Welcome

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

2. NW Core Skills ProgrammeHigher 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? • Conflict Resolution • Equality & Diversity • Fire Safety • Health & Safety • Infection Control • Moving & Handling • Resuscitation • Safeguarding Adults • Safeguarding Children • Information Governance • 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

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

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

8. Key Metrics Key Activity

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. Phased Approach Realisation Recognition Engaged Implementation Share Data Alignment Engagement

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

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

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

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

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

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

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 pointfor 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. Action Group Kim Leigh Head of Education Support Commissioning

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

22. Refreshments

23. Health Education e-Learning Platform Mark Walton Hydrant

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.uk/elearning/northwest/Liverpool/Every%20Contact/April2012/version%201/HMP_V2.03/index.htm#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. SNAP Kieran Kelly SNAP Services Project Manager

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. Ultimate Outcome: SNAP • 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

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. 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 Northwest HEI’s involved

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?