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Esser2011
This document discusses the development of an assistant practitioner curriculum at Southampton University Hospitals NHS Trust. It notes the need for assistant practitioners to address modernizing careers, demographics, public finances, and building on existing support roles. It provides information on the current nursing workforce breakdown and examples of assistant practitioner roles. It discusses lessons learned from establishing senior healthcare assistants and proposes a career pathway model from Band 1 to Band 5. The document recommends a Foundation Degree in Health and Social Care through a partnership with Southampton Solent University to formalize training and support career progression for support staff. It outlines the proposed shape of the Foundation Degree and notes the library support that will be provided to students who are also employees.
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Esser2011
- 1. Education & Developmentfor SUHT – Your Learning, Our Future Employer designed AssistantEmployer designed Assistant Practitioner CurriculumPractitioner Curriculum Anita Esser Head of Wider Healthcare Teams Education Southampton University Hospitals NHS Trust
- 2. Education & Developmentfor SUHT – Your Learning, Our Future Why do we need APs?Why do we need APs? • Modernising careers • Demographics • Public finances • Building on existing support roles
- 3. Education & Developmentfor SUHT – Your Learning, Our Future SUHT Nursing Workforce InfoSUHT Nursing Workforce Info • Nursing WTE across Trust (April 10): • Band 7 344 (10%) • Band 6 564 (17%) • Band 5 1476 (45%) Nurse • Band 4 84 (3%) Assistant Practitioner • Band 3 138 (4%) Senior HCA • Band 2 542 (16%) HCA
- 4. Education & Developmentfor SUHT – Your Learning, Our Future Examples of AP rolesExamples of AP roles • Ward AP • Medical Assistant • Assistant Theatre Practitioner • Cardiac Physiology AP • All Agenda for Change Band 4
- 5. Education & Developmentfor SUHT – Your Learning, Our Future SHCA – lessons learntSHCA – lessons learnt • Introduced as part of Trust wide skill mix review • In place approx 15 years • Training based on role and competence assessed by qualified staff in workplace • Cohort 33 started in May 2011 • Have over 135 WTE SHCA in post • Development opportunities for clinical support staff - retention
- 6. Education & Developmentfor SUHT – Your Learning, Our Future Career pathway modelCareer pathway model Enables the Trust to adapt quickly to meet changes in practice Allows for stepping on and off points at all bands Allows individuals to progress at own pace to own level of competence On job training FD graduate FD graduate Direct Entry Prof Reg Qual Acute NVQ units FD FD Prof Reg qual Prof Reg qual Band1 Band2 Band3 Band4 Band4 Band4 Band4 Band5 Band5 Band5 Acute NVQ units Band3 SUHT delivered advanced apprenticeship SUHT delivered apprentice -ship Additional training & competencies Externally delivered advanced apprenticeship SUHT delivered advanced apprentice -ship SUHT delivered advanced apprentice -ship Additional training & competencies Additional training & competencies Proposed SUHT Career Pathway Options from Band 1-5
- 7. Education & Developmentfor SUHT – Your Learning, Our Future Why Foundation Degree?Why Foundation Degree? • Based on requirements of roles • Formalise internal pilot programme • A South Central SHA preferred provider • Funding available for course fees • All employees, not ‘traditional’ students • Career development for support staff • Access to professional undergrad programmes
- 8. Education & Developmentfor SUHT – Your Learning, Our Future Partner - Southampton SolentPartner - Southampton Solent University (SSU)University (SSU) • Strategic Alliance with SUHT • Widening participation in learning • Meet employer needs • No other Health programmes • Social worker programmes • Health and fitness programmes • Look to contextualise where possible
- 9. Education & Developmentfor SUHT – Your Learning, Our Future Shape of FDShape of FD • Fd(Sc) Health and Social Care • 2 years full time/3 years part time • 120 credits Level 4/120 credits Level 5 • Validated as modules • Full Fd - Core and Option modules • Create one Fd with several workbased ‘pathways’ • Mapped to year 1 of pre-reg programmes
- 10. Education & Developmentfor SUHT – Your Learning, Our Future Support in learningSupport in learning • Non-traditional learners • Support by health services library team • Experience of supporting NVQ students • Effective use of knowledge resources • Ongoing evidence-based practice/CPD • Student and employee – SSU and SUHT • Partnership approach for library services?
Editor's Notes
- #7 Roles Supports the patient and staff experience strategies Skilled workforce fit for purpose to meet patient care needs Provides career options for progression Affordable and responsive to Trust needs Affordable and responsive to individual’s needs Flexible and responsive Developed the principle of the model Working with staff side Linking with local community partners