Tutors Assessors Programme Lead Mentor Supervisors Personal Tutors Student Liaison Officer Learning facilitator

14. APLF Role Summary • Prepare students for placement • Effective collaborator • Innovator • Ensure effective follow up • Support the university • Reflective practitioner • Pastoral guide • Guide and teacher

15. Role of Mentors • Lead mentor + informal mentors • Identify leaning needs & negotiate a programme of learning via Tripartite Learning Agreement to develop their competencies. • To assist students to identify relevant clinical assessors/supervisors. • To ensure students receive 2 facilitated learning days / per week • To challenge & develop students within the work place setting • To inform APLF / Programme lead any concerns in progress

16. Clinical Assessors • Lead assessor / more than one • Tripartite Learning Agreement – personalised plan for meeting outcomes for the clinical modules. • Undertakes for the clinical assessments against the performance criteria. • Provides support & constructive criticism • Complete clinical skills documentation & verify their final decision • To challenge & develop students within the work place setting • To inform APLF and or Programme lead any concerns in their progress

17. Clinical Supervisors • To provide practical hands on teaching in real life situations • To support, challenge, develop & provide constructive feedback to students in the work place setting. • Tripartite Learning Agreement – personalised plan for meeting outcomes for the clinical modules. • Guidance, advice & verifying comments for the students portfolio if appropriate

18. Clinical Skills Component MSc Advanced Practice Learning Outcomes • Systematic understanding and critical awareness of current problems and /or insights of service context • Synthesis practice and theory to underpin demonstrably higher levels of discretion & judgement in decision making within service delivery & leadership

19. Learning outcomes • Deal with complex issues to make sound judgments in the absence of complete data & to communicate their conclusions clearly. • To identify, critically evaluate & reformulate: • Development of their practice • New ways of working within & beyond those boundaries.

20. History Taking Consultations SkillsAssessment • 5 Integrated systematic history taking and consultation assessment skills per year : • 10 Components – A-J, Level 2 / 3 must to be achieved on all components in order to be successful • Circle the level awarded for each element • Students must achieve: • level 2 = competent by end of year 1 • level 3/4 = proficient / expert by end of programme.

21. Physical Examination Body System Assessment • 5 systems chosen from a choice of 13 / customised • 5 Integrated systematic physical examinations / body systems per year • Each clinical skills log is supported by an assessor verification form • Students must achieve: • level 2 = competent by end of year 1 • level 3/4 = proficient / expert by end of programme.

22. Essentials completion of documentation • Completed, signed & dated by both assessor and students. • Verifying comments – validate the mark awarded. • Comments - students’ performance, identify strengths & weakness , improvement of performance . • Where verifying comments are lacking or appear to contradict the mark, it may be challenged through the marking, moderating and external moderation mechanism within the university.

23. Advanced Practice : Future The world is your oyster! The significant problems we face cannot be solved at the same level of thinking we were at when we created them Albert Einstein

24. Advanced Practice Contacts Contact details • Susan First (Learning facilitator) 01204 903755 mob 07780542862 sfr1@bolton.ac.uk • Trish Houghton (Learning facilitator) 01204 903756 mob 07780958829 tah1@bolton.ac.uk • Ann Winter (Programme leader) 01204 903788 amw1@bolton.ac.uk