1

Buildingclinicalacademicleadershipcapacity:sustainabilitythroughpartnershipGretaWestwood1,2,3

AlisonRichardson2,4

SueLatter2

JillMacleodClark2

MandyFader2

1PortsmouthHospitalsNHSTrust,Portsmouth,UK

2UniversityofSouthampton,(FacultyofHealthSciences)Southampton,UK

3NIHRCLAHRCWessex,(FacultyofHealthSciences),Southampton,UK

4UniversityHospitalsSouthamptonNHSFoundationTrust,Southampton,UK

2

Abstract

AnationalclinicalacademictrainingprogrammehasbeendevelopedinEnglandfor

nurses,midwivesandalliedhealthprofessionalsbutisinsufficienttobuildacritical

masstohaveasignificantimpactonimprovedpatientcare.Wedescribeapartnership

modelledbytheUniversityofSouthampton,anditsneighbouringNationalHealth

Service(NHS)partnersthathasthepotentialtoaddressthiscapacitygap.In

combinationwiththeHealthEducationEngland/NationalInstituteofHealthResearch

(HEE/NIHR)IntegratedClinicalAcademicprogramme,wearecurrentlysupporting

nurses,midwivesandalliedhealthprofessionalsatmasters(n=28),doctoral(n=36),

clinicallecturer(n=5)andseniorclinicallecturer(n=2)levelsworkingacrosssevenNHS

organisations,andthreenursesholdjointlyfundedClinicalProfessorposts.

Keytothesuccessofourpartnershipmodelisthestrengthofthestrategicrelationship

developedatalllevelsacrossandwithintheclinicalorganisationsinvolved,fromboard

toward.Wearesupportingnurses,midwivesandalliedhealthprofessionalstoclimb,

inparallel,bothclinicalandacademiccareerladders.Wearecreatingclinicalacademic

leaderswhoaredrivingtheirdisciplinesforward,impactingonimprovedhealth

outcomesandpatientbenefit.Wehavedemonstratedourpartnershipmodelis

sustainableandcouldenabledoctoralcapacitytobebuiltatscale.

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Keywords

Clinicalacademic,nursing,midwifery,alliedhealthprofessionals,NHS,partnership

Background

Individualsandhealthcareorganisationsengagedinresearchhavethecapacityto

deliverhigherqualitycareandimprovedoutcomes(Hanneyetal2013).Researchis

vitaltoprovidethetransformativeandsustainablehealthandcareservicesneededto

meetthechallengeofapopulationthatislivinglonger,oftenwithcomplexneeds

(NHSEngland2014).Patientsandserviceusersexpecttoreceivethehighestquality

carethatisinformedbyrobustevidence.Aclinicalacademicworkforcecanrespondto

thischallengebutthereisanurgentneedtobuildcapacityandcapabilityinorderto

generatethenewleadersrequiredtodeliverthisagenda.

“Clinicalacademicsareclinicallyactivehealthresearchers.Theyworkinhealthand

socialcareasclinicianstoimprove,maintain,orrecoverhealthwhileinparallel

researchingnewwaysofdeliveringbetteroutcomesforthepatientstheytreatand

carefor.ClinicalacademicsalsoworkinHigherEducationInstitutionswhileproviding

clinicalexpertisetohealthandsocialcare.Becausetheyremainclinicallyactive,their

researchisgroundedintheday-to-dayissuesoftheirpatientsandservice.Thisdual

rolealsoallowstheclinicalacademictocombinetheirclinicalandresearchcareer

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ratherthanhavingtochoosebetweenthetwo”(NationalInstituteofHealthResearch,

2016).Theyteach,question,investigate,research,innovateandbuildculturesof

evidence-basedpracticetoaccelerateimprovementsinclinicalcare.Theyworkin

multidisciplinaryandinter-professionalteams,useresearchskillsandanalytical

thinkingtounderstandclinicalproblems,developevidence-basedsolutionsand

implementchangeimpactingoncostsavingsbythereductionininefficiencies,doing

therightthingthefirsttime(Westwood,etal2013).Thisistheworkforcerequiredto

leadandmovethenursing,midwiferyandalliedhealthdisciplinesforward;developing

interventionstoimprovehealthoutcomesforpatientbenefit(MacleodClark2014).

Ourmedicalanddentalcolleagueshavealongestablishedtraditionofnurturingand

sustainingaclinicalacademicworkforce,butthenursing,midwiferyandtheallied

healthprofessions(NMAHP)workforcehasnosuchtradition.Doctorsanddentistsare

subjecttocontinuousdevelopmentduringtheirearly,midandseniorcareerphases,

andcanaccessacareerpathwaycharacterisedbyacombinationofclinicaland

researchcomponents.Theirtraditionalstartingpointandlaunchpadforaclinical

academiccareerisresearchtrainingthroughadoctoraltrainingprogramme.The

AssociationofUKUniversityHospitals(AUKUH)hasdeclaredanambitionthat1%of

theNMAHPworkforcewillbeinclinicalacademicrolesby2030,currently0.1%

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(AUKUH2010)andthiscompareswith5%ofthecurrentUKmedicalconsultant

workforce(MedicalSchoolsCouncil2016).

Clinicalacademicpathwaysfornurses,midwivesandAHPshavebeenunder

developmentintheUKsince2005.NHSWaleshasdevelopedtheResearchCapacity

BuildingCollaboration(RCBC)andinScotlandaClinicalAcademicResearchCareer

(CARC)FrameworkandaccompanyingPrinciples(2011)wasdevelopedwiththeaimto

provideasustainableandconsistentstructuretoguideclinicalresearchcollaborations

androledevelopment,InEnglandacommitmentwasmadetodevelopacadreof

NMAHPswiththecapabilitytoleadresearchandembedevidenceintofrontlinecare

deliverytoimproveclinicaloutcomes(DepartmentofHealth,2012).HealthEducation

England(HEE),followingtheWillisReport“ShapeofCaring”(HealthEducationEngland,

2015),hasobligatedtosupportandadvancethequalityandstandardsofeducation

fromCareCertificateleveltoPhDandbeyond,includingclinicalacademiccareers.

Whilstitacknowledgedthatevidence-basedpractice(EBP)isnowintegratedinto

healthprofessionalundergraduatetraining,academicsmuststayclinicallycurrentand

thereforeleadbyexample(Maliketal,2016).TheperpetuationofEBPinpracticeis

reliantonclinicalleaderschampioningEBP.TheWillisReportalsorecommended

greaterdevelopmentofpostgraduateclinicaldoctoralcentrestodriveupclinical

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researchinpracticeandincreasethenumberofacademicsinpractice.Thisvisionwill

provideacareerandeducationstructurewiththecapacitytounleashthe

transformationalpotentialofNMAHPclinicalacademics.Twoofthetencommitments

intheEnglishframeworkfornursing,midwiferyandcarestaff“LeadingChange,

AddingValue”(NHSEngland,2016)referencetheimpactresearchwillhaveonthe

deliveryofevidence-basedcare;1)nurses,midwivesandcarestaffwillleadanddrive

researchand2)clinicalacademiccareerswillbedevelopedfornursesandmidwives.

TheNationalInstituteofHealthResearch(NIHR)visionistoimprovethehealthand

wealthofthenationthroughresearch,andaimstoachievethisthroughseveral

strategicgoals,oneofwhichistoestablishtheNHSasaninternationallyrecognised

centreofresearchexcellence,tohelpattract,developandretainthebestresearch

professionalstoconductpeople-basedresearch(NIHR2017).ManyNHSorganisations

havedefinedstrategiesconcernedwithachievingtheseaimsincluding1)embed

research(byintegratingresearchintoorganisationalculture,policiesandpracticeso

everyprofessional‘thinksresearch’),2)maximisepatientparticipationinhighquality,

funded,NHS-focusedresearch,and3)developanexpertworkforceandclinical

researchinfrastructuretoimprovecapabilityandcapacity.InresponsetotheUnited

KingdomClinicalResearchCollaboration(UKCRC)Report(2007)HealthEducation

EnglandinpartnershipwiththeNIHRhasdevelopedtheIntegratedClinicalAcademic

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(ICA)Programme.Thisprovidesfullyfundedpersonaltrainingawardsforhealthcare

professionals(excludingdoctorsanddentists)frompre-masterstoClinicalProfessor

levelandwillenabletheNMAHPworkforcetodevelopasclinicalacademicleaders

(NIHR2012).

WhilstHEE/NIHRandtheNIHRCollaborationsforLeadershipinAppliedHealth

ResearchandCare(CLAHRCs)inEnglandhavearemittodevelopandsustainnon-

medicalclinicalacademiccapacity,theseawardsareinsufficienttocreateacritical

mass(Cookeetal2016)todeliverthe1%AUKUHaspiration.ToachievethisHigher

EducationInstitutions(HEIs)inpartnershipwithhealthcareprovidersneedtobeginto

investin,anddevelop,clinicalacademictrainingpathwaysandanumberoflocally

fundedtrainingschemeshavebeendevelopedindifferentpartsoftheUK(AUKUH

2016).TensionsbetweenHEIsandNHSorganisationsencounteredwhilstengagedin

effortstodevelopthisworkforcehavebeendocumented(Springettetal2014).This

paperidentifiedthatwhilsttheNHSandHEIsagreedontheimportanceofevidence-

basedpractice,staffdevelopment,educationofstudentsandstaffatalllevels,and

person-centredcarethereweredifferencesandpotentialtensionsbetweentheNHS

andHEIs.Theseincludedefficiencyofservices(importanttotheNHS);grantsand

publications(importanttoHEIs);anddiversifyingincome(importanttoHEIs).NHS

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respondentsidentifiedthelackoftimeforresearchandthefrequentlackof

connectionbetweenseniormanagementstrategyandhowtheserolesworkin

practice.AresourcetoaidNHSorganisationalleadstodevelopandembedclinical

academicrolesforNMAHPshasrecentlybeenpublished(AUKUH2016)butno

literatureexistsonhowhealthcareprovidersandHEIsactuallybuildcollaborative

relationshipstoprepareanddevelopthisworkforce.

InthispaperwedescribeaClinicalAcademicPartnershipModel,formedthrougha

strategicrelationshipbetweentheUniversityofSouthamptonandseveralNHS

organisations.Wehaveintegratedtheprioritiesofbothsectorsandtogetherfound

waystoworkwith,andaround,thechallengesidentifiedbySpringettetal(2014),in

particularwehaveworkeddirectlywithDirectorsofNursingandclinicalmanagersto

embedtheserolesintotheorganisationsandclinicalpractice.

TheClinicalAcademicPartnershipModel

Setting

AHigherEducationInstitute(HEI)–theUniversityofSouthampton,FacultyofHealth

SciencesanditsneighbouringNationalHealthService(NHS)organisations(seven

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acute,threecommunity,anintegratedacute,acommunityandambulanceNHS

organisationandanambulanceservice)intheSouthofEngland.TheseNHS

organisationsprovidehealthcaretoapproximately2.8millionpeople.

Partnershipdevelopment

In2008theUniversitypartneredwiththreeNHSorganisationsandthethenWorkforce

DevelopmentDirectorateoftheStrategicHealthAuthority(SHA)todevelopthe

forerunnertothecurrentClinicalAcademicPartnershipmodel.Thefirstawardholders

(50%clinicaland50%academic)wereappointed;fourdoctoral,twopost-doctoraland

aClinicalProfessor.PostswerejointlyfundedbytheNHSorganisationsandtheSHA

(Latteretal,2009).In2012aClinicalAcademicCoordinatorwasappointed,ajointNHS

appointmentanduniversity,tofurtherdeveloptheschemeandidentifyandestablish

additionalNHSpartners.Thispostactedasaconduittomanagejointinvestment,

recruitmentandsupportforclinicalacademicfellows.Governanceisensuredthrough

aClinicalAcademicStrategyGroup;itsmembershipincludesNHS,FacultyandClinical

Academicmembers.

TheUniversityofSouthampton,withitsNHSpartners,jointlyagreedtheclinical

academicstrategyandvision:tobeaworldleadingcentreofexcellence,generating

exceptionalclinicalacademichealthprofessionalswhousecriticalthinkingand

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creativitytoadvancepractice,transformhealthcare,andimprovethehealthandwell-

beingofthepopulationofWessex withnationalandinternationalinfluence.

Thepartnershipco-createdthestrategyandhencecross-organisationalcommitment

tobuildclinicalacademiccapacityandcapability.Togetherthepartnershipaimedto:

• Attract,recruitandretainhighqualityandhighpotentialhealthprofessionals;

• Developandmaintainahighqualityinfrastructureandenvironmenttosupport

thepathway;

• Establishandsustainadiverseportfolioofclinicalacademicfundingstreams

andevidencetheimpactourclinicalacademicshaveonhealth,careand

research.

TheClinicalAcademicPartnershipModelwasthereforedevelopedwithreferenceto

fivekeyfeatures(Figure1&Table1):

1. Practice-relevantresearchalignedtoNHSpriorities

2. PowerfulandsustainableNHS-HEIcollaborations

3. Investmentcommitment

4. Incrementalapproachtodevelopingacademicandclinicalleadership

5. Translationoffindingsintopractice

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Clinicalacademicopportunities

Thispartnershipmodelenableshealthprofessionalswhohavethepotentialand

aspirationtobecomeleadingclinicalacademicsandindependentresearchersinthe

futuretoaccessaclinicalacademicpathway,irrespectiveoftheclinicaloracademic

stagetheyhavereachedintheircareer.Theyareabletoapplyforpre-masters

internships,MastersinClinicalResearch,ClinicalDoctoralResearchFellowships,preor

post-doctoraltransitionalinternshipsandpost-doctoralpersonalawards.The

partnershipalsohostsindividualswhoareinreceiptofaNIHR/HEEpersonal

IntegratedClinicalAcademic(ICA)trainingaward;threeClinicalDoctoralResearch

Fellowships,fiveClinicalLecturers,andtwoSeniorClinicalLecturers.Theemphasis

throughoutthepathwayisonclinicalandacademicleadershipandisunderpinnedby

theAUKUHClinicalandAcademicCareersCapabilityFramework(Westwood&

Richardson2014).FundingisprovidedbytheNHSpartners,theUniversityof

Southampton,FacultyofHealthSciences,theNIHRCLAHRCWessex,HealthEducation

EnglandWessex(HEW)andoneindustrypartner.

Pre-doctoralawards

UptotenHEE/NIHRfundedclinicalacademicpre-mastersinternshipsandfiveHEW

fundedpre-doctoraltransitionalinternshipsareofferedannuallytoNMAHPsworking

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inNHSorganisationsacrossWessex;applicantsforbothawardsareselectedand

progressmonitoredbyHEW.Theseawardsofferanintroductiontoclinicalresearch

includingworkingwithProfessorsandresearchteamstoundertakeaspecificresearch

rolee.g.aliteraturesearchorundertakingMastersinClinicalResearch(MRes)

modules.Between2009and2015theUniversityofSouthamptonhasbeenoneof10

HEIsfundedbyNIHR/HEEtoprovidebetweentenandfifteenMRespersonalawards

annuallytohealthcareprofessionalswhoworkclinicallyintheNHS.

ClinicalDoctoralResearchFellowshipScheme

Followingtheoriginal2008schemetheClinicalDoctoralResearchFellowship(CDRF)

Schemenowincludesa40%clinicalelementwith60%oftimespentworkingtowardsa

PhD.Theschemehasundergonecontinuousrefinementforimprovement.Experience

oftheearlyclinicalacademicschemesandfeedbackfromarangeofstakeholders

providedaplatformtoexploreandclarifyaspectsofthesetrainingfellowshipsthat

previouslyhavereceivedlittleattention,includingmanagementarrangementsand

mentorshipsupport.Originallyfellowswerefulltimestudentswithafulltimestipend

andworkedintheNHSonanhonorarycontractforfouryears.Fellowsexperienced

practicaldifficultieswiththisarrangement.Importantly,whilstthestipendincreased

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yearonyearinlinewithNHSpayannualincrementsmanyreportedtheywereunable

toapplyforpromotionastheyhadcommittedtothetermoftheFellowship.

Anindependentlocalevaluationofthefulltimestudentmodelwascommissionedby

thethenWessexClinicalAcademicSteeringGroupin2014(Mastersonunpublished)to

understandfromfellows,academicsupervisorsandclinicalmentorstheelementsof

theschemethatworkedwell,andthosethatshouldbeaddressedforimprovement.

Nineactionsweretakenforwardareinnowembeddedinthemodelaspartofthe

partnershipapproach:

1. Across-cohortCDRFbuddyingsystembesetup

2. Attentionbepaidtotheclinicaldevelopmentpathwayandmilestones

expectedalongsidetheacademicdevelopment

3. Annualtripartitefellowshipplanningmeetingsbetweenacademic

supervisors,clinicalmentor/managerandfellowtobecomeamandatory

requirement

4. Considerationtoeithermakingcompletionofthepreceptorshipfornew

graduatescompulsorybeforecommencingthefellowshiporextendingto

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4.5yearstoinvolvesixmonthsimmersioninpracticeattheoutsetofthe

programme

5. Recruitmentandselectionprocessestobereviewedtoincludeexplicit

considerationofpersonalresilienceandinvolvementofrelevantclinical

staffintheselectionprocess

6. Clinicalstaffbeinvolvedindevelopingandselectingresearchtopics

7. FocussedworktobeundertakenwithNHSmanagersregardingthebenefits

andinfrastructurerequiredtobestsupportallCDRFs

8. Considerationtodevelopingacriticalmassoffellowsinparticularservices

ratherthanspreadingthemacrossmultipleservices

9. Allstakeholderstoundertakefurthercollaborativeworkondevelopinga

sustainablecareerpathwayfrompost-doctoraltoclinicalprofessorpost

followingcompletionoftheFellowship,andtopayparticularattentionto

buildingtransitionarrangementsbetweenschemesatdifferentstagesof

trainingpathway

AfterdiscussionwithNHSpartners,in2015itwasagreedtheschemewouldberevised

tobecomeapart-timestudent,part-timeemploymentmodel.Since2016allnew

CDRFsnowhavea40%NHScontractandinadditiontothisreceiveanannualstipend.

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Fellowsworkclinicallywithinanagreedclinicalserviceandareregisteredasparttime

MPhil/PhDstudents.AllfellowsarefullyfundedbyeithertheNHS,University,ora

combinationoftheNHS,University,acharity,industryorNIHRCLAHRCWessex.

Post-doctoralawards

HealthEducationEngland,Wessex(HEW)continuetoofferandadministerpost-

doctoralawards,availabletothosewithclinicalexperiencetofurtherdevelop

academicskillsorthosewithacademicexperiencetodevelopskillsinclinicalpractice.

Eachyearuptofivepost-doctoralawardsareofferedandadministeredbyHEWto

NMAHPsacrossWessex.Thetransitioninternships,describedabove,areavailableto

individualsateitherpreorpost-doctorallevel.Thepartnershipsupportsindividualson

HEE/NIHRICAClinicalLecturerandSeniorClinicallecturerandHEWawardsby

providingcommitmenttobothclinicalandacademicopportunities.

Thestorytodate

Since2008,74professionalshavecompletedawardsatmasters,fiveatdoctoraland

eightatpost-doctorallevel.ThroughourlocalCDRFschemewecurrentlysupport36

ClinicalDoctoralResearchNurse,Midwife,Podiatrist,Dietician,Occupational

Therapist,SpeechTherapistandPhysiotherapistFellowsworkingacrosssevenWessex

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NHSorganisationswhilstundertakingaPhD.Anothertenareplannedtostartin

academicyear2017/18andtwoadditionalNHSorganisations(oneoutsideof

Wessex)havenowjoinedthepartnership.Inaddition,thepartnershipissupporting

threeHEE/NIHRCDRFs,fiveNIHR/HEEClinicalLecturersandtwoSeniorClinical

Lecturers.Allclinicalacademicsareundertakingresearchinthefollowingbroad

researchthemes;complexhealthcareprocesses(44%),fundamentalcareandsafety

(36%),activelivingandrehabilitation(14%)andhealthworkandsystems(6%).A

ClinicalProfessorwasinitiallysupportedwithSHAfundingandsubsequentrecurrent

fundingwassecuredbytheUniversityandthehostNHSorganisation.Inadditionto

thispostthereareafurthertwojointly(NHSandHEI)fundedClinicalProfessors.

Discussion

Themedicalprofessionhasagoodtrackrecordofnurturingthosewhowishto

developasclinicalacademics,supportedbyrobust,organisationallyembeddedcareer

pathwaysandfundingstreams.Inimplementingourclinicalacademicnursing,

midwiferyandalliedhealthprofessionsstrategywehavestartedtoreplicateand

extendthis.Wehavedevelopedaclinicalacademicpartnershipmodelthat

complimentsthenational(NIHR)personalawardsprogrammes.Ourpartnershipis

builtondevelopingrelationships,infrastructureandmechanismstoensure

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sustainabilityandgrowth.Thefivekeyfeaturesofthepartnershiparecrucialtoits

success:practice-relevantresearch;powerfulandsustainablecollaborations;

investmentcommitment;incrementalapproachtoacademicandclinicalleadership

andthetranslationoffindingsintopractice.NHSDirectorsofNursing,Midwiferyand

AlliedHealthProfessionsarecriticaltodecision-makingasnewNHSpartnershipsare

developed.They,alongsideclinicians,managersandacademicsupervisorsmutually

agreeresearchtopics,recruitandinterviewindividualsforawards,andmonitor

progressandimpact.WehaveconnectedNHSTrustBoardandseniormanagementto

ourstrategytosupportintegrationwithintheclinicalareas,acriticalfactorinour

success,anotherwisetensionnotedbySpriggett(2014).

Thispartnershiphasdevelopedclinicalacademiccapacityandcapability;inparticular

wehavecreatedacriticalmassofClinicalDoctoralResearchFellows.Wehave,in

effect,developedaDoctoralTrainingCentreforhealthprofessionalstosupportand

nurturethissectoroftheworkforce.WorkingwithourNHSpartnerorganisationswe

cansupportpredictablenumbersoffellowsyearonyear.Webelieveourpartnership

modelcouldbereplicatedacrossotherorganisations,butwouldneedtotakeinto

accounttheresourcesneededtodrivesuccess.Inparticular,forthedevelopmentand

successoftheCDRFschemetheClinicalAcademicCoordinatorpostwaskeyto:

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• DevelopingstrategicleveldiscussionswithDirectorsofNursingandclinical

servicemanagerstoinfluencecommitmenttofunding

• EngagingboththeUniversityandNHSorganisations’humanresourcesand

legalservicestodevelopjointcontracts

• Linkingacademicsupervisorstothepractice-relevantresearchprojects

• Liaisingwithacademicandclinicalmanagerstoensureobjective-settingand

progressreviewforindividualawardholders

Togetherwehavenotbeenconstrainedbyuncertainty,ourlearninghasbeen

incremental.Wehavelistenedtoourfellowsandpartnersandsoughttocontinuously

improveourtrainingpathwaytoensureclinicalandacademicrequirementsaremet.

Wehavebeenflexibletoensuretheresearchprioritiesofourpartnersare

accommodated.Towardstheendofindividuals’personalclinicalacademictraining

awards,weworktogethertodevelopappropriatejointrolestoretainandenableour

skilledclinicalresearcherstocontinueontheirclinicalacademiccareerpathway.

Conclusion

ThereisanationalclinicalacademictrainingschemeinEnglandfortheNMAHP

workforcebutthisisinsufficienttobuildtheleadershipcapacityrequiredtosupport

theseismictransformationneededtounderpinimprovementsinheathandwellbeing,

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improvethecareandqualityofhealthservicesandreducethefinanceandefficiency

gapinthehealthsystem.Weareworkingtoaddressthegapinclinicalacademic

capabilityandcapacityinthenursing,midwiferyandthealliedhealthprofessions.We

willcontinuetoinvestandbuildpartnershipswithourestablishedandnewNHS,third

sectorandindustrypartnerstosupportotherclinicalacademictrainingopportunities

andsubstantiverolesacrosstheentirepathway.Oursuccesshaslargelybeendueto

thecommitmentdemonstratedbyallpartnersandaspiritofcollaborativeworking

focussedonco-productionandimplementationofastrategy.Thisapproachhas

providedatemplateforourneighbouringuniversitiesandtheirpartnerhealth

providerorganisations.IntheeventthatfuturenationalHEE/NIHRICAfundingis

reducedwehavedemonstratedourpartnershipmodelissustainableandcould

enabledoctoralcapacitytobebuiltatscale.Wearedrivingthehealthdisciplines

forwardbycreatingclinicalacademicleaderswhoarehavinganimpactonhealth

outcomesandbringsignificantbenefitsforpatientcare.

Keypointsforpolicypracticeandresearch:

• Clinicalacademicnurses,midwivesandalliedhealthprofessionalsareclinically

activehealthresearchers

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• Theyteach,question,investigate,research,innovateandbuildculturesof

evidence-basedpracticetoaccelerateimprovementsinclinicalcare

• Anationalclinicalacademictrainingisinsufficienttobuildaclinicalacademic

leadershipcapacity

• HigherEducationInstitutesneedtobuildpartnershipswithhealthcare

providerstobegintoinvestin,anddeveloplocalclinicalacademictraining

pathways

Acknowledgements

NHSDirectorsofNursingandclinicalmanagerswhohosttheclinicalacademicsatthe

followingpartnerNHSorganisations:

• Bournemouth&ChristchurchNHSFoundationTrust

• DorsetCountyHospitalNHSFoundationTrust

• HampshireHospitalsNHSFoundationTrust

• PortsmouthHospitalsNHSTrust

• SalisburyNHSFoundationTrust

• SolentNHSTrust

• SouthernHealthNHSFoundationTrust

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• UniversityHospitalSouthamptonNHSFoundationTrust

• WessexSussexNHSFoundationTrust

HealthEducationEngland,Wessex

NIHRCLAHRCWessex

AcademicSupervisors

ClinicalAcademicFellows

PostGraduateResearchTeam,FacultyofHealthSciences,UniversityofSouthampton,

Figure1:ClinicalAcademicPartnershipTrainingPathway:FiveKeyFeatures

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Table1: ClinicalAcademicPartnershipTrainingPathway:FiveKeyFeatures&

Actions

Feature Whatisinvolved

1. Focusesonpracticerelevantresearchagendasforpatientbenefitthatisclosetopractice

Includingclinicians,managersandresearchersinmutuallyagreeingtopicsinpriorityareasPlanningtogenerateknowledgerelevanttopatientsandhealthcareorganisationsCo-ordinatingresearchprogrammesbetweenNHSorganisationsandtheHEI

2. Createspowerfulandsustainablepartnershipsandcollaborations

AnamedClinicalAcademicCo-ordinatorresponsiblefordevelopingpartnershipsbetweenHEIandNHSorganisations

Creatinglinkagesbetweenclinicalandresearchteams,andnoviceandexperiencedresearchers

Creatingmechanismsbywhichresearchskillsandpracticeknowledgeareexchanged,developedandenhancedinpursuitofserviceimprovement

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EstablishingjointappointmentsEnablingnewcollaborationsbetweenclinicians,teams,networksandorganisations

3. Makesinvestmentsininfrastructuretodevelopstrategy,co-ordinateactivitiesandovercomebarriers

EstablishingstrategicSteeringGroupandoperationaldeliverygroupwithrepresentationfromHealthEducationWessex,NHSorganisationsandtheUniversityofSouthampton

Developingandimplementingkeystrategicandoperationalelementsofprogrammeonbehalfoforganisations

SecuringengagementfromnamedseniorindividualsfromHEIandNHSorganisationstoinputtostrategicandoperationaldevelopments

Makingprovisionforspacededicatedtohousingclinicalacademicstaff

4. Incrementalapproachtodevelopingresearchandclinicalleadershipacrossthepathway

Agreeingacareerpathwayandcapabilityframeworkthatdescribesprogressiveskillandknowledgedevelopment

Providingtrainingschemes,mentorshipandsupervisionopportunitiesProvidingclinical,leadershipandqualityimprovementskillsdevelopment

5. Translatesfindingsandinnovatesandeducatestoimprovehealthcareandhealthoutcomes

Supportingthedevelopmentofcriticalthinkingwhichcanbeappliedtopracticedecisionmaking

Developingleadershipskillstoworkwithclinicalteams,servicesanddepartmentsinordertogenerateimprovementstocarepathwaysandlocalservices

Workingtoachieveinnovation,knowledgetranslation(implementingproducts,technologiesandservices)andknowledgemobilisation(useofresearchevidence)

Contributingtotrainingfuturegenerationsofhealthprofessionals

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