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NHSU and Life-long Learning

NHSU and Life-long Learning. Professor Gifford Batstone Graduate Studies NHSU. NHSU & LLL. Work and LLL The emerging NHSU Modernising clinical services Potential roles for NHSU. NHSU & LLL. Work and LLL The emerging NHSU Modernising clinical services Potential roles for NHSU.

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NHSU and Life-long Learning

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  1. NHSU and Life-long Learning Professor Gifford Batstone Graduate Studies NHSU

  2. NHSU & LLL • Work and LLL • The emerging NHSU • Modernising clinical services • Potential roles for NHSU

  3. NHSU & LLL • Work and LLL • The emerging NHSU • Modernising clinical services • Potential roles for NHSU

  4. Working together,Learning together “Learning and development are key to delivering the Government’s vision of patient care in the NHS”

  5. Changes in the world of work • Major structural changes in industries & occupations • Demand for new specific & generic skills • Challenges of greater competitiveness, technological change & globalisation

  6. Changes in the world of work • New sorts of workplace - flatter structures, task & project management oriented - “fuzzy” boundaries • No more “jobs for life” • Need for workers to be flexible, responsive & creative • Getting the ‘work-life balance’ right

  7. Changes in the NHS • Rise in levels of evidence for practice • More knowledgeable, empowered patients • Continual modification to jobs/roles • Shifts between 1ry and 2ry care • Emphasis on teams and networks • Devolution of power/responsibility • Accountability

  8. Life long learning • Is a continuous process • Is undertaken in a supportive environment • Stimulates and empowers learners • Leads to enhanced knowledge, values, skills and understanding • Is applied with confidence, creativity and enjoyment • Is for all environments

  9. Four ‘Pillars of Learning’ • Learning to know - combining breadth of knowledge with work in depth & ‘learning to learn’ • Learning to do - occupationalskills, competencies & team work • Learning to live together - understanding of others & pluralism, interdependence & managing conflict • Learning to be - autonomy, judgement & personal responsibility Jacques Delores International Commission on Education for the 21st Century UNESCO 1997

  10. LLL principles of education • Widening access and participation • Skills escalator - no glass ceilings • Multi-professional, inter-professional • Emphasis on work based learning • Evidence-based practice and education • Use of informatics to aid access • Emphasis on learner support

  11. NHSU & LLL • Work and LLL • The emerging NHSU • Modernising clinical services • Potential roles for NHSU

  12. Origin of NHSU ‘Staff are entitled to work in effective learning organisations, which value and develop their skills to deliver patient centred services - a new NHS University (NHSU) will help support this’

  13. The NHSU Way For patients ,individual staff and the NHS as a whole “Everyone of its students will have the opportunity to grow and develop. By harnessing the potential of people and resources, the University will bring improved services for patients, and better career prospects for staff.”

  14. Background • 16 October Prime Minister launches the NHS University and prospectus • Will work with the 1 million staff in the NHS • Will be both physical and virtual • Will seek to meet the standards and criteria to become a University

  15. The Challenge • Make an early and sustainable impact on the links between developing staff and service modernisation in the NHS • Reach out to as many staff as possible through modern approaches to learning • Become a model of excellence for lifelong learning, supporting the NHS to become a world class, high commitment learning organisation By autumn 2003

  16. How? The vision • Unlock the potential of all members of staff • Cover all settings in which NHS provided or funded health care is delivered • Make extensive use of e-learning, supporting other modern learning approaches • Full range of post 16 education

  17. How? The vision • Ensure universal access for NHS staff to libraries,learning centres and other networks • Work in partnership with employers and other stakeholders for a more co-ordinated approach to education,training and development provision

  18. For patients The NHS University will: • ensure better qualified, more motivated people to care for them • give access to training to make sure their voices are heard in planning and running services.

  19. For individual staff: • The NHSU will support them with high quality education, training and development • bring education to the teams where they work • encourage real learning based on clinical practice, not theory • develop their career potential throughout their working lives

  20. Achievements • Chief Executive appointed 30 November • MoU signed with Universities UK • Project team in place • Partnerships with Ufi-learndirect and OU • Learning for Everyone the NHSU development plan for consultation

  21. NHSU Targets • Site for HQ - Autumn 2002 • ‘Regional’ and Local Centres • Key appointments - Autumn 2002 • Initial portfolio of products - Oct 2002 • Launch date Autumn 2003 • Corporate university to Chartered University - 2007

  22. NHSU & LLL • Work and LLL • The emerging NHSU • Modernising clinical services • Potential roles for NHSU

  23. Supporting NHS Modernisation • Acquiring knowledge • Developing skills • Minimising risk

  24. Acquiring knowledge • About NHS systems and values • To support NSFs • To support other initiatives • Infection control • Public health • Health informatics • From clinical/organisational experience

  25. Developing skills • Communication • Self-awareness • Team development • Educational • ICT and using information • Critical evaluation • Organisational change

  26. Minimising risk • Research appreciation and application • Understanding variance • Integrating information streams • Sharing, transferring knowledge

  27. Characteristics of highly employable people Self-management skills, communication skills, team-working, interpersonal skills, self-awareness, exploring/creating opportunities, action planning, matching and decision making, networking, negotiation skills, political awareness, coping with uncertainty, transfer skills, getting to heart of problems.

  28. Responding to change • Making sense of change • information, ideas, concepts, knowledge • Adapting to change • maximising benefits, applying knowledge • Shaping change • authors rather than victims of change Raymond Williams

  29. Learning is .. “..what people do when they want to make sense of experience. It may involve an increase in skills, knowledge, understanding, values and capacity to reflect. Effective learning leads to change, development and a desire to learn more.” Campaign for Learning

  30. NHSU & LLL • Work and LLL • The emerging NHSU • Modernising clinical services • Potential roles for NHSU

  31. How? The NHS University will • Provide a core curriculum • Act as a signpost to existing learning • Provide a range of foundation, first line and basic training programmes • Quality assure and accredit existing training • Develop evaluation tools to ensure learning improves patient care

  32. Potential roles for NHSU • Programme provision • Enhancing educational infrastructure including increasing educational capacity and capability in NHS • Promoting good educational practice • Promoting work-based learning

  33. NHSU First Programmes • Induction • Communication skills • First Contact (Triage) • Cleanliness and Infection Control • Health Informatics inc ECDL • Management - MHSC (MESOL) • Skills for Life and Health • Educator development

  34. Other potential programmes • NSF linked • Diabetes, Cancer etc • Public Health • Intensive/Critical Care • Team Dentistry Role of Learning Needs Observatory

  35. Enhancing educational infrastructure • Access to information - NHSU direct • ‘Regional’ centres and local supporting structures • e-learning platform • Educator development • tutors, mentors, advocates, managers

  36. Promoting good educational practice • Principles of adult education • pace, style, options, relevance, promoting self-esteem • linked to PDPs • linked to occupational/professional standards • formative and summative assessments • academic credits • work-based learning

  37. Work-based Learning • Characteristics • Partnership employer and HE/FE • Learning contracts negotiated • Programme reflects organisational need • Starts with learner displayed competencies • Projects undertaken in work place • HE/FE agrees framework of standards • Integrates award and occupational standards

  38. Work-based Learning Partnership Agreement Mentorship Supportive Environment HE/FE T/PCT Learner

  39. Challenges for NHSU • Timescale of development • Meeting expectations • Developing local infrastructure with WDCs • Creating educational capacity and capability • Rate of programme generation • Evidence of benefit to patient outcomes

  40. A request Please respond to the consultation document Learning for Everyone

  41. Finally “Education is not that you know more but that you behave differently” Bacon

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