1. Healthcare science ‘share and learn’ network 9 March 2016 Adele Bunch Rachel Thresh

2. Today Registration and refreshments Welcome and brief introductions - Adele Bunch, NHS Employers Local progress and your top HCS workforce priority Apprenticeship standards – Professor Shelley Heard Update from the Academy for Healthcare Science – Kerry Tinkler Education and Training update, National School of Healthcare Science – Dr Chris Gibson Lunch and networking Office of the Chief Scientific Officer update – Alexandra B Milsom Non-medical prescribing – Sarah Adams AOB and evaluation

3. Introductions Name and organisation Your role Top current healthcare science priority

4. Healthcare Science Trailblazer Apprenticeship Professor Shelley Heard MSC Transition Team March 2016

5. BIS requirement: an employer group that has identified the need for an apprenticeship standard for a job role must submit an expression of interest to BIS. CSO led Healthcare Science Trailblazer Group submitted expressions of interest to write three sets of standards for HCS  Healthcare Science Assistant(Level 2)  Healthcare Science Assistant (Level 3)  Healthcare Science Associate (Level 4) Ministers have so far accepted:  Level 2 HCS Standard for HCS Assistant [HCSA – Level 2]  End-point Assessment (EPA) for Level 2 (with modifications) Level 4 draft Standard submitted in February (awaiting outcome). EPA at Level 4 to follow. HCS Trailblazer Group

6. Two parts to a new apprenticeship:  developing the Standard  the End Point Assessment Standards are written by the Trailblazer Group and outline the Knowledge, Skills and Behaviours an individual needs to work in a particular job role. An apprentice is assessed against these standards When an apprentice has achieved the standards, they must undertake the employer led synoptic assessment – the End Point Assessment (EPA) which has been developed by the Trailblazer Group End Point Assessment is assessed through an independent assessor; e.g. has not been involved with the learner’s training in any way New HCS Trailblazer Apprenticeships

7.  Occupational profile: The Healthcare Science Assistant (HCSA) support workforce contributes to safe patient care across all care pathways from conception to end of life in job roles within hospitals, general practice and other settings in the healthcare sector and across all areas of healthcare science. HCSAs perform a range of low risk, routine technical and scientific procedures usually within one broad area of HCS, following specific protocols and in accordance with health, safety, governance and ethical requirements. HCSAs work using standard operating procedures, initially under direct supervision but increasingly with experience, under indirect supervision.  Responsibilities and duties of the role: All HCSAs work effectively within a multi- professional team (MPT) within the limits of their competence, but must seek help and support whenever this is required. HCSAs must be aware of the requirements of Good Scientific Practice (GSP), which articulates the standards for the HCS profession and upon which this apprenticeship standard is based. Using these professional standards, the HCSA must adhere to employers’ policies and protocols to ensure safe and consistent practice within the working environments of HCS. APPRENTICESHIP STANDARD FOR HEALTH CARE SCIENCE ASSISTANT (HCSA) [Level 2]

8. Components of Assessment  End Point Assessment (developed by the Assessment team at the NSHCS) Professional Discussion Vocational Competence Observation – 3 work based tasks that form part of their routine practice as a HCS Assistant in their specialism. There will be a list of specialism relevant workplace tasks Professional Practice Test – apprentice will review 8 workplace based scenarios, categorise each one, rank the urgency of the scenario and describe the actions they would take in response to the scenario  Diploma – Level 2 HCS Underpins apprenticeship training – being developed with Pearson Level 2 BTEC Certificate in HCS already available – will fulfil mandatory requirement of Level 2 Diploma Healthcare Science Trailblazer Assessment Level 2

9. Modernising Scientific Careers: Healthcare Science Assistant and Associate Training Programme (AATP): Diagrammatic representation of work-based Level 2 Healthcare Science Assistant Programme Work-based Syllabus 13 Functional Areas (Number of credits TBD)* 1. Administration, Records and Data 2. Preparing the HCS Environment 3. Supporting the Safe Working Environment 4. Recording and Reporting Clinical Data 5. Patient Contact, Support and Engagement 6. Assessing Patient Status 7. Obtaining Samples, Specimens and Tissues 8. Investigating Samples and Specimens 9. Patient Investigation in HCS 10. Imaging Investigations and Diagnostics Radiation 11. Maintaining and Preparing Equipment for Clinical Use 12. Quality Control in Healthcare Science 13. Personal Management and Development *Select modules appropriate to job role Knowledge Syllabus 3 Themes (Number credits TBD)* 1. Life Sciences: Pathology Investigations of Disease and Disorder 2. Physiological Sciences: Clinical Investigation of Human Functions and Systems 3. Physical Sciences: Physics and engineering in patient imaging, measurement, and equipment management *Select modules appropriate to job role which can be from any of the three themes to support cross divisional working Generic Modules: Common to all divisions of Healthcare Science (HCS); the learning outcomes for these map to units within the qualifications and are assessed within the context of these. Division/Theme-Specific Modules: Life Sciences; Physical Science and Biomedical Engineering; Physiological Sciences; Clinical Bioinformatics Specialist Modules: Specific to a HCS specialism BTEC Level 2 Diploma in Healthcare Science (minimum number of credits for award to be determined (TBD) but includes 14 credits from BTEC Level 2 Certificate) Induction and BTEC Level 2 Certificate in Introduction to Healthcare Science (14 credits): 5 Modules Healthcare Science (HCS) Services; Employee Rights, Responsibilities and Personal Development in HCS; Working in Partnership in HCS; Investigating, Treating and Managing Human Disease and Disorder; Working Safely in the HCS Environment Underpinning Personal, Cognitive and Professional Skills Syllabus (8 domains: 5 credits) Underpinning Assessment Strategy

10. What is the purpose of this qualification? The Pearson BTEC Level 2 Certificate in Introduction to Healthcare Science provides an introduction to the role of Healthcare Science Assistant. This Ofqual qualification has been developed as a result of the Modernising Scientific Careers (MSC) programme led by Health Education England on behalf of the Department of Health to ensure that the healthcare science workforce will be fit to respond to future scientific and technological advances. What does this qualification cover? This is a work-based qualification that combines competence and technical knowledge to give learners the practical competencies, technical skills and sector-related knowledge they need to be able to carry out their job effectively. Level 2 Certificate in HCS

11.  the qualification covers the mandatory core of education and training programmes for level 2 of the MSC Career Framework.  must be a Pearson approved Centre to deliver it  learners will complete the following 5 units totaling 14 credits: Healthcare Science Services Employee Rights, Responsibilities and Personal Development in Healthcare Science Working in Partnership in Healthcare Science Investigating, Treating and Managing Human Disease and Disorder Working Safely in the Healthcare Science Environment What does it include?

12.  Occupational profile: The Healthcare Science (HCS) Associate workforce supports the work of HCS Practitioners and Clinical Scientists in performing high quality, safe diagnostic, therapeutic and monitoring technical and scientific procedures from conception to end of life in job roles within hospitals, general practice and other settings in the healthcare sector and across all areas of HCS. They perform a wide range of routine technical and scientific procedures, with minimal supervision, within one of the Divisions in HCS, following specific protocols and in accordance with health, safety, governance and ethical requirements. The clinical scientific environment determines the context of the HCS Associate work/role.  Responsibilities and duties of the role: Associates work within a multi disciplinary team (MDT) within the limits of their competence, and must seek help and support whenever this is required. They must be aware of the requirements of Good Scientific Practice (GSP), which articulates the standards for the HCS profession and upon which this apprenticeship standard is based. Using these professional standards, the HCS Associate must adhere to employers’ policies/ protocols to ensure safe, person-centred/consistent practice in HCS working environments. While not exhaustive, activities undertaken by Associates include performing routine investigations and telephoning authorised results according to protocols, and calibrating/maintaining devices. Apprenticeship Standard for Healthcare Science Associate (Level 4)

13. under development so details not yet available high level framework will be taken forward from March will resonate with the early part of PTP HEIs/learners should be able to APL significant aspects of Level 4 Diploma into a Foundation or the PTP programme Level 4 BTEC Certificate already available and can be delivered through Pearson approved centres will form mandatory component of Level 4 Diploma Level 4 Diploma In Healthcare Science

14. What is the purpose of this qualification? The Pearson BTEC Level 4 Certificate in Healthcare Science provides an introduction to the role of Healthcare Science Associate. This qualification has been developed as a result of the Modernising Scientific Careers (MSC) programme led by Health Education England on behalf of the Department of Health to ensure that the healthcare science workforce will be fit to respond to future scientific and technological advances. What does this qualification cover? This is a work-based qualification that combines competence and technical knowledge to give learners the practical competencies, technical skills and sector-related knowledge they need to be able to carry out their job effectively. LEVEL 4 CERTIFICATE IN HCS

15.  the qualification covers the mandatory core of education and training programmes for level 4 of the MSC Career Framework.  delivered in Pearson approved centres  learners will complete the following 5 units totaling 15 credits: Using the Scientific Method in Healthcare Science Research Roles and Responsibilities in Healthcare Science Partnership Working in Healthcare Science Safety, Security and Wellbeing in the Healthcare Science Environment Investigating, Treating and Managing Human Disease and Disorders What does it include?

16. HCS Apprenticeships offer great opportunities for: Young people/parents Employers The SystemPatients Focus on ensuring that the right workforce developed now and for the future Focuses current available resources on developing the workforce of the future Opportunity to learn/train/enter a formal career pathway Develops the workforce it needs for now and the future by “growing their own”

17. Questions and Discussion?

18. Academy for Healthcare Science Dr Kerry Tinkler, Registrar & Director of Professional Standards 9 th March 2016

19. Leadership One Voice Communication Quality Improvement Education Regulation

20. Background MSC policy-makers, professional bodies and the 4 countries saw the need for an Academy like the Academy of Medical Royal Colleges AHCS holds a PSA register function for groups not covered by Statutory Regulation and an equivalence system for degree level and above In shadow form for some time and viewed with suspicion, but in 2012 the Academy went live Pump-primed by HEE, with support from other countries Aim to be sustainable in the medium term. Takes time to bring a profession together, politics can get in the way

21. Council of Professional Bodies AHCS Board Education, Training & Standards Committee Science & Leadership Committee Regulation Council (lay majority) Governance & Scrutiny Committee (inc Reg Council Finances) Fitness to Practise Panels Appeal Panels Investigation Panels Professional Group Leads Professional assessors HCPC Voluntary Registration Statutory Regulation Reporting Lay Assessors Patient & Public Involvement Unit

22. One Voice Issues/initiatives that bring Healthcare Scientists together: One Voice Good Science Science Careers in Schools Scientific Workforce Planning Education Scientists on Boards AHCS Congress

23. Influencing the Future HCS Leaders and Influencers Parliament Four Nations The Media Medical Royal Colleges The Great British Public Political Parties? HCS Professional & Regulatory Bodies

24. Uniting as a Profession Relationships and stakeholders Many and diverse groups across 4 countries Complex and sensitive Gaining an Identity and political clout

25. Why have registered healthcare scientists? Registration of professionals protects patients and is increasingly viewed as essential by employers, providers, commissioners and patients themselves Through registration, an individual shows commitment to upholding high professional standards and to keeping their knowledge, skills and experience up-to-date through ongoing professional development If individuals fail to uphold standards and show that they are Fit to Practise then they can have their Registration status restricted or removed About Registration & Regulation

26. Protecting the public Gold Standard Regulation of the accredited Register Simplicity for employers Critical Mass Sustainability Huge interest from a lot of other groups To consider

27. The Academy has long held the view that the best way to protect patients, the public and the interests of the NHS is for all groups within healthcare science to be covered by Statutory Regulation The Academy believes that its Register, accredited by the PSA and co-ordinated across all of healthcare science, is an important step for the healthcare science profession. Voluntary or Statutory Regulation?

28. MSC Career Framework level Registration in the context of Enabling Excellence Healthcare Science Assistants and Associates Hearing aid dispensers (HCPC registered) ?Accredited register for all other assistants and associates. PractitionerMost Life Sciences – HCPC Non-life sciences – Academy Accredited register ScientistHCPC Higher Specialist ScientistsAcademy Accredited Register

29. The Government said in its response to the House of Commons Select Committee Report of Session 2014/15: Accountability hearing with the Health and Care Professions Council ‘the Academy for Healthcare Science Voluntary Register offers assurance that is appropriate and proportionate to the risks presented to public safety.’ HEE funded NHS register of choice

30. The Academy was commissioned by Health Education England to run a Register for Healthcare Science Practitioners not covered by statutory regulation The Academy register is accredited by the Professional Standards Authority (PSA) Practitioners and Higher Specialist Scientists who have completed an accredited programme or equivalence are eligible to apply to join the Academy’s Accredited Register The Register

31. The Accreditation quality mark signifies that the Academy has meet the Professional Standards Authority’s high standards in governance, standard-setting, education and training, management of the register, complaints handling and information; assuring the public and employers. PSA Accreditation

32. The Professional Standards Authority Oversee statutory regulators: Health and Care Professions Council, General Chiropractic Council, General Dental Council, General Medical Council, General Optical Council, General Osteopathic Council, General Pharmaceutical Council, Nursing and Midwifery Council, Pharmaceutical Society of Northern Ireland

33. Level 1: Quality Assurance of the UK system, carried out by the Academy for Healthcare Science using a ‘right touch’ approach that is fit for purpose. AHCS produces annual reports for the regulators: HCPC and the PSA. Level 2: Quality Management carried out by the Lead LETB via the National School of Healthcare Science and the National Commissioner for Healthcare Science education. The National Commissioner for Healthcare Science education in Scotland is NHS Education for Scotland, which quality manages local HCS arrangements in partnership with the National School. Level 3: Quality Control of education, training and placements carried out by education and training providers in conjunction with employers; with accountability comes a responsibility to highlight issues that need change. This may be done in response to accreditation / contract reviews but also via exception reporting, for example when complaints are received. Quality Assurance

34. Equivalence – why do we need it? The national consultation on the MSC proposals in 2008 identified strong support for a system of equivalence that recognises educational qualifications, and accreditation of prior learning and developed skills and is applicable to all levels and stages of the MSC Career Framework. The way forward incorporated equivalence into policy.

35. Equivalence supports routes to registration Those who have worked in healthcare or science in the UK, EU or overseas seeking recognition and clarification of their place on the MSC Career Framework: STP – registration with HCPC as Clinical Scientist PTP – registration with AHCS Accredited register HSST – registration with AHCS Accredited register Assistants and associates – tbc..

36. What is equivalence Equivalence ‘Having an equity of worth, value, significance’ ‘Two objects are comparable but not the same’

37. Underpinning Principles Promoting fairness and equity High level standards ‘Good Scientific Practice’ Decisions are based on the evidence submitted mapped GSP in the context of the relevant MSC programme outcomes http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula

38. ACS & AHCS working together

39. Clinical Scientist Registration This is a new opportunity for some specialties. Embrace change!

41. Equivalence STP Application Screening (admin) Assessors assigned to candidate Portfolio of evidence collected (up to 6 months) Using guidance for applicants, along with evidence templates collect evidence and submit portfolio Assessment 1. Portfolio review Portfolio assessed against the STP outcomes using GSP domains 3 assessors ?proceed to interview Assessment 2. Interview Outcome 1: Applicant has demonstrated full equivalence and should be awarded a Certificate of Equivalence. Outcome 2: Applicant has demonstrated that they partially meet the Standards required for equivalence and should be advised to undertake action to address specific outcomes and then resubmit the application Outcome 3: Applicant has not demonstrated equivalence and should be advised to undertake a full training programme. Recommendation sent to the ratification panel

42. Size Not more than 150 pages Normally > 60 pages Contents page Covering report <5000 words Individual evidence items Template relating evidence to GSP domain STP - Portfolio

43. To guarantee the integrity of the portfolio Three trained assessors (2 professional, 1 lay Chair) At least one of the professional assessors must be registered with HCPC as a Clinical Scientist At least one of the professional assessors must be a specialism expert Structured questions designed around GSP domains in specific curriculum areas STP - The Interview

44. STP - Possible Outcomes Outcome 1: Applicant has demonstrated full equivalence and should be awarded a Certificate of Equivalence. Outcome 2: Applicant has demonstrated that they partially meet the Standards required for equivalence and should be advised to undertake action to address specific outcomes and then resubmit the application Outcome 3: Applicant has not demonstrated equivalence and should be advised to undertake a full training programme.

45. Top tips Talk to others that have done it Read all the guidance and FAQs carefully Study GSP Review the relevant programme outcomes Find out about top up training and CPPD opportunities

46. £50 Preliminary application, DBS/ID/summary of professional experience etc. Portfolio 20 - 100 pages, The portfolio is the applicant's opportunity to demonstrate experience and competences achieved. The layout should be clear and the content should be well chosen, explicit and concise – quality is more important than quantity. Assessment includes 1 professional assessor and 1 lay assessor. An interview is not usually required. The “old” VRC route still remains open to those practitioners in genetic technology, ophthalmic and vision science, tissue bank technology and anatomical pathology technology. PTP equivalence

47. The Academy opened a new part of its Accredited register for those people completing HSST. There is also be an equivalence route. We are just completing the early implementers pilot. HSST (Higher Specialist Scientist Training)

48. Stage 1. Application Admin checks HCPC registration Qualifications verified JD verified DBS check Good character etc.. Stage 1. Assessment Assessors 2 professional, 1 lay chair Review CV, JD, references, qualifications etc Individual and panel assessments Stage 1. Outcome Outcome 1. Full equivalence Outcome 2. Proceed to portfolio Outcome 3. Not demonstrate d equivalence Stage 2. Assessment Collate evidence 6 months Assessors review portfolio against the SoPs Stage 2. Outcome Outcome 1. Full equivalence Outcome 2. Partially met the standard Outcome 3. Not demonstrated equivalence HSSR Equivalence Process Ratification and appeals

49. Clinical Scientist >300 HCPC CS registered through equivalence >400 in progress Higher Specialist Scientist Early Implementers - 23 applicants submitted Stage 1 applications 12 fully completed, 6 portfolio stage, 5 to be assessed. Practitioner 14 successfully registered 269 in progress Equivalence Progress

50. Where is the information?

51. How do I apply?

52. Sharing information across healthcare science – Established links across professional bodies – Revised and updated AHCS website (www.ahcs.ac.uk)www.ahcs.ac.uk – Set up regular Vox newsletter – Developed well-used social media channels (@AHCSuk and Facebook)

53. Thanks for Listening Kerry.tinkler@ahcs.ac.uk

54. Education and Training Update March 2016 Dr Chris Gibson Head of the National School of Healthcare Science

55. OSFAs The 2013 STP cohort underwent mock OSFAs at the RCGP on 1 st -3 rd Feb. As ever we are grateful to all those who contributed as station writers, assessors and actors. Feedback and results from the mock OSFAs have now been provided to all the trainees who participated. Preparations are underway for the live OSFAs in July, a detailed timetable has been issued.

56. STP Recruitment The 2016 STP recruitment round is progressing well, the application window for direct entry has closed with 6008 applications for 311 posts, 258 DE and 53 IS. There was a significantly increased demand for scientist training posts in 2016/17, and the overall outcome following the CSR has been a slight increase in STP posts compared with 2015/16, due to the new Genomics funded posts.

57. HSST Recruitment and programme The 2016 HSST recruitment round is imminent, the CSR again has influenced the numbers but the cohort size will be essentially the same as last year. Significant progress has been made in discussions between the School, the MAHSE consortium and the RCPath. These will lead to simplification of the project requirements, and additional clarity on assessments. @NHS_HealthEdEng

58. New Programmes and Curricula Review STP programme in Genomic Science with specialist outcomes in Genomic Science and Genomic Counselling. An additional outcome in Molecular Pathology is in development. HSST programme in Clinical Bioinformatics (Genomics) STP programme in Applied Epidemiology, in conjunction with PHE, which will sit within the Bioinformatics division of healthcare science A revision to the Reproductive Science STP to accommodate a specialist outcome in Andrology. @NHS_HealthEdEng

59. PTP Curricula Review Development of a sustainable financial support model – on hold pending review of HCS commissioning priorities Research being undertaken with stakeholders to determine the added value of an additional final assessment. Some solutions to the development of a placement database have been explored but on hold pending wider HEE decisions regarding support for undergraduate training schemes. Streamlining accreditation of work place training environments in progress.

60. Level 4 Healthcare Science Apprenticeship (HCS Associate) Standard BIS has accepted the Level 2 HCS Apprenticeship Standard (HCS Assistant – HCSA) and end-point assessment (EPA) Following a formal review process with employers the Level 4 Standard was submitted to BIS at the end of February and an outcome is awaited

61. Accreditation and Quality - scale The School continues to accredit both HEIs and workplace providers. This is a demanding and growing role: Practitioner Training Programmes - 17 specialisms at BSc level from 22 providers Scientist Training Programmes - 22 specialisms at MSc level from 10 providers. Higher Specialist Scientific Training – accredited as a single DClinSci programme as provided by the consortium Work place training – has grown from 428 to 600 departments in 131 Trusts in the last three years

62. Accreditation and Quality - status Successes: Continued delivery of a high quality accreditation programme; esteem of HEIs Challenges: Number of programmes and growing number of centres to cover with limited resource; small pool of suitable independent Chairs; need for recruitment and training of Chairs and lay representatives; need for review of guidance Opportunities: Potential for collaborative working or other efficiencies - e.g. work with Professional Bodies/Regulators; combine with internal validation events.

63. Partnership with professional bodies The School recognises that some professional bodies had concerns about signing formal agreements which might imply that their members were committed to working with the School. We completely accept this, but would still like to recognise the input and partnership working which is fundamental to all of our work. We have been exploring ways in which the School can share OSFA data with those professional bodies who wish to make awards or recognise achievement.

64. There are information governance issues which apply, and our current proposals are: The School will be publishing an STP pass list, which in common with many Royal Colleges and professional examinations will be publically available on the School website. No indication of performance will be included, nor will the names of failing candidates, Prof bodies wishing to make awards for trainee performance can contact the School, who will contact the highest performing relevant trainees and ask if they wish their performance results to be released to that body for this purpose. For small trainee cohorts we will only be able to identify one or possibly two “high performers”, to avoid any identification of the performance of other individuals in that cohort. This might mean identifying “highest performers” as one name from cohorts of 5 or less, 2 names from 10 or less, 3 names for larger cohorts.

65. Future work and developments The CSR will lead to significant changes for nursing and AHP training, student loans replacing bursaries, no cap on student intake. It is likely that HEE will develop a consistent approach to funding and quality assuring undergraduate placements. The School is working with the HEE team developing a unified quality model across all healthcare professions. It is not yet clear what the impact of the CSR will be on postgraduate and salary supported schemes such as STP and HSST. The School recently advertised for a Deputy Head but no appointment was made. Further discussions will take place to review this post. A comprehensive needs analysis of the requirements of an e-portfolio for the future is being undertaken, as well as a review of the School website.

66. Lunch and networking

67. www.england.nhs.uk Chief Scientific Officer's Woman In Science & Engineering Fellowship ‘a unique opportunity for career development and to inspire the next generation of female scientists’ Alexandra Milsom CSO Innovation & STEM Lead alexandra.milsom@nhs.net

68. www.england.nhs.uk Chief Scientific Officer's Woman In Science & Engineering Fellowship ‘a unique opportunity for career development and to inspire the next generation of female scientists’  WISE career development programme & professional coaching sessions  NHS Healthcare Leadership Model  Mentoring from the Office of the Chief Scientific Officer and senior leaders in healthcare, academia and industry  Speaking and ambassadorial opportunities  WISE and professional network membership

69. www.england.nhs.uk Chief Scientific Officer's Woman In Science & Engineering Fellowship ‘a unique opportunity for career development and to inspire the next generation of female scientists’  For mid-career female healthcare scientists with a minimum of 5 years’ experience  One year duration – commitment 4-5 training days & 4 mentoring sessions  4 fellowships covering Life Sciences; Physics & Engineering; Bioinformatics; Physiology For more information and to apply, please visit: https://www.wisecampaign.org.uk/about-us/wise-projects/CSOFellowships

70. www.england.nhs.uk Organisational Lead Scientist “We would like people to give us their comments and suggest what we could include in a leadership development strategy to help us consolidate and grow the Organisational Lead Scientist network to ensure that healthcare scientists are considered at senior level” Dionne Hilton CSO Programme Lead dionnehilton@nhs.net

71. www.england.nhs.uk Quality Improvement Group Helen Liggett CSO Quality Improvement Lead helen.liggett@srft.nhs.uk

72. www.england.nhs.uk If you’re planning an event for Healthcare Science Week already, please drop adele.bunch@nhsemployers.org a line and let us know your plansadele.bunch@nhsemployers.org Register any existing events at https://www.britishscienceweek.org/register-an-event/ - it would be great if you could also use the Healthcare Science Week logo below https://www.britishscienceweek.org/register-an-event/ If you want to explore a specific activity aimed at ‘Open House’ and want to discuss ideas or understand the approach of other centres drop Alexandra.milsom@nhs.net an emailAlexandra.milsom@nhs.net Tweet about it #hcsweek and check out the fantastic Healthcare Science Week Guide for 2016 with loads of excellent resources on the NEW Health Careers website https://www.healthcareers.nhs.uk/about/news/healthcare-science- week-guide-2016 https://www.healthcareers.nhs.uk/about/news/healthcare-science- week-guide-2016

73. www.england.nhs.uk British Science Week

74. www.england.nhs.uk Reach Out for Healthcare Science London 2016 NWL: 6-10 June SL: 13-17 June NCEL: 20-24 June

75. Current priorities −Finalising new employer guidance to support the recruitment and employment of HSST Consultant Clinical Scientists. −Working with the Academy to communicate developments in the regulation of the HCS workforce. −Sharing good practice of local MSC implementation and innovation. −Promoting and encouraging employers to get involved in healthcare science week 2016.

76. NHS Employers role in 2016/17 −Professor Sue Hill and Fiona Carragher are currently looking at ways to effectively engage with lead scientists on the key strategic priorities for healthcare science to support the delivery of the Five Year Forward View and changes emerging from genomics and personalised medicine. −Our role could potentially help to coordinate and facilitate some of this engagement, helping lead scientists, teams and organisations take forward healthcare science locally. −We will update employers in due course.

77. Evaluation and close Please spare a few moments to give us your feedback on today.