MAKING THE MOST OF PARTNERSHIPS WITH

UNIVERSITIES

Prof Steve TeeAssociate Dean Education, Florence Nightingale School of Nursing & Midwifery, King’s College LondonProf Alison RobertsonChief Nurse and Director of Operations, St George’s Healthcare NHS Trust

Session objectives:

• Potential for partnerships between health service providers and universities

• The education commissioning environment

• Types of partnership activity on offer

• The service provider context

• Some worked examples

Partnership – How can we work together?

Some formal partnerships

• Academic Health Sciences Centres (AHSC)

• Academic Health Sciences Networks (HIN)

• Collaborations for Leadership in Applied Health Research and Care (CLARHCs)

Prospective Academic Health Sciences Networks

Produced by East Midlands AHSN

How does education get commissioned?

• Financial allocation from Health Education England to Local Education & Training Boards (13 LETBs in UK)

• Pre-registration– Commission pre-reg numbers based on work-force

projections

• CPPD– Providers of NHS funded care– Distributed according to needs of local population

and services– Including primary care, third sector providers

The Healthcare Education Offer

1. Preparatory pre-

registration programmes

2. Research and

Development

3. Continuous Professional Development

Red queen effect in higher education

…the need for Universities to adapt and evolve to survive opposing threats in an ever-changing environment…

“It takes all the running you can do, to keep in the same place.”

What does this mean?

“Changes to the basic building blocks of the 21st century university” (PA Consulting 2013): the nature and presentation of HE offers and

services - diversity of tailored provision the ways that different needs for those services

are met - student-centred, employer-led learning, research-based

how institutions organise themselves and secure the capabilities they need - patchwork of provider partnerships

how quality is interpreted and assured - accreditation

Agreeing the strategy / mission

To improve the health outcomes for

individuals and populations

To co-design services around the needs of

service users/patients

Translating great ideas inc: health

policy, technologies and processes into

embedded everyday practice and health

systems

Building consensus

• Begin conversations early - strategic

• Set common goals - operational

• Develop partnerships – who?

• Agree and set mutual expectations – what, when and how?

• Sustain and review

The focus of partnership working

Knowledge transfer, dissemination and translation

ConsultancyWork-based learning

Interventions, health systems, leadership,

technology, staff development, team

development

Knowledge Translation

• Application of knowledge

• Promoting research-led care models that foster inter-relational practice

• Integrated models of leadership and management of research activity

• Clinical Academics/Joint appointments

Consultancy

• To solve organisational problems

• One-off advice through to undertaking a study

• Provision of a researcher or student to support a project

• Developing bespoke packages of training

Workforce development - Work-based learning“a partnership approach ....to learning which accredits or extends the workplace skills and abilities of employees” The Higher Education Academy

• Student- and employer-led negotiated learning

• work-based service & practice development

• Accredit “in house” education programmes

St George’s Healthcare NHS Trust

Our mission, vision and values all have a strong focus on excellence across clinical care, education and research. This can be further seen when looking at the key components of our vision set out on the following pages.

To provide excellent clinical care, education and research to improve the health of the populations we serve

MISSION

An excellent integrated care provider and a comprehensive specialist centre for south west London, Surrey and beyond with thriving programmes of education and research

VISION

VALUES

MissionOur purpose

VisionWhat we want to

be

ValuesThese guide the way in which we

work and the behaviours we

would expect to see

kind excellent respectful responsible

Why is research part of the Trust’s mission and vision?

As a teaching/university hospital it is important that as well as provide services for patients we provide education and carry out research (tripartite role).

Research is important because:

•It improves health related outcomes for patients•Research active organisations provide better healthcare•It enables us to grow and consolidate referral networks

Improved clinical services

•It is required by NHS Constitution and NHS Operating Frameworks•“Increasing research and innovation in health and social care” – government policy

Government / DH

priority

Education : Driver for Change (include)

1. Restructuring of the systems for the commissioning and provision of Education.

2. Changes to the numbers of medical students in training – development of the new roles, expand the scope of practice for others.

3. New ways of training – more flexibility enables where and when training takes place (on-line , simulation, practice based learning, multiprofessional)

4. Care closer to home – curricula and practice placements need to keep place with national strategy.

How our Workforce Needs to Change

Set out below is a summary of the key characteristics of the workforce that will need to change over the next 10 years

All staff aware of trust values

Services at times and places that suit staff

Hospital based

Reactive workforce planning

Less efficient

Less engaged

All staff proud to deliver trust values

Services at times and places that suit our

patients

Care in a range of settings

Clinically agreed short and long term workforce

plans

More efficient

More engaged

Workforce now Workforce 2022

St George’s Education Strategy

Patients and service users at

the heart of everything we do

1. Ensure the development of a competent, caring

and capable workforce

2. Be a national leader in multi-

professional training

3. Become a recognised field leader in patient safety training

4. Play a leading role in the

Education and Training Board,

Health Education South London

5. Ensure the development of

high quality learning

environments

6. Develop new training pathways

Partnership Working

1. The development of the Associate Practitioner role (a sector approach)

Consortium of SW London trusts agree to take a common approach to development of a Band 4 associate practitioner role to support Registered workforce.

Collaborative working with Faculty of Health, Social Care and Education (Kingston University and St George’s University of London)

Development of a Foundation Degree in Health Care Practice with agreed curriculum to prepare associate practitioner / support worker to deliver safe and contemporary patient care.

Three pathways: General; Maternity support; Perioperative Care

First cohort commenced January 2012, completed January 2014

Partnership Working

2. Meeting patient need (Mental Health)

Increasing need for nurses to ‘special’ patients with mental health problems who may be vulnerable and / or displaying aggressive and challenging behaviour

Limited availability of RMNs as bank nurses leading to excessive agency costs or care provision by untrained HCAs

Potential solution to develop a training programme for RNs Adult to develop competence and confidence to care for these patients

Project scoping King’s College London to develop 4 x 15 credit modules as stand alone modules or Postgraduate certificate

Successful bid for funding to Health Education South London

Working with mental health trust to provide practice placements

Partnership Working

3. Maintaining the quality of the learning environment (placements)

Joint working with both Universities to undertake educational audits

Joint approach to delivery of mentor updates

Link Lecturers from both Universities

Collaborative approach to planning of placements with equitable division of placement capacity

Trust led student safety forum to enable all students to raise issues of concern re placements and quality of care provision

Development of Preceptorship programme with Faculty of Health, Social Care and Education (KU / SGUL)

Partnership Working

4. Workforce and CPD development

Development of Physician Associate placements and roles to meet changes in workforce requirements e.g. decommissioning of junior doctor posts, reduction in EWTD hours, increasing service provision(SGUL)

Design and delivery of bespoke provision of Dementia training to meet national and CQUIN requirements (SGH, KU/SGUL/KCL)

Flexibility on CPPD education contract use

Partnership Working

5. Towards Visible Leadership

Trust recognition that senior ward leader role increasingly challenging within NHS

Trust desire to identify the development that would help the Band 7s to meet those challenges to the best of their ability

KCL commissioned to undertake a scoping project with the senior ward leaders to identify key areas for development – focus groups and a report produced.

Report used to develop in-house development programme for senior ward leaders and team leaders working in other areas (SGH)

Development programme very well received with positive impact evaluation.