1. Flexible Learning – A Moveable Feast? Sinead Mehigan – Middlesex University

2. Focus of presentation Explore impact of partnership working which has led to a more flexible and innovative approach to developing healthcare staff

3. Context Rapid and continuous changes to healthcare agendas and healthcare delivery Constant need to develop new roles and competence in workforce Education in healthcare has to be available when and where it is needed, be flexible, provided yesterday, in line with tomorrow’s service priorities and needs

4. What we had Lots of blue sky thinking and crystal ball gazing to assess future service priorities / education needs Trust commission education from University University develop new provision, depending on market If commissioned deliver depending on numbers arriving Mainly modular / programme based provision in University focusing mainly on nursing staff In-house study days by Trust, developed and delivered as needed to all staff

5. What we found HEI validation processes complex and lengthy Continuing viability of new HEI provision With rapidity of changes, where is the best source of expertise? Main focus on nursing education In-house provision accessed piecemeal

6. Possible solution? Develop flexible, cost-effective framework, incorporating Trust and University provision Use to enable both Trust and University to respond to changes more rapidly

7. What we did Development funds from Linking London Identified specific Trust service needs linked to priorities in NHSL “Framework for Action” (2007) Developed flexible framework to meet learning requirements Used SfH tools to identify competencies relevant to development of two specific roles to assess impact of learning in practice Evaluation of different approach to education development and provision

8. Whittington Hospital NHS Trust - focus Clustering of in-house study days - different pathways reflecting current developmental needs for wide range of staff – initial focus on infection control and Health & Safety Pathway potential as moveable feasts – can be modified or changed as needed Linked to Knowledge and Skills Framework and SfH National Occupational Standards

9. Middlesex University Staff gain accreditation of learning, by accessing Study Day Learning Review module Emphasis on students developing and submitting portfolio of evidence of how they have applied what they have learnt in study days, to practice Tap into and enhance use of work-based learning for wider group of healthcare staff than currently catered for

10. Possible benefits Build staff competence in practice and confidence in study skills Assessment designed to enhance improvements in patient care and services provided Enhancing of reputation of Trust – to patients and future employees? For University, experience used to work in similar way with other Trusts and healthcare providers

11. Challenges so far Competence assessment tools - keeping it manageable Getting students into the classroom - attitudes towards CPD, time, committment Reflection - easier to talk about than to articulate in words Assessment of use of competence tools - not yet started