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Programme
9.30 - 10.00 Registration and Networking.
10.00 – 10.15 Welcome and outline of the day - Lesley Jones, Director of Public Health, NW LETB DPH, Bury MBC,
10.15 –10.35 Transforming Education Policy into Action, Dr Mike Farrell
10.35 –10.50 Quality Assurance: - a driver for change? Vicky Macmillan
10.50 – 11.15 Role of the wider public health workforce and workshop session, Dr Neil Squires
Q &A Session
Workshop 1
11.15 – 11.35 Refreshment Break
11.35 – 12.00 Quality Assurance Dashboard, Alison Farrar, Public Health Workforce lead, HENW.
12.00 – 12.30 Dashboard Workshop
Workshop 2
12.30 – 12.45 Summary of the key themes emerging from group work
12.45 – 13.30 Lunch and networking – Big Ideas Board!
13.30 – 14.15 Placements Workshop
Workshop 3 –14.15 – 14.30 Delegates feedback
14.30 – 14.45 Actions and Timescale Vicky Macmillan
14:45 – 15:00 Closing remarks by Chair and reminder to fill in evaluation forms and attend photo opportunity.
15.00 Close
Transforming Education
Strategy into action
Mike Farrell
Head of Education Transformation
Quality Assurance: - a driver
for change?
Vicky MacMillan
Assistant Head Education Transformation-
Quality Assurance and Interprofessional Learning
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Quality Assurance (QA) of
Education Provision
• Quality of education, quality of care
• Multiprofessional approach to QA,- quality indicators are integrated in education
contracts:
- Education contracts with HEIs
- Learning and Development Agreements with Placement Providers
- Education Governance principles/ learning organisation methodology
• Supports local implementation of policy directives eg. HEE Mandate, Business Plan,
Framework 15, Education Outcomes Framework, 5 Year Forward View, Shape of
Training, Shape of Caring, Francis, National Programmes of Work etc
• Enables sharing of good practice across HEIs, Placements, Services
and Professions
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Key results
• A future workforce ‘fit for practice and purpose’, able to contribute to the delivery of
public health, well being and preventative care.
• Education curricula with integrated public health content and learning
outcomes.
• Quality placements during which learners can develop and refine their public health skills
and knowledge- putting theory into practice.
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The How- the ‘enablers’ - Building on the NWs successes:
- Strong education partnerships, across Academic and Practice settings
- curricula development, delivery and assessment
- Employer level re employability and service developments.
- Dedicated placement infrastructure networks eg Practice Education Facilitators,
Placement Development Managers, Skills Academy, Work Based Education
Facilitators- developing placement breadth across primary, secondary care,
community integrated care teams, private, voluntary, independent and third Sector.
- Successful Public Health network
- Collective approach is the key to success
- Monitoring effectiveness through robust multiprofessional QA process structured
around self evaluation against the ECQ quality indicators, exception reporting, and
action planning.
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Types of placements…..a few
examples
Health improvement services,
3rd Sector- voluntary and
community settings
Health protection placements
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Measuring success
• Annual Quality Review- evidence presented/ discussed to inform adoption and
spread
• Feedback from all stakeholders- employers, students, patients and the public
• Benchmarking quality, building on good practice
Are there any
questions?
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Quality Assurance for Preventative Healthcare: Role of the wider public health workforce and
workshop session
Dr Neil Squires, Deputy Director, Public
Health Workforce Development, PHE North,
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Need for: technical ‘know how’ plus
strategic ‘know how’ and ‘show how’
The what
• The Framework for Personalised Care and Population Health for Nurses, Midwives,
Health Visitors and Allied Health Professionals (updated Nov 2014)
• Evidence into Action: Opportunities to Protect and Improve the Nation’s Health (PHE Oct
2014)
The how
• Public Health skills and competencies - working across sectors and disciplines, building
networks and spheres of influence, effective advocacy, leadership and use of evidence
• Understanding the system and engaging and supporting the wider public health
workforce “those not formally trained in public health but whose role give them the
potential to impact on the public’s health”
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Workshop questions
• How visible is public health in your curricula? What
more can / should we do further?
• Discuss and share how you educate for prevention
in health care curricula?
• Discuss and share opportunities and barriers for
learners to apply public health knowledge in
practice?
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Quality Assurance for Preventative
Healthcare in Education Curricula
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Workshop 1
• Currently how visible is public health in your curricula? What more can / should we do
further?
• Discuss and share how you educate for prevention in health care curricula?
• Discuss and share opportunities and barriers for learners to apply public health
knowledge in practice?
Quality Assurance
Dashboard
Alison Farrar
Public Health Workforce Team – HENW
May 14th 2015
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Why quality assure for public health content
in curricula?
• Timely opportunity – Greater Focus on Prevention and Self Care
• The HEE mandate includes an explicit requirement to contribute to public
health outcomes via its education and training responsibilities.
• Builds on existing Quality Assurance Processes in the North West
• Contributes to Health Education England role in public health education
• Opportunity to take a pan curricula approach – this is about all health
professions
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NHS Five Year Forward View
The NHS Five Year Forward View makes
it clear that “getting serious” about
preventive healthcare is the only way to
secure the sustainability of the NHS
• Greater focus on prevention
• Patients will gain far greater control of their
own care
• Barriers will be broken down in the NHS
• New care delivering models, including
development of integrated out-of-hospital
care Multi-specialty Community Provider
• Need to invest in primary care, including
community nurses
• Enhancement of technology and exploiting
technology revolution
( Professor Lisa Bayliss Pratt, Director of Nursing HEE )
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The Mandate…
The Health Education England Mandate
2015
• Sets out statutory responsibilities of
HEE
• Education and training for healthcare
and public health workforce
• Public Health capacity building across
the NHS and Public Health System.
Partnership between HEE and PHE will
deliver its commitments to public health
education and prevention via the
Health Education England Public Health
action plan ( led by Prof Ged Byrne)
Contributes to Quality Assurance
Requirements
Prevention role of the healthcare
workforce
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What you told us?
• Responses from Nursing, Radiography Medical Programme, Physiotherapy.
• BMidwif(Hons) degree – 2 public health modules and wide range of public health
placements (children's centres as well as Spoke placements in voluntary sector settings)
• Diagnostic Radiography - Radiation protection and safety, Health screening
programmes (Cervical/Breast) NHS strategy, Topical public health reports, No public
health placements.
• MBChB programme, 'Population Health' theme throughout. No specific module or
placement on public health.
• Physiotherapy programme – range of public health content no public health
placements
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Using a dashboard approach
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Keep it simple…
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Purpose of the dashboard
Provides a systematic and common methodology for quality assuring undergraduate
healthcare curricula to ensure a fit for purpose workforce that supports the delivery of the
HEE Mandate, Public Health Workforce Strategy, NHS 5 Year Forward View, HEE Public
Health Action Plan.
Provides a baseline set of data regarding public health content at individual curricula level,
HEI and NW level.
Provides evidence of HEI plans to add and or improve public health content of the
undergraduate health professions curricula.
Supports inter organisational learning and good practice between higher education
institutions.
Provides a clear and transparent quality assurance process between education
commissioners and providers in the NW.
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Performance Indicators
• Indicators drawn from Framework for Personalised Care and Population Health for
Nurses, Midwives, Health Visitors and Allied Health Professionals
• Contains six key areas of population health activity - first four are drawn from the four
public health domains outlined in public health outcomes framework of health
improvement, health protection, wider determinants of health and healthcare public
health.
• Adapted slightly – for an education approach – one additional indicator – “Understanding
Public Health”
• Two indicators from the Compassion in Practice framework.
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Understanding public
health
Wider Determinants of
Health
Health Improvement
Health Protection
Healthcare Public Health
Health, Wellbeing &
Independence
Lifecourse
Level 0 There is no evidence in the curricula of content that
outlines a basic understanding of public health,
including all three areas of health improvement,
health protection and healthcare public health.
Level 1 Content being developed for 2016 /17 curricula
Level 2 There is evidence that content in the curricula that
provides knowledge and understanding associated
with introducing a basic understanding of public
health and the learner’s role and responsibilities in
taking a population health approach.
Level 3 There is evidence that learners are able to apply own understanding of role and responsibilities associated with understanding public health practice
Self
Assessm
ent
Rating
Evidence summary
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Each performance indicator has a set of examples of evidence – drawn from framework
for Nurses /AHP’s / HV’s / Midwives AND seven public health priorities outlined in From
evidence into action: opportunities to protect and improve the nation’s health: PHE Oct
2014
Evidence Examples for “Understanding Public Health” might include:
• Knowledge and skills associated with WHO / FPH definitions of public health,
• Domains of public health practice, Wider determinants of health
• Examples of individual, community and population level approaches to public health
• Legislative approaches to public health
• History of public health
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Examples of evidence could
include:-
1. Module descriptions that fit performance category
2. Learning outcomes that fit performance category or fit with one of the seven key public
health priorities.
3. Placements that meet the performance category or setting that is clearly a public health
setting or function. ( e.g. infection control team, health improvement team, community
development programme,
4. Learner’s projects / assignments that “test” their understanding of public health practice
such as interpreting and presenting public health data
5. Applying skills in practice – evidence of what learners have done / or done differently in
order to work in a way that improves and or protects public health.
What other examples of evidence might be included?
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How might the dashboard be
used?
• A self-assessment tool - could be used on an annual basis to assess current levels of
public health content in education curricula.
• Evidence provided should be a current reflection of public health content at the time of
completing the assessment.
• All seven performance categories to be completed even if reporting that there is no
evidence for some performance categories.
• Not intended to become an onerous task – bullet points sufficient – demonstrates
required evidence
• Evidence would need to be collated and made available if requested
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Over to you….
We need to know:
• Is this a good idea ? What are the benefits to you?
• Is it fit for purpose? If not why not? What is useful? Not so useful?
• What is missing – are the levels right?
• Can we achieve the same output in a different way? How?
• Can we use this approach across all health and care curricula?
• Should we focus on the framework for personalised care and evidence into action
performance indicators?
• What else do we need to do?
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Start of a journey….
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Thank you
Any Questions?
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Workshop 2- Dashboard
• What do you think of this approach – organisational benefits / problems?
• Can we use this approach across all health and care curricula?
• Should we utilise the framework for personalised care and population health – if not –
what could we use?
• Do you think the levels are right? / Is there anything missing?
• What additions need to be made? Any clarifications?
• User friendly – applicable to what you deliver?
• Is there another approach we could adopt to achieve the same assurances?
Ideas?
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Workshop 3
• How do we transform learning environments to create a culture of health prevention at
the heart of everything that we do?
• How is public health and prevention typified across the placement range? In hospital and
out of hospital, and in private, voluntary and independent sector organisations.
‘Traditional’ public health placements and other placement types e.g. Critical Care,
Accident and Emergency, Dementia Care environments, social care, industry etc.
• How do we avoid the process overtaking innovation?
• What do we need to do? Who makes contact, developing and structuring placements?
How are placements quality assured?
