Early Clinical Career Fellowships Stakeholder Discussion Melting Pot November 17 th 2015

NES led SG funded, comprehensive leadership programme for recently qualified nurses and midwives Personal, professional and academic development –maximise leadership potential now and in the future –positive impact on the quality of care 3 Year Fellowship –study leave and funding for a master’s degree programme –action learning –master classes –mentorship –fellowship

Recruitment

Fellows by Branch (n=60)

Recruitment by NHS Board

ECCF 2011/2012 status

Evaluations 1.Evaluation of ECCF Pilot (Pearson & Machin 2010) R evised ECCF model was used in 2011 & Case study evaluation of four (pilot)Fellows (NES, 2013).Overall experience of Fellows, their managers and mentors very positive. 3.Evaluation 2015 views of 2011 & 2012 Fellows and those who supported them

Data collection: Online survey Invited to participate: All 2011/12 Fellows (n=36) Response: 33% (n=12) All Master’s degree programme leaders (n=26) Response: 23% (n=6).

Data Collection 1:1 interviews Purposive sampling –4 NHS Board leads –4 mentors –3 managers Plus information gathered from Fellows’ 6 monthly reports to NES and contained in an ‘ECCF Tracker’.

Findings 1.Effect on development 2.Impact on patient care/ outcomes 3.Promotion 4.Academic achievement 5.Leadership potential

Findings 1. Positive effect on development –academic (93% n=11) –personal (83% n=10) –professional (67% n=7). Increased confidence, self-awareness and ability to critically assess situations.

2. Impact on patient care/ outcomes Ability to learn/influence changes in practice (Fellows) More effective/efficient and increased contribution to the team/organisation in general (Leads, mentors and managers) Challenge to identify specific examples

3. Promotion –Many Fellows gained promoted posts during or immediately following ECCF completion 4. Academic achievement –highlight for most Fellows was achievement gaining a Master’s degree and appreciation of the funding/support received –Less than half would have undertaken a Master’s degree without ECCF

5.L eadership potential Recognition of potential as leaders (Fellows) Use of leadership skills in current role (Fellows) Most leads, mentors and managers indicated it was difficult to comment on leadership at this stage

“ECCF has given me more confidence to put myself forward for new projects and to lead on projects, it has highlighted the benefits of networking and contacts I have made through my involvement in ECCF have led to my being involved in and leading service development projects in my area.”(Fellow)

“ECCF has hindered my professional development. In my line of work being enrolled on ECCF has meant that I have been unable to enrol on a mentorship programme, and due to taking time out for academic commitments I have been passed by for clinical development opportunities.” (Fellow)

Limitations Low response rate Polarised views Not possible to triangulate the views of Fellows with those of their manager and mentor - opinions of individuals were not corroborated.

Benefit and value for money? Knowledge/ skills and gained may not result in immediate tangible outcomes Difficult to determine the causal relationship between the programme, future clinical leadership success and improved quality of care ‘Return on investment’ is indirect, –e.g. employee satisfaction and retention, high levels of staff engagement, leadership development, high levels of internal promotions

Some successes Senior Charge Nurse positions Joint appointments Research posts PhD study Publications and Conference papers Service improvements Promoting excellent care

Best Start Leadership Programme Remain in practice Attend national educational and networking events Initiation, development and evaluation of a local quality improvement project 1:1 telephone coaching

NMAHP eHealth Leadership programme Remain in practice 2 face to face days/1 virtual learning day 3 virtual action learning sets Project/6 month consolidation with mentor Impact on service and NMAHP

AHP Fellowships Continuing Professional Development Backfill to undertake learning Support from AHP director Wide range of activities with significant impact

Darzi Fellowships (NHS England) 12 months out of practice Bespoke leadership programme (PGCert.) Improvement project Action Learning

Scottish Government message Delivers what it says on the tin with tangible benefits for individuals, profession, patients –Early? Clinical? Access? Value ££? –Does it reflect current priority career pathways – e.g. ANPs? –Could we achieve same/similar differently?