RCN Nursing Conference Telford. March th 2016 Presentation: Delivery of a Clinical Academic Career Programme across the East Midlands: A Collaborative Approach Ian McGonagle, Principal Lecturer, University of Lincoln, UK With: Dr Chetna Modi, Dr. Ros Kane, Reena Valand, Hannah Rowley and Dr Christine Jackson MH 2 aSC research group

Aims To provide a short history of the Clinical Academic career pathway for Nursing, Midwifery, Health Visiting and AHP’s in England To provide an illustration of the development in the East Midlands To provide the context and challenges for Clinical-Academic Careers in nursing

History The Collaboration members Health Education East Midlands: Chetna Modi; Reena Valerand; Hannah Rowley University of Lincoln: Christine Jackson; Ros Kane; Ian McGonagle University of Leicester: Chetna Modi East Midlands Clinical Academic Careers Steering group: All service and university partners in the East Midlands. University of Nottingham: Claire Diver and MSc in Research Methods (MaRM).

Principles 1.Research is core business of the NHS 2.Research clinicians required in all professions 3.Strategy delivery will require partnership between HEI and service 4.The process will need to grow 5.Clinical academics will need to be a feature of NHS workforce planning, nationally and locally.

What is a Clinical Academic? A nurse, midwife or allied health professional who engages concurrently in clinical practice and research, providing clinical and research leadership in the pursuit of innovation, scholarship and provision of excellent evidence- based healthcare. A central feature of their research is that it aims to inform and improve the effectiveness, quality and safety of healthcare. They focus on building a research led care environment including the development of capacity and capability. They challenge existing practice as well as working within, and contributing to, a research rich environment that leads the way towards achieving excellence in healthcare and health outcomes.(DH 2012 page 3) DH (2012) Developing the Role of the Clinical Academic Researcher in the Nursing, Midwifery and Allied Health Professions London Department of Health.

The Scientist-Practitioner The rationale for joint training in practice and research: 1: To develop an interest in both practice and research 2: Practice and research has the benefit of increasing the evidence regarding effective treatment 3: It increases the role profile and attracts workers 4: Research would be highly clinically focused 5: It would be cost effective and generate income

Competences –Delivering assessment and interventions in accordance with protocols –Accessing and integrating scientific findings to inform healthcare decisions –Framing and testing hypotheses that inform healthcare decisions –Building and maintaining effective teamwork with others that support the integration of science in practice –Research based training to support health care practice –Contributing to practice based research and developments to improve the quality and effectiveness of health care. Adapted from: Shapiro, D. A. (2002) Renewing the scientist-practitioner model. The psychologist Vol. 15 pp

The Clinical academic pathway Proposed ‘Gold’ award Masters in Research Methods, University of Nottingham ‘Platinum’ award ?

The Bronze award For those without formal Masters qualification Education delivered by the University of Leicester Structured 5 day educational programme Support from experienced Clinical Academic Mentor 5 facilitated Action Learning Sets-delivered by an academic Enhance ability to compete successfully for the next stage of the Clinical Academic Pathway e.g. MRes

Bronze award outputs 7,000 word dissertation (50%) 3,000 reflective piece (20%) Presentation (30%)

The Silver award For those with Postgraduate Masters qualification. Education by the University of Lincoln. Bespoke educational programme and development plan based on training needs assessment. Support from experienced Clinical Academic Mentor. Enhance ability to compete successfully for the next stage of the Clinical Academic Pathway e.g. NIHR PhD.

Silver educational programme Study Design Review of research philosophy and ethical principles Advanced literature searching Critical appraisal of literature Statistical analysis and software Research methods qualitative and quantitative nVivo for qualitative data analysis Academic writing for publication Delphi techniques economic evaluations in healthcare Patient and Public Involvement (PPI) Applying to the NIHR for PhD funding Mock interview

Silver programme outputs 5,000 word literature review. A fully worked up PhD proposal in line with the NIHR requirements. Ethics approval. Presentation (formative) Mock Interview (formative)

Challenges (feedback from national awarding panels) 1. Professional clinical development 2. Personal development 3. Research design and methods 4. Institutional support for development and sustainability 5. Contribution to research capacity building in the NHS.

Service challenges Building a clinical academic career is an incremental and often challenging process. Common challenges include: –Finding sufficiently skilled clinicians to backfill posts –Developing the ability to ring fence time in parallel clinical and academic roles –Ensuring that the financial aspects of any award are managed well –Planning for the maintenance of a clinical academic position on conclusion of any external research funding –NIHR Trainees Coordinating Centre (2015) Building a research career: a guide for aspiring clinical academics. (excluding doctors and dentists) and their managers. NIHR. Leeds.

Collaboration The issues of new ways of working and new roles (such as a clinical – academic) are not straightforward in HR terms. This is despite the fact that workforce planning and development for medical personnel appears to present few challenges! Key features of challenges include: –Grading –Supervision –Time and –Focus of the role In responding to these challenges it is essential that active partnership takes place between HEI and NHS providers.

Systemic perspective Vision System change for CA’s Infra- structure behaviours Delivery Learning Impact Partners Stake- holders

Questions Website: mhred.lincoln.ac.uk