Health & Social Care Integration Mandy Andrew & Elaine Gifford Scottish Council on Deafness 8 March 2018

Presentation Outline Health & Social Care Integration Background and Context ‘What does this mean for me / you?’ International Centre for Integrated Care, IFIC Scotland and the University of the West of Scotland

History of the Networked Organisation, Reinventing Your Company for the Networked Era, Martel & Loeher, OD Practitioner Vol. 48 No. 2 2016

32 Local Government bodies Universal healthcare coverage Population 5.4 million @ £12 billion budget 14 NHS Health Boards 32 Local Government bodies Universal healthcare coverage Integrated delivery system Free personal care for 65+

Background

Christie Commission Report June 2011 Public Service Reform in Scotland

Co-Produce

Health & Social Care Integration Partnerships 31 Local Authorities 32 NHS Boards 14 Localities > 50

Workforce: Developing the Future UWS Partnership Health Board Areas: Ayrshire and Arran Dumfries and Galloway Greater Glasgow and Clyde Lanarkshire Highland UWS is the largest provider of nurse education in Scotland and as a School of Health, Nursing and Midwifery had many years of providing professional nursing programmes in the fields of Adult Nursing, Mental Health Nursing and Midwifery as well as district nursing and Health Visiting

Workforce: Developing the Future BA – Integrated Public Service – 2011 BA (Hons) Integrated Health and Social Care programmes – 2015 MSc Leading People Centred Integrated Care - 2017

BA (Honours) Integrated Health and Social Care Programmes BA (Hons) Integrated Health and Social Care BA (Hons) Integrated Health and Social Care (with Administration) Articulation focuses on College + UWS partnership. Widening access to education Full-time and part-time study options Bottom up approach to educating the workforce Focus on developing a career for support workers

BA (Honours) Integrated Health and Social Care Programmes To develop graduate skills required for the changing landscape of health and social care: Coordinated integrated service provision The study of policy, practice and factors that influence health and social welfare Person-centred service delivery. Professional, leadership and management skills Evidence-based solutions and research principles Reflective practice to foster a value base of rights and respect for all Recognition of the shift towards preventative, anticipatory services Valuing all members of staff and most importantly valuing the people who use services as active participants in shaping not only their own care but services as well

MSc Leading People Centred Integrated Care Break down professional boundaries Enhance quality, effective and efficient people-centred service provision Transformative learning – preparing to be leaders Appreciative  cultural shift Transformative learning through appreciative enquiry – focussing on how people think rather than how people behave

I am Universal, Work-ready and Successful Theme / Dimension    ACADEMIC    PERSONAL PROFESSIONAL UNIVERSAL    Critical thinker Analytical Inquiring Emotionally intelligent Ethically-minded Culturally aware Collaborative Research-minded Socially responsible   WORK-READY     Knowledgeable Digitally literate Problem-solver Effective communicator Influential Motivated Potential leader Enterprising Ambitious  SUCCESSFUL Autonomous Incisive Innovative Creative Imaginative Resilient Driven Daring Transformational These are the graduate attributes discussed in the document Quality Assurance Agency for Higher Education-Scotland (2011) Graduates for the 21st. Century: Integrating the Enhancement Themes – Outcomes and Achievements. By introducing themes we believe we are encouraging students to consider and meet all the graduate attributes that Scottish Education currently promotes. - lifelong learning - equipping students with the ability and interest to continue to enlarge their knowledge, understanding and skills throughout their working lives • research, scholarship and enquiry - providing students with a sound grasp of how new understanding is generated in a given field or subject area through experiment and empirical investigation, and the ability to apply a systematic and critical assessment of complex problems and issues • employability and career development - developing students’ knowledge, skills and qualities relevant to chosen career paths and to those paths which may open up in the future, enabling each to succeed in a rapidly changing workplace • global citizenship - encouraging a capacity to thrive in a globalised society and economy, and an awareness of cultures beyond and different to one’s own • communication and information literacy - cultivating students' abilities to communicate effectively their knowledge, understanding and skills, in a range of settings, and using a variety of media; and formulating, evaluating and applying evidence-based solutions and arguments • ethical, social and professional understanding - nurturing a reflective awareness of ethical dimensions, and responsibilities to others, in work and everyday personal and intellectual autonomy - developing a capacity to think independently, exercise personal judgment and take initiatives • collaboration, teamwork and leadership - cultivate skills for working in teams and groups, and leading where appropriate. I AM UWS!

Your Views? What are the benefits of integrating Health and Social Care services for you? What do you see as the challenges of integrating health and social care services? What could be done to improve integrated services for you?