Paper F – Changing Landscape of Higher Education

Health Education East Midlands Governing Body
20th May 2015
Changing the Landscape of Healthcare Education
Purpose of this paper
In September 2014 a facilitated workshop was held to discuss the future scenarios for
Healthcare Education and how HEEM should plan for education transformation along with its
Stakeholders. As a result of the workshop the following four workstreams have been
established to develop the required education transformation strategies:




Understanding expectations of learners in their place of study and work
Relationship between Education Commissioning and HEI Business Model
Being ‘nimble footed’ and responding to rapid service change
Developing Generic Workers and impact of regulation and policy
The action plan identifies the planned outcomes for each workstreams and this is being
monitored through the Higher Education Strategic Liaison Forum.
Why is it important?
HEEM will need to ensure that it has the right relationships in place with all its education
providers in order to achieve the following objectives:
1. Responding to immediate service pressure by supporting employers to address current
workforce gaps.
2. Maintain and expand future workforce in priority areas identified through local workforce
plans and HEE Mandate
3. To invest in service transformation through education and training of our existing
workforce and the creation of new roles as required by Five Year Forward View.
Each workstream will consider these objectives as part of the outcomes.
How it links to our strategic priorities?
Our purpose is to develop and retain a safe and sustainable workforce for healthcare in the
East Midlands. In order to achieve this our workforce plans will need to respond to changes
in service need and service design and will ensure that we are able to design, develop and
commission a workforce fit for the future.
What are the implications/options/possibilities/risks/consequences/impacts?
The over-riding aim of the HEE Mandate and Business Plan for 2015/16 is to deliver high
quality, effective, compassionate care; through the development of the right people with the
right skills and the right values. Delivering world class compassionate care is dependent on
the quality of the education and training available both formal and informal throughout a
healthcare professionals career. The way in which we work with our education providers will
impact upon our ability to ensure sufficient appropriately trained staff across our health
communities.
What action/output/come is required?
HEEM to have developed an education transformation strategy in partnership with all its
education provider stakeholders to support the development of the future workforce
investment plans.
Suggested resolution
The Governing Body is requested to discuss the action plan and ensure that the
workstreams identified will support development of the appropriate HEEM Education
Strategy to deliver our strategic priorities.
Jane Johnson, Executive Lead for Transformation and Innovation
Date: May 2015
GOVERNING BODY DISCUSSION BRIEF
Discussion Theme
Purpose /Objectives
Considerations for HEEM
Outcome
SMT Lead and contact details
Changing the Landscape of Healthcare
Education
In September 2014 a facilitated workshop
was held to discuss the future scenarios for
Healthcare Education and how HEEM
should plan for education transformation
along with its Stakeholders. As a result of
the workshop the following four
workstreams have been established to
develop the required education
transformation strategies:
 Understanding expectations of learners
in their place of study and work
 Relationship between Education
Commissioning and HEI Business
Model
 Being ‘nimble footed’ and responding to
rapid service change
 Developing Generic Workers and
impact of regulation and policy
The action plan identifies the planned
outcomes for each workstreams and this is
being monitored through the Higher
Education Strategic Liaison Forum.
HEEM will need to ensure that it has the
right relationships in place with all its
education providers in order to achieve the
following objectives:
1. Responding to immediate service
pressure by supporting employersd to
address current workforce gaps.
2. Maintain and expand future workforce
in priority areas identified through local
workforce plans and HEE Mandate
3. To invest in service transformation
through education and training of our
existing workforce and the creation of
new roles as required by Five Year
Forward View.
Each workstream will consider these
objectives as part of the outcomes.
HEEM to have developed an education
transformation strategy in partnership with
all its education provider stakeholders to
support the development of the future
workforce investment plans.
Jane Johnson, Executive Lead for
Transformation and Innovation, HEEM
Changing the Landscape of Healthcare Education
Action plan for taking forward outputs of the workshop and developing Education Transformation
Task groups
Key Actions
Expected outputs
Understanding
expectations of
learners in their
place of study and
work
Recruitment and selection of
students
Attraction strategy including
raising awareness through
careers fairs and increased
work experience opportunities
All HEIs continue to meet the
HEE criteria for VBR.
Evaluation of the impact of this
to be reviewed
Understand impact of Placement
activity and mentor/supervisor
support on future employment
choices
Learners feel valued and have
regular feedback on their
performance.
Destination data for registrants
and how this relates to
placement experience
Increased retention
Organisational culture
encourages young people to
train there.
Develop employment strategies
including:
 Accessible accommodation,
 Job searches for partners
 Develop portfolio career
opportunities
 Development of Health and
Social care employment social
networks
Working
Group
Jo Stone,
Sheffield
Hallam
University
(SHU)
HEEM
representation
to be
confirmed
Link with other
Timescale
workstreams
AHSN/EMLA/PHE
HEE VBR
workstream
Widening
Participation
initiatives
Consider
requirements of
Shape of
Training/Shape of
Caring
CPEN
HEEM Transition
into employment
project
Task groups
Key Actions
Expected outputs
Relationship
between Education
Commissioning and
HEI Business Model
Task and finish group established to
develop potential future scenarios
including identifying the implications
of not having an education
commissioner.
Develop action plans to support
scenarios that ensure future
collaboration and transformation
Identify sustainable model that
supports short term and long term
objectives
Working
Group
Simon
Oldroyd,
DeMontfort
University
Leicester
(DMU)
Jane
Johnson
HEEM,
James
McLean,
HEEM
Link with other
workstreams
Consider
requirements of
Shape of
Training/Shape of
Caring
Timescale
Task groups
Key Actions
Expected outputs
Working
Group
Link with other
workstreams
Being ‘nimble
footed’ and
responding to rapid
service change
Review process, procedures and
forums to improve communications
Information is fed from
service to education
providers in a more
streamlined way
University of
Derby,
Ruth Allerton,
SHU
Heidi Breed,
HEEM
HEE Mandate
LBR Strategy
Group
PGME
Review provision across all
professions.
Equal focus of funding and
provision on the whole
workforce
PGME
Review level of focus, funding and
activity spent on future workforce
versus current workforce.
The needs of the current
workforce and future
workforce are equally
valued.
LBR Strategy
Group
PGME
Review current barriers across East
Midlands for employers recognising
previous training and application of
CATS
HEIs have a common
approach to accreditation of
prior learning
HEE
HEEM Commission for
outputs
HEE
Consider
requirements of
Shape of
Training/Shape of
Caring
Timescale
Task groups
Key Actions
Expected outputs
Working Group Link with other
workstreams
Developing
Generic Workers
and impact of
regulation and
policy
Develop more health and social
care support workers considering:
 The need for Assistant
Practitioners
 Review levels of
apprenticeships
 Review provision within PVI
sector
 accrediting previous
Health and social care support
workers are equipped with the
knowledge, skills, values and
behaviours required to support
the workforce.
Progression routes from
Health and Social Care
support work to registrant
programmes.
Equity of quality of care
delivered from PVI provider
services
University of
Derby (Lead)
Toni Schwarz
SHU, Chris
Low SHU
HEEM
Education
Transformation
Lead
Review the impact of regulation on
undergraduate and postgraduate
programmes
Regulators to accredit
education, where year 1 is
shared skills and knowledge
and students are exposed to a
range of professions, which
they then specialise in year 2
and 3
Clarity of roles, responsibilities
and regulation of support
workforce to nursing and
medicine
How can regulation support the
development of new support roles
e.g. Physicians Associate, ACPs,
Assistant Practitioners
Timescale