1. Innovations in stroke care education

2. Stroke Competencies Cecily Hollingworth Education & Development Manager Birmingham Sandwell & Solihull Cardiac & Stroke Network

3. Project objectives To determine competencies based on the SSEF that incorporate all staff groups To determine levels for each of these competencies To deliver one document that can be used to measure and develop staff competence until the SSEF project team produce the national guidelines

4. Scope of the project Work-based tool A springboard Standardised content for training Multi-disciplinary

5. Process Core content: Stroke-Specific Education Framework Cross-reference: Skills for Health, Modernisation Initiative and other Networks Aligned with the stroke patient pathway Identified performance indicators Created template profiles for each profession and band level Developed an online tool

6. Stroke-Specific Education Framework (Department of Health, 2009) Stroke Competencies (Modernisation Initiative Stroke Services, 2003) Essex Core Competencies for Stroke and Transient Ischaemic Attack (Essex Cardiac & Stroke Network, 2008) Stroke Competencies (Skills for Health) Acknowledgements

7. Structure 1.Communication 2.Underpinning knowledge & overarching values 3.Service improvement 4.Prevention 5.Acute Stroke 6.Rehabilitation 7.Long term support & review

8. Performance indicators Aligned to five levels of Skills for Health:  Basic  Factual  Working  In depth  Critical Emphasis on application to role What it means in practice Levels of knowledge & expertise

9. How do we make it user-friendly? Labour-intensive Unwieldy Inaccessible Develop templates Click-able! Online tool

19. Next challenge: implementation Implement the competencies across the stroke workforce Identify training needs for staff working with stroke patients Deliver training programmes in line with those competencies to meet specific training needs

20. Stroke Care Education Programme Developed using the Stroke Network Competency Framework Pete Carr and Lisa George

21. Learn Lead Strategy Workforce Development Strategy

22. By developing and delivering our own programmes we will reinvest much of our educational spend back into the organisation. This will enable us to grow our internal and clinical faculty to support and deliver education where it has the highest impact on quality, that is, close to the patient

23. Educational Framework The latest evidence suggests that learning has highest impact on patient care quality when it occurs in situ. We will therefore, wherever possible, develop and invest in education that is service situated. Our faculty educators, as well as being academically credible, will work alongside individuals and teams in actual or simulated patient environments acting as agents and catalysts for development. To reflect this we will work with our Higher Education partners to validate and accredit clinically focussed modules and programmes.

24. TNA LBR Commissioning Patient care developments Other data Define needs Stroke Network Competency Framework Map core frameworks HEFT Faculty development of programme Collaborative provision Model accredited programme

25. Module 1 - Care and Acute Management of Stroke or Transient Ischemic Attack patients Course delivery study days /seminars /e learning/simulation Course delivery study days /seminars /e learning/simulation Module 2 - Long Term Management and Rehabilitation of stroke patients Course delivery study days /seminars /e learning Course delivery study days /seminars /e learning

26. Care and Acute Management of Stroke or Transient Ischemic Attack patients Intended Learning Outcomes: Having completed this module the participant is expected to: 1. Critically examine the anatomy and physiology of the nervous system relating to the pathophysiology of a stroke or a T.I.A. 2. Critically analyse preventative strategies and risk factors reflecting the management of a stroke related illnesses. 3. Critically examine the holistic care of the acute stroke patient. 4. Analyse the different roles and responsibilities of the Multi-Disciplinary Team caring for patients on the stroke care pathway. Intended Learning Outcomes: Having completed this module the participant is expected to: 1. Critically examine the anatomy and physiology of the nervous system relating to the pathophysiology of a stroke or a T.I.A. 2. Critically analyse preventative strategies and risk factors reflecting the management of a stroke related illnesses. 3. Critically examine the holistic care of the acute stroke patient. 4. Analyse the different roles and responsibilities of the Multi-Disciplinary Team caring for patients on the stroke care pathway. Assessment Summative- 3000 word written assignment reflecting on the care of a patient following a stroke or T.I.A. Provide evidence of achievement in the related Cardiac and Stroke Network Competencies Related Stroke Competencies are as follows- Communication, Underpinning knowledge and overarching values, Prevention and Acute stroke Assessment Summative- 3000 word written assignment reflecting on the care of a patient following a stroke or T.I.A. Provide evidence of achievement in the related Cardiac and Stroke Network Competencies Related Stroke Competencies are as follows- Communication, Underpinning knowledge and overarching values, Prevention and Acute stroke

27. Long Term Management and Rehabilitation of Stroke Patients Intended Learning Outcomes: Having completed this module the participant is expected to 1.Critically analyse the long term care and management of patients following a stroke. 2.Critically evaluate the effects of rehabilitation of a stroke patient using the stroke care pathway. 3.Demonstrate knowledge of caring for a stroke patient reaching the end of their life, recognition signs and making appropriate adjustments to their stroke care pathway in consultation with the patient and their family/carers. 4.Analyse community, social and continuing care requirements for stroke patients including opportunities for service improvement. Having an understanding of the Patient and Public Involvement strategy’s and opportunities to engage ‘Hard to Reach Groups’. Intended Learning Outcomes: Having completed this module the participant is expected to 1.Critically analyse the long term care and management of patients following a stroke. 2.Critically evaluate the effects of rehabilitation of a stroke patient using the stroke care pathway. 3.Demonstrate knowledge of caring for a stroke patient reaching the end of their life, recognition signs and making appropriate adjustments to their stroke care pathway in consultation with the patient and their family/carers. 4.Analyse community, social and continuing care requirements for stroke patients including opportunities for service improvement. Having an understanding of the Patient and Public Involvement strategy’s and opportunities to engage ‘Hard to Reach Groups’. Assessment Summative- 3000 word written assignment reflecting on long term care and management of a patient following a stroke. Provide evidence of achievement in the related Cardiac and Stroke Network Competencies Related Stroke Competencies are as follows- Communication, Underpinning knowledge and overarching values, Service Improvement, Rehabilitation, Community and long term support and review. Assessment Summative- 3000 word written assignment reflecting on long term care and management of a patient following a stroke. Provide evidence of achievement in the related Cardiac and Stroke Network Competencies Related Stroke Competencies are as follows- Communication, Underpinning knowledge and overarching values, Service Improvement, Rehabilitation, Community and long term support and review.

28. Timescale The modules will commence in June 2011 The two modules were academically accredited in November 2010

29. www.heftfaculty.co.uk