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NW Core Skills Programme Core Skills Leads Action Meeting June 2013 Agenda: 09:30 - Welcome - Purpose for sub region group - Review of the Content Mapping.

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Presentation on theme: "NW Core Skills Programme Core Skills Leads Action Meeting June 2013 Agenda: 09:30 - Welcome - Purpose for sub region group - Review of the Content Mapping."— Presentation transcript:

1 NW Core Skills Programme Core Skills Leads Action Meeting June 2013 Agenda: 09:30 - Welcome - Purpose for sub region group - Review of the Content Mapping - Implementing the Core Skills Phases - Core Skills Register - - Open Forum 12:30 - Lunch - 1:1 support available post lunch

2 Welcome Tim Grocott Mandatory Training Passport Project Manager Greater Manchester Core Skills Implementation Lead

3 CSF Core Skills Programme FW MTP SP Learning & Development PEF & HIEs Medical Education Range of staff groups

4 CSF Core Skills Programme FW MTP SP Learning & Development PEF & HIEs Medical Education Range of staff groups

5 CSF FW MTP Core Skills Programme CSR Junior Doctors Students All staff CSF FW MTP SP

6 Purpose for Sub Region Group Seán Bradbury NW Core Skills Programme Manager North West Workforce Delivery Unit

7  Opportunity for Core Skills Leads to meet  Share best practice  Work collaboratively  Make the Core Skills work locally  More hands on, practical sessions  Alternates with Regional Events Purpose for Sub Region Group

8  Point of contact between the organisation and the NWCSP Team.  Links with internal stakeholders, ie Executive Sponsor, SMEs, IG.  Authority to work across L&D, Med Ed and Pract Ed.  Maintain the organisation’s Core Skills Programme Action Plan.  Plan, coordinate and collect requested Core Skills information.  Share intelligence with the NWCSP team on wider developments.  Escalate the need for additional support if not progressing within time frames. Responsibilities of a Core Skills Lead

9  What do you see the sub region groups achieving?  What is the 1 Core Skills Lead responsibility you feel you will need support for? (See CS Lead Document)  What is the 1 area relating to the Core Skills that your organisation can support others?  What is the 1 area relating to the Core Skills that your organisation needs further assistance? Discussion 1

10 Review of the Content Mapping Seán Bradbury NW Core Skills Programme Manager North West Workforce Delivery Unit

11  Momentum behind Core Skills and resources developed have allowed proactive organisations to run with it  Need a level of assurance and central view point for wider system benefits: - Reduced Duplication - Greater portability - Collaboration between organisations - ‘Preferred Supplier List’ of delivery options  Opportunity to align with the National Framework The reasons for the tool

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14  See handout UK Framework Outcomes Outstanding…

15  How do we achieve full alignment to the UK Framework?  How long will it take your organisation to achieve full alignment?  And is there anything we can do to speed this up?  What is the 1 area relating to the Core Skills that your organisation can support others?  What is the best way to address the common gaps? Discussion 2

16 Implementing the Core Skills Phases Seán Bradbury NW Core Skills Programme Manager North West Workforce Delivery Unit

17  Their training is Core Skills aligned  They share Core Skills data with partner organisations  They recognise Core Skills training delivered externally  They don’t repeat needless training  Their training delivery is flexible and efficient  Their training has a recognisable quality and standard A Core Skills Organisation looks like…

18 Engagement Alignment Share Data Recognition Realisation Phased Approach ReadinessImplementation

19 1 Phase 1 - Engagement Phase 2 - Alignment Phase 3 - Share Data Phase 4 - Recognition Phase 5 - Realisation Organisation Dashboard: Lancashire Care NHS FT

20  See handout Core Skills Phases GM Dashboard

21  Phase 1: Core Skills Programme Action Plan  Phase 2: Complete Alignment / Organisation Signoff  Phase 3: Getting Ready to share data  Phase 4: Recognise external training Phases: Next Steps

22  Is the Phase Document and Action Plan useful?  What are the gaps in the phases and steps between what you have put and what we have?  What is the 1 step you feel will be the most difficult to achieve?  Are their any further resources you require from the team? Discussion 3

23 Sharing Core Skill Learning Records Core Skills Register

24 Phase 3: Core Skills Register CSR interim solution Doctors in Training Students Add to existing understanding Opportunity for clarity and questions Data alignment: specific focus

25 CSR Complete Data SetCSR Minimum Data Set: Doctor In Training Personal Information Title First Names Last Name Learner Type Date of Birth Telephone Job Role Professional Body Registration number Level Organisation Name Organisation Code employee/student id number Training Data Skill Code Course Name Date Completed Training Provider Method of delivery Assessment Status Score Minimum Dataset: JD

26 Delivery Methods E-Learning Face to Face DVD Workbook Data Captured First Name Last Name System ID Your Systems & Processes

27 Core Skills Register Data Captured First Name Last Name System ID First Name Last Name DOB GMC Number How does your data compare? Amend data fields? New additions? Process modification?

28 Data Gathering & Upload Prep SPREADSHEETS REGISTERSOLM/REPORTS CSR TEMPLATE First Name Last Name GMC Number DOB Organisation Course Name Completion Date

29 Skill Codes FS011NA2: Fire Safety Course Name Level Version Number Assessed/Non-Assessed Refresher period

30 Log In

31 Navigate to the Learners Page

32 Search: David Featherstone

33 View

34 Navigate to the Organisations Page

35 Select: Core Skills NHS

36 Enter Search Parameters:

37 View Results & Report:

38 Core Skills Register Phase 3 lists steps: - Information Sharing Protocol Agreement Minimum dataset alignment Data quality guidance Testing Procedure Upload Template Administrator training User guides Online captivate videos

39 Kieran Kelly SNAP Services Project Manager SNAP

40 Introduction  What is SNAP  Purpose  Benefit  Nest Steps

41 Standardised Numeracy Assessment Process (SNAP Services) Northwest CSF Event 24/06/2013

42 Background / Drivers NMC concerns Medication errors and incidents throughout UK Increasing service provider organisation assessment of new and experienced staff entering their employment Wasteful and possibly invalid assessments Significant numbers of staff fail assessments Several HEI and provider organisations turned to costly independent provider solutions Primary target group were HEI’s however interest grew from NHS organisations

43 Project Proposal To form a region wide, cross sector collaboration of key organisations to plan, design and produce a Standardised Numeracy Assessment Process (SNAP). Including: Colleges of FE Higher Education Institutes NHS Service providers

44 Initial Support and Links Council of Deans of Health (Northwest) NHS Northwest Strategic Health Authority Skills for Health Wirral Health Informatics Service(WHIS)

45 Outcomes/Benefits: Free resource open to customer Organisations for independent learning and formal assessment Designed as an engaging interactive, virtual world learning experience Valid and trusted as an assessment process to prepare for and confirm numerical competence across sectors Standardized in level and approach 45 Ultimate Outcome: SNAP

46 Current Collaboration Collaboration Recruitment 129 organisations throughout England registered including, HEI’s, Colleges of FE and Service Providers Average Monthly Usage: Peak Season: 3500 – 4000 between Nov-Apr / Aug - Oct Low Season: 1000 – 2000 between May – July Flying Start for England preceptorship project link

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48 Northwest HEI’s involved Our registered HEI’s are currenlty utilising SNAP as part of the recruitment and selection process, programme module assessment and independent learning and development. Northwest HEI’s include: University of Manchester – Recruitment/Programme Modules University of Chester - Recruitment/Programme Modules University of Cumbria – Programme Module Assessment University of Central Lancashire – Recruitment/Programme Modules Manchester Met University – Programme Module Assessment Edge Hill University – Recruitment / Programme Module Liverpool John Moores University – Independent Learning

49 The SNAP tool

50 The SNAP tool – Registration Registration – Data security

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53 ADMINISTRATOR Registering as a Snap Administrator allows you to: Approve registration requests from colleagues/students within your organisation Manage SNAP Accounts within your organisation Create / View assessments Assign formal assessments to other users i.e. Students or Staff Generate reports to display results of assessments taken Add Cohorts / Directorates and Departments to the site

54 Logging on……

55 Administrators Homepage

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57 Student Homepage

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59 General Numeracy Level 2 A patient weighs 10½ st. Given that 14 lbs equals one stone, and one lb is approximately equal to 450g convert the patients weight to kilograms.

60 The scale of the drawing of your new office is 1cm:2m. If the length of the office on the scale drawing is 3.5cm, what is the actual length of your new office in metres?

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62 Clinical Numeracy Level 1 A palliative care patient is prescribed 50 mg of diamorphine to be infused over a 24 hour period. The diamorphine ampoules are available in 10mg/ml. Sodium Chloride 0.9% should be added as the dilutent. How many ampoules of diamorphine are required?

63 Clinical Numeracy Level 2 A patient with pneumonia is prescribed meropenem 1gram three times/day. The prepared volume is 100mL sodium chloride 0.9%. If it should be infused over minutes, what is the minimum and maximum rates of infusion in mL/hour?

64 Syringe Question A 76 year old male patient was admitted with a heart attack is prescribed Morphine 5mg intravenously for the pain. Ampoules of Morphine contain 10mg in 1mL. How much morphine needs drawing up to give this dose?

65 Clinical Numeracy Level 2 A patient is complaining of chest pain and is commenced on a Glyceryl trinitrate (GTN) infusion starting at 10microgram/minute. If you use a ready constituted vial containing 50mg GTN in 50mL, what is the initial infusion rate in mL/hour?

66 Reviewing a Staff / Student’s Assessment

67 SNAP Learning Resources S4H Literacy and Numeracy Tool Maths for Medicine Moving on Website BBC Bitesize and Mathswise sites British National Formulary (BNF) Children's BNF HEI Open source (OS) learning materials Other 3 rd party OS materials

68 HR Implications

69 Summary/Future Direction On-going evaluation and promotion Provide SNAP training workshops Keen to share and discuss developments SNAP Education On-going recruitment of questions for SNAP site

70 Access SNAP freely at: Contact: Management : Kieran Kelly / Customer Support/Administration : Kerry Gibbons /

71 Any Questions

72 Open Forum Seán Bradbury NW Core Skills Programme Manager North West Workforce Delivery Unit

73 Further Queries  The Programme Team are available to support and provide assistance  Contact Seán Bradbury, the Programme Manager:  Contact Zafi Bisti, the Programme Office Manager:  The Core Skills resources and tools are available freely on the CM tPCT website:


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