Achieving Added Value Through CPD and Life Long Learning

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Achieving Added Value Through CPD and Life Long
Learning

• Mary Douglas Ruth Dawson
• Salford Royal NHS Foundation Trust

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Background

• The NHS plan (2000) laid down the governments
  commitment to modernizing the NHS.
• 2006 Leitch report recognised need to train and
  equip adults with higher levels of skills
• World Class Skills implementing the Leitch
  review set out approach
• Leading Local Change Darzi Review

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SRFT

• SRFT is an NHS Foundation Trust
• 900 acute beds
• 4500 staff
• Serves a diverse, multi-cultural population with
  complex healthcare needs
• Provides local, regional and national general and
  specialist healthcare services

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Background

• Interprofessional Practice Educators identified
  as part of their development needs, issues
  regarding training needs analysis for their own
  areas
• SRFT approached University Of Salford to explore
  opportunities to meet these needs through action
  learning
• SRFT approached Strategic Health Authority to
  request financial support for this initiative

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The aims of the project

• To develop participants knowledge and skills in
  relation to identifying staff development needs
  in professional interdisciplinary practice and
  organisational settings.
• To enable the participants to develop a staff
  training needs analysis for their own clinical
  area.
• To improve the return on investment into CPD
• To further improve interdisciplinary relationships

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Intended Project Outcomes

• Participants would be able to
• Understand the application of training needs
  analysis in healthcare
• Understand and have an awareness of current
  problems and/or new insights into current
  professional practice
• Review and evaluate current problem solving
  frameworks that are utilized in clinical settings
• Be aware of the systems that enable the support
  and empowerment of healthcare personnel
• Carry out training needs analysis (TNA) for own
  clinical area

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Process

• Joint working between both organisations
• Developed programme content
• Agreed parameters and outcomes
• Organisation of the Project

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Organisation of Project

• Two half-day orientation days
• Overview of work based learning Action Learning
• Vision Purpose of Project
• Presentation Where are we now?
• Examples of TNA
• Agreement of format supportive structures

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Action Learning Sets

• Held on site every three weeks for two hours
• Facilitated by senior lecturers from University
  of Salford
• Two action learning sets
• Two sets came together for one session to put
  questions to strategic leads within the Trust

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Issues Discussed

• Trust Philosophy/Guidelines Policy for CPD
• Recording learning development
• Allocation of budgets access equality
• Strategies and Protocols
• Protected Time
• Sharing of information to inform CPD activities
  e.g. Communication, Adverse Incidents etc

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Progress

• Invited Panel of strategic managers for
  discussion of arising issues
• The two groups developed a Pilot TNA form and
  customised it for their own area
• The two groups reconvened as one group and
  modified the agreed form
• Trial of TNA form in directorates
• Report of TNA Pilot

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Evaluation

• Teams
• Focus on aligning CPD to service need and
  priority
• Better ways of working
• Networking across teams
• Value
• Executive support and sponsorship
• Interprofessional education and learning
• Transfer of knowledge and skills across
  professions

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Conclusion

• Long term benefits
• Comprehensive proactive CPD plans
• Continuous on-going learning
• Positive investment in terms of time and effort