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Workforce Strategy Trish Knight

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1 Workforce Strategy Trish Knight
Date of presentation Workforce Strategy Trish Knight Director of Workforce, Quality & Education Health Education East Midlands

2 Some of the myths: Workforce planning is All about numbers
Can be done in a ‘cupboard’ More connection with policy than patients There is only one tool in the toolkit A workforce strategy is the same as a workforce plan

3 Workforce Strategy

4 One Goal One Vision One Network
To develop a high quality, safe and sustainable workforce to meet the healthcare needs of the people of the East Midlands One Vision High quality education and training for students, trainees and staff, leading to improved outcomes for patients across the East Midlands. One Network Bringing health communities together as East Midlands LETB– Derbyshire, Leicestershire and Rutland, Lincolnshire, Northamptonshire and Nottinghamshire


6 Strategy Development day
How? Strategy Development day Starter questions Professional Summits Final submission August September October November December January February March April May June

7 Investing in building our CAPACITY
Find the right balance between the specialist and the generalist workforce Create an environment that enables staff to work across organisational boundaries Develop a more responsive workforce Develop the optimal skill mix to deliver the best possible care for patients Provide a workforce in the best location to deliver care Nurture and value the future workforce

8 Investing in building our CAPABILITY
Foster creative ideas, ways of working and educational interventions to make the future better for patients Develop a more skilled and better utilised educator workforce which is a model of excellence for students, trainees and preceptees Develop a workforce who can create therapeutic relationships to enhance health improvements Equip the workforce with the appropriate clinical leadership skills to deliver high quality services built around patients Develop multi-professional, multiagency team working to deliver better patient care Develop opportunities for career progression with consistent and well defined roles

9 Investing in building the best behaviours
Build an open, compassionate workforce in all organisations Ensure everyone is accountable for upholding the NHS Construction Ensure lifelong learning is the norm

10 What next? We need to relate everything we do back to the strategy!
Review all our work streams Use the strategy as a resource and reference tool Year on year improve our workforce planning

11 Workforce Planning

12 Indicative Plan- For internal HEE only

13 Summary of Education Commissioning Process (East Midlands LETB)
LETC workforce plans (June) The countywide workforce plans are produced in partnership with stakeholders across the community by the workforce team. The plans link with the service commissioners intentions and priorities, this includes across health and social care organisations. Care Pathway Workshops (July – August) The main themes of these plans from across the East Midlands forms the basis of the Care Pathway workshops held during July and August, with contribution from stakeholders , in relevant the professions and organisations. The workshops hosted in 2013 were: Children’s Health, Maternity and New born, Mental Health, Learning Disabilities, Prevention and Primary Care and Planned Care. Commissioning Events (Aug – Sept) A series of professional focused meetings are held to extrapolate relevant details from the discussions, workforce plans and national drivers to inform the decisions on the numbers to commission for the future workforce and where appropriate the type of course e.g. Bachelors or Masters level. The attendees at these sessions participate in a robust discussion, prior to the decision being taken to the governing body for ratification. From this point the HEIs are engaged in the discussions on implementing the outcomes of the process. Indicative Plan- For internal HEE only

14 6 C’s Care Compassion Indicative Plan- For internal HEE only
Care is our business and that of our organisations and the care we deliver helps the individual person and improves the health of the whole com-munity. Caring defines us and our work. People receiving care expect it to be right for them, consistently, throughout every stage of their life. Compassion is how care is given through relationships based on empathy, respect and dignity – it can also be described as intelligent kindness, and is central to how people perceive their care. Increased availability of theatres impacts on workforce capacity Midwifery sonographers facilitate patient continuity Occupational Therapist and Physiotherapy input speeds up discharge Moving specialists and generalists from secondary care into community to improve patient access and choice Move to a seven day services and extended hours for all rehabilitation services Assistant practitioners key to delivering care in hospitals and in the community Need to develop support mechanisms for lone workers in the community Improve use of public health observatory data to inform workforce planning Personalised budgets increase the number of Personal Assistants providing care in the community Increased Multi-professional/ multi-agency working, should be reflected in education and learning Developing effective therapeutic relationships – holistic assessment and treatments Gap in the therapists workforce with specialist skills to care for complex children Challenges in full time obstetric consultant recruitment (part time and increased female workforce) The role of student ’Care makers’ Patient involvement in recruitment Recruitment for values and behaviours A focus on staff motivation Quality of applicants to healthcare roles Focussing on the symptoms and needs of individuals and not their diagnosis Organisational culture, leadership and permission to raise concerns Releasing time to care and time to talk to patients Care co-ordinator and navigator roles are essential to patient continuity and improving access to services Mentors should be valued and motivated to provide a positive student experience Skills on communication, information to meet increasing expectations Consider aspects of developing personal resilience to maintain values and motivation at work Healthcare staff have the intuitive skills to understanding the ethnic diversity, decision making and patient choice ( Death by indifference) Value based approach mirrored in the culture of educational and learning environment Indicative Plan- For internal HEE only

15 6 C’s Courage Communication Indicative Plan- For internal HEE only
Courage enables us to do the right thing for the people we care for, to speak up when we have concerns and to have the personal strength and vision to innovate and to embrace new ways of working. Communication is central to successful caring relationships and to effective team working. Listening is as important as what we say and do and essential for “no decision about me without me”. Communication is the key to a good workplace with benefits for those in our care and staff alike. Social Enterprise enables flexibility AHPs need courage to challenge and influence internally within organisations HVs to provide extended service prevention in admissions to A&E Retention incentives required to keep workforce in East Midlands Need to link with local authority workforce planning Organisations enable staff the ‘freedom to act’ Staff to see themselves as leaders of care Workforces changes to provide alternative respite care at home for complex needs AQP –how do we develop the workforce and secure clinical placements Promote and develop skills in autonomy and working differently ‘let go’ Move away from a medical model and develop advanced skills in workforce with truly devolved autonomy Increase inter-professional learning Increase the utilisation of rotational post to support an increase in generalists across the workforce Strengthen and maintain professional networks especially for smaller professions Skills in new technology - telemedicine, telephone follow up, Skype assessments Timely access to results Knowing who is who and who is involved in care Improve transition between services child to adult Understand how changes in Local Authority workforce impact on the health workforce, eg teaching assistants who are often educated to continue delivering care given by speech and language therapists Increase in virtual teams to prevent crisis Increase in learning difficulty skills in the generalist workforce Relationships between service and HEIs key for accrediting work/practice based learning Strong mentorship and valuing students across organisational boundaries Career choice opportunities to enable choice and lower attrition “a day in the life of a ………………” Indicative Plan- For internal HEE only

16 6 C’s Competence Commitment Indicative Plan- For internal HEE only
Competence means all those in caring roles must have the ability to understand an individual’s health and social needs and the expertise, clinical and technical knowledge to deliver effective care and treatment based on research and evidence. A commitment to our patients and populations is a cornerstone of what we do. We need to build on our commitment to improve the care and experience of our patients, to take action to make this vision and strategy a reality for all and meet the health, care and support challenges ahead. Changing skills and competencies to meet community healthcare needs Recognise the AHP contribution to providing value for money services with better patient outcomes Move to true multi-disciplinary and integrated working Increased clinical skills for community children’s workforce for children who are technology dependent Support and education for families in accessing and escalating care needs Workforce expansion of advanced practitioner to maintain patient care in light of medical recruitment challenges Impact of Winterbourne, Francis, Berwick and Cavendish recommendations Personal Assistant competence and registration Numeracy standards Move towards all students having a community placement Preceptorship is key to ensuring workforce competence Medicines management training for pharmacy technicians Demand for multi-professional advanced practice roles/skills Practice based delivery of education Maintaining competence in highly specialist but smaller professions such as Speech and language therapy Use of shadowing – ‘buddies’ Leaders and Managers must be dedicated to service transformation and change Organisational culture “allowing” staff to learn and develop new skills and utilise learnt leadership and change management tool skills Promote and encourage the willingness of the workforce to become mentors and supervisors Acknowledgement and expectation of all staff that teaching and training the future workforce is everyone's responsibility Recruitment and retention of the workforce is challenging for the East Midlands Changes to work-life balance is affecting the capacity of all medical specialities Organisational commitment to train wider than own organisational boundaries Leadership theory training is readily available, need to improve practice based learning , action learning coaching and opportunities to gain experience in clinical environments University tutors and trainers should value students and role model positive values and behaviours Service change to achieve care closer to home Indicative Plan- For internal HEE only

17 Your LETB needs you!

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