Public Health Inter-professional Learning-enhanced Educational Assessments - PHILEAS Dr. Patricia Bond and Dr. Rachel Richards Acknowledgements Nine TPHNs are located throughout England Workshop Objectives 1. To explain the concept and principles of the PHILEAS tool 2. To demonstrate the application of the PHILEAS tool Our starting point Substance Misuse -Alcohol Smoking in Pregnancy Teenage Pregnancy Infant Mortality Obesity Widening health inequalities Major public health challenges ◦ demand: a strong interdisciplinary response the alleviation of “siloed” workforce planning. National/regional strategies requiring collaboration and joint strategic planning and delivery Innovation, energy and enthusiasm But........... Requires a vehicle for ensuring that partner professions understand and incorporate JSNA objectives into their professional thinking and interprofessional action into their professional practice Which requires a re-thinking (and broadening) of our conception of the wider public health workforce What is PHILEAS? An educational assessment tool that guides commissioners and others through a simple yet effective process for identifying the learning and development needs of any multidisciplinary public health workforce: Distinguishable from other tools: ◦ ◦ ◦ ◦ Alleviates ‘siloed’ workforce planning. Utilises group dynamic Emphasises “ways’ of learning Role for Commissioners Uses the PHSCF Our Story so far MAR OCT JAN – JUNE JUNE OCT NOV – JULY MAY-OCT JAN 2007 2007 2008 2008 2008 2008/09 2009 2010 Principles Behind PHILEAS • Meeting population health needs requires a multidisciplinary team response. • The approach taken builds multidisciplinary workforce. • The procedures: on the capability of a – Bring different professional groups and agencies with differing perspectives into the same conversation about workforce development. – Provoke analysis of roles and responsibilities in order to have a holistic picture of knowledge and skills that are available and needed. – Encourage participation of representatives from different disciplines to understanding inter-professional interactions and learning needs. Connect practitioners •Jointly construct a community knowledge base •Model knowledge sharing behaviors •Model interactive learning through peer interaction Getting people around the table Dealing with agendas Assumptions and stereotypes Modeling learning PHILEAS - the process Four main stages to the process: 1. 2. 3. 4. Stimulating engagement Framework development The assessment process Developing opportunities An iterative and interconnected process. Equal weight and importance to each stage. Success of the project overall is crucially dependent the initial project initiation. PHILEAS Approximately 6 weeks Stimulating engagement Key outputs Success factors Approximately 6 weeks Framework development Parameters of the work defined •Awareness raising. •Buy-in Approximately 6 weeks On-going Assessment Process Framework development and key competencies •Viable framework Develop Opportunities Inter-professional learning priorities agreed Embedding into organisation Success depends on: 1. How the project was initially set up. 2. Getting the whole system in the room – getting everyone talking about the same world despite differences in language. 3. Being prepared to address structural differences between agencies: open honest communication. Promoting mutual respect and prioritising common ground. 4. Being responsible for setting the overall trajectory but not the outcome. Why PHILEAS? Systematic, evidence based, transparent process to determine learning and development needs. Encourages and facilitates strategic buy-in and alignment from the start, thus facilitating early planning for implementation. Top down and bottom up engagement. Supports joint working and planning of services across sectors. Supports World Class Commissioning competencies at an organisational and individual level. Discussion session: Traditionally practitioners have come with a skills specification that is derived from uni-disciplinary requirements for professional registration. Public health strategies require multi-agency engagement and a sea change in the commissioning process that expects a seamless delivery. ? What are the underpinning principles and key practicalities that need to be tackled in the requirement for multi-agency engagement and seamless service delivery of public health issues arising from the move to JSNAs? ? What are the potential advantages of a process such as PHILEAS to delivering on new national expectations and requirements as well as implementing public health strategies? Contact details: Dr. Patricia Bond: [email protected] Dr. Rachel Richards: [email protected] • Ginder Narle: [email protected] PHSCF A tool for describing the skills and knowledge needed for public health. A framework for anyone who wants to strengthen the contribution their organisation makes to the public health function. A framework for anyone interested in acquiring or developing competencies and knowledge about improving and protecting the health and well being of the population, even though this is not their main area of work. ◦ Uses generic language to facilitate collaboration and coherence across this diverse workforce, in order to maximise its collective contribution. ◦ Ensure rigour and consistency in skills, competence and knowledge at all levels, regardless of professional background. (Public Health Resource Unit and Skills for Health 2008). Obesity Framework Level 4 Secondary Care Morbid Obesity Service Level 3 Primary Care Specialist Obesity Service Level 2 Community/Primary Care Weight Management Service Level 1 Early Intervention and Prevention Front line Staff (NHS, Council, Vol. Sector), Health Trainers, On-line advice Exercise on Prescription, Walking, Cycling programmes etc. Leisure Services Physical activity Strategy Commercial Slimming Clubs Smoking Cessation Service Pharmacy Services Tobacco Strategy Food Skills Courses, Food Access projects Commercial Slimming on Prescription Food Strategy Developing opportunities Rests on how you established your process and bespoke circumstances – no hard and fast rules Summarise training and development priorities in relation to the PHSCF and circulate. Disseminate findings within appropriate networks Develop relevant training dependent on need and preferred method of delivery Capitalise on opportunities for shared learning Review relevant existing in-house training and development Review polices, strategies and care pathways.