1. Alison Hasselder Course Director Foundation Degree in Long Term Conditions FDSc. LTC: Creating competent hybrid practitioners to support people living with long term conditions

2. Presentation Aim Collaborative working Stakeholder engagement funding. Challenges Solutions

3. Developed in the Swan Interprofessional Institute. Partnership working Lifelong Learning Network & Skills For Health Service user & carer involvement

4. Interest from employers Fit for purpose workforce Policy drivers to improve outcomes for people living with long term conditions Integration of health and social care Promote service user and carer choice and involvement in decisions Career development and progression for Health Care Support Worker to Associate Practitioner

5. Who? Project investment from LLN and Skills for Health Range of professional disciplines within the Faculty Further Education Institute NHS Trusts Nursing, Occupational Therapy, Physiotherapy, Social Work, Service users/ Carers Informed by relevant organisations and interest groups

6. How: Development Phases? Project Manager Steering Group Consultation [3 months] Curriculum Development Group [4 months]

7. Course Committee Course Management Team Committee Student Staff Consultation Committee Steering Group

8. Enabling, empowering workforce to support people living with LTC Unlock potential Improved communication Multidisciplinary working and learning Flexible transferable and integrated learning Learning progression based on competence Accrediting and developing learning from the work place Fit for purpose hybrid practitioner New career structure What we hoped to achieve

9. Knowledge and critical understanding of the complexities of the health and social effects on people living with long term conditions and their carers; Independent accountable practice, working in partnership with the service user, family and carers and other professionals and agencies within the contextual dynamics of health and social care to enable self-management of long term conditions and maximise independence.

10. Teaching and Learning E Learning Portfolio Modular Approach Face to face Peer Assisted Learning (PAL) Clinical visits User/carer perspectives Course Construct

11. 3 levelsCore Practice based Aspirational Based on: Consultation output Skills for Health competencies Common Core principles to support self care Best practice e.g. NSF, professional body Formatted in individual Learning Contract

16. Project Challenges Timescale Patient centric v professional centric Partnerships: Friend or foe? Language: Whos line is it anyway? Service user involvement: Meaningful or well meaning? Institutional change: Promotion or protection? Competences: Conflicts and complexities Marketing and funding: Who will buy?

17. Course management complicated team set up Course evaluation Preparing students for admission Deliver the course to a wider audience. Direct entry route Progression project Mentorship Flexible learning- on-line study days Funding and buy in Workforce planning a reality

18. Recognisition of the role of the Associate Practitioner. Nursing moving to graduate entry.

19. Professor Fiona Ross Mark Martin Alison Ludlam

20. Alison Hasselder Foundation Degree In Long Term Conditions Faculty of Health and Social Care Sciences Kingston University & St Georges, University of London Cranmer Terrace LONDON SW17 0RE mobile: 07974 650 343 E: a.hasselder@sgul.kingston.ac.uk E: ltcadmin@sgul.kingston.ac.uk 0208 725 5287ltcadmin@sgul.kingston.ac.uk W: www.healthcare.ac.uk