NW LETB Education Commissioning Process for 2014/15 Neil Mclauchlan Associate Head of Education...

NW LETB Education Commissioning Process for 2014/15

Neil Mclauchlan

Associate Head of Education Commissioning

www.nw.hee.nhs.uktwitter.com/HENorthWest

Commissioning Plan

Process - first cut due 25 September. Provide indicative commissions to HEIs subject to National allocation

Process - first cut due 25 September. Provide indicative commissions to HEIs subject to National allocation

Investment variables:•Placement Capacity & Capability•Retention•Benchmark price

Investment variables:•Placement Capacity & Capability•Retention•Benchmark price

No change?•Workforce development – extra £m income•Secondary care post funding, UG medical numbers

No change?•Workforce development – extra £m income•Secondary care post funding, UG medical numbers

• Reduced income? -2%, +1%• £13m challenge• Reduced income? -2%, +1%• £13m challenge


What is Education Commissioning?

“Strategic education commissioning proactively considers future workforce education needs to

meet the vision and strategy for future healthcare services. It is a process which

identifies, defines, procures and evaluates the education and learning required to meet current

and future healthcare service needs.”DH December 2009


What is its Purpose?

Health Education England (HEE) exists for one reason alone: to help improve the quality of care delivered to patients by ensuring that our future workforce has the right numbers, skills, values and behaviours to meet their needs today and tomorrow. Education Commissioning contributes to this by:•Being responsive to patient need and changing service models•security of supply – ensuring people with the right skills are in the right place at the right time•high quality education and training that supports safe, high quality care and greater flexibility•Local stakeholder ownership of plans and partnership delivery•value for money•widening participation.


The current world – Education Commissioning for Quality

1. Local Decision Making2. Inclusive Approach of Providers3. Good Governance4. Sound Financial Management5. Stakeholder Engagement

6. Transparency7. Partnership Working8. Quality and Value – Year on Year

Improvement9. Security of supply10. Accountability

Education Commissioning for Quality gave the following underpinning principles


Education Commissioning Competencies

• Leadership• Working with Partners• Engagement with learners and

service users• Collaboration with service

commissioners and providers • Managing knowledge & assessing

needs

• Prioritising investment• Stimulating the market• Promoting improvement and

innovation• Procurement• Managing the system• Making sound financial

investments

The following competencies should be available to the LETB either internally or through the shared service. These competencies will support the LETB to manage the commissioning process


What does this mean?

• Differing views on where education commissioning sits and it’s purpose

• Perceived by some as primarily a transactional rather than strategic activity

• Adversarial v collaborative relationships with education providers

• Focused on HEIs rather than wider education system• Bulk of resources aimed at new supply rather than existing

workforce• Aimed at supply of limited range of ‘traditional’ professions


Where next?

• One HEE - Need to deliver transformational activity such as workforce redesign; and Transactional commissioning functions, such as market management, healthcare procurement, contract negotiation and monitoring, information analysis and risk stratification

• Agree role, responsibilities, accountabilities and ownership – HEE, LETB, LWEGs, individual providers

• The future is about service transformation – do we need to move towards the concept of ‘ transformational education commissioning’

• If so what does that mean and what do we need to change to get there?• Need to commission education across providers – HEIs and service – support true

collaboration and partnerships with shared responsibilities and accountabilities to ensure patients, carers and the wider public are at the centre of what we do

• Education v training – develop the academic workforce across both sectors• Identify effective incentives and use them to drive up quality and innovation • Develop effective methods to identify education and training needs as part of a truly

integrated workforce planning and education commissioning process


Enablers – supporting delivery of our core businessEnablers – supporting delivery of our core business

Workforce Planning

Workforce Planning

Attracting and

Recruiting the right people

Attracting and

Recruiting the right people

Excellent education commissioning and provision

Excellent education commissioning and provision

Lifelong investment in peopleLifelong investment in people

HEE’s operating model comprises four core levers plus our corporate enablers

Provider Supply InitiativesProvider Supply InitiativesProvider

Workforce Planning

Provider Workforce Planning

HEE

A Transformed Workforce with Right Numbers, Skills, at

Right Time, and Place - to meet the needs of the

public

A Transformed Workforce with Right Numbers, Skills, at

Right Time, and Place - to meet the needs of the

public


A Future Vision for Education Commissioning

Function Description

• Education Transformation

To ensure that the workplace supports the highest quality learning culture thus ensuring that the new workforce integrates seamlessly and effectively with current workforce, and to ensure the health workforce has the technical capability and autonomy to think and act, the connected networks to collaborate and the ethical commitment that demands compassionate care. Together these create a collective will to work in partnership with patients to nurture a thriving and emergent healthcare and wellbeing system, providing the best possible health outcomes for patients and promoting rapid adoption of local and national innovation.

• Education Commissioning

Education commissioning proactively considers future workforce education needs to meet the vision and strategy for the future healthcare and wellbeing system. It is a process which identifies, defines, procures, governs and evaluates the education and learning required to meet current and future healthcare and wellbeing system needs; stimulating the marked of learners and education provision.

• Education Provision

Education provision considers the necessary arrangements to deliver the curriculum including assessment to meet the expected professional and regulatory standards. It includes setting educational outcomes, aims and objectives for individuals and cohorts; identifying the most appropriate educational method of delivery; ensuring capacity and capability of the educational faculty; agreeing, delivering and quality managing the assessment framework; delivering reports as required to regulators


Work Stream - Excellent Education Commissioning and ProvisionFunction - Education Transformation

Component Description

Leadership• Lead the identification, development and enhancement of learning environments and educators to create an

integrated learning culture

Knowledge management• Understand and utilise the best evidence available from peer reviewed literature and workforce intelligence and

data to assure timely learning transformation and provide value for money

Engagement• Engage with learners, public, patients, industry and the Global Health community to inform the identification,

development and enhancement of learning environments

Strategic planning• Formulate strategic plans which embed learning transformation and proactively embrace changes in the health,

social care and education sectors.

Education and training needs analysis• Work with service partners, education providers and others to understand the learning environments required to

maximise the skills, behaviours and attitudes needed from all staff working alone and together in the provision of patient care and community health and wellbeing

Transactional management• Provide robust quality assurance and benchmarked reporting on the quality of integrated and multi-professional

learning for each learning provider

Investment decisions • Align investment against achievement of best practice standards

Market Management • Disseminating best practice standards for learning environments in order to stimulate the market

What does this look like?


2.1 Components of the function under review

Work Stream - Excellent Education Commissioning and ProvisionFunction - Education Commissioning – Non-medical

Component Description

Leadership • Lead the commissioning of education on behalf of the local health economy and contribute to this nationally

Knowledge Management• Manage knowledge, information and intelligence relating to education commissioning• Using evidence to maximise impact of education innovation, fitness for purpose and value for money

Engagement• Engage with learners, public and patients in ensuring effective education commissioning• Ensuring alignment and recognition of population needs and wellbeing

Education & Training Needs Analysis• Work effectively with service partners, education providers and others to analyse, interpret and compare options

and identify education needs

Strategic Planning• Formulate strategic commissioning plans which mitigate the impact of any risk or uncertainty across both the

health and education sectors including policy or regulatory change and the impact of service transformation

Investment Decisions • Prioritise investment of HEE resources • Make sound financial investments using system levers including re-investment & dis-investment

Transactional management • Assure effective contract and performance management and quality assurance through governance framework• Deliver good practice contract management framework

Market Management • Effectively procure and support the market in education provision


A vision for education commissioning• Lead the commissioning of education on behalf of the local health

economy and contribute to this nationally • Work effectively with service partners, education providers and others to

analyse, interpret and compare options and identify education needs • Engage with learners, public and patients in ensuring effective education

commissioning • Formulate strategic commissioning plans which manage the impact of any

risk or uncertainty across both the health and education sectors including policy or regulatory change

• Manage knowledge, information and intelligence relating to education commissioning

• Prioritise investment of HEE resources • Promote and develop educational improvement and innovation • Effectively procure and support the market in education provision • Make sound financial investments using system levers

At what organisational level is this best achieved?


Where next?

• Need to deliver transactional commissioning functions, such as market management, healthcare procurement, contract negotiation and monitoring, information analysis and risk stratification

• The future is about service transformation – do we need to move towards the concept of ‘ transformational education commissioning’

• If so what does that mean and what do we need to change to get there?• Need to commission education across providers – HEIs and service – support true

collaboration and partnerships with shared responsibilities and accountabilities to ensure patients, carers and the wider public are at the centre of what we do

• Education v training – develop the academic workforce across both sectors• Identify effective incentives and use them to drive up quality and innovation • Develop effective methods to identify education and training needs as part of a

truly integrated workforce planning and education commissioning process


MW LETB Key Themes

Key messages from workforce plans•Urgent nursing workforce shortages across the NW•High vacancies in the medical workforce across a range of specialties and levels from consultant, middle-grade to junior doctor allocation•Emergency Medicine / A-E / Critical Care / Theatres workforce demand at all levels and types•GP recruitment – 3rd round and impact on junior doctor funding and allocation in acute sector•Clinical Radiology / Interventional Radiology – demand for workforce and training pathways•Still early days and will have further analysis of plans, national direction and guidance and need for consultation


Commissioning Plan – New Supply

• Nursing – increase commissions, 8.2% on 2012/13

• Proton Therapy Development – increase commissions for Therapeutic Radiographers and Medical Physics (HSST, STP and PGDip)

• IAPT and Health Visiting – review level of commissions in response to meeting workforce growth targets, potential increase in School Nursing

• Healthcare Science – roll out new Higher Specialist Scientific Training programme• Workforce Transformation – Assistant and Advanced Practitioners , emergency care

practitioners• Primary Care – increase access and supply for practice nurses• Out of Hospital Care – District Nursing• Sonography – review of options including direct entry or post-registration education• Midwifery – requirement and need to maintain supply

2012/13 2013/14 2014/15 2015/15

3066 3114 3280 3340


Other messages

• Need to balance short term with long terms solutions• Do we have the training capacity and capability needed to deliver the education needed?• How can we use different ways to deliver education – impact of new technology,

simulation, distributive learning, elearning, etc• Demand for medical workforce –how do we use new roles to transform across system?• 8 major NHS England service reconfigurations across NW How do we transform

education commissioning? Local commissioning, choice, innovation, quick delivery, agility and at pace

• CPD - demand for more CPD across sectors – is the balance between HEI and cash allocations appropriate, who should access it, increased use of flexible, bespoke and non accredited learning, can we increase CPD?

• How can education deliver seamless integration of the workforce?• Does HENW have a role in the education of the volunteer workforce and informal carers?• How can Widening Participation & Access contribute to the future workforce?• Continue to improve retention but what about post-qualifying attrition?


Doing it differently

How might Education Commissioning be done differently in the future

•Role of HENW as facilitator or enabler

•What could be done more effectively at a practice level

•What would true collaboration and partnership working look like, how do we help make it happen

•Not commissioning just for the NHS – currently place students in over 800 organisations ranging from large teaching Trusts, DGH, community, primary care, social care, nursing homes, hospices, private hospitals, charities, etc, etc, etc – all employ and will have a demand for a future professional workforce.

•Innovation will increasingly impact on all we do both in terms of service delivery and education

•Learners, patients & carers – how we meet their expectations and how do we take advantage of this

Workshops


1. Innovative approaches to learning, including the use of technology & simulation To look forward to how we need to respond to the use of new technology to deliver learning including mobile technology, gamefication. What are the barriers and challenges to working with a new generation of learners brought up with technologyAre there examples of best practice 2. Learner, patient and user involvementTry to differentiate between learners, patients and carersHow do we ensure we use learners, patients and users more effectively in learning What areas, such as; recruitment, design, delivery, assessment How can they enhance or contribute to quality assurance of learningExamples of good practiceBarriers or challenge 3. Enhancing collaborative and partnership approaches to learningHow do we develop stronger partnership working between education providers, Universities and the NHS. How can we better describe the individual and mutual responsibilities for delivering educationWhat innovative ways can this be done to ensure education meets the needs of the NHS into the futureWhat are the challenges and barriers


Process

• You will have been allocated a table based on LWEG area

• Each table will have facilitator

• You will have a core question to look at

• If you have time you can look at the one or both the other questions

• There is 60 minutes

• There will be no formal feedback today but will write up any notes and share these with you

• The facilitators will keep you to the questions but:

• If there are any issues you want to raise but run out of time or aren’t covered by the workshop please put on a post-it and give to your facilitator

Finally, thank you for your contribution to the day

NW LETB Education Commissioning Process for 2014/15 Neil Mclauchlan Associate Head of Education...

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