Presentation on theme: "The Roundhouse Consultancy MK Ltd."— Presentation transcript:
1 The Roundhouse Consultancy MK Ltd. West Midlands’ Public Health Practitioner Development Scheme Applicant In-Depth Training Day Wednesday 7th November 2012Vicki Taylor, Director,The Roundhouse Consultancy MK Ltd.1
2 1. Review of standards What is evidence? Types of evidence
3 The Public Health Practitioner Standards Application of PH competenceFour key areas12 standardsTechnical competenceProfessional & ethical practiceUnderpinning skills & knowledgeEach standard described by indicators of effective practice – 42 altogether (plus 7 sub-indicators)Standards cover knowledge, understanding & practice
4 Summary of the 12 standards Standards 1-4: professional and ethical practiceRecognising and addressing ethical dilemmas and issuesActing within limits of own competence, seeking adviceActing in ways that promote equality and diversity etcDeveloping and improving own and others’ practiceStandards 5-8: Technical competencies in public health practiceHealth and well-being and reduction of health inequalitiesDealing appropriately with data and informationAssessing evidence of effectivenessIdentifying risks to health and wellbeing
5 Summary of standards contd. Standard 9: Application of the technical competenciesWorking collaboratively on programmes to improve health and wellbeing outcomes that demonstrate the technical competenciesSee notes - need not be work you have personally led – but demonstrate understanding of how programme developedStandards 10-12: Underpinning skills and knowledgePublic health policies and strategiesWorking in teams, relationships, partnership workingNote difference between standard 9 and standard 11Effective communications
6 The UKPHR guidance documents Framework and Guidance documentMain document – how the scheme works – for applicants, assessors and verifiersStandards and processesSupporting Information documentStandards - Examples and explanatory notesGlossary – indication of expected knowledge – standards 5 – 8 especiallyAssessment logObservation proformasApplication forms for verification and registrationGuidance on testimonials and references
7 What evidence do you have? Group work Look at standard 5Think about what evidence you have for this standard – remember to look at all the indicatorsShare and discuss in your groupWhat would be important to include in your commentary about this evidence?
8 2. The assessment process The assessment log, clarifications, resubmissions & verification, relationship with assessor and mentor
9 Relationship with assessor Do not have to submit all evidence to Assessor at the same timeRecommend ‘formal’ agreement between practitioner and assessor on communicationEstimated number of commentaries + evidenceDates for submission of commentariesTurnaround time for assessor feedbackPreferred contact method(s) etc.
10 Assessor and Mentor boundary Facilitates process of self directed learningGives advice on self assessment against standardsIs not carrying out an assessmentAssessorAgrees assessment contractAssesses evidenceCompletes assessment logFeeds back outcomeShould not provide guidance and input to draft commentaries
11 Assessment logAn important open document between applicant and assessor and provides full audit trailYou, the applicant, must list the title(s) of your evidence against each sub-section of the standardAdequate, clarification, resubmission and assessor comment on why evidence meets the standard
12 Clarifications and resubmissions Assessor believes there is evidence to meet standard but more detail/ clarity neededUsually submitted within one/two months of request*ResubmissionAssessor believes evidence is inadequate & new evidence neededUsually submitted within 3/6 months of request**= Decided locallyIf resubmission/clarifications needed for more than half of evidence, applicant may need further training
13 Types of evidence Different types of evidence Written reports from work setting; write-up of case studies or observation of colleaguesVideos, DVDs with accompanying commentaryObservation possible for standards 11 and 12 (observation proformas provided)Detailed testimonials with accompanying commentaryCould be from other settings, e.g. voluntary workKnowledge and understanding and application of knowledge in evidence
14 Amount and currency of evidence Minimum of 3 discrete piece of “shows” work, supported by knowledge statementsAt least 2 pieces of work across areas 5-8 (PH technical areas)Half of the evidence should be from past 3 years (at time of applic. for Registration)1 box file of evidence, or electronic equivalentData confidentiality
15 Outcomes of assessment Nearly always, assessor will be confident that all the standards have been met and that applicant implements the ethical frameworkVery occasionallyAssessor may still have concerns which the applicant accepts. ‘Bank’ competencies and resubmit entire portfolio at a later date. Further learning and developmentAssessor may still have concerns which applicant does not accept. Go to verification stage.
16 Verification processVerifiers are registered public health specialists (GMC, GDC, UKPHR) with at least 3 years at consultant levelCheck that the assessment has been carried out appropriately – independent scrutiny (QA role)Verification is not a second assessmentVerifiers meet as the Surrey Sussex Verification PanelThe Panel may interview applicants and assessorsVerification Panel decision is final (apart from moderation processes and formal appeals)
17 Registration procedure After meeting of verification panel, applicant must apply within 3 months to UKPHR for registrationSee section 5 of main guidance documentApplication form is in Supporting Information document; plus CV, testimonial, referenceFee £20 admin fee + £75 subscription feeApplication considered by UKPHR Registration PanelRegistration valid for 5 yearsCPD the basis of demonstrating fitness to practice
18 Outline of the process 1 2 6 3 4 5 7 Assessor Applicant UKPHR Assessment LogVerification PanelRegistration PanelVerifierScheme Co-ordinator1234567Admitted to register
19 AssessorsAssessors need not be registered public health professionals but will have sound knowledge of public healthWill be appointed by NHS Midlands and East following successful completion of UKPHR trainingWill be allocated to practitioners by Scheme Co-ordinatorRelationship with the applicant – agreement on communicationAssessor-mentor boundary – Guidance doc Annex 4
20 3. Reflective writing, writing a commentary and putting a portfolio together
21 What is a portfolio?Provides evidence of your competence against 12 standardsAll portfolios are uniqueExplicit and systematic presentation of evidence in a commentaryWill include some reflective writing demonstrating practical application of theory and learning from this
22 Commentaries Signpost the assessor to the supporting evidence Set out context and role of applicantHow knowledge acquiredUnderstanding and application of knowledgeHow the evidence demonstrates the particular standard, relating directly to the wording in each sub-section of the standardA reflection on learning from the work
23 Commentaries‘Evidence for each standard needs to be accompanied by a commentary to give background information and help the assessor to make sound judgements on your evidence. A commentary might contain information on:The context for the workYour own role in the workHow you acquired the knowledge to support the workYour understanding of the issues, gained from your learningHow you have applied that knowledge in this piece of workPrecisely how you believe the evidence demonstrates the particular standard, relating directly to the wording in each sub-section of the standardA reflection on your learning from this work, what went well, what you would do differently’
24 Writing a commentary Group exercise think about what you would need to include in a commentaryprepare a flipchart with key headings once you have agreed these
25 Writing a commentary Some suggestions for key areas to cover: Title - basic description of subject of summaryCompetencies/standards claimedContextMethodology/approachThe project/what you did, why, how, what went well less well etc.Outcomes &ImpactReflectionList of supporting evidence
26 Reflective writingShould help to demonstrate what was learnt from doing the work, your role, and what you might do differently if you were to do a similar piece of work in the futureShould demonstrate critical analysis of your own practiceLook at how the work could be improved, what you would do differently and why, what was learnt, and how you have applied this subsequently26
27 Why reflection?There is an expectation that practitioners reflect on what is currently being done and why and improves/changes practice as a result.Relates theory to practice - reflection is one of the most important factors in achieving this synthesis. Unless this link is made then knowledge is of little practical value.
28 Some models Kolb and Fry - experiential learning cycle Gibbs - reflective cycleJohns - reflective practiceBoud, Keogh & Walker - model of reflection28
29 Reflective writing What did I do? What lessons have I learnt? What challenges did I face and how did I address these?What would I do differently in the future, and why?How have I applied my learning from this experience?Where am I now and what do I need to do next?29
30 Reflective learningis a process of internally examining and exploring an issue of concern,triggered by an experience, which creates and clarifies meaning in terms of self, and whichresults in a changed conceptual perspective.Reflection on action requires:Thinking about current practiceQuestioning whether it is the best method of handling the problemEnquiring whether other practitioners use similar approaches
31 Some useful references Boud, Keogh and Walker (2000) Reflection: Turning Learning into Experience Kogan Page, London.Bulman, C. and Schutz, S. (Eds) (2004) Reflective Practice in Nursing, third edition, Blackwell Publishing, Oxford.Gibbs G. (1988) Learning by Doing: A guide to teachig and learning methods, Further Education Unit, University of Oxford, Oxford.Holm and S. Stephenson. ‘Reflection-A Student's Perspective’ in Palmer A, Burns S, Bulman C (1994) Reflective Practice in Nursing: The Growth of the Reflective Practitioner, Blackwell Scientific, London.
32 Johns, C. (2005) Transforming Nursing Through Reflective Practice, second edition, Blackwell Publishing, Oxford.Knowles, M (1980) The Modern Practice of Adult Education, Englewood Cliffs, NJ Cambridge Adult Education.Kolb, D.A. and Fry, R. (1975) 'Towards an applied theory of experiential learning' in Cooper, C.L (ed) Theories of Group Processes, London, John Wiley, ppSchon, D. (1983) The reflective practitioner: how professionals think in action, Basic Books, University of Michigan.