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Welcome. Trish Morris-ThompsonChief Nurse
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1. Modernising Nursing Careers Marketplace
2. Welcome
Trish Morris-Thompson
Chief Nurse & Professor of Nursing and Midwifery
3. MNC overview Kathryn Jones
4. What is Modernising Nursing Careers? ‘The Modernising Nursing Careers Programme is working to equip nurses with the skills and capabilities for their roles by:
creating a more flexible and competent workforce
updating career pathways and choices for nurses
better preparing nurses to lead in a changed system
updating the image of the nurse’ (pg 19)
DH (2008) A high quality workforce
Referring to DH (2006) Modernising Nursing Careers
5. So what does MNC look like for London? Seven work streams:
Workforce planning and analysis
Degree level registration
Preceptorship
Nursing careers
Clinical support workers
Image of Nursing
Clinical Leadership
7. Readiness for work of newly qualified nurses in London Readiness for Work Group
8. The RFW Programme
Originated in 2008 following work done by Trusts and HEIs
Focus on improving employment outcomes for newly-qualified nurses trained in London
Small steering group comprises Trust and HEI representatives
Four research projects funded by NHSL, all co-led by service and education
Non-profit making, outcomes shared across London
Research carried out across London – Trusts recruited through London Deans group and London DoNs group
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
9. The RfW Group Linda Burke, Nursing and Midwifery Council
Jane Sayer, South London and Maudsley NHS Foundation Trust
Sara Christian, Kingston University and St George’s University of London
Ruth Harris, Kingston University and St George’s University of London
Alison Crombie, Barking, Havering and Redbridge NHS Trust
Jane Brindley, LSBU
Veronica Corben, Chelsea and Westminster NHS Hospitals Trust
Sarah Robinson, NNRU, KCL
Debbie Harris, LSBU, Mary Crawford, KCL, Angela Grainger, KCH, Carol Pook, Bucks University
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
10. Key findings from London Trusts, 2008
Variable feedback – 50% trusts - highest from acute, lowest MH
Inconsistent record-keeping
Employment rates 50% or lower overall
High for children’s nursing, lower for MH, high for graduates & accelerated programmes
Main reason not appointed - did not meet competency requirements of the post
Gender and ethnicity – little data but issues of ethnicity are significant
Good practice: ring-fencing vacancies; briefing students; trust liaison person; websites; joint selection process; practice experience facilitators We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
11. Recruiting Competent Newly Qualified Nurses Sara Christian
12. Project team Leading organisations
South London and Maudsley NHS Foundation Trust and Kingston University and St George’s University of London
South London and Maudsley NHS Foundation Trust
Dr Jane Sayer
Faculty of Health and Social Care Sciences, Kingston University and St George’s University of London
Dr Linda Burke
Sara Christian
Dr Ann Ooms
13. Recruiting Competent Newly Qualified Nurses
The aim of the study is to compare and contrast interpretations of competence in practice and to explore the expectations and experiences of the employing Trusts throughout the London Region.
The objectives are:
To define and understand interpretations of competence in the context of selection and recruitment
To map and compare interpretations of competency in practice: KSF, NMC and QAA Benchmarks
To survey and map assessment and selection procedures currently used across the London Region
To explore the views of senior nurses and identify the key competencies perceived to be essential at the point of first employment
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
14. Phase 1: Literature Review and Mapping
defining competence
historical developments in perceptions and definitions of competence in nursing
the link between competence and quality of care
the relationship between expertise and competence
competence in relation to selection and recruitment
comparing and contrasting the interpretations of competence in practice (the NMC and KSF Frameworks) and how these translate to the selection and recruitment of newly qualified nurse. We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
15. Phase 2: Survey of Selection Procedures Across the London Region
64 Trusts surveyed
45 respondents :70% response rate
57% have centralised recruitment process
ten competence assessments used across the Region
most useful assessments: interviews (88%), drug calculations (43%), role play (15%)
good interpersonal skills, particularly communication skills, considered to be a priority
5-70% of NQNs considered suitable for recruitment (mean = 34%).
main reasons for non-appointment: poor communication, poor performance, lack of motivation
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
16. Phase 3: Exploring Views of Senior Nurses through Focus Groups
Key competencies for NQNs: communication skills, clinical judgement, core clinical skills, ability to prioritise, awareness of equality, diversity and teamwork, common sense, flexibility, professional attitude, awareness of own limitations, enthusiasm to learn
Not meeting expectations: poor motivation, lack of respect, poor written communication, over-confidence, poor knowledge, lack of empathy, poor sickness record, poor understanding of role, lack of basic skills, poor appearance
style in which a competence is presented
competences vs personal qualities
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
17. Exploring Employment Opportunities Within London for Nurses at the Point of Qualification Ruth Harris Ann Ooms
18. Project team Leading organisations
South London and Maudsley NHS Foundation Trust and Kingston University and St George’s University of London
South London and Maudsley NHS Foundation Trust
Dr Jane Sayer
Faculty of Health and Social Care Sciences, Kingston University and St George’s University of London
Dr Linda Burke
Mrs Christine Chu
Mr Robert Grant
Professor Ruth Harris
Dr Sylvie Marshall-Lucette
Dr Ann Ooms
19. Aims and objectives
To describe the characteristics of newly qualified nursing workforce at September and February time points from 8 HEIs in London
To describe the first post gained after qualification and all posts undertaken within 6 months of qualification in terms of grade, setting, nature and duration of contracts and geographical distribution
To explore employment patterns of different groups of nurses from London Universities including differences between ethnic group, age, gender, branch of nursing, level of achievement
20. Study design, methods and sample
An exploratory study using structured questionnaires and secondary analysis of routinely collected data about students and their progress by Higher Education Institutions.
Approval obtained from the Research Ethics Committee of the Faculty of Health and Social Care Sciences, Kingston University and St George’s University of London.
Sample: All students who have successfully completed a diploma or degree in nursing from one of eight higher education institutions (HEI) in London and were eligible to register with the NMC were invited to participate in the study
21. Data collection Data were collected in two ways:
Participants were asked to complete 3 semi-structured questionnaires during the study:
Pre-qualification.
Questionnaire requested age, ethnicity, language taught in at school, whether they have a job, type of job, length of contract, number of attempts to get a job, use of assessment tests.
Three months post-qualification.
Similar questions as the first questionnaire and some additional questions about their perceptions of the process of recruitment and feedback received after job interviews.
Six months post-qualification.
Similar questions as the first questionnaire.
22. Data collection
Routinely collected data about students held by HEIs were collected.
Data collected includes:
- level of achievement (Diploma, Degree, Accelerated Degree, other),
- degree classification if appropriate,
- qualifications at course entry,
- assessment failure in practice placements i.e. ever failed more than one attempt,
- assessment failure in theory assignments i.e. ever failed more than one attempt.
23. Recruitment
Autumn 2009 qualifying students
1168 students qualified from 7 HEIs (unable to collect data from 1 HEI)
649 students present when we presented study
515 completed questionnaire 1 - response rate 79% (44% of all students)
99 completed questionnaire 2 - response rate 15% (8% of all students)
108 completed questionnaire 3 - response rate 16% (9% of all students)
24. Recruitment
Spring 2010 qualifying students
481 No. of students qualified from 6 London HEIs (1 HEI has no spring intake, unable to collect data from 1 HEI)
398 students present when we presented study
288 completed questionnaire 1 - response rate 72% (60% of all students)
73 completed questionnaire 2 - response rate 18% (15% of all students)
37 completed questionnaire 3 - response rate 9% (8% of all students)
25. Study progress
This is a very complex data set requiring careful multivariate statistical analysis which is being undertaken with support from an experienced statistician
It is expected that the study identify the factors that influence employment opportunities of nurses immediately post qualification. This will enable HEI and NHS trusts to review how student nurses are prepared for job seeking and how they are selected.
26. Student Nurse Attrition Alison Crombie Jane Brindley
27. Project team Leading organisations
Barking, Havering, Redbridge University Trusts, Guy’s & St Thomas NHS Foundation Trust in collaboration with LSBU
Barking, Havering, Redbridge University Trusts
Dr Alison Crombie
London South Bank University
Dr Alison Crombie
Jane Brindley
28. Student Nurse Attrition
Aims and Objectives
Identify factors associated with high levels of completion of studies
Analyse the research findings and make recommendations for best practice that support an integrated policy framework to improve nurse recruitment, retention and increase the numbers of nurses in the London Workforce
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
29. Student Nurse Attrition: Preliminary Results
Focus Groups & Interviews:-
Mentors are a vital element to student experience.
Student identity is a key factor in fostering resilience
Perceived ‘Ideal types of students’
Students perceive both HEI & Trusts want attrition.
Heightened emphasis on clinical feedback over HEI
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
30. Is mentorship capacity sufficient to meet pre-registration student need? Veronica Corben Sarah Robinson
31. Project team
Leading organisations
Chelsea and Westminster Hospitals NHS Hospitals Trust and King’s College London
Chelsea and Westminster NHS Hospitals Trust
Veronica Corben
Tracy Stevenson
National Nursing Research Unit, King’s College London
Dr Sarah Robinson
Susan Knutton
Dr Jocelyn Cornish
Christine Driscoll
32. Aims and Objectives Aim: To investigate whether mentorship capacity is sufficient to meet pre registration student nurse need
Objectives: to investigate capacity in relation to:
Resources for mentorship provision
Education and experience of mentors
Facilitators and constraints in practice settings
Project focus is the hinterland of inter-relationships in higher education institutions and trusts that lie behind the mentor and student nurse relationship in practice settings.
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
33. Project methods and Progress
Methods:
Semi-structured interviews with key personnel in 2 higher education institutions and a sample of associated trusts that include adult, mental health and child services in institutional and community settings
Progress to date:
Pilot completed with 1 HEI and 1 Trust.
Main field work now in progress in higher education institutions to be followed by interviews in 7 Trusts. We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
34. Preliminary pilot findings:1
The pilot, underpinned by an extensive literature review, revealed considerable and sometimes unexpected diversity in the organisation of mentorship, between HEIs, between Trusts, and their inter relationship also.
Diversity included: roles & responsibilities, HEI or Trust placement allocation of students, mentorship module arrangements, responsibility for assessing placement quality, who commissions post registration education etc.
Understanding this diversity has significantly influenced and clarified the interview schedules for the main project which is investigating capacity in relation to:
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
35. Preliminary pilot findings:2 Resources: HEI/Trust links; ascertaining mentor to student ratios; criteria/motivation for being a mentor/sign-off mentor; differences in placement provision/assessing quality; direct and indirect costs.
Education and experience of mentors: module format and content; role of programme leader and teaching staff; preparation for assessing competence; maintaining expertise.
Delivery in practice settings: allocating students to mentors; managing the role of mentor; HEI/trust liaison; supporting mentors.
36. Workplace preparation: A London Snapshot Sue Fergy
37. Workplace Preparation review aimed to: Gain a realistic account of a complex picture Consultation with a range of nurses: Assistant /Directors of Nursing, Newly Qualified Nurses and Registered Nurses undertaking the mentorship programme and Strategic Leads Range of Trusts: acute, primary care, mental health, foundation
38. Questions were asked about: All-graduate profession The RNs with degrees versus RNs with diplomas Mentorship Work in progress to modernise the nursing workforce Preparation for students undertaking the new programmes
39. All graduate profession
40. Degrees and Diplomas The majority of Trusts do not exercise a preference for employing graduates as opposed to RNs with diplomas The percentage of RNs with degrees to RNs with diplomas was estimated at 30% to 70% Growing numbers of staff are achieving at Masters and PhD levels A small minority of staff do not want to be developed further
41. Mentorship Most staff believe that the quality of mentorship is related to the clinical expertise of the mentor, not academic qualification It was suggested that some non-graduate mentors may feel anxious about the new programme Mentorship presents Trusts with a significant bureaucratic workload It may be timely to review the preparation and practice of mentors and ask questions: Should all RNs be mentors? Should mentoring and assessing practice be separate roles?
42. Current Workforce Initiatives Significant CPPD activity in ‘top-ups’/ Masters/ PhD South London and the Maudsley: Magnet status -75% graduate target Some ‘bespoke’ top-up degrees for a cohort of RNs (Tower Hamlets PCT, CNW London Mental Health FT) BNU offering a Foundation Degree for Band 3 and 4 staff Preceptorship at Master’s level at St.George’s Healthcare NHS Trust PhD opportunities for newly qualified RNs at Imperial
43. Future Challenges What will the impact of the all-graduate workforce be on skill mix? How do academic levels map against clinical competence / expertise? How is the confidence and competence of existing staff to be supported during major change? How is the widened entry gate to be protected as entry qualifications are raised? What is the best way of managing registered nurses who do not want to be further developed? How is a higher calibre of applicant to be attracted to the profession?
44. Scoping the workforce - Advanced Practice & Assistant Practitioners Andrew Brown
45. Advanced nursing practice
Initial brief was to understand where advanced practice was taking place in London – what education level these practitioners have and understand what makes them advanced?
Initial approach was to conduct two workshops – the consensus from the workshop was that there needed to be a definition and clarity about what advanced practice was and how this differs from specialist practice. How do you distinguish between advanced and specialist practice?
Beginner – advanced continuum and the generalist specialist continuum helpful to illustrate the spectrum of practice.
Consensus about MSC education level that supports the practitioner in their practice
Consensus about Minimum period of experience
Experience reported that advanced practice roles tend to be organic in development and responsive to changes in workforce rather than planned service development often with the individual practitioner developing themselves
DH paper released in November 2010 provided the definition. The document sets out 28 elements of advanced practiced group around 4 themes.
Definition is generic and describes a level of practice rather than a specific role or setting
To get greater depth into the data set we developed a questionnaire based on previous work done in Scotland that picked up on the 4 themes and also enquired about the practitioners autonomy and ability to act.
Initial data results suggest great variance
Initial brief was to understand where advanced practice was taking place in London – what education level these practitioners have and understand what makes them advanced?
Initial approach was to conduct two workshops – the consensus from the workshop was that there needed to be a definition and clarity about what advanced practice was and how this differs from specialist practice. How do you distinguish between advanced and specialist practice?
Beginner – advanced continuum and the generalist specialist continuum helpful to illustrate the spectrum of practice.
Consensus about MSC education level that supports the practitioner in their practice
Consensus about Minimum period of experience
Experience reported that advanced practice roles tend to be organic in development and responsive to changes in workforce rather than planned service development often with the individual practitioner developing themselves
DH paper released in November 2010 provided the definition. The document sets out 28 elements of advanced practiced group around 4 themes.
Definition is generic and describes a level of practice rather than a specific role or setting
To get greater depth into the data set we developed a questionnaire based on previous work done in Scotland that picked up on the 4 themes and also enquired about the practitioners autonomy and ability to act.
Initial data results suggest great variance
46. Recommendations Range of recommendations aimed at Board, Service and Individual level
Key recommendation - need to link effective workforce planning and service redesign to create advanced practice roles that meet patient needs
47. Assistant practitioners
48. Recommendations and signposts A range of organisational tools have been identified to support the introduction of new ways of working and new roles
A range of recommendations made in the form of a checklist covering:
Organisational readiness
Workplace readiness
Individual readiness
Collaboration with the education provider
Best practice examples/ job descriptions from UCLH
49. Next steps Checklist included in the 2011/12 education commissioning template
Links between workforce planning and education commissioning made more explicit
50. Clinical Academic Careers Alison Crombie
52. NHS London - Developing Frameworks for London Evidence guiding practice- practice guiding evidence?
53. Moving forward – Developing Research Capacity and Capability across London We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreeement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organsiations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
54. Clinical Academic Career Pathways Nina Khazaezadeh Consultant Midwife in Public Health
55. KHP Consultant Nurse Midwives & Allied Health professionals
The group was established June 2010 with the aim to develop clinical career pathways for nurses/midwives & allied health professionals across the KHP
Members include: Consultant Nurses & Midwives from KCH/Allied health professionals from SLAM/KCL educational leads/Programme Director Modernising Nursing Careers
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
56. Progress… To develop a package including;
Vision statement
E-nursing/midwifery career toolkit
Promote courses/programmes offered at KCL
Series of case studies We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
57. Vision Statement
To develop a Nursing and Midwifery Clinical Academic Pathway (NMCAP) that draws on all
KHP partner organisations’ expertise in education, teaching, research and knowledge
translation.
The NMCAP will strengthen the vision of KHP AHSC (excellence in education, teaching,
research and translation into clinical care for the benefit of our patients) by building capacity
and capability in the nursing and midwifery workforce. Provision of high quality clinical
professionals whose skills and competencies are optimised through access to high quality
teaching, education and research has been recognised by the KHP AHSC as a core
requirement to achieve clinical effectiveness. The NMCAP will contribute to achieving this
requirement as well as the core principles of the NHS Outcomes Framework.
We believe that the development of a NMCAP will promote excellence and high quality care
for patients and enable nurses and midwives to plan and progress their clinical career
development. The Pathway will provide a robust underpinning for a nursing and midwifery
workforce fit for purpose, competent, highly educated, compassionate and nationally and
internationally recognised as a KHP brand.
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
58. We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
We have already made significant progress on several fronts,
In terms of a clear contractual framework within which education commissioning operates the most significant piece of work we have completed with you is the development and design of the London Education Contract.
A key element of this contract is that we have used it to embed the concept that where possible there should be a single point of accountability for what is commissioned even where such provision is done in partnership. We do not underestimate the challenge this presents so in addition to the placement project we discussed earlier we developed standard agreement for use by partners
Individual negotiation on the contracts are progressing well with a majority already agreed
You will also be aware that one of our aims is to increase investment in existing staff and I know that Continuing Personal and Professional Development is an important priority for many of you here today. In a minute I’ll come onto the work we’ve been doing to meet specific priorities.
However, in contract terms we have been designing a standard contract framework for all CPPD providers to enable a more consistent approach to commissioning and allow us to open up choice to employers
We have had conversations to assess your opinions about standardising descriptions of CPPD courses, contract currencies etc... Again the aim is to increase choice for employers and allow us and HEIs to have a clearer view of the range of education available.
We have started our consideration of how to formalise our funding of NHS organisations but the more important engagement with trusts to finalise this will fall into the next phase of our work which Anita will describe.
Finally, the contractual framework must included the basis on which educators are rewarded. High Quality care for All commits us to a model where funding follows student and London has been at the forefront of this national work with something like 19 of 25 pilots being London trusts with dedicated resource and support form the SHA
59. THANK YOU
Any questions........?
60. MNC Website Launch 31st March! Full details will be circulated via email.
