Public Health Inter-Public Health Inter-professional Learning-professional Learning-enhanced Educational enhanced Educational Assessments - PHILEASAssessments - PHILEAS

Dr. Patricia Bond and Dr. Rachel Richards

AcknowledgementsAcknowledgements

Nine TPHNs are located Nine TPHNs are located throughout Englandthroughout England

Workshop ObjectivesWorkshop Objectives

1. To explain the concept and principles of the PHILEAS tool

2. To demonstrate the application of the PHILEAS tool

Our starting point Our starting point

Widening health inequalities

Major public health challenges◦ demand:

a strong interdisciplinary response the alleviation of “siloed” workforce

planning.

National/regional strategies requiring collaboration and joint strategic planning and delivery

Innovation, energy and enthusiasm

Substance Misuse -AlcoholSmoking in PregnancyTeenage PregnancyInfant Mortality Obesity

But...........But...........

What is PHILEAS?What is PHILEAS? An educational assessment tool

that guides commissioners and others through a simple yet effective process for identifying the learning and development needs of any multi-disciplinary public health workforce:

Distinguishable from other tools:◦ Alleviates ‘siloed’ workforce planning.◦ Utilises group dynamic◦ Emphasises “ways’ of learning◦ Role for Commissioners

Uses the PHSCF

Our Story so far Our Story so far

MAR OCT JAN – JUNE JUNE OCT NOV – JULY MAY-OCT JAN2007 2007 2008 2008 2008 2008/09 2009 2010

Early development

SHA funding - p

ilots

Commissioner fe

edback

Pilot p

rojects on-going

Pilot e

valuations and drafting of to

ol

Consulta

tion draft released

Testing of to

ol – NE and W

M

Development of T

4T programme

Launch

of tool a

nd T 4T

Principles Behind PHILEAS Principles Behind PHILEAS • Meeting population health needs requires a

multidisciplinary team response.

• The approach taken builds on the capability of a multidisciplinary workforce.

• The procedures:

– Bring different professional groups and agencies with differing perspectives into the same conversation about workforce development.

– Provoke analysis of roles and responsibilities in order to have a holistic picture of knowledge and skills that are available and needed.

– Encourage participation of representatives from different disciplines to understanding inter-professional interactions and learning needs.

Connect practitioners

•Jointly construct a community knowledge base

•Model knowledge sharing behaviors

•Model interactive learning through peer interaction

PHILEAS - the processPHILEAS - the process

Four main stages to the process:

1. Stimulating engagement2. Framework development3. The assessment process4. Developing opportunities

An iterative and interconnected process.

Equal weight and importance to each stage.

Success of the project overall is crucially dependent the initial project initiation.

Stimulating engagement

Framework development

Assessment Process

Develop Opportunities

Key outputs

Parameters of the work defined

Approximately 6 weeks Approximately 6 weeks On-goingApproximately 6 weeks

Framework development and key competencies

Inter-professional learning priorities agreed

Success factors

Embedding into organisation

•Awareness raising.•Buy-in

•Viable framework

PHILEASPHILEAS

Success depends on:Success depends on:1. How the project was initially set up.

2. Getting the whole system in the room – getting everyone talking about the same world despite differences in language.

3. Being prepared to address structural differences between agencies: open honest communication. Promoting mutual respect and prioritising

common ground.

4. Being responsible for setting the overall trajectory but not the outcome.

Why PHILEAS?Why PHILEAS?

Systematic, evidence based, transparent process to determine learning and development needs.

Encourages and facilitates strategic buy-in and alignment from the start, thus facilitating early planning for implementation.

Top down and bottom up engagement.

Supports joint working and planning of services across sectors.

Supports World Class Commissioning competencies at an organisational and individual level.

Discussion session:Discussion session:Traditionally practitioners have come with a skills specification that is derived from uni-disciplinary requirements for professional registration.

Public health strategies require multi-agency engagement and a sea change in the commissioning process that expects a seamless delivery.

?What are the underpinning principles and key practicalities that need to be tackled in the requirement for multi-agency engagement and seamless service delivery of public health issues arising from the move to JSNAs?

?What are the potential advantages of a process such as PHILEAS to delivering on new national expectations and requirements as well as implementing public health strategies?

Contact details:Contact details:

Dr. Patricia Bond:p.a.bond@wlv.ac.uk

Dr. Rachel Richards: rachel_richards100@yahoo.co.uk

• Ginder Narle:ginder.narle@sandwell-pct.nhs.uk

PHSCFPHSCF A tool for describing the skills and knowledge needed for

public health.

A framework for anyone who wants to strengthen the contribution their organisation makes to the public health function.

A framework for anyone interested in acquiring or developing competencies and knowledge about improving and protecting the health and well being of the population, even though this is not their main area of work. ◦ Uses generic language to facilitate collaboration and coherence

across this diverse workforce, in order to maximise its collective contribution.

◦ Ensure rigour and consistency in skills, competence and knowledge at all levels, regardless of professional background.

(Public Health Resource Unit and Skills for Health 2008).

Obesity Obesity FrameworkFramework

Level 4Secondary

CareMorbid Obesity ServiceLevel 3

Primary Care Specialist Obesity Service

Level 2Community/Primary Care

Weight Management Service

Level 1Early Intervention and Prevention

Physical activityStrategy

Exercise on Prescription, Walking, Cycling programmes etc.Leisure Services

Food Skills Courses, Food

Access projectsSmoking Cessation Service

Front line Staff (NHS, Council, Vol. Sector), Health Trainers, On-line advice

Commercial Slimming

Clubs

Tobacco Strategy

PharmacyServices

Food Strategy

CommercialSlimming on Prescription

Developing opportunitiesDeveloping opportunities Rests on how you established your process and bespoke

circumstances – no hard and fast rules

Summarise training and development priorities in relation to the PHSCF and circulate.

Disseminate findings within appropriate networks

Develop relevant training dependent on need and preferred method of delivery

Capitalise on opportunities for shared learning

Review relevant existing in-house training and development

Review polices, strategies and care pathways.