1. Welcome Val Shannon Future workforce Project manager North West Core Skills

2. NW Core Skills Programme Higher Education/Further Education Welcome – Core Skills Purpose for sub region group CSF Lead Responsibilities/ Future Workforce Objectives Implementing the Core Skills Phases Review of the Content Mapping Action Group Refreshments Health and Education Platform key objectives and benefits of SNAP Workshops  Alignment  Data Sharing  Recognition

3. What is the Core Skills Framework?  Aims to standardise statutory & mandatory training  Covers 10 subjects  Agreed set of learning outcomes for each subject The full Core Skills Framework can be found in at http://www.cmtpct.nhs.uk  Conflict Resolution  Equality & Diversity  Fire Safety  Health & Safety  Infection Control  Moving & Handling  Resuscitation  Safeguarding Adults  Safeguarding Children  Information Governance

4. Val Shannon Future workforce Project manager North West Core Skills Responsibility as Core Skills Lead

5.  Point of contact between the organisation and the NWCSP Team.  Links with internal stakeholders, i.e. Dean, Head of faculty, Programme Leads, PEF, SMEs, IG.  Authority to liaise with the appropriate colleagues i.e. L&D 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

6. Objectives for 2013/2014 Seán Bradbury NW Core Skills Programme Manager Cheshire & Merseyside Teaching PCT Collaborative

7. Objectives for 2013/14 Future Workforce Key ActivityPriority In each HEI, support commissioned activity programmes so that at least one commissioned programme at institutional level will be fully aligned Must In each FE, support commissioned activity programmes so that at least one commissioned programme at institutional level will be fully aligned Must Deployed a programme of activity to support the implementation of the Core Skills Register by Sept 2013 (Activity shared with Junior Doctors) Must Develop & deploy learning resources to support the agreed common induction requirements (Activity shared with Junior Doctors) Must Deploy a common platform for shared access for core skills programme resources for the HEIs Should Will conduct with the support of the stakeholders a survey of learner experience (Activity shared with Junior Doctors) Should

8. Key Metrics Key Activity Current Position Target –Mar 2014 Numbers of NHS Organisations in the NW working towards Alignment 89%100% Number of NHS organisations in the NW CSF Aligned 12%75% Number of Healthcare Programmes in the NW working towards Alignment 50%100% Number of Healthcare Programmes in the NW Aligned 35%75% Number of organisations committed to recognise external Core Skills aligned training TBC50% Estimated level of duplication avoided TBC50% Level of engagement of organisations in the NW in supporting developments TBC75%

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

10.  See Action Plan Hand-out Core Skills Phases Matrix/ Action Plan

11. Engagement Alignment Share Data Recognition Realisation Phased Approach EngagedImplementation

12. Phase 1 - Engagement Step 1: Exec Support Engaged and committed working towards implementation Step 2: Core Skills Lead Step 3: Project Meeting Step 4: Assess Readiness Step 5: Action Plan

13. Phase 2 – Alignment Step 1: Involve SMEs Aligning local content to the Core Skills Framework Step 2: Complete Mapping Tool Step 3: Ensure Content is Aligned Step 4: Sign off by Org Step 5: Submit Evidence to CS Prog Team

14. Phase 3 – Share Data Step 1: Sign Info Sharing Protocol Enabling Core Skills Training Data to be Shared with other Organisations Step 2: Data Reporting In Place Step 3: Process For Sharing Core Skills Step 4: Skills Register Admin & Training Step 5: Go Live

15. Phase 4 – Recognition Step 1: Agree to Accept Training Recognise and accept Core Skills Training Data from other Organisations Step 2: Complete Statement of Recognition Step 3: Integrate Into local Policies & Procedures Step 4: Sign off by Org Step 5: Submit Evidence to CS Prog Team

16. Phase 5 – Realisation Step 1: Introduce Check for Compliance Core Skills Training fully implemented, allowing full benefits to be realised Step 2: Introduce Flexible Training Approach Step 3: Embed Step 4: Measure Step 5: Continual Service Improvement

17. 1 Phase 1 - Engagement 2 3 4 5 1 Phase 2 - Alignment 2 3 4 5 1 Phase 3 - Share Data 2 3 4 5 1 Phase 4 - Recognition 2 3 4 5 1 Phase 5 - Realisation 2 3 4 5 Dashboard

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

19.  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  Further information in the workshop The reasons for the tool

20. Kim Leigh Head of Education Support Commissioning Action Group

21. Introduction  What is the Action Group  Who are the Members  Purpose  Benefit  Next Steps

22. Refreshments

23. Mark Walton Hydrant Health Education e-Learning Platform

24. Introduction  Briefing Paper  Purpose  Benefit  How it will work

25. North West Healthcare Students Elearning Platform Purpose To provide and test a resource to enable access for Healthcare Students to North West supported elearning resources. The resources support the implementation of regional programmes such as the Core Skills Framework and other workforce skills initiatives. Aim is to use the platform to share any other e-learning resources that might be developed.

26. Examples of Resources Core Skills Framework http://www.nwyhelearning.nhs.u k/elearning/northwest/Liverpool/ Every%20Contact/April2012/ver sion%201/HMP_V2.03/index.ht m#Menu Making Every Contact Count

27. Examples of Resources Stillwell – ‘Douglas’s Story’ Using virtual simulation approaches - a Learning Resource to support awareness of Learning Disabilities Issues.

28. Supporting Use Expectations of Education Providers Nominated point of contact to raise awareness of resource and report back experience of use. Nominated Administrator to upload learners/ undertake reporting. Opportunity to help enhance quality and inform further developments. Plan Briefing shared with Education providers. Awareness sessions and specific training for nominated administrators to be arranged, Available from September 2013 Currently undertaking ‘back end engineering’ to support reporting alignment with the Core Skills Register. Aim is to test use, benefits and any issues between September- March then determine implications for sustainability.

29. Kieran Kelly SNAP Services Project Manager SNAP

30. Introduction  What is SNAP  Purpose  Benefit  Nest Steps

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

32. 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

33. 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

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

35. 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 35 Ultimate Outcome: SNAP

36. 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

38. 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

39. The SNAP tool

40. The SNAP tool – Registration......... Registration – Data security

43. 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

44. Logging on……

45. Administrators Homepage

47. Student Homepage

49. 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.

50. 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?

52. 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?

53. 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 15- 30 minutes, what is the minimum and maximum rates of infusion in mL/hour?

54. 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?

55. 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?

56. Reviewing a Staff / Student’s Assessment

57. 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

58. HR Implications

59. 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

60. Access SNAP freely at: www.snap.nhs.uk Contact: Management : Kieran Kelly k.kelly@chester.ac.uk / kkelly@snap-services.org Customer Support/Administration : Kerry Gibbons k.gibbons@chester.ac.uk / kgibbons@snap-services.org k.kelly@chester.ac.uk k.gibbons@chester.ac.uk

61. Any Questions

62. Simon Mellor Val Shannon Work Shop 1 Phase 2 Alignment

63. Phase 2 – Alignment Step 1: Involve SMEs Aligning local content to the Core Skills Framework Step 2: Complete Mapping Tool Step 3: Ensure Content is Aligned Step 4: Sign off by Org Step 5: Submit Evidence to CS Prog Team

64. Tim Grocott Val Shannon Work Shop 2 Phase 3 Share Data

65. Phase 3 – Share Data Step 1: Sign Info Sharing Protocol Enabling Core Skills Training Data to be Shared with other Organisations Step 2: Data Reporting In Place Step 3: Process For Sharing Core Skills Step 4: Skills Register Admin & Training Step 5: Go Live

66. Seán Bradbury NW Core Skills Programme Manager Work Shop 3 Phase 4 Recognition

67. Phase 4 – Recognition Step 1: Agree to Accept Training Recognise and accept Core Skills Training Data from other Organisations Step 2: Complete Statement of Recognition Step 3: Integrate Into local Policies & Procedures Step 4: Sign off by Org Step 5: Submit Evidence to CS Prog Team

68. Summary Seán Bradbury NW Core Skills Programme Manager Cheshire & Merseyside Teaching PCT Collaborative