Welcome
Val Shannon
Future workforce Project manager
North West Core Skills
NW Core Skills Programme
Higher 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
What is the
Core Skills Framework?
 Conflict Resolution
 Equality & Diversity
 Fire Safety
 Covers 10 subjects
 Health & Safety
 Infection Control
 Agreed set of learning outcomes
for each subject
 Moving & Handling
 Resuscitation
 Safeguarding Adults
 Safeguarding Children
Information Governance
The full Core Skills Framework can be found in at
http://www.cmtpct.nhs.uk
 Aims to standardise
statutory & mandatory training
Responsibility as Core Skills Lead
Val Shannon
Future workforce Project manager
North West Core Skills
Responsibilities of a
Core Skills Lead

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.
Objectives for 2013/2014
Seán Bradbury
NW Core Skills Programme Manager
Cheshire & Merseyside Teaching PCT Collaborative
Objectives for 2013/14
Future Workforce
Key Activity
Priority
In each HEI, support commissioned activity programmes so that at least
one commissioned programme at institutional level will be fully aligned
Must
In each FE, support commissioned activity programmes so that at least
one commissioned programme at institutional level will be fully aligned
Must
Deployed a programme of activity to support the implementation of the
Core Skills Register by Sept 2013 (Activity shared with Junior Doctors)
Must
Develop & deploy learning resources to support the agreed common
induction requirements (Activity shared with Junior Doctors)
Must
Deploy a common platform for shared access for core skills
programme resources for the HEIs
Should
Will conduct with the support of the stakeholders a
survey of learner experience (Activity shared with Junior Doctors)
Should
Key Metrics
Current
Position
Target –Mar 2014
89%
100%
Number of NHS organisations in the NW
CSF Aligned
12%
75%
Number of Healthcare Programmes in the
NW working towards Alignment
50%
100%
Number of Healthcare Programmes in the
NW Aligned
35%
75%
Number of organisations committed to
recognise external Core Skills aligned
training
TBC
50%
Estimated level of duplication avoided
TBC
50%
Level of engagement of organisations in
the NW in supporting developments
TBC
75%
Key Activity
Numbers
of NHS Organisations in the NW
Key
Activity
working towards Alignment
Implementing the Core Skills Phases
Seán Bradbury
NW Core Skills Programme Manager
North West Workforce Delivery Unit
Core Skills Phases Matrix/
Action Plan
 See Action Plan Hand-out
Phased Approach
Engaged
Implementation
Recognition
Share Data
Alignment
Engagement
Realisation
Phase 1 - Engagement
Engaged and committed
working towards implementation
Step 5:
Step 4:
Step 3:
Step 2:
Step 1:
Exec
Support
Core Skills
Lead
Project
Meeting
Assess
Readiness
Action
Plan
Phase 2 – Alignment
Aligning local content to the
Core Skills Framework
Step 5:
Step 4:
Step 3:
Step 2:
Step 1:
Involve
SMEs
Complete
Mapping
Tool
Ensure
Content
is Aligned
Sign off
by Org
Submit
Evidence
to CS Prog
Team
Phase 3 – Share Data
Enabling Core Skills Training Data
to be Shared with other Organisations
Step 5:
Go Live
Step 4:
Step 3:
Step 2:
Step 1:
Sign Info
Sharing
Protocol
Data
Reporting
In Place
Process
For Sharing
Core Skills
Skills
Register
Admin &
Training
Phase 4 – Recognition
Recognise and accept Core Skills Training
Data from other Organisations
Step 5:
Step 4:
Step 3:
Step 2:
Step 1:
Agree to
Accept
Training
Complete
Statement
of
Recognition
Integrate
Into local
Policies &
Procedures
Sign off
by Org
Submit
Evidence
to CS Prog
Team
Phase 5 – Realisation
Core Skills Training fully implemented,
allowing full benefits to be realised
Step 5:
Step 4:
Measure
Step 3:
Embed
Step 2:
Step 1:
Introduce
Check for
Compliance
Introduce
Flexible
Training
Approach
Continual
Service
Improvement
Dashboard
Phase 1 - Engagement
Phase 2 - Alignment
5
Phase 3 - Share Data
5
4
5
4
4
3
3
2
3
2
2
1
1
1
Phase 4 - Recognition
Phase 5 - Realisation
5
5
4
4
3
3
2
1
2
1
Review of the Content Mapping
Seán Bradbury
NW Core Skills Programme Manager
North West Workforce Delivery Unit
The reasons for the tool
 Momentum behind Core Skills and resources developed
have allowed proactive organisations to run with it
 Need a level of assurance and central view point
for 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
Action Group
Kim Leigh
Head of Education Support Commissioning
Introduction
 What is the Action Group
 Who are the Members
 Purpose
 Benefit
 Next Steps
Refreshments
Health Education e-Learning
Platform
Mark Walton
Hydrant
Introduction
 Briefing Paper
 Purpose
 Benefit
 How it will work
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.
Examples of Resources
Core Skills Framework
http://www.nwyhelearning.nhs.u
Making Every Contact Count
k/elearning/northwest/Liverpool/
Every%20Contact/April2012/ver
sion%201/HMP_V2.03/index.ht
m#Menu
Examples of Resources
Stillwell – ‘Douglas’s
Story’
Using virtual simulation
approaches - a Learning
Resource to support awareness
of Learning Disabilities Issues.
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.
SNAP
Kieran Kelly
SNAP Services Project Manager
Introduction
 What is SNAP
 Purpose
 Benefit
 Nest Steps
Standardised
Numeracy Assessment
Process (SNAP
Services)
Northwest CSF Event
24/06/2013
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
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
Initial Support and Links
• Council of Deans of Health (Northwest)
• NHS Northwest Strategic Health Authority
• Skills for Health
• Wirral Health Informatics Service(WHIS)
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
35
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
Northwest HEI’s involved
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
The SNAP tool
The SNAP tool –
Registration.........
Registration – Data security
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
Logging on……
Administrators Homepage
Student Homepage
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.
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?
Clinical Numeracy
Level 1 A palliative care patient is
prescribed 50 mg of
diamorphine to be infused
over a 24 hour period. The
diamorphine ampoules are
available in 10mg/ml. Sodium
Chloride 0.9% should be
added as the dilutent. How
many ampoules of
diamorphine are required?
Clinical Numeracy Level 2
A patient with pneumonia is
prescribed meropenem
1gram three times/day. The
prepared volume is 100mL
sodium chloride 0.9%. If it
should be infused over 1530 minutes, what is the
minimum and maximum
rates of infusion in mL/hour?
Syringe Question
A 76 year old male patient
was admitted with a heart
attack is prescribed Morphine
5mg intravenously for the
pain. Ampoules of Morphine
contain 10mg in 1mL. How
much morphine needs
drawing up to give this dose?
Clinical Numeracy Level 2
A patient is complaining of
chest pain and is commenced
on a Glyceryl trinitrate (GTN)
infusion starting at
10microgram/minute. If you
use a ready constituted vial
containing 50mg GTN in
50mL, what is the initial
infusion rate in mL/hour?
Reviewing a Staff / Student’s
Assessment
SNAP Learning Resources
•S4H Literacy and Numeracy
Tool
•Maths for Medicine
•Moving on Website
•BBC Bitesize and Mathswise
sites
•British National Formulary
(BNF)
•Children's BNF
•HEI Open source (OS)
learning materials
HR Implications
Summary/Future Direction
• On-going evaluation and promotion
• Provide SNAP training workshops
• Keen to share and discuss developments
•
SNAP Education
•
On-going recruitment of questions for SNAP site
Contact:
Management: Kieran Kelly
k.kelly@chester.ac.uk / kkelly@snap-services.org
Customer Support/Administration:
Kerry Gibbons
k.gibbons@chester.ac.uk / kgibbons@snap-services.org
Access SNAP freely at:
www.snap.nhs.uk
Any Questions
Simon Mellor
Val Shannon
Work Shop 1
Phase 2 Alignment
Phase 2 – Alignment
Aligning local content to the
Core Skills Framework
Step 5:
Step 4:
Step 3:
Step 2:
Step 1:
Involve
SMEs
Complete
Mapping
Tool
Ensure
Content
is Aligned
Sign off
by Org
Submit
Evidence
to CS Prog
Team
Tim Grocott
Val Shannon
Work Shop 2
Phase 3 Share Data
Phase 3 – Share Data
Enabling Core Skills Training Data
to be Shared with other Organisations
Step 5:
Go Live
Step 4:
Step 3:
Step 2:
Step 1:
Sign Info
Sharing
Protocol
Data
Reporting
In Place
Process
For Sharing
Core Skills
Skills
Register
Admin &
Training
Work Shop 3
Phase 4 Recognition
Seán Bradbury
NW Core Skills Programme Manager
Phase 4 – Recognition
Recognise and accept Core Skills Training
Data from other Organisations
Step 5:
Step 4:
Step 3:
Step 2:
Step 1:
Agree to
Accept
Training
Complete
Statement
of
Recognition
Integrate
Into local
Policies &
Procedures
Sign off
by Org
Submit
Evidence
to CS Prog
Team
Summary
Seán Bradbury
NW Core Skills Programme Manager
Cheshire & Merseyside Teaching PCT Collaborative