Alison Hasselder Course Director Foundation Degree in Long Term Conditions FDSc. LTC: Creating competent hybrid practitioners to support people living.

Slides:

Advertisements

Similar presentations

The Benefits of Utilising Problem Based Learning (PBL) in a Nurse Practitioner Curriculum Annaliese Willis Helen Ward London South Bank University, UK.

Advertisements

Work-based Learning in the Public Sector: 4 th Nov Working Together: The Common Core Delphine Garr Workforce Development & Learning Manager Alexandra.

- London Foundation Degree Event - 4 th February 2010 Kathy Tyler Regional Director - London.

UPDATE- HNC Early Education & Childcare: G7CX 15

Every Child Matters: Change for Children Building a world-class workforce for children and young people David N Jones Children’s Services Improvement.

Faculty of Health & Social Work Using Credit for Good Curriculum Design Presentation Revisit original objectives Impact of Credit on the Curriculum Who.

Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.

High Quality Education for Healthcare Support Workers Angelo Varetto – Head of NOS, Qualifications and Apprenticeships, Skills for Health.

Workforce development for integration: challenges and opportunities Professor Jim McGoldrick Chairman NHS Fife Board Vice Chair – Fife Partnership Board.

Lead Healthcare Scientist Personal Perspective. Introduction David Wells Lead Laboratory Manager and Lead Biomedical Scientist, Laboratory Medicine &

Patient Public Involvement (PPI) Policy What is PPI? PPI means putting patients and public at the centre of all that we do. It encourages the active participation.

Local Education and Training Boards Adam C Wardle Managing Director, Yorkshire and the Humber Local Education and Training Board.

Hospital Discharge The Carers Journey Developed On Behalf Of Action For Carers (Surrey) And Surrey County Council.

Addressing the barriers to employment Maximising the role of Recovery Colleges JAMES KEMPTON ASSOCIATE DIRECTOR OF EDUCATION AND SOCIAL POLICY, CENTREFORUM.

“Meeting Educational requirements for a Community Matron/Case Management role from a HEI’s Perspective” Vicky Kaye Senior Lecturer Primary Care.

Council of Deans of Health Anne Marie Rafferty – Executive member; Council of Deans of Health.

Future Journeys: Post Graduate Education in Nursing & Midwifery Professor Brian J Webster Assistant Dean, Faculty of Health Life Social Sciences Vice Chair.

INTEGRATING IEHPs INTO THE WORKFORCE Is there a role for workplace assessment? Andrea Baumann Nursing Health Services Research Unit McMaster University.

BA (Hons) Applied Nursing (Learning Disability) and Generic Social Work - revalidated programme Overview of new course structure and practice learning.

Technologie dell’informazione e Profili e Curricula le biblioteche Parma Ottobre 2005 IT Competences and Curricula Issues: A University Perspective.

Adult Social Care Workforce Programme Values, behaviours & workforce strategy SE Cluster Group Meeting, Gatwick 22 September 2014.

An HE Perspective on Vocational Learning: What can Sheffield Hallam University Offer ? Professor Chris Booth Executive Dean Faculty of Organisation and.

Planning Education to Planning Practice Workshop RTPI Planning Education Policy Sue Percy RTPI Director:- Membership, Education and Lifelong Learning 15.

Political Leadership How to influence! And Current OH Issues Carol Bannister Royal College of Nursing of the United Kingdom.

Mags Hutchinson HND International Articulation Manager

WORKING TOGETHER: DEVELOPING & SHARING KNOWLEDGE IN MENTAL HEALTH RESEARCH Wednesday 7 July 2010.

Education and development pathways for pre- registration Nursing, health care assistants and widening participation at GHNHSFT.

Faculty of Health UCAS Conference on Competitive Admissions: Nursing and Midwifery Faculty of Health Val Lattimer, Helen Bell.

Skilling up the health and social care workforce Christine Collymore 25 th February 2010.

Oslo 27 th September 2011 Interprofessional Education at UEA Overview of IPL delivery & Lessons learnt.

Final Year Curriculum Design Principles Conceptualising a capstone experience for law students The Australian Learning and Teaching Council has received.

Alison Hasselder [Course Director, FHSCS] Alison J. Ludlam [Associate Director of Nursing, NHS Wandsworth] FDSc. LTC: Creating competent hybrid practitioners.

Independent Sector Workforce Development Reference Group Scottish Care Update: 25 June 2013.

University of Strathclyde Faculty of Education A long history in the field of teacher education (Early Years, Primary and Secondary) and the graduate training.

HND Social Services Sector Briefing Session 23rd March 2007.

Developing a Team Approach to Workplace Learning.

School of Healthcare FACULTY OF MEDICINE AND HEALTH The design and delivery of an interdisciplinary MSc in Advanced Practice Professor Claire Hale.

Centre for Translational Research in Public Health Tuesday 31 st March 2009 Alyson Learmonth Head of School of Public Health, Director of Public Health.

 1 Review of Nursing in the Community: The Proposed Future Model Consensus Conference 16 th May 2006.

IPL from theory into practice: Tips and tricks Debra Humphris Professor of Health Care Development Health Care Innovation Unit University of Southampton.

Learning Outcomes of the SCPHN Programme & How they Link to Practice.

The Development of the Post Registration Career Framework for Nurses in Wales: Implications for the Advanced Practitioner Dr JEAN WHITE Welsh Assembly.

Early Clinical Career Fellowships Supporting Fellows: The role of the Mentor and Board Lead Jane Ormerod – Head of Professional and Practice Development.

© 2011 Partners Harvard Medical International Strategic Plan for Teaching, Learning and Assessment Program Teaching, Learning, and Assessment Center Strategic.

Curriculum planning Proposed Collaborative working modules.

UKMi Strategy 2007 Replaces 2000 Strategy Launched 31/10/2007 Takes account of political, policy, organisational and operational NHS changes Takes account.

Working with people living with dementia and other long term conditions Karin Tancock Professional Affairs Officer for Older People & Long Term Conditions.

Graduates for the 21 st Century - Perspective from Research Ian Diamond RCUK.

WHO Global Standards. 5 Key Areas for Global Standards Program graduates Program graduates Program development and revision Program development and revision.

Alison Hasselder.  Developed in the Swan Interprofessional Institute.  Partnership working  Lifelong Learning Network & Skills For Health  Service.

Education, empowerment and enablement CPD – What it means for Nurses Karen Wilcox Practice Development Nurse 11 th February 2011 Suffolk Community Healthcare.

SCQF The Scottish Credit and Qualifications Framework and Lifelong Learning Dr Bill Harvey Deputy Director, Learning and Teaching Scottish Funding Councils.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

Paul O’Halloran Gaza, April The 10-ESC, were originally developed in the UK by the NIMHE, in consultation with service users and carers together.

Shaping the Future: A Vision for Learning Disability Nursing United Kingdom Learning Disability Consultant Nurse Network.

A Delivery Framework for Adult Rehabilitation in Scotland Scottish Executive, February 2007 Scottish Executive, February 2007.

Learning Beyond Registration Ian Trueman Senior lecturer.

Partnership Working – Mentorship and Supporting Students in Practice A Regulator’s Perspective.

What is an Apprenticeship? Benefits, Issues and Challenges Emma Wilton Widening Participation Manager.

Developing the role of Clinical Research Practitioners in the NHS:

The new Professional Leadership Body: supporting advanced and specialist practice Dr Catherine Duggan.

PARTNERSHIPS WITH CLINICAL SETTINGS: ROLES AND RESPONSIBILITIES OF NURSE EDUCATORS – Chapter 9 –

Peer Element of ODDESSI

Training Nurses in Multidisciplinary Settings

Professional Standards

Paul O’Halloran Gaza, April 2010

Paul O’Halloran Gaza, April 2010

Building Capacity for Quality Improvement A National Approach

London ERN June 4th 2018 Shan Aguilar-Stone

Professional Standards

Presentation transcript:

Alison Hasselder Course Director Foundation Degree in Long Term Conditions FDSc. LTC: Creating competent hybrid practitioners to support people living with long term conditions

Presentation Aim Collaborative working Stakeholder engagement funding. Challenges Solutions

Developed in the Swan Interprofessional Institute. Partnership working Lifelong Learning Network & Skills For Health Service user & carer 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 Health Care Support Worker to Associate Practitioner

Who? Project investment from LLN and Skills for Health 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: Development Phases? Project Manager Steering Group Consultation [3 months] Curriculum Development Group [4 months]

Course Committee Course Management Team Committee Student Staff Consultation Committee Steering Group

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 Modular Approach 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 Timescale Patient centric v professional centric Partnerships: Friend or foe? Language: Whos 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 complicated team set up Course evaluation Preparing students for admission Deliver the course to a wider audience. Direct entry route Progression project Mentorship Flexible learning- on-line study days Funding and buy in Workforce planning a reality

Recognisition of the role of the Associate Practitioner. Nursing moving to graduate entry.

Professor Fiona Ross Mark Martin Alison Ludlam

Alison Hasselder Foundation Degree In Long Term Conditions Faculty of Health and Social Care Sciences Kingston University & St Georges, University of London Cranmer Terrace LONDON SW17 0RE mobile: E: E: W: