Alison Hasselder [Course Director, FHSCS] Alison J. Ludlam [Associate Director of Nursing, NHS Wandsworth] FDSc. LTC: Creating competent hybrid practitioners to support people living with long term conditions

Presentation Aim  How the project came about ?  Who was involved?  How did we work?  Course outcomes, curriculum and construct  What do we hope to achieve now and in the future?

 Developed in the Swan Interprofessional Institute.  Partnership working  Lifelong Learning Network & Skills For Health  Service user care involvement

 Interest from employers  Fit for purpose workforce  Policy drivers to improve outcomes for people living with long term conditions  Integration of health and social care  Promote service user and carer choice and involvement in decisions  Career development and progression for HCSW to Associate Practitioner

Who?  Project investment from LLN  Range of professional disciplines within the Faculty  Further Education Institute  NHS Trusts  Nursing, Occupational Therapy, Physiotherapy, Social Work, Service users/ Carers  Informed by relevant organisations and interest groups

How?  Project Manager  Steering Group  Consultation [3 months]  Curriculum Development Group [4 months]  Course Committee  Course Management Team Committee  Student Staff Consultation Committee

 Enabling, empowering workforce to support people living with LTC  Unlock potential  Improved communication  Multidisciplinary working and learning  Flexible transferable and integrated learning  Learning progression based on competence  Accrediting and developing learning from the work place  Fit for purpose hybrid practitioner  New career structure What we hoped to achieve

 Knowledge and critical understanding of the complexities of the health and social effects on people living with long term conditions and their carers;  Independent accountable practice, working in partnership with the service user, family and carers and other professionals and agencies within the contextual dynamics of health and social care to enable self-management of long term conditions and maximise independence.

Teaching and Learning E Learning Portfolio Virtual classrooms Face to face Peer Assisted Learning (PAL) Clinical visits User/carer perspectives Course construct

3 levelsCore Practice based Aspirational Based on: Consultation output Skills for Health competencies Common Core principles to support self care Best practice e.g. NSF, professional body Formatted in individual Learning Contract

Project Challenges [aka defence of the realm!]  Timescale  Patient centric v professional centric  Partnerships: Friend or foe?  Language: Who’s line is it anyway?  Service user involvement: Meaningful or well meaning?  Institutional change: Promotion or protection?  Competences: Conflicts and complexities  Marketing and funding: Who will buy?

 Course management and evaluation  Preparing students for admission  Deliver the course to a wider audience.  Direct entry route  Progression project  Flexible learning- on-line study days  Funding and buy in  Workforce planning a reality

 Professor Fiona Ross  Mark Martin

Alison Hasselder & Alison Ludlam Foundation Degree In Long Term Conditions Faculty of Health and Social Care Sciences Kingston University & St George’s, University of London Cranmer Terrace LONDON SW17 0RE T: mobile: E: W: