Education and Development Strategy for SASH

Transcription

1 Education and Development Strategy for SASH

2 Table of Contents 1. Introduction 3 2. Vision 4 3. Mission Statement 4 4. Objectives aligned to SASH Strategies 5 5. Current Situation 6 6. The Education Directorate 7 7. SWOT analysis 9 8. Implementation process Assessing progress Appendix 17 The SASH education strategy aligns with the trust strategy by directly addressing the objective of supporting a workforce which is well led, creating focus around the annual priority of staff heath, wellbeing and working lives. We recognise that learning is a key element of wellbeing and our goal is to give each member of staff opportunities to develop to their full potential. 2

3 Introduction Surrey and Sussex Healthcare NHS Trust aspires to deliver excellent healthcare to our local community. We will educate our current and future workforce to the highest standards recognising that healthcare in the future must be delivered in new and innovative ways. We aim to facilitate the personal and professional development of each and every member of staff to achieve their full personal, professional and leadership potential. Using SASH+ as our framework we will embrace a culture of continuous improvement on a daily basis. Healthcare is adapting to match the increasingly complex health needs of our community: We are moving away from a 20th century model with its outdated divisions of hospital based practice and of health and social care towards a 21st century system of integrated care, where clinicians work closely together in flexible teams, formed around the needs of patients and not driven by professional convenience or historic location. RCGP, 2022 GP. This strategy defines the way in which education will be developed and managed for the next five years at SASH in order to meet those aspirations The challenge: If people are living longer, with more individuals living with multiple and complex health conditions... and staff are currently predominantly trained to treat distinct and different diseases in isolation from each other, and only after a health crisis has occurred... how do we educate and train our staff so that they can help prevent ill health where possible, and, where it isn t, support them to provide high quality care for people with a range of physical and mental health and social care needs? educate and train our staff to work in a system that crosses traditional organisational boundaries that is centred around an individual s needs? ensure that they still have access to the highly specialist skills needed as part of the wider team? HEE Strategic Framework,

4 Our Vision In the future SASH will be an acute trust at the heart of the local care community with educational activity underpinning seamless team-working across organisational boundaries supporting the healthcare needs of our local population. We will educate our own staff from entry level to senior roles and align our work with our partner universities to support healthcare staff in full-time education. We will incorporate lean working practices through the application of SASH+, striving to improve the care we deliver on a daily basis. What this will mean for colleagues at SASH A member of staff joining the trust will undergo an induction which facilitates their transition into their new role and demonstrates SASH values and behaviours. They will agree a personal development plan with their manager/mentor and explore learning opportunities within the workplace and beyond. All members of the trust will undertake a yearly review which will recognise and celebrate their expertise, explore potential routes for development and outline their role in the achievement of the trusts objectives. This will be with a colleague who is knowledgeable about educational and development opportunities at SASH. The achievement review process will support staff in their talent development and career progression by determining career goals and routes towards those goals. Our education faculty development programme will allow educators to use their expertise within the workplace to provide dynamic and responsive education for SASH's current and future workforce. All members of the SASH team will have the unique opportunity to use our SASH+ system to improve and innovate within their working area with the support of their managers and leaders. Mission Statement To recruit, educate and retain a multi-professional workforce equipped to deliver excellent care to a community with increasingly complex healthcare needs, working across organisational boundaries To support our multi-professional education faculty in their delivery of clinical education in the workplace To recognise and support emerging leaders within the organisation To provide, facilitate or commission educational opportunities relating to clinical, leadership and organisational development needs for all staff 4

5 Objectives We align our education objectives with the SASH strategic objectives in order to ensure that the care delivered at SASH is: Safe o Equipping our staff with the knowledge and skills to deliver excellent patient care while seeking to improve our services every day using our SASH+ framework. Effective o Ensuring that our education supports an outcome based approach to patient care, shapes the clinical, career, and leadership development of our colleagues and facilitates service transformation Caring o Using our values and behaviours to ensure that all colleagues feel valued and cared for in order to deliver compassionate care to each patient, encouraging them to make a difference to their patients every day Responsive o Providing dynamic and flexible multi-professional learning opportunities, to meet current and future patient needs while maintaining our responsiveness to the requirements of HEE, professional bodies and our local universities Well led o Providing innovative talent and leadership opportunities throughout SASH to enable staff to maximize their potential, enabling SASH to identify and support our future leaders The education strategy is designed to align with other trust strategies via these five strategic objectives. The objectives will be reviewed by the education governance and education strategy groups, reporting into the workforce committee, to ensure that the objectives remain aligned to local and national requirements. Progress on the delivery of these objectives will be reviewed on an annual basis and this review presented to the executive and trust board alongside a yearly action plan which identifies the means by which they will be achieved. 5

6 Current Situation Our Work SASH currently employs 3,900 members of staff delivering healthcare to patients across East Surrey and West Sussex. With a local population of around 500,000 we are the receiving hospital for Gatwick airport and manage trauma across the intersection of the M25 and M23. We deliver 89,692 inpatient and 354,202 outpatient episodes every year with 96,769 ED attendances. These figures are rising at a rate of 6.2% each year and our already busy workload looks set to increase further in the next few years. Our Staff Our current workforce is made up of clinical and non-clinical staff from entry level apprentices to non-executive directors; education takes a key role in induction into the workplace, professional training, CPD towards career development, the achievement of Trust business objectives and other strategies. Within professional groups, SASH educates undergraduates in nursing, radiography, therapies, medicine, pharmacy, ODP studies, and paramedic studies. We support formal postgraduate studies in medicine, pharmacy, physician associate studies and dentistry. Members of staff working in AfC bands 2-4 across a range of clinical workplaces are supported through their care certificate completion. A number of these roles may be incorporated into our expanding group of apprenticeship/academy programmes in the future. The apprenticeship programme may provide a route for staff to navigate the transition from AfC band 4 to band 5 roles, which has been difficult to achieve in the past. Our Education Currently education is perhaps regarded by some staff members as a peripheral activity, relevant to those studying with us on undergraduate and postgraduate courses with a structured education support system specific to their course or HEI. These systems have developed separately within different professions for historical reasons and learners may have little educational contact with other professions. This may represent the way in which professions have worked in clinical settings in the past but, as we move towards a team based approach to delivering complex healthcare, this model no longer serves our learners well. Our Staff development Each member of staff now completes an annual achievement review, or appraisal, which acts as a pause to reflect upon the previous year s achievements and the coming year s development plans in keeping with the individual s personal and corporate objectives. This should support and be informed by that individual s job planning arrangements as appropriate. Not every member of staff may wish to progress beyond their current grade but may still be offered opportunities to develop skills at that level and may have future progression opportunities clarified. However we recognise that in a developing organisation each member of staff also has personal educational needs. This should be articulated via the talent review process on an annual basis. The developmental opportunities available to staff members are not always apparent to appraisers and this may limit the benefit of the review. 6

7 Our Future The local healthcare environment will develop and change over the coming years in ways which we must attempt to predict. Our response to this must be to develop internally robust ways of delivering excellence in education at all levels while looking outwards to promote healthcare careers, support our neighbours and to make the most of the opportunities which arise with the development of closer working arrangements with our healthcare partners. We will seek out opportunities for peer review external validation of our education provision while aspiring to develop opportunities to create best practice on behalf of our HEE LETB. We recognise that, in order to take advantage of the current changes in the delivery of healthcare education, we must adapt and innovate to attract and retain our workforce. Our established Academy will expand to incorporate nurse associate and foundation programmes and we will enhance our mentorship programme in order to support emerging workforce roles. We intend to pursue apprenticeship training provider status but will continue to work in partnership with external stakeholders in order to expand our current apprenticeship portfolio. The development of the academy will require investment at key points in its progress and we will explore ways to offset these costs against retention of the apprenticeship levy monies for our in-house programmes and for external candidates. This aspiration remains in keeping with our vision of recruiting the best healthcare workforce for SASH. The Education Directorate The education directorate is a virtual concept incorporating staff members who often have a portfolio of roles within SASH. Some members of the team have full time roles in education but many other members have largely clinical roles or share their roles between education and HR. The service line management structure is therefore often complicated and nonlinear. The structure has previously been divided into two faculties medical and non-medical based not just on historical factors but also separate financial tariffs, which currently remain divided in terms of expectations of use. This structure impacts upon the development of a truly multi professional education faculty and needs to adapt to new internal and external expectations placed upon the directorate. The service is also delivered across a range of offices and meeting rooms. The office and administrative space is mostly within trust headquarters but again some members with mixed roles work within the rest of the trust. Medical education is based within the PGEC while Non-medical education is spread across the first floor of trust HQ. This serves to reinforce the divide within the directorate and this division might partly be resolved by housing the core team in one geographical area. 7

8 The SASH Library and Knowledge Services support the multi-professional workforce, internally, regionally and at a national level. The LKS team facilitate evidence based clinical care and deliver a multitude of educational offerings to our learners with examination support and critical appraisal training as well as literature search support and education. The team is expanding to provide LKS ward round involvement to some clinical teams as part of their development strategy. While it is important that we continue to develop an education centre on site, the clinical workplace must remain the key environment for clinical education. We therefore need to develop the means to optimise workplace education. The education faculty, including supervisors, must be skilled in delivering effective feedback informally as well as in supervision meetings allowing learners to recognise their educational needs and develop expertise. We must also develop an expectation of seeking and receiving feedback in all aspects of our practice at all levels of the organisation. Opportunities for development both internal and external must be more apparent to all members of staff in order to facilitate supervision and achievement reviews and personal development goals. The education and training team currently offer an ad hoc outreach service into schools and colleges to promote healthcare careers and they also support a work experience programme which may be burdensome at certain times of the year. We will develop this approach to ensure that our activity supports recruitment to SASH as well as ensuring that we offer equitable access to opportunities which extend understanding of healthcare careers. We will also look for opportunities to support the education work within our partner organisations within the STP in order to facilitate great team working and a shared understanding of each other s roles. This may involve joint applications for educational innovative work, shared learning programmes for students or apprentices and opportunities for secondments. The SASH Academy manages the delivery of our apprenticeship programmes. Currently programmes are focussed on our AfC bands 2-4 workforce but the introduction of the apprenticeship levy in April 2017 is driving the approval of healthcare education into apprenticeship frameworks up to postgraduate level 7. We anticipate that much of healthcare education in the future will be offered as apprenticeships and the SASH Academy must expand to take advantage of this development. In order to make best use of the apprenticeship levy SASH must work towards becoming an apprenticeship training provider, eventually requiring an extended faculty and administration team as well as dedicated space for learners who will spend at least 20% of their working week in an education setting 8

9 SWOT Analysis Strengths: Faculty: SASH has enthusiastic experienced educators across most healthcare groups. They receive positive feedback and are keen to promote the educational experience of our designated learners. SMT: The board are strong supporters of education, committed to supporting educational events and developments LKS: SASH has an LKS team who provide an exemplar service to the Trust and external stakeholders including the national HEE team and providing a fully multi professional service to both staff and students. HEIs: The Trust has strong working relationships with the range of HEIs across the South East. This has facilitated the development of a hub for our Portsmouth student nurses and the creation of the School of Physician Associates Senior education teams: SASH now has strong teams leading on education and training within the trust able to take new ideas and opportunities forward Band 2-4 development: In keeping with a need to develop our staff in-house we now have a range of developmental opportunities for this cohort of staff. Weaknesses: Subspecialised workforce: External drivers currently encourage many healthcare workforce members into an increasingly subspecialised role. This is a risk to the development of more generally trained members of staff able to deliver care to patients with complex healthcare needs. Education Space: Rooms to deliver education are limited across the trust and tension develops over the priorities of different groups competing for the space. For some teams the PGEC is geographically distant from their clinical area impacting upon attendance for staff with ongoing clinical responsibilities. Lack of financial transparency: Over 7million pounds is paid to SASH for educational purposes and we have a responsibility to provide evidence that this money is spent on educational activity to HEE and our HEIs. MAST: Whilst the delivery of MAST has been improved by the Jacob Bell suite, space in education rooms and time to learn still impact upon some subject areas. Induction: The delivery of a timely high quality corporate and local induction to permanent and temporary staff is also affected by lack of educational space and the availability of subject matter experts. Communication: The ability to communicate with both specific groups of learners and the wider workforce in a timely fashion impacts upon the ability to advertise educational opportunities and development 9

10 Responsiveness: When learning needs are identified by SIs or external factors our ability to assure ourselves that we have disseminated learning to all appropriate members of staff is limited. Opportunities SASH has a strong working relationship with the HEKSS team. This supports the expansion of our current pilot projects and areas where we are leading on educational developments such as the School of PAs. We have an engaged and motivated workforce, keen to support new members of the team which will facilitate the development of new foundation programmes for colleagues at the start of their careers The expansion of the Healthcare science department of the University of Surrey creates opportunities for partnership working to support our current staff education needs and for us to support undergraduate education. This will require investment in the education faculty funded by placement monies. Other partnership opportunities are also emerging with our local colleges which may support recruitment and retention into the future. Development of more robust learning platforms may allow flexible opportunities to study eg MAST training Provision of education to external groups who share common needs eg dementia Threats The role of HEE in healthcare education has been in constant flux since its inception in April The uncertainty that this sometimes creates for learners and their supervisors leads to instability in the system and a lack of confidence that someone is in control. The education faculty and SMT go a long way to provide a sense of stability at a local level. The external sources of regular financial support for education in acute trusts has fallen in real terms over the last 5 years in a number of ways. Funding for university courses and the bursary fund have reduced recently and with an expansion in numbers of both staff in recognised SASH funded training schemes and in the regular workforce the funding per capita has fallen. Medical student placement money is the only source of income currently increasing. The funding structure is likely to undergo radical transformation in the next 5 years and it will be a challenge to stay ahead of developments in order to exploit potential opportunities Time to learn: releasing staff to participate in educational activity is difficult in an organisation with a high workload and significant vacancy rate. Balancing the clinical needs of the Trust against our need to develop our workforce is a challenge. 10

11 Implementation Process Governance Structure Trust Board Finance and Workforce committee Workforce committee Education Strategy Group Education Governance Group Education Strategy Group: This group has strategic oversight of education within the trust. The HEE KSS patch Dean is part of this team. It provides oversight of the delivery of the strategy at SASH and quality assures the multiprofessional delivery of education at the trust Education Governance Group: This is the regular meeting of the multiprofessional education faculty leads at SASH, responsible for delivering the operational plan within the strategy and overseeing the education activity within departments. Education sub committees: Groups addressing MAST training, the apprenticeship programme and bursaries sit under the strategy and governance group. Some will be permanent bodies, others will be formed and disbanded over periods of time in order to address particular issues. Medical Education Board MAST Group Nurse Education Strategy Group Practice Development Group Apprenticeship Steering Group Bursary Panel Local Faculty Groups 11

12 SASH Education and Development Strategy Operational Plan 1-2 years To support the implementation of the education and development strategy an operational plan has been developed that sets out the key deliverables linked to the five strategic objectives. The operational plan builds on the existing education and development framework and outlines critical steps to strengthen the culture and capacity for learning and move the organisation towards the vision and mission for education and development at SASH. The operational plan also builds on elements within the swot analysis to maximise opportunities and has been developed with multi-professional input. The operational plan focuses on activities within the next one to two years and will be reviewed annually. The strategy is underpinned by three important principles: Strategy principles Developing our talent - at all levels from entry level to senior roles maximising opportunities for career enhancement Inclusive learning culture enhancing the one team values through building capacity for learning and development via a blend of learning methods and maximising opportunities for multi-professional and workbased learning Continuous improvement and transformation ensuring education and development delivery models are dynamic and take account of changing and future service needs and learner feedback The table below outlines the key areas of growth and change taking account of the external environment and local needs. Drivers for change: Current To be healthcare employer and provider of choice Improving visibility and provision of career development Implementing apprenticeship levy Embracing some new roles in response to changing models of care Continuing to build reputation as an education provider Future Healthcare employer and provider of choice for the local area Clear career development opportunities at all levels Apprenticeship levy fully utilised to support career development pathways Workforce planning reflects changing models of care Be a formal education institute 12

13 1. Safe equip staff with knowledge and skills to deliver excellent patient care while seeking to improve our services every day using the SASH+ framework Streamline mandatory and statutory training and make use best use e-technologies Ensure funding is allocated (protected) for professional development in specialist areas such as cardiac, emergency and intensive care to maintain staffing and skills levels in essential services Further develop supervisor and mentor capability and capacity to support learning in practice. 2. Responsive ensure that education supports an outcome based approach to patient care, shapes the clinical, career, development of our colleagues and facilitates transformation Utilise the Apprenticeship levy to support career development pathways and introduce new roles to support service transformation Develop education plans using Apprenticeships frameworks where these exist to grow our own talent pipeline. Initial focus for year one includes Nursing Assistants and Nurse Associates, Pharmacy Assistants and Healthcare Science Assistants 3. Caring use the SASH values and behaviours to ensure that all colleagues feel valued and cared for in order to deliver compassionate care, encouraging staff to make a difference to patients every day Further develop the suite of communication skills development available to staff encompassing SASH values and behaviours, including sage and thyme, delivering exceptional customer care, candid conversations and conflict resolution. `Grow and develop the community of mentors and supervisors providing appropriate formal and informal opportunities for learning and feedback 4. Responsive provide dynamic and flexible multi-professional learning opportunities to meet current and future patient needs while responding to the requirements of HEE, professional bodies and local universities Ensure annual education quality audits and other education and library quality assurance systems and frameworks are integral education planning and investment allocation Continue to develop staff involved in education and training through formal opportunities and internal interventions. Initial focus for year one is an internal trainer development programme to increase skills and confidence in designing and delivering engaging training

14 5. Well led provide innovative talent and leadership opportunities throughout SASH to enable staff to maximise their potential, enabling SASH to identify and develop future leaders Enhance existing provision for new managers differentiating leadership development and management essentials workshops on specific policies and processes Develop SASH leadership framework that sets out expectations of SASH leaders taking account of existing NHS frameworks and SASH role models Develop plans to support leadership succession planning using talent rating outcomes from achievement reviews References and contributions: SASH Annual plan Contributions from the Multi-Professional Governance Education Group Nursing Education Strategy Group 14

15 Assessing progress Current quality management (QM) of education within healthcare predominantly addresses the needs of our external stakeholders; responses to these stakeholders are required across the academic year. Processes for QM vary between organisations and professional bodies and while HEE is aiming to provide a single multi-disciplinary system and framework this is not yet embedded and is unlikely to incorporate higher education institutes. As a responsive organisation we will use the Education Governance group to create and support a database of evidence which would be required to respond to QM requests promptly and we will complete action plans in a timely fashion. We will develop our own metrics of excellence in healthcare education in order to address concerns with our learners directly and in a timely manner. We will respond openly to all feedback in order to share best practice with our colleagues and to improve practice promptly where necessary. Our external evaluations currently consist: HEI and HEE provider reviews GMC and national student surveys External Benchmarking programmes Our internal evaluations consist: Staff survey results Evaluations from learners on formal programmes Evaluation of individual learning opportunities MAST compliance rates In future we will seek: Outcomes of Masters level programmes Recruitment rates following training programmes Quality audit of appraisal and achievement review process Ofsted inspection once a training provider In future we will create: A talent map from the achievement review process A Learning needs analysis aligned with achievement reviews Against all of these evaluations and the strategy implementation process we will deliver a yearly report to Trust Board 15

16 Appendix 1 Intended deliverables across years Safe equip staff with knowledge and skills to deliver excellent patient care while seeking to improve our services every day using the SASH+ framework Refresh induction pathways including creating resources and buddy systems for managers/leaders and new consultants Further develop SASH corporate element of induction including the inclusive and transformational work as part of SASH+ Streamline mandatory and statutory training and make use best use e-technologies Strengthen systems and processes for mandatory and statutory reporting to address current gaps Develop processes to identify essential clinical training highlighted as a result of National alerts, local analysis of risks and learning from incidents and implement plans as appropriate Ensure funding is allocated (protected) for professional development in specialist areas such as cardiac, emergency and intensive care to maintain staffing and skills levels in essential services Further develop supervisor and mentor capability and capacity to support learning in practice. 2.Responsive ensure that education supports an outcome based approach to patient care, shapes the clinical, career, development of our colleagues and facilitates transformation Utilise the Apprenticeship levy to support career development pathways and introduce new roles to support service transformation Develop education plans using Apprenticeships frameworks where these exist to grow our own talent pipeline. Initial focus for year one includes Nursing Assistants and Nurse Associates, Pharmacy Assistants and Healthcare Science Assistants Develop multi-professional approach to careers advice eg career surgeries Provide preparing for the next step workshops for bands 1-4 with opportunities for skills practice Investigate literacy and numeracy needs to open up opportunities for staff to apply for further study including Apprenticeships and develop sustainable plan Identify benefits and opportunities for higher apprenticeships across the healthcare professions assessing impact and associated costs (ie backfill) in order to prioritise plans for investment and implementation. Eg Degree level and Advanced Clinical Practitioner level 7 Develop a one stop shop approach to marketing education and development to enable ease of access and increase viability eg SASH Campus website Develop repository of SASH academic and research leads / projects 16

17 Develop statement of intent setting out aspirations and commitment to research at SASH Maximise staff and students potential to access library resources and apply evidence base to make informed and safe decisions encouraging activities such as journal clubs. Library to offer introduction session to all education / development leads and internal trainers to promote services to enhance access and promotion of evidence base of healthcare Identify processes for sharing learning beyond traditional professional and structural boundaries and identifying opportunities for teaching that enable appropriate professional development 3.Caring use the SASH values and behaviours to ensure that all colleagues feel valued and cared for in order to deliver compassionate care, encouraging staff to make a difference to patients every day Further develop the suite of communication skills development available to staff encompassing SASH values and behaviours, including sage and thyme, delivering exceptional customer care, candid conversations and conflict resolution. Continue to support delivery and development of well-being and resilience workshops Provide and promote library resources that improve the health and well being Increase scale and scope of coaching approach by recruiting new managers onto coaching workshops and building network for buddy system Grow and develop the community of mentors and supervisors providing appropriate formal and informal opportunities for learning and feedback 4.Responsive provide dynamic and flexible multi-professional learning opportunities to meet current and future patient needs while responding to the requirements of HEE, professional bodies and local universities Ensure annual education quality audits and other education and library quality assurance systems and frameworks are integral education planning and investment allocation Strengthen the education governance framework to ensure transparency of budget allocation and appropriate risk management Establish creation of annual multi-professional education report to promote and celebrate education activity at SASH Continue to develop staff involved in education and training through formal opportunities and internal interventions. Initial focus for year one is an internal trainer development programme to increase skills and confidence in designing and delivering engaging training Assess interest / need for Academic Professional Apprenticeship level 7 and others in the related field (currently in development) to support internal education and training leads 17

18 Review the systems for collating education and training needs at different levels within SASH eg achievement reviews, business and service planning and propose improved ways of working Investigate options for creating protected time for learning and propose a statement of intent to aid consistency of application Continue to strengthen processes to ensure there is a safe and supportive learning environment with opportunities for two way feedback 5.Well led provide innovative talent and leadership opportunities throughout SASH to enable staff to maximise their potential, enabling SASH to identify and develop future leaders Re-brand existing team leader development programme to attract and development multiprofessional audience Enhance existing provision for new managers differentiating leadership development and management essentials workshops on specific policies and processes Continue to promote the SASH framework and Lean for Leaders courses to develop inclusive improvement culture Develop new manager e-toolkit resource to signpost relevant systems and processes to orientate new managers in their new role Develop career development mentoring programme providing staff with opportunities for shadowing, exposure to formal committee meetings and advice/sign posting development and support Explore interest and benefits of development managers networking lunch and learn sessions Explore interest and benefits of experienced and strategic leaders Masterclasses series Develop SASH leadership framework that sets out expectations of SASH leaders taking account of existing NHS frameworks and SASH role models Develop plans to support leadership succession planning using talent rating outcomes from achievement reviews 18

19 Surrey and Sussex Healthcare NHS Trust Trust Headquarters East Surrey Hospital Redhill Surrey RH1 5RH Tel: