NW Core Skills Programme
Core Skills Leads Action Meeting
June 2013
Agenda:
09:30
- Welcome
- Purpose for sub region group
- Review of the Content Mapping
-
Implementing the Core Skills Phases
-
Core Skills Register
-
Sn@p
- Open Forum
12:30
- Lunch
- 1:1 support available post lunch
Welcome
Tim Grocott
Mandatory Training Passport Project Manager
Greater Manchester Core Skills Implementation Lead
Core Skills Programme
CSF
FW
MTP
SP
Learning &
Development
PEF & HIEs
Medical
Education
Range of
staff groups
Core Skills Programme
CSF
FW
MTP
SP
Learning &
Development
PEF & HIEs
Medical
Education
Range of
staff groups
Core Skills Programme
All staff
Junior Doctors
CSF
MTP
CSF
SP
CSR
FW
Students
FW
MTP
Purpose for Sub Region Group
Seán Bradbury
NW Core Skills Programme Manager
North West Workforce Delivery Unit
Purpose for
Sub Region Group
 Opportunity for Core Skills Leads to meet
 Share best practice
 Work collaboratively
 Make the Core Skills work locally
 More hands on, practical sessions
 Alternates with Regional Events
Responsibilities of a
Core Skills Lead

Point of contact between the organisation and the NWCSP Team.

Links with internal stakeholders, ie Executive Sponsor, SMEs, IG.

Authority to work across L&D, Med Ed 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.
Discussion 1
 What do you see the sub region groups achieving?
 What is the 1 Core Skills Lead responsibility you feel you
will need support for? (See CS Lead Document)
 What is the 1 area relating to the Core Skills that your
organisation can support others?
 What is the 1 area relating to the Core Skills that your
organisation needs further assistance?
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
NW & UK Alignment % by NHS Trust - Greater Manchester
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Completed Mapping Tool Results - NW Alignment % by Course (Level 1)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Fire Safety (L1)
Moving &
Conflict
Handling (L1) Resolution (L1)
Equality,
Diversity &
Human Rights
(L1)
Resuscitation Health & Safety
Infection
(L1)
(L1)
Prevention &
Control (L1)
% Trusts Partially Aligned
% Trusts Fully Aligned
Safeguarding
Children (L1)
Safeguarding
Vulnerable
Adults (L1)
UK Framework
Outcomes Outstanding…
 See handout
Discussion 2
 How do we achieve full alignment to the UK Framework?
 How long will it take your organisation to achieve full
alignment?
 And is there anything we can do to speed this up?
 What is the 1 area relating to the Core Skills that your
organisation can support others?
 What is the best way to address the common gaps?
Implementing the Core Skills Phases
Seán Bradbury
NW Core Skills Programme Manager
North West Workforce Delivery Unit
A Core Skills
Organisation looks like…
 Their training is Core Skills aligned
 They share Core Skills data with partner organisations
 They recognise Core Skills training delivered externally
 They don’t repeat needless training
 Their training delivery is flexible and efficient
 Their training has a recognisable quality and standard
Phased Approach
Readiness
Implementation
Recognition
Share Data
Alignment
Engagement
Realisation
Organisation Dashboard:
Lancashire Care NHS FT
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
Core Skills Phases
GM Dashboard
 See handout
Phases: Next Steps
 Phase 1:
Core Skills Programme Action Plan
 Phase 2:
Complete Alignment / Organisation Signoff
 Phase 3:
Getting Ready to share data
 Phase 4:
Recognise external training
Discussion 3
 Is the Phase Document and Action Plan useful?
 What are the gaps in the phases and steps
between what you have put and what we have?
 What is the 1 step you feel will be the most
difficult to achieve?
 Are their any further resources you require from the
team?
Sharing Core Skill Learning
Records
Core Skills Register
Phase 3: Core Skills Register
• CSR interim solution
• Doctors in Training
• Students
• Add to existing understanding
• Opportunity for clarity and questions
• Data alignment: specific focus
Minimum Dataset: JD
Training Data
Personal Information
CSR Complete Data Set
Title
First Names
Last Name
email
Learner Type
Date of Birth
Telephone
Job Role
Professional Body
Registration number
Level
Organisation Name
Organisation Code
employee/student id number
Skill Code
Course Name
Date Completed
Training Provider
Method of delivery
Assessment Status
Score
CSR Minimum Data Set: Doctor In Training
First Names
Last Name
email
Learner Type
Date of Birth
Professional Body
Registration number
Organisation Name
Organisation Code
Skill Code
Course Name
Date Completed
Training Provider
Method of delivery
Your Systems & Processes
DD ee ll ii vv ee rr yy
M ee tt hh oo dd ss
M
E-Learning
Face to
Face
DVD
Workbook
D a t a
C a p t u r e d
First Name
Last Name
Email
System ID
How does your
data compare?
Core Skills
Register
•
•
•
Amend data fields?
New additions?
Process modification?
First Name
Last Name
Email
D a t a
C a p t u r e d
DOB
First Name
Email
Last Name
System ID
GMC
Number
Data Gathering & Upload Prep
SPREADSHEETS
CSR TEMPLATE
REGISTERS
First Name
Last Name
GMC Number
Email
DOB
Organisation
Course Name
Completion Date
OLM/REPORTS
Skill Codes
FS011NA2: Fire Safety
•
•
•
•
•
Course Name
Level
Version Number
Assessed/Non-Assessed
Refresher period
Log In
Navigate to the
Learners Page
Search: David Featherstone
View
Navigate to the
Organisations Page
Select:
Core Skills NHS
Enter Search
Parameters:
View
Results & Report:
Core Skills Register
Phase 3 lists steps: • Information Sharing Protocol Agreement
• Minimum dataset alignment
• Data quality guidance
• Testing Procedure
• Upload Template
• Administrator training
• User guides
• Online captivate videos
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
45
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
Open Forum
Seán Bradbury
NW Core Skills Programme Manager
North West Workforce Delivery Unit
Further Queries
 The Programme Team are available to support
and provide assistance
 Contact Seán Bradbury, the Programme Manager:
sean.bradbury@nhs.net
 Contact Zafi Bisti, the Programme Office Manager:
coreskills.programme@nhs.net
 The Core Skills resources and tools
are available freely on the CM tPCT website:
www.cmtpct.nhs.uk/core-skills