MENU FOR PRACTICE MANAGEMENT DEVELOPMENT
Over the past 2 decades, there have been greater expectations and demands on the Practice
Manager and their professionalism, capabilities, knowledge and skills. This has been driven by the
increased awareness of the need to improve quality across health care.
If Practice Managers are to meet the challenges of the ever-changing NHS, they have to be more
competent than ever before and have the knowledge and skills to deal with the quantity, chaos and
complexity of information relevant to the Practice Manager’s eclectic role and responsibilities.
There are concerns about information overload and the fear of “not knowing what you don’t know”
and anxiety of “knowing what you don’t know” and not knowing how or where to find the
information or someone with the knowledge. In this profession, “Ignorance is bliss” is not a wise
state to be in.
Effective Practice Managers and Leaders don’t have to keep knowing “more stuff”, but they do
need to know which “stuff” matters. They also need to develop Leadership Wisdom, which is not a
“mental encyclopaedia of facts”. According to Meacham (1983)1, Wisdom is the awareness of the
limits of one’s knowledge. Wisdom has the humility to recognise that the “more one knows the
more one knows that one doesn’t know” and recognises that learning is not confined to specific
places and times in our lives but embraces self motivated, lifelong learning.
“Knowledge, wisdom and experience are your real possessions, which
fire cannot burn, nor can a thief steal." The Naladiyar
Marion Foster
1
Updated March 2013
Meacham, J. A. (1983). Wisdom and the context of knowledge: Knowing that one doesn’t know. In Deanna Kuhn and John A.
Meacham. (Eds.) On the development of developmental psychology. Basel; New York: Karger, 111-134.
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
Frequently Asked Questions
Q. Where do we find out what we don’t know?
A. “The Menu for Practice Management Development” Learning Needs Analysis (LNA) tool
Q. How did you know what to include in the “Menu for Learning”?
A. We researched the following:
1. The General Medical Services Contract (2003/4) Annex B and C: Contractual and Statutory
Requirements and the Competency Framework for practice management which sets out three
levels of knowledge and skills which should be available to General Practice. The Menu for
Learning is structured using the headings of this Framework
Annex B
Annex C
2. Institute of Healthcare Management (IHM) Competence Framework. This Framework is
derived from three main sources: the Knowledge and Skills Framework (KSF)1, the Leadership
Qualities Framework (LQF)2 and the generic standards produced by the Management Standards
Centre (MSC)3.
1. Knowledge & Skills Framework: Department of Health, 2004, (retrieved 22 March 2012)
2. Leadership Qualities Framework, Modernisation Agency Leadership Centre, (retrieved
22 March 2012)
3. Management Standards, Department for Education and Skills, 2004, (retrieved 22 March
2012)
3. NHS Scotland Quality Strategy, 2010: Clinical and Staff Governance for General Practice
in Scotland. Clinical and Staff Governance are key components of the delivery of high quality
care. NHS Scotland Quality Strategy, 2010
Q. There is so much! How can we manage this learning?
A. Carry out an LNA by completing the following tool with your trainer then prepare your Learning
Plans. See “The Learning Contract” and example learning plans.
Q. How can this relate to my Portfolio?
A. The contents of your Portfolio should be organised under the headings of the IHM Competency
Framework. You should have three examples of evidence for each Competency. (See further
guidance on preparing your portfolio in the Trainee Handbook). The information gleaned from the
LNA tool and the Learning Plans, will inspire and aid the organisation of your Portfolio.
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
Resource Headings
MENU FOR PRACTICE MANAGEMENT DEVELOPMENT
1.
General Medical Services Contract (2003) Annex C: Competency framework for
practice management
1. Practice Operation and Development
2. Risk management and assessment
3. Partnership Issues
4. Patient and Community Service
5. Finance
6. Human Resources
7. Premises and Equipment
8. IM&T
9. Population Care
PORTFOLIO
2.
Institute of Healthcare Management (IHM) Competence Framework.
1. Communication and working with others
2. Managing Risk
3. Optimising Resources

Optimising the richness and diversity of the workforce

Optimising physical and financial resources

Optimising IT and Information resources
4. Leading Change

Organisational change

Service development

Improvements in quality
5. Developing oneself and others
6. Working with People

Leading and building teams

Assigning work to colleagues

Recruitment, selection and retention of people

Monitoring and assessment of performance
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
LEARNING NEEDS ANALYSIS – THE PROCESS
The LNA will help to determine the gap between existing skills, knowledge and abilities of the
trainee and identify the Learning Objectives and set Goals, develop Learning Plans and Tutorial
Program.
Adults learn better, when they can see a reason for a programme of study and its relevance.
The Menu for Learning is the resource identifying knowledge and skills relevant to the role of the
effective Practice Manager.
Why conduct a LNA?
A LNA will help:

Identify what skills and knowledge the trainees already have

Highlight skills/knowledge/competencies that need developing and prioritise them

Identify clearly what trainees wish to achieve

Outline and define expectations and goals

Determine what can realistically be achieved given the available resources

Identify any obstacles or difficulties which may arise

Increase the sense of ownership and involvement of the trainee

Identify the content that best suits trainees needs

Determine what is the most appropriate delivery format

Determine what skill set and knowledge base is required of the tutor

Develop a budget and cost benefit analysis

Establish when is the most suitable time to deliver the tutorial and over what time
frame

Ascertain the most suitable evaluation mechanisms

Outline what results can be expected and if/how these can be measured
APPROACH
Identify Competencies
The LNA is the process by which individual learning and development needs are established. The
information gathered will assist in identifying and addressing tasks, skills and knowledge gaps
required to meet the individual’s personal and professional needs, now and in the future. The data
will be used to form key elements of the Learning Program and produce an overall knowledge and
skills report.
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
The Method
The following LNA tool is designed to be conducted as discussion on a one-to-one basis between
Trainer (Mentor) and Trainee (Mentee) and when appropriate the Trainee’s Practice Manager.
Consider and record your perceived level of competence and on completion return to the beginning
and prioritise the learning needs. Take into consideration the training programme topics which will
already dictate prioritised learning and be timetabled. You may then be able to plan and
programme your tutorial topics
Learning Needs Analysis (LNA) Report
Following the completion of the LNA tool, you will have produced a Report to be used to identify the
prioritised objectives.
Learning Plans
The Learning Plans will ensure the Program is developed to meet the prioritised needs identified in
the LNA Report.
Evaluation & Assessment Approach
Evaluation & assessment is demonstrated by compiling evidence of learning in the Trainee’s
Portfolio, Reflective Diary and the Trainer’s report.
VTS CYCLE OF LEARNING
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LEARNING NEEDS ANALYSIS SCORING GUIDANCE AND PRIORITISING
0 = Unconscious Incompetence






You don’t know what you don’t know and are unaware that you don’t have the knowledge or a
particular competence. It is possible that your confidence may therefore exceed your abilities
You may neither understand nor know how to do something
You may deny the relevance or usefulness of the new skill and not have a desire to do
anything about it.
You must become conscious of your incompetence before development of the new skill or
learning can begin
The aim is for you to move into the 'conscious incompetence' stage (Score 1), with
understanding of the benefit that it will bring to your professional effectiveness
Even though you have scored a topic at 2 or 3, you could also be 0 without knowing e.g.
Employment legislation. When new legislation is introduced, you have to have a safety net in
place to alert you and move from Score 0 to 1.
1 = Conscious Incompetence








You now know what you don’t know
You realise that there is a gap in your knowledge or skill base
Consider whether this learning is a priority this year
Where does it rank compared to other areas that you have scored 1 and 2?
Do you just need to be aware of this area and stay at Score 1 and empower another
colleague to be at Score 2 and 3?
Is this a realistic priority? Is there a training opportunity; are you able to resource the
information for self directed learning?
Will you have the opportunity to practice your new knowledge and develop the relevant skills?
What level of skill is required for you to effectively carry out you role.
2 = Conscious Competence




You understand or know how to perform the skill without assistance.
Able to demonstrate the skill or knowledge. Requires consciousness and concentration.
You have the opportunity to use this new knowledge and develop the relevant skills further?
Practice is the single most effective way to move from Score 2 to 3.
3 = Unconscious Competence




You have had so much practice with a skill that it becomes "second nature" and can be
performed easily (often without concentrating too deeply).
You can be unaware that you know what you know
This level arguably gives rise to the need for long-standing unconscious competence to be
checked periodically against new standards
You may or may not be able teach it to others, depending upon how and when it was learned.
Prioritise – After carrying out the scoring exercise return to the start of the list and use this
column to identify your agreed priority areas for further learning or tutorials.
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Practice Operation and Development
Double click on number at Left Hand Side to be directed to links for supporting resources
Key: General
General Medical Services
0
1
2
3
Prioritise
General Dental Service
1 The General Medical Services (GMS) Contract, the
General Dental Services Regulations and other
contracting arrangements:
2 Understanding the NHS organisation: The internal and
external organisations
3 Awareness of Local and National Health Policy and
Targets
4 Understanding effective communication within the NHS
5 Understand the principles of Care Pathways and how
to facilitate process
6 Awareness of relevant National Legislation and how to
be aware of and implement changes
7 Strategic Management and practical application of
theory
8 Change Management and practical application of
theory
9 Project Management: Techniques and practical
application of theory
10 Information and Knowledge Management: analysis;
models and processes; resources; acquisition,
organisation and use
11 Writing Development Plans/Reports
12 Organisational Culture and Practice Policies and
Procedures.
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13 Meeting Management and Facilitation skills
14 Ethical Practice and Professional Standards.
15 Clinical and organisational audit
16 Development and Innovation in the workplace.
17 Time Management
Risk Management and Assessment
0
1
2
3
Prioritise
18 Clinical and Staff Governance issues and Statutory
requirements
19 Best Practice in Health, Safety and Security
20 Ensure compliance with statutory requirements and
best practice
21 Develop policies and monitor/evaluate effectiveness
22 Risk assessment. Risk Management process, policies
and strategy
23 The Organisational Culture, Practice Policies and
Procedures.
24 Building and sustaining a Safety Culture promoting
Quality Improvement
25 Risk Safety and Quality Improvement Methodologies
26 Occupational Health Processes. Statutory
requirements.
27 Managing Poor Performance
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28 Appraisal/mentoring/coaching/training process
29 Disaster Planning. Business recovery and continuity
planning, Insurance.
30 Infection control
31 Confidentiality and disclosure - policy and legal
requirements
32 Misuse of Drugs Act 1971. Medicines Act 1971
Understand the management of controlled drugs,
emergency drugs and other treatments.
Partnership Issues
0
1
2
3
Prioritise
33 The General Medical Services (GMS) Contract, the
General Dental Services (GDS) Regulations and other
contracting arrangements
34 Statutory requirements and partnership options
35 Partnership agreements - Governance in Partnerships
– Partnership disputes
36 Partnership Changes and Recruitment
37 Partnership Finance and Taxation
38 Continuing Professional Development (CPD)
requirements, GP Appraisal, Revalidation
39 Duty of Care – Good Practice - GMC
40 GMC and Defence Union Resources
41 GP Time management – Rotas, Capacity and
Demand etc.
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42 Non Principals, Salaried, Retainer, Locums
43 Partnership meetings
Patient and Community Service
0
1
2
3
Prioritise
0
1
2
3
Prioritise
44 Reception Services and Practice Administration.
Promoting the rights of Patients
45 Patient Involvement
46 Patient Information, Practice Leaflet, Website, Waiting
Room, Freedom of Information Act etc.
47 Services and Health promotion
48 Managing patients and outside agency complaints,
conflict resolution
49 Patient Protection including those with Capacity and
Child Protection.
50 Advance Directives – Adults with Incapacity Act –
Power of Attorney etc
51 Value of professional working relationships with peers
and colleagues from other practices other external
organisation.
Finance
52 The role of the bank, lawyer and accountant
53 The General Medical Services (GMS) Contract, the
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
General Dental Services Regulations and other
contracting arrangements
54 Private Fees and Services
55 Partnership Agreement
56 Practice Accounts
Establish processes and ensure financial/security
control. Petty cash - Develop and operate systems to
monitor and record transactions
Payroll and pensions
Monthly Invoices, Receipts and Accounting
Claims, Targets and Quarterly payments
(Practitioner Services Division (PSD))
Annual accounts
Financial Planning, Managing annual budgets.
expenditure, deficiency registers and financial risk
Drawings and Personal taxation
57 Practice Development Planning. Workforce Planning
and budgeting
58 Business Case Development. Resource Negotiation.
Plan, implement, monitor and review acquisitions.
Allocation and management of financial resources
59 Understanding and Monitoring all relevant insurance
and ensure cover is in place – building, practice, legal,
locum, tax etc.
Human Resources
0
1
2
3
Prioritise
60 Workforce Planning: Workload analysis, workload
planning, evaluating effectiveness, skill mix review
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Personal Development Plans. Commission/facilitate
training
61 Team working and skill development
62 Leadership v Management. Styles. Emotional
Intelligence. Organisational culture.
63 Recruitment and selection, Induction and training
64 Performance review, mentoring and appraisal. Giving
effective feedback
65 Developing oneself and contribute to the development
of others: Mentoring, coaching and counselling. Pastoral
care.
66 Promotion of health and wellbeing and prevention of
adverse effects on health and wellbeing
67 Recognising others learning needs
68 Conflict and dispute resolution, assertiveness
69 Employment practice
Premises and Equipment
0
1
2
3
Prioritise
70 Service Level Agreements
71 Business case development. Resource negotiation.
Plan, implement, monitor and review the acquisition,
allocation and management of financial resources
72 Monitor and evaluate all insurance and ensure cover
is in place – building, practice.
73 Equipment and Facilities management and
maintenance
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74 Security
75 Project Management (equipment/premises) Utilise
project management techniques to ensure smooth
running and completion of project
76 Value of professional working relationships with peers
and colleagues from other practices and other external
organisation.
77 Finance – SFE - improvement grants – premises
development opportunities – Private Investment
IM&T
0
1
2
3
Prioritise
1
2
3
Prioritise
78 Awareness of National Legislation and how to be
aware of and implement changes: Data Protection Act,
Access to Health Records, Caldicott Guardianship and
the Principles, Confidentiality and disclosure.
79 IM&T physical security and risk assessment
80 Developing IM&T Expertise – Using data as a
management tool. Quality data.
81 Information and Knowledge Management
Population Care
0
82 Health Needs Assessment
83 Service Performance and Prioritisation
84 Strategic Management
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Additional Subjects
0
1
2
3
Prioritise
85 Professional Development
86 Awareness, Politically, Economically
87 Marketing
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THE LEARNING CONTRACT
What is a Learning Contract?
A Learning Contract is a written document that draws the mentor and trainee together in taking
equal responsibility for the Learning and Development. The trainee, an active partner in the
process is involved in the development of the learning contract. Learning needs, objectives,
resources and strategies are identified in a partnership between mentor and trainee and written
into the contract. In this way, the trainee develops a sense of ownership and commitment of their
own training. If appropriate, the trainees practice manager should also be involved in the process
and sign the contract.
Purpose of a Learning Contract.
A learning contract is multipurpose tool that benefits both the trainee and the mentor. It can lead to
more effective training because it provides:

An opportunity for the trainee to clarify and prioritise what has to be accomplished prior to,
during, and after the training.

Pre-event preparation for a training course, highlighting objectives and methods.

A useful mechanism for reassuring both parties about whether a planned piece of work will
meet the requirements of the course.

A tool to record the learning journey of the course. A working/living document. As new
learning is recognised this is also added to the plan.

Be part of the portfolio as a record of learning journey.
Developing the Learning Contract.
Using the Learning Contract Form, the mentor and trainee should outline their learning objectives
and allow plenty of time for the trainee to complete the form. Set realistic goals and objectives.
Objectives: learning is enhanced by establishing a clear vision of what you want to learn and by
creating indicators that can be used as evidence of accomplishment.
The forms should be completed by the trainee and signed by both the trainee and the mentor at
the completion of the learning period.
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The Learning Contract Contains The Following Sections:
Competency Areas – Identify which Curriculum Competencies are being addressed.
Learning Needs – Using the Learning needs analysis provides an opportunity for the trainee to
identify and prioritise their learning areas. It is probably best to focus on no more than three skill
areas at a time.
Knowledge / Abilities Needed - this section of the contract helps the trainee focus on exactly
what it is about the identified skill areas that they want to learn. This should be stated on the
contract in the form of specific objectives.
Resources and Strategies - a valuable section, which the trainer can use to determine an
appropriate mix of training techniques. Would the trainee find formal training, different environment,
equipment, reading materials or practical experience more useful?
Barriers - often there are situations, events, or attitudes that interfere with learning. Giving space
to identify those problems here will lead to more effective training later on.
Settings - identify the settings which the trainee expects to apply and/or practice the skills they
wish to learn. Using these "real life" examples in the training makes it much more meaningful.
Timescale – set a realistic timescale for each part of the process using project management tools.
Evidence of Accomplishment - For each skill area, the trainee should list indicators they can use
as evidence that they have mastered the skill. The more specific the indicators, the easier it will be
to evaluate whether or not they have accomplished what they set out to learn.
Using the Learning Contract.
Whilst the process of drawing up the contract is valuable, the document itself is a working
document and is vital in planning and executing the training.
The learning contract describes the most effective training for the trainee. The trainee can work
through the training contract, safe in the knowledge that the training is tailored to their needs,
however during the process both the mentor and trainee's notions about the training may change
and the contract may be revised or renegotiated.
When each formal training session is completed, look back at the "evidence" section of the
learning contract. Have the objectives been met, or is further training needed?
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for noncommercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
Example1
LEARNING CONTRACT BETWEEN …………..AND ………….
LEARNING PLAN:…………………………………………………..
Competency Areas
Relates to which IHM Curriculum
Competencies
Learning Need
List specific problem situations
Knowledge/
Abilities Needed
What do you want to learn?
Settings
Where do you expect to apply and
practice skills?
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purposes is permitted only with the written permission of NES.
Barriers
What might interfere with
meeting your objectives?
Resources and
Strategies
How will you learn? What will you
need to help you?
Evidence of
Accomplishment
How will know when you have met
your objectives?
Time scale
When will you
process deliver.
start,
you
prepare,
(trainee)
(mentor)
(manager)
(date
Signed:
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purposes is permitted only with the written permission of NES.
Example 2
GPM VTS Learning / Development Plan for …………………..
Competency area
Learning Objective
identified
How will learning be
achieved
from …………… to ………………….
Timescale
Further training required
Communication and
working with others
Risk management
Optimising resources
Leading change
Developing oneself and
others
Working with people
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purposes is permitted only with the written permission of NES.
Hyperlinked Resources: If you have suggestions to add to the resources or can report if any links are no
longer valid, please email: mfoster1@nhs.net
1
The National Health Service (General Medical Services Contracts) (Scotland) 2004
From above link to view amendments to the 2004 Contract insert “National Health Service (General Medical Services
Contracts) (Scotland)” in Title box and Search
BMA Contractual Guidance for Independent Contractors - log in required
GMS Contract up to 2005 Annex A, B, C, D
General Medical Services (GMS) – to date
Statement of Financial Entitlements (SFE) 2012/13 Scottish Government
The National Health Service (General Dental Services) (Scotland) Regulations 2010
Statement of Dental Remuneration 2011 – 12
Practitioner Services: Your guide to allowances, payments and grants 2010 – 11
2
NHS Scotland
An Analysis of the Dental Workforce in Scotland: A Strategic Review (2010).
Our National Health (2000)
3
Better Health, Better Care (Scottish Government, 2007).
The Healthcare Quality Strategy for NHS Scotland
Delivering Quality in Primary Care: Action Plan (Scottish Government, 2010).
The Healthcare Quality Strategy for NHS Scotland (Scottish Government, 2010).
Scottish Patient Safety Programme (Scottish Government, 2010).
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Quality Education for Scotland Strategic Framework 2011-2014 (NES, 2010).
Delivering Quality Through Leadership: Delivering Quality Through Leadership (NES, 2009)
Childsmile
Partnership for Care (2003)
Improving Oral Health and Modernising NHS Dental Services (2005)
An action plan for improving oral health and modernising NHS dental services in Scotland (2005) Scottish
Executive.
Building a Health Service fit for the future. A national framework for service change in the NHS in Scotland
Scottish Executive, (2005).
Delivering for Health. Scottish Executive, (2005).
Dental Action Plan
4
Communicate effectively with individuals and groups, and act as a positive role model – NHS Leadership
Knowledge & Skills Framework: Department of Health - Communication
Information Sharing between NHS Scotland and the Police
5
What are Integrated Care Pathways?
National Patient Pathways
Guidelines and Care Pathways
6
Annex B: Contractual and statutory requirements
Clinical and Staff Governance for General Practice in Scotland
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purposes is permitted only with the written permission of NES.
Dispensing Doctors’ Association
Practice Support Manual (NES: Scottish Dental Clinical Effectiveness Programme)
Dental Registration
Dental Non-limited registration
7
Strategic Management
What is Strategic Management
Business Survival Toolkit
8
Developing Change Management Skills
Change Management
Applying Change Management Techniques online
Change Management Leadership Guide
Critique: Kotter’s 8-stage Change Model
Kotter Principles & Webcast – Change Theorist
A Literature Review on Team Leadership
Interactive Leadership :Free Download ‘Inside the Mind of a World Class Leader’
Culture and Organisational Change. BPR (Business Process Engineering)
Best Practices In Change Management: Example of academic writing
Learning from Change: NHS Institute for Innovation and Improvement
Quality and Service Improvement Tools: NHS Institute for Innovation and Improvement
Business Survival Toolkit
9
Project Management Guide
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purposes is permitted only with the written permission of NES.
Process Mapping
Lean Thinking: NHS Institute for Innovation and Improvement
10
Understanding Knowledge Management
Knowledge Management—Emerging Perspectives
Hierarchies of understanding
Data, Information, Knowledge, Wisdom: 4 models
11
Good practice when writing business planning documents
HyperGrammer
Business Survival Toolkit
Harvard Referencing Guidance for evidence based writing
12
The Culture of General Practice
Managing change in the culture of general practice: qualitative case studies in primary care trusts
Organisational Culture Assessment Instrument
13
Facilitation Guides
Meetings Management (Create Log in) also RCGP “Productive General Practice” resource
14
IHM Health Care Managers Code of Conduct based on the “Norland Principles”.
Investors in People
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purposes is permitted only with the written permission of NES.
List of Ethical Guidance (GMC)
Practical Ethics for General Practice by Wendy Rogers
Ethics in primary care: theory and practice
Quality Initiatives (RCGP)
Check the Register
Model Chaperone Framework
Ethical and legal aspects of practice (BDA)
Standards for Dental Professionals (GDC)
Maintaining Standards (GDC)
Good Practice Scheme (BDA)
Ethical and Legal Aspects of Practice (BDA)
15
Clinical Audit in Primary Care
Practice Support Manual (NES: Scottish Dental Clinical Effectiveness Programme)
16
Thinking Differently
Fresh Eyes – Seek Out and Use the Wisdom of Others
Characteristics & Behaviours of Innovative People in Organisations: Literature Review
Situational Outlook Questionnaire (SOQ)
Lessons Not Learned About Innovation
NHS Institute for Innovation and Improvement
NHS Institute for Innovation and Improvement
Creativity Techniques
Authentic Happiness (Seligman)
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purposes is permitted only with the written permission of NES.
Lean Thinking: NHS Institute for Innovation and Improvement
17
Time Management Beat Work Overload. Be More Effective. Achieve More
18
Clinical Governance and Risk Management - National Standards (Health Improvement Scotland)
Clinical Governance (NES)
Check the Register
Good Medical Practice: Good clinical care
Patient Safety in Primary Care
Clinical And Staff Governance For General Practice In Scotland
The Green Book (Latest information on vaccines and vaccination procedures)
Practice Support Manual ( Scottish Dental Clinical Effectiveness Programme)
Clinical Governance (BDA)
19
Health & Safety at Work Etc Act 1974
Model Infection Control Policies - Health Protection Scotland
Healthcare Cleaning Manual
National Specifications for Cleanliness: Primary medical premises NPSA
National Patient Safety Agency Website
NHS Innovation and Improvement – Superb resource to explore for tools and practical application of theory.
Change, project management, Facilitators’ Handbook etc Register and access more.
General Medical Council (GMC) Interactive case studies
Practice Support Manual (NES: Scottish Dental Clinical Effectiveness Programme)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
20
GMS (Scotland) Regulations 2004 – Schedule 5, Part 1, Para. 8
Department of Health - Managing Medical Devices
Royal Pharmaceutical Society – Fridge Temperature Monitoring
Sterilization of Dental Instruments/Cleaning of Dental Instruments/ Decontamination into Practice (SCDEP)
21
To add Developing Policies and Procedures in Primary Care
A Step-by-Step Guide to Developing Protocols (NHS Institute for Innovation and Improvement – required to register)
Protocol Based Care (NHS Institute for Innovation and Improvement)
22
Managing risk (NES)
Risk Register Guidance
What is a risk register?
Five steps to Risk Assessment (HSE)
Health and Safety Regulation… (HSE)
Model Chaperone Framework
23
To add Developing Policies and Procedures in Primary Care
A Step-by-Step Guide to Developing Protocols (NHS Institute for Innovation and Improvement – required to register)
Organisational Diagnostic Models
Diagnosing Organisational Culture
Cameron and Quinn Organisational Diagnostic Models
Cameron and Quinn Online Culture Diagnostic Tool
24
Safety Culture (NES)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
What is an effective safety culture?
Safety Culture Toolkit (Learning from other Organisations)
The Heath Foundation, Inspiring Improvement
25
Safety and Improvement in Primary Care
Fundamentals for Quality Improvement (NHS Institute for Innovation and Improvement)
Significant Event Analyses Full Guide
Significant Event Analyses Quick guide
Evaluation of the Lean Approach To Business Management and its Use in the Public Sector
Lean Thinking and Six Sigma : NHS Institute for Innovation and Improvement
A Journey of Excellence in General Practice : Case study on Lean Thinking and Six Sigma
Root Cause Analyses
Root Cause Analysis (NES)
PlanDoStudyAct Cycles
Clinical Audit in Primary Care (RCGP)
Practice Support Manual (NES: Scottish Dental Clinical Effectiveness Programme)
26
Promoting Good Health in the Workplace
The Green Book (Latest information on vaccines and vaccination procedures)
27
Managing Poor Performance - ACAS
Performance Management – The GROW Model
Performance Management (FreeBook download)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
28
Mentoring Framework (NHS)
Leadership Team Coaching – Productive General Practice
Good Practice Leadership – NHS Education for Scotland, Knowledge Network (Athens Password)
29
Guidance on Business Continuity Management (2007) - Scottish Government
GP Model Business Continuity Management Policy NHS Connecting for Health
GP Template Business Continuity Plan NHS Connecting for Health
Insurance Advice for Businesses –related documents - Association of British Insurers
30
Model Infection Control Policies - Health Protection Scotland
GMS (Scotland) Regulations 2004 – Schedule 5, Part 1, Para. 9
Pandemic Influenza Guidance for GP Practices
Sterilization of Dental Instruments/Cleaning of Dental Instruments/ Decontamination into Practice (SCDEP)
31
Data Protection Act 1998
NHS Scotland - NHS Code of Practice on Patient Confidentiality, 2003
GMC - Confidentiality
Confidentiality and Disclosure of Health Information Tool Kit BMA
32
Misuse of Drugs Act 1971
Medicines Act 1971
Don’t mix it A guide for employers on alcohol at work
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
33
Primary Medical Services (Scotland) Act 2004
Advice Sheets (BDA)
34
GMS Contract up to 2005 Annex A, B, C, D
35
Partnership Agreement Guidance (BMA)
Partnership agreements (BDA)
Partnerships In Practice - The GP's guide to getting it right first time
36
Focus on Taking on new partners - BMA no logon required
37
Tax and Partnership doctors – BMA Logon required
GP Pension - BMA logon required
Scottish Public Pensions Agency - NHS Superannuation Scheme (Scotland)
The General Practitioner's Income Tax Return. April 18, 1914- BMA or Athens Logon required
38
GMS (Scotland) Regulations 2004 – Schedule 5, Part 4, Para. 61
NHS (Primary Medical Services Performers Lists) (Scotland) Regulations 2004 - Schedule 1, Para. 3 (a)
RCN: Regulation of Competence
39
BMA Doctors for Doctors
Sick Doctor's Trust
The Doctors' Support Network
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Support 4 Doctors
GMC – Good Medical Practice
40
GMS (Scotland) Regulations 2004 – Schedule 5, Part 9, Para. 112 and 113
41
Demand and Capacity – A comprehensive Guide
Treating Access Toolkit (RCGP)
Productive General Practice Resources – Capacity and Demand
The Business Planning Tool Kit: A Workbook for the Primary Care Team (Radcliffe Primary Care)
Workload Analysis Tool
42
Primary Medical Services (Scotland) Act 2004 Table of Contents
The National Health Service (Primary Medical Services Performers Lists) (Scotland) Regulations 2004
Non-principal General Practitioners: A NHS Resource (National Association of Sessional GPs)
Locumships in general dental practice (BDA)
Employing an assistant in general practice (BDA)
Locum Rates (GP Publication and Medeconomics: Register for account)
43
Facilitation Guides (NHS Institute for Innovation and Improvement)
Meetings Management – Productive General Practice
44
Decisions about Access to Medical Care (GMC)
Using The GP Patient Survey to Improve Patient Care: A Guide for General Practice
How to Create a Patient Satisfaction Survey
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Patient Satisfaction Audit
45
Consent: Patients & Doctors Making Decisions Together (2008) - GMC
GMS (Scotland) Regulations 2004 – Schedule 5, Part 9, Para. 112 and 113
Primary Medical Services (Scotland) Act 2004 – Table of Contents
Information Governance policy: Caldicott Guardians
Consent: Patients & Doctors Making Decisions Together (2008) - GMCScotland) Regulations 2004 - Part 7,
Schedule 1, Para. 8
Consent Tool Kit (BMA)
Patient Participation Groups in Primary Care - BMA
46
The British Dental Health Foundation
Reviewing a practice leaflet
47
The Green Book (Latest information on vaccines and vaccination procedures)
48
GMS (Scotland) Regulations 2004 – Schedule 5, Part 6, Para. 82-87
The Patient Rights (Complaints Procedure and Consequential Provisions) (Scotland) Regulations 2012
Dental Complaints Service
49
Patient Rights (Scotland) Act 2011: Factsheets and Leaflets
Protection of Children (Scotland) Act 2003
GMC - 0 -18 years guidance
Medical Treatment for Adults with Incapacity
Children and Young People Toolkit (BMA)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Good Practice in Consent Implementation Guide: Consent to Examination or Treatment Dept of Health
Reference Guide to Consent or examination or treatment,2nd Ed 2009 Dept of Health
Domestic Abuse BMA Guidance
Consent Tool Kit (BMA)
50
Adults with Incapacity (Scotland) Act 2000
Mental Capacity Act 2005: Deprivation of liberty safeguards - Code of Practice to supplement the main Mental
Capacity Act 2005 Code of Practice
The Protecting Vulnerable Groups (Scotland) Act 2007 (“the 2007 Act”) Order 2010
Protecting Vulnerable Groups (PVG) scheme Amendments 2011 (GDS)
A Guide to Communicating & Assessing Capacity (2008) - Scottish Government
No secrets: guidance on developing and implementing multi-agency policies and procedures to protect
vulnerable adults from abuse
Guidance: Developing and implementing Policies and Procedures to protect Vulnerable Adults from Abuse Dept
of Health
Sample Safeguarding Adults Policy
Policy and Guidelines for Health Professionals on Advance Statements about Medical Treatment
Advance decisions and proxy decision-making in medical treatment and research
Advance directives / advance decisions (living wills) policy
Safeguarding vulnerable adults - a toolkit for general practitioners - Need to log on to BMA website
Consent Toolkit – BMA - no login required
Principles of Patient Consent (GDC)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
51
Scottish Practice Management Development Network
52
Managing Money for General Practitioners
Finance for Dentists
53Practitioner Services Forms and Guidance
Statement of Financial Entitlements (SFE)
Focus on “How your Practice is Funded” (BMA)
Statement of Dental Remuneration 2011 – 12
Practitioner Services: Your guide to allowances, payments and grants 2010 – 11
Payment Verification Procedures.
Dental Payments.
54
Professional fees FAQs
FOCUS ON…….PRIVATE PRACTICE June 2004 (updated July 2010)
Guidance for negotiating fees for locum services in General Practice – BMA and NASGP
GP Private Fees (GP Publication and Medeconomics: Register for account)
Locum Rates (GP Publication and Medeconomics: Register for account)
Dentistry in-practice capitation schemes
Your Guide to Private Dentistry (Office of Fairtrading)
55
Partnership Agreement Guidance (BMA)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Partnerships in Practice
Partnership agreements (BDA)
56
Managing Money for General Practitioners
How to Read Practice Accounts (Pulse December 2012: Register to Log In)
Finance for Dentists
Introduction to Accounting
57
The Business Planning Tool Kit: A Workbook for the Primary Care Team (Radcliffe Primary Care)
The Future Direction of General Practice (RCGP)
Dental Practice Health Check
Managing a Dental Practice - the Genghis Khan way
58
The Audit Commission National Reports
Guide to Financial Management
Audit Scotland Report on NHS
NHS Finance: relevant documents and resources
Government Procurement Service – Purchasing telephone, heat and light, equipment
Scottish Drug Tariff – All items in Drug Tariff can be ordered on Stock Order Forms (GP10A)
Items allowed only on Stock Order Forms (GP10A)
Disallowed Appliance List – to check which dressings etc cannot be ordered Stock Order Forms (GP10A)
59
Insurance Advice for Businesses –related documents - Association of British Insurers
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Business Income Insurance
"Do I need business interruption insurance?"
"Four Rules for Measuring the Business Interruption Period".
60
Demand and Capacity – A comprehensive Guide
Treating Access Toolkit (RCGP)
Productive General Practice Resources – Capacity and Demand
The Business Planning Tool Kit: A Workbook for the Primary Care Team (Radcliffe Primary Care)
Workload Analysis Tool
61
Leadership And Teambuilding In Primary Care
62
Medical Leadership Competency Framework
A Single Model of Leadership for the NHS
Leadership: The Key Concepts
Using the Head and Heart at Work: A Business Case for Soft Skills (The Chartered Institute of Personnel and
Development)
Leadership That Gets Results by Daniel Goleman
Emotional Intelligence & Military Leadership
Organisational Diagnostic Models
Diagnosing Organisational Culture
Cameron and Quinn Organisational Diagnostic Models
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Cameron and Quinn Online Culture Diagnostic Tool
63
Advisory, Conciliation and Arbitration Service ACAS
General practice nurse toolkit (WIPP)
64
Practice Nurse Appraisal
65
Mentoring Toolkit – NHS Connecting for Health
Personal Resilience for Healthcare Staff: when the going gets tough
66
Drug Misuse at Work
67
Honey and Mumford Learning Styles
Learning Theory explained
Learning Theories
Kurt Lewin theorist
Kurt Lewin Theories
The Adult Learner
68
Understanding Conflict and Conflict Management
Managing Conflict - NHS Institute for Innovation and Improvement
Principled Negotiation
Strategic Leadership and Decision Making
BATNA: Best Alternative to a Negotiated Agreement.
Conflict resolution key
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Advisory, Conciliation and Arbitration Service ACAS
Improvement Network – Registration – Resources under “Workforce” tab
Personal Resilience for Healthcare Staff: when the going gets tough
69
Chartered Institute of Personnel and Development (CIPD)
Relationships with Patients (2006) - GMC
Employment Rights Act 1996
Safer Pre and Post Employment Checks (2007) - PIN
Disciplinary Procedure
Partnership Agreement - P 17
ACAS _ Health and Employment
Don’t mix it A guide for employers on alcohol at work
Stress in the Workplace + ACAS
Management Standards Centre: Best Practice Guides Resource Library
Managing Stress - NHS Institute for Innovation and Improvement
70
A Practical Guide to Implementing SLAs
71
Template for Business Case
Business Case Guide
Creating a Business Case for the Patient Safety First Campaign
72
Insurance Advice for Businesses –related documents - Association of British Insurers
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Business Income Insurance
"Do I need business interruption insurance?"
"Four Rules for Measuring the Business Interruption Period".
73
Facilities Manager – Job Description
Building Manager Job Description – First Practice Management Subscription
Effective Facility Management and Maintenance of GP Surgery – IHM course
74
75
Insurance Advice for Businesses –related documents - Association of British Insurers
Project Management Tools - Mindtools
Process mapping - NHS Institute for Innovation and Improvement
76
Practice Manager Development Network
77
Statement of Financial Entitlements (SFE)
GP Premises Directions
GP & Primary Care Premises Issues
Space for Health
Focus on premises costs
Managing your Premises Guidance (BMA)
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
Practitioner Services: Your guide to allowances, payments and grants 2010 – 11
78
Data Protection Act 1998
Access to Health Records Act 1990
Scottish Government Records Management: NHS Code Of Practice (Scotland) Version 2.1 January 2012
Caldicott Guardians: Frequently asked questions
Access to Medical Reports (BMA)
The Information Commissioners’ Office guide to data protection
Confidentiality: NHS Code of Practice 2003
Freedom of Information Act – Information Commissioner’s Office
Freedom of Information Act FAQ (BMA)
Freedom of Information Act Model Scheme (BMA)
Data protection, FOIA and Obtaining information
79
Good Practice Guidelines V 4: Scottish Clinical Information Management (SCIMP)
80
81
Systems Thinking
Using information systems to improve practice
eHealth Programme
World Health Organisation (WHO) Statistical Information
Supporting Healthcare Managers in Scotland: resources
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
NHS Health Management Library and Information Service: Variety of Reading Lists
Improvement Network Resources
Knowledge Management
Developing Policies and Procedures in Primary Care (to come)
82
Health Needs Assessment Toolkit
Practice Based Health Needs Assessment – BMA Login or Athens Password
Needs Assessment from Theory to Practice – BMA Login or Athens Password
83
Performance Management - NHS Institute for Innovation and Improvement
Performance Management in Primary Care - (Athens Password)
84
Strategic Management
What is Strategic Management
85
Association of Dental Administrators and Managers
E-Learning (NES)
Accessible Information about Dentistry (NES)
The Adult Learner
86
GP On-line - Medeconomics
Pulse
Dentistry.co.uk
Dental Contract Pilots
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.
TOOLS AND TECHNIQUES:
SWOT Analysis and
SWOT analysis and how to evaluate the findings
PRIMO-F
SMART
PESTLE and SWOT
PESTLE
87
Managing a Dental Practice: The Genghis Khan Way
Dental Practice Health Check
© NHS Education for Scotland 2014. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial
purposes is permitted only with the written permission of NES.