Shona McIntosh,

1
East of Scotland N.H.S./ University of Edinburgh
Training Course.
A flexible response to Scotlands White Paper for
Health Workforce Planning challenges to
trainers in a period of transition.

• Shona McIntosh,
• Sheena Bailey.

2
Overview.

• Political
• Workforce planning
• Service redesign
• Flexible training
• Challenges and responses

3
Political Landscape

• Scottish Executive N.H.S. modernisation agenda.
• White Paper Partnerships for Care (feb 03).
• N.H.S. Reform (Scotland) Bill (July 03).
• Driven by patients and national standards.
• Fit for Purpose.

4
N.H.S. Scotland Workforce Planning Report 2002
(N.E.S I.S.D. Sept. 2003)

• Survey of skill mix, workforce characteristics,
  dynamics of supply and demand.
• Age, sex, grade, P/T,area region of work,
  mapping by social deprivation, older adults etc.
• Current wte. 114,095, projected 15000.
• if the training intake to existing 3 year
  courses were 64 trainees it would take 38 years
  to double the workforce to 762

5
What does the service need?
Psychology Service Development
Workforce Planning
Education/ Training
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(No Transcript)
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SUCCESSFUL BIDS (B.O.G.O.F)
TAYSIDE 2 Learning Disabilities 1 AMH 1
CANCER NETWORK 1 (1 2004)
BORDERS 1 Child health.
FIFE 4 Child adolescent X2 AMH (primary
care) Learning Disabilities.
FORTH VALLEY 1 AMH continuing care
LOTHIAN 7 AMH X2 Health 1 Alcohol 1
Neuro 1 Learning Disabilities X 2
HIGHLANDS 2 Older adults X2
GRAMPIAN 2 Older Adults 1 Learning Disabilities1
OCT 2003 Total 76
Yr1 total 40, Yr2 total 20, Yr3 total16
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Clinical Doctorate 2003

• Three year full time
• 6 modules over three years.
• 6 placements.
• Thesis exams.

• Three to five year flexible
• 6 (same) modules over 3-5 years.
• 6 placements.
• Thesis exams.
• The first year is identical to full time
  training 2 modules, 2 placements, 2nd year
  onwards combines training with service
  contribution under supervision employed by region
  speciality.

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Cons! (challenges).

• Fast!
• Quality Assurance.
• Supervisor support, training accreditation.
• Physical staffing resources.
• Work/ training interface.
• Future funding stream unclear.
• Future employment unclear.

10
PROS

• Prompt response to service needs.
• Stronger partnerships with stakeholders (Local
  ownership,employers engaged in ILPs to meet
  local service needs professional training
  requirements within developing competencies
  framework).
• Supervisor resource needs, training
  accreditation now firmly on NES agenda.
• Increased staffing resources (academic, tutors
  LADTs).
• E- learning project, possibility of modules
  taught elsewhere.
• Discussions with proposed MSc.
• Work/ training interface issues NES working
  party.
• Move to new School of Health (Aug 2003).

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current clinical tutors/course staff
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new look clinical tutors/ course staff (2007)!
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(No Transcript)
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• Development Proposals for 2004/5
• MSc in Psychological Therapy in Primary Care
• Universities of Stirling and Dundee
• psychology graduates
• 1year full-time course
• specific competencies
• preparation for circumscribed work in NHS
  Scotland

Support from NHS Scotland ?
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Flexible Training Arrangements in Clinical
Psychology

• Consultation with the profession on the East
  Coast of Scotland was carried out to ascertain
  the views of as many stakeholders as possible.
• Meetings took place within clinical departments
  in the Borders, Fife, Forth Valley, Grampian,
  Highland, Lothian and Tayside.
• A questionnaire was developed and given out to
  audience members at the end of each meeting. A
  total of 173 completed forms were collected.

16
Overall Results Is Flexible Training a good
thing for the profession?
17
Overall Results Will Flexible Training result in
a reduction in quality of trained Clinical
Psychologists?