CEHR Stakeholder Reference Group 1.2.2010 Education commissioning.
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Transcript of CEHR Stakeholder Reference Group 1.2.2010 Education commissioning.
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CEHR Stakeholder Reference CEHR Stakeholder Reference GroupGroup1.2.20101.2.2010
Education commissioningEducation commissioning
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Aim
Remit of Workforce Development, NLIAH
Workforce planning and influence on education commissioning
Education programmes and inclusion of equality agenda
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WDECU/WD core functions
Workforce planning
Education commissioning
Workforce modernisation
Education development
Recruitment, retention and careers service
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Core functions -Workforce planning
Coordinate education/ training provision in workforce planning
Development and circulation of WAG guidance for the production of integrated workforce, service modernisation, and financial plans
Provide support to NHS Wales in producing their workforce plans
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Core functions -Workforce planning cont.
Provide support to ensure workforce planning captures relevant areas of Social Care, the Independent and Voluntary sectors
Provide advice to ensure that the Electronic Staff Record provides useful information to support the national workforce planning process
Work with the Deanery and the medical workforce to ensure the medical workforce requirements are identified and met
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Core function -education contracting
Analyse workforce plans
Draft and consult widely on education commission ranges
Prepare proposals for WAG Commissioning Board
Agree allocation of education places with HEI
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Core function -education contracting cont.
Agree and performance manage contracts
Monitoring Student Activity
Benchmarking across Wales and the UK
Tendering for new courses
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Education Commissioning Process
Organisations Workforce Plans
Developed
Plans reviewed and commissioning numbers drafted
Information confirmed with NHS communities
Test proposed ranges with key stakeholders
Sign off ranges by WD SHB
Ranges considered by WAG CB
Health Minister signs off final commissions
Allocate places to HEI
Agree financial allocation
Monitor performance of
HEI
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Education Budgets
Central budgets NMET Medical and Dental
LHB resources
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Some facts and figures
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£86mNon medical education training budget for 2008/9
£14mFinance available for new commissions in 2008/9
6,200Total number of students in education
62Number of education contracts in place
50:50Ratio of budget spent on education fees and bursaries/salaries
2014Realisation of workforce planning decisions made now -2010
Education Commissioning
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Range and number of professions trained
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Annual training cost per student
£0£5,000£10,000£15,000£20,000£25,000£30,000£35,000£40,000£45,000£50,000
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Regulation of education programmes
Nursing and Midwifery Council
Health Professions Council
Pharmacy
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Common themes across regulators
Codes of ConductTreat people as individuals
Treat people as individuals and respect their dignity
Be polite, kind, caring and compassionate
Not discriminate in any way against those for whom you provide care
Recognise diversity and respect the cultural differences, values and beliefs of others, including the people you care for and other members of staff
(NMC)
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Respect for individuals and communitiesAll members of the profession must demonstrate an inviolable respect for persons and communities, without prejudice, and irrespective of orientation and personal, group, political, cultural, ethnic or religious characteristics. Care must be provided without prejudice and in an anti-discriminatory fashion. No member of the profession should convey any allegiance to any individual or group affiliations which oppose or threaten the human rights, safety or dignity of individuals or communities, irrespective of whether such individuals or groups are recipients of care.
(NMC)
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HPC Standards of Conduct, Performance and Ethics
You must act in the best interests of service users.
You are personally responsible for making sure that you promote and protect the best interests of your service users. You must respect and take account of these factors when providing care or a service, and must not abuse the relationship you have with a service user. You must not allow your views about a service user’s sex, age, colour, race, disability, sexuality, social or economic status, lifestyle, culture, religion or beliefs to affect the way you treat them or the professional advice you give. You must treat service users with respect and dignity. If you are providing care, you must work in partnership with your service users and involve them in their care as appropriate
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Education Standards
Practise in a fair and anti-discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals or groups
(NMC)
be able to practise in a non-discriminatory manner (HPC)
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How achievedBuilt into all parts of the curriculum
Specific taught elements
Workshops discussion groups
Assessed through theoretical and practical assessment