1. 1 Modernising Healthcare Science Careers Pippa Hodgson Programme Manager pippa.hodgson@skillsforhealth.org.uk

2. Skills for Health  Formed with the backing of the four UK health departments, independent health sector, voluntary organisations and staff associations  Licensed in 2004 as the Sector Skills Council for Health by the Sector Skills Development Agency under the Department for Education and Skills  One of 25 SSC licensed by DFES

3.  Identify and articulate sector skill needs  Help develop more responsive provision  Provide the business case for skills  Engage employers in skills development  Influence skills policy Sector Skills Councils

4. Skills for Health: UK - wide Sector – wide Coherent UK-wide Competence Framework Sector Skills Council license Hosted by United Bristol Healthcare NHS Trust UK-wide, multi-professional, multi-agency Board

5. Sector Skills Agreement Purpose: Raise the quality of health and healthcare for the public, patients and service users throughout the UK – through a skilled and flexible workforce based on nationally recognised competences

6. Working with UK Health Departments to: Deliver the vision of a health service defined by competence Developing awards and qualifications framework Supporting Modernising Healthcare Careers Develop career frameworks based on Career Framework for Health

7. Scope of the Programme Integration of HCS NOS into Skills for Health Modernisation of pre-registration education, training and development for: –Currently regulated groups –Aspirant groups Development of an awards and qualifications framework Embed HCS NOS in practice and learning across the career framework. Further development of NOS – extended roles for scientists working in medical areas of practice

8. Modernising Healthcare Science Careers Programme Board Modernising Health Careers Programme Board M HCS C Programme Management Group HCS Team 4 UK Workforce Boards Life Sciences Task Force Wider learning partnership and learning network In Use evaluation sites Existing national regional and local networks National Reference Group / Quality Assurance Network Technical Working Groups / Pilot Sites Technical Working Groups / Ref Sites Physiological Measurement Work Stream Critical Dependencies: product Governance Arrangements for Modernising Healthcare Science Careers

9. Key products Building Blocks e.g. National Workforce Competences (NWC) National Occupational Standards (NOS) Applications Management Products e.g. Functional Map for Health Health NOS Template

10.  Start with the question - ‘What do people, patients and their carers need?’  For use by anyone working in any role, within any field of practice, at all levels, in all UK geographical locations  Competences are fundamentally about the function being performed – not who does it, where it is done etc  Patient-centred, UK-wide recognised, transferable competences National Workforce Competences

11. CTC NCTC Service Area Transferable Service Area Specialised CTC: Clinical Transferable Core NCTC: Non-Clinical Transferable Core Relationships between competences

12. National Occupational Standards 46 disciplines 10 generic functions Comprising: –Performance criteria –Knowledge & understanding statements Use as building blocks to: –Define individual roles –Define team roles –Define education and training programmes

13. NOS Rationalisation & HCS Integration HCS NOS approved by SEMTA, July 2005 HCS NOS Integration Unbundling NOS –Generic and specific Rationalising current NOS –Eliminating duplication –Closing gaps –Identifying Reference Competences

14. Mapping NWC / NOS to KSF KSF Matrix Levels (4) Dimensions (30) Skills for Health Database of National Workforce Competences and National Occupational Standards Competence Mapped to Dimension and Level

15. Broader M HCS C Issues Affordable VFM pre registration E and T Define national Scope of Practice Support different routes of entry Education and Training programmes funded and commissioned fit for NHS purpose Salary versus bursary Opportunities for new approaches to delivery Build into career pathway linked to specialist training Clear national definition of specialist training and expected roles and functions

16. Modernisation Pre registration Education and Training General principles –Fitness for practice programmes –Integrated skills and knowledge –Defined scope of practice linked to service needs appropriate to level of underpinning knowledge –Professional (workplace) practice embedded within programmes/awards informed by HCS NOS and linked to robust assessment of competence –Independently assessed and QA –Clear APEL arrangements to facilitate fast tracking –Opportunities for common approaches to delivery (generic/core)

17. Approach to Modernisation of Pre- Registration Education What does service need in the next 5-10 years? ‘Think Tank’ National Scope of Practice Academic level Delivery approach: –‘specific’ packages of learning –Academic content –Professional practice –Independent evaluation

18. Career Framework More Senior Staff 9 Consultant Practitioners 8 Senior Practitioners 6 Advanced Practitioners 7 Practitioners 5 Assistant Practitioners 4 Senior Assistants/Technicians 3 Support Workers 2 Initial Entry Level Jobs 1

19. HCS Career Framework Level 6 Staff with a high degree of autonomy and responsibility performing a complex clinical / scientific / technical role and / or managing and supervising a team. Specialist healthcare scientists will include clinical scientists in first registration jobs who fulfil a complex clinical and scientific role. They will be studying for or have attained a relevant postgraduate qualification or vocational or professional equivalent.

20. HCS Career Framework Level 7 Experienced clinical / scientific / technical professionals who have developed their skills and theoretical knowledge to a very high standard, performing a highly complex role, and continually developing the clinical, scientific or technical practice within a defined field and / or having management responsibilities for a small section or department. They will have their own caseload or work area responsibilities and will be studying for or have attained a masters or higher level postgraduate qualification or vocational or professional equivalent.

21. Clinical Science Scope of Practice - i 1.Plan a range of investigations / procedures / processes to support and improve patient care in the context of patient, samples and/or technology. 2.Perform a range of specialist scientific / clinical investigations / procedures / processes to support patient care in the context of the patient, samples and/or technology 3.Plan and prospectively review / instigate patient treatment or management programmes for groups or individuals and/or technologies.

22. Clinical Science Scope of Practice - ii 4.Report and interpret results of investigations, procedures or processes for patients / samples / measurements / technology 5.Monitor & report on progress of the patient conditions / technology and the need for further intervention. 6.Apply and maintain and be capable of setting quality standards, control and assurance techniques, including restorative action, assure high quality interventions across all clinical scientific and technological activity.

23. Clinical Science Scope of Practice - iii 7.Provide clinical and/or scientific advice and information to healthcare and other professionals, patients and their carers to support effective assessment, diagnosis, management and treatment of patients and/or patient services. 8.Communicate clinical and/or scientific knowledge to a range of audiences, including professionals and patients

24. Clinical Science Scope of Practice - iv 9.Plan, organise and prioritise own work activities, practices and tasks 10.Undertake peer reviewed research and disseminate results. 11.Using Knowledge Management techniques including critical appraisal undertake audits and service development to improve quality of service provided.

25. Academic Level Debate re Clinical Scientists: Vocational masters v Professional Doctorate Ref: Qualifications Framework relating to England, Wales and Northern Ireland. Masters: demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level Doctorate: continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches

26. Audit Communication Data & Information Management Ethics Health and Safety Key skills for health Management Maths and statistics Multidisciplinary/multi- professional/team working NHS Policy, Priorities & Organisation Personal Development Problem solving Quality Management Research & Development Statistics & data analysis Underpinning Science incl. anatomy, physiology, cell biology Possible learning packages: general

27. Possible learning packages: common Specimens and samples Equipment and technology Reporting results Analysis of data Knowledge of disease processes Communicating with patients & carers Quality –QA, Clinical Governance, QC, interpretation of quality data Service improvements related to area of work

28. Possible learning packages: specific Equipment and technology Science applied in own work area Plan, perform, interpret, report, review, advise Knowledge of disease processes – specific and detailed Knowledge of Human Body systems – specific and detailed Skills, including professional practice - limitations, scope, SoP, etc

29. Modalities: Life Sciences Clinical Biochemistry, Immunology, Paediatric Metabolic Biochemistry and Toxicology Haematology, Transfusion, Tissue Banking, Histocompatibility and Immunogenetics Microbiology, Virology, Bacteriology, Mycology and Parasitology Molecular Genetics and Cytogenetics Embryology and Andrology Cellular Science, Electron Microscopy, Molecular Oncology, Immunohistochemistry and Myology

30. Clinical Scientists Pathway in reality

31. New Clinical Scientist Career Pathway Pre reg E and T linked to run through nationally defined HST Designated training numbers based on projected consultant requirements Majority expected to practice at consultant level some step off similar to medics

32. Term 1 Year One Term 2 Term 3 Year TwoYear Three Term 1Term 2Term 3Term 1Term 2Term 3 AcademicAP AA Research Theory Professional Practice Research Project Viva Elective Exams One Suggestion Entry: Quality BSc or higher Exit: Professional Doctorate & HPC Registration

33. Term 1 Year One Term 2 Term 3 Year Two Term 1Term 2Term 3 AcademicAP A P Professional Practice (Applied Research Project) Elective Exams Entry: PhD Exit: MSc & HPC Registration

34. HCS A&Q Framework Royal College Awards Research Masters/ PhD Professional Masters and Doctorate Awards Experience, Continuing Professional Development Work based learning, vocational awards Entry Level Intermediate Programmes Honours Bachelors Programmes Levels Professionalpractice Specialist training Widening entry

35. HCS A&Q Framework Membership of Royal College of Pathologists Research Masters/ PhD Professional Masters and Doctorate Awards Experience, Continuing Professional Development Work based learning, vocational awards Entry Level Intermediate Programmes Honours Bachelors Programmes

36. www.skillsforhealth.org.uk Pippa Hodgson pippa.hodgson@skillsforhealth.org.uk