Modernising Scientific Careers NHS East Midlands W Maxine

Modernising Scientific Careers, NHS East Midlands W – Maxine Foster, Director of NHS Engagement, MSC Early Adopter Project – Transforming the healthcare science workforce

The Vision for Healthcare Science The healthcare science workforce is an integral part of diagnosis and treatment, playing an important role in adding value to patient care and quality outcomes. It comprises approximately 5% of the healthcare workforce in the UK, and 80% of all diagnoses can be attributed to their work. The vision for healthcare science is of a world class workforce integral to multi -professional teams delivering high quality innovative patient care, in a range of settings

What is Modernising Scientific Careers? MSC is a UK-wide education and training strategy for the whole healthcare science workforce in the NHS and wider MSC introduces a clear and coherent career pathway and structure for the healthcare science workforce. Aspects of the programme cover every step of the career pathway, and include education, training and workforce planning. The programme is a result of three years work across the four countries of the UK. MSC has been informed with leadership and input from the full range of professionals and professional bodies working in this area. Patients have also made a substantial contribution to this work.

The Model for Education and Training Pathways for the Healthcare Science (HCS) Workforce and published in UK Way Forward (2010)* * NB: Equivalence will be based on a clear and transparent assessment of a portfolio of evidence including previous experience and knowledge (reducing possible duplication and allowing employers to grow their own workforce) 18

Modernising Scientific Careers – Career Structure Assistant Undertake clearly defined task and protocol based, high volume, low risk activities requiring some structured training such as vocational training qualifications e. g. phlebotomist Associate Undertake more advanced and complex high volume low risk investigative tasks. Requires appropriately trained staff, probably at Foundation degree level training e. g. processing samples through machines in pathology laboratories and fitting hearing aids Practitioner Apply technology, in the delivery and reporting of quality assured tests, investigations and interventions for patients, on samples and equipment. Use a degree of judgement and deal with ambiguity within a clinical context. Able to undertake activities which are outlined in ‘protocols’ e. g. genetic screening activities Scientist Complex scientific and clinical roles. High risk, low volume activities which require highly skilled staff able to exercise clinical judgement about complex facts and clinical situations. Interact with patients e. g. undertaking complex heart scan which requires professional judgement and interpretation Consultant/ Higher Specialist Scientist In-depth, highly complex role. Equivalent to medical consultant role as requires clinical judgement, scientific expertise and leadership in direct patient care e. g. specialist scientific expertise to develop and implement new radiotherapy treatments such as proton therapy. This role could include a clinical director/consultant audiologist with expertise in complex hearing/ balance problems 19

The Way Forward – Focus on specialisms and pathway themes not on disciplines and divisions The application of biology, physics and engineering to health in themed pathways Blood, Cellular and Infection Sciences, including genetics Neurosensory, Cardiac, Vascular, Respiratory Sleep Sciences Medical Physics, Imaging and Material Sciences Clinical Engineering Pharmaceutical Sciences – less well developed so far 21

To facilitate MSC, these components are being delivered Workforce Planning, Education Commissioning & Funding Improved ESR coding and healthcare science workforce data, workforce planning and reprofiling tools Developing new Career Framework for the healthcare science workforce National recruitment scheme for Trainee Healthcare Scientists Updated NHS Careers information to attract and support new entrants Lead Commissioning and training co-ordination arrangements through NHS West Midlands, building on their experience managing the genetics pilot.

To facilitate MSC, these components are being delivered Training and Education Programmes Curriculum development • • Academic Curricula for PTP, STP & HSST Awards and qualifications for levels 1 -4 Workplace-based training manuals with quality outcome measures Overall ‘Operational Guide’ Assessment • Development of assessment methods • Development of guidance to train the trainers and assessors • On line assessment tools to assure the quality of work-based training Strategic forum with HEIs Develop guidance for assessment of equivalent learning and practice Develop Academic Careers Technology Assisted Learning

To facilitate MSC, these components are being delivered NHS Readiness and Implementation The implementation of MSC is led by the local NHS. The MSC team is working with SHAs to ensure the transition is carefully managed. Each SHA has its own MSC Implementation Plan An MSC England Implementation Board has been established in partnership with SHAs which will oversee and monitor implementation arrangements. The Medical Education England (MEE) Healthcare Science Programme Board will continue to provide a national advisory function in England Academy for Healthcare Science (Education and Training Board) Implementation is underpinned by the support from: MSC Early Adopters organisations and their networks The MSC Genetics and Dosimetry programmes SHA MSC project leads/managers SHA Scientific Leads and communities of practice The DH MSC Programme Team

Early Adopter Programme Building on the successful approach of implementing the 18 weeks policy A organisational development / workforce transformation programme / Improvement programme MSC Champions, translating MSC policy from the pages of documents and slides into reality. Provide feedback to MSC team to influence policy implementation Build on earlier lessons from implementation of MSC for genetics. Providing the evidence for MSC delivering benefits to patients, new roles, quality and productivity Spread and adoption of implementation to the wider NHS

Early Adopter Sites

Approach Action learning approach, support and learn from each other Receive support from EA project team, SHAs, MSC team, NHS Employers. Introduction of new roles across the whole career framework Using and trialling tools developed by DH and MSC team – workforce planning, reprofiling, assessment Feedback on MSC curricula as they develop – will they provide the right people for the roles and skills needed in future? Access to MSC Professional Advisors for different specialisms. Informed by and building on lessons from Genetics Progress monitored and shared via England Implementation Board and MEE Healthcare Science Programme Board Focusing on reprofiling pathology workforce to develop benchmark profiles of modernised pathology services, will extend to the other divisions

The Academy for Healthcare Science At the Association of Clinical Scientists (ACS) EGM on 9 th December 2010, there was unanimous agreement from the ACS Board for the motion: ‘The professional bodies that constitute the Association of Clinical Scientists agree in principle to form and develop a new independent organisation whose remit is to set and maintain high standards of education and training for Healthcare Science. ’ The ACS Executive (Iain Chambers, Jo Sheldon and Gwyn Mc. Creanor) were empowered to take this forward. A Shadow Board for the new body is currently being established an interim CEO, Steve Barnett, has been appointed.

The Academy for Healthcare Science (cont. ) The Shadow Board’s functions will be to: Set and oversee the strategic direction, values and high-level deliverables for the new Academy Speak with a strong, coherent and influential voice that contributes to the new architecture for NHS workforce development and the training and ongoing development of the healthcare science workforce. Provide the HCS profession with a higher profile, influencing and informing a range of senior stakeholders including the Health Departments in the four countries, MEE, workforce planning and commissioning at all levels of the new structures and systems for heath, public health, and social care. Provide input to and support for wider strategic initiatives requiring a health sciences perspective Define high quality education and training standards across the UK HCS workforce and improve patient outcomes by ensuring that the standards are promulgated and met Enable effective professional engagement in the ongoing development and review of national curricula for the UK HCS workforce, across the career framework Oversee governance arrangements for the Academy

The Academy for Healthcare Science (cont. ) Membership will initially be drawn from the CSO’s Overarching Professional Bodies Group, the four countries and the ACS Executive Membership will be expanded as required and to include professional, lay and employer membership The Board will be restricted to a maximum of 15 members, to ensure that it remains strategic and is able to meet its corporate governance responsibilities effectively The formal memorandum and articles of association, once adopted, will set out in full the legal duties and responsibilities of the board, board members, senior executives and meeting groups below the board of directors. For further information, contact: the ACS Interim CEO, Steve Barnett steve. barnett 19@gmail. com or the Project Lead, David. Bennett@dh. gsi. gov. uk

Assessment of Equivalence The Equivalence Working Group will meet for the first time on 1 st February 2011 It will recommend a national structure and systematic processes for equivalence and underpinning guidelines by September 2011 There are likely to be three categories for equivalence activity: academic, professional and experiential Guiding principles include keeping it simple, using existing systems and good practice wherever possible, and ensuring that equivalence processes are resource sensitive The goal is to have one system rather than multiple systems The Group will make recommendations for MEE review It will also work closely with the new Academy for Healthcare Science. For further information, contact: one of the Co-Chairs of the Working Group, Gillian Manning Gillian. Manning@dh. gsi. gov. uk or Patricia Le Rolland lerolland 375@btinternet. com

Career Framework roles 1 - 4 Programme Enhancing the key roles of Healthcare Science Assistants and Associates in the delivery of care. The Learning and Development Framework incorporates a number of principles: Ø Credit bearing Ø Educational currency with national recognition Ø Supporting career progression Ø National equivalence and portability Ø Supporting innovation Alignment with the Qualification and Credit Framework launched in January 2007. Programme managed by a partnership steering group. Will test the model with MSC Early Adopters. Portsmouth EA actively engaged from the start

Universities offering accredited PTP programmes in 2010 Cardiovascular, Respiratory & Sleep • Manchester Metropolitan Genetics Technology • West of England • Bradford

Universities considering offering PTP in 2011 Cardiovascular, Respiratory & Sleep – Manchester Metropolitan – Anglia Ruskin – Oxford Brookes – Southampton – West of England – Plymouth – Wolverhampton – De. Montfort Genetics Technology – Bradford

Universities considering offering PTP in 2011 Life Sciences – – – – De. Montfort Sunderland TBA (NHSNW) Portsmouth Oxford Brookes West of England Plymouth Nottingham Trent

Curriculum Development PTP Curricula for the BSc(Hons) in Healthcare Science have been approved by MEE HCS PB ETWG for: • Life Sciences – Blood Sciences, Cellular Sciences, Infection Sciences and Genetics Technology final year specialism. • Cardiovascular, Respiratory and Sleep Sciences – Cardiac Physiology, and Respiratory and Sleep final year specialisms • Medical Physics – Radiotherapy Physics, Radiation Physics, Nuclear Medicine final year specialisms • Clinical Engineering – Medical Engineering, Radiation Engineering, Renal Technology, Rehabilitation Engineering final year specialisms • Neurosensory Sciences – Audiology, Neurophysiology, Ophthalmic/Vision Science final year specialisms Training Manuals for the work based elements will be available from 31 January Final Versions of curricula are available now on NHS Networks web platform http: //www. networks. nhs. uk/nhs-networks/msc-framework-curricula PTP for Clinical Photography due for completion and of March 2011

Scientist Training Programme academic and work based curricula approved for : • • • Blood Sciences Cellular Sciences Infection Sciences Medical Physics Clinical Engineering Draft curricula in Physiological Sciences considered by ETWG in January and being revised for February for: • Cardiovascular, respiratory and sleep sciences including GI and Urodynamics • Neurosensory sciences – audiology, neurophysiology, ophthalmology and vision sciences specialisms Training Manuals for all will be available from end of March. Work underway for STP in Maxillo-facial prosthetics, Critical Care, Clinical Pharmaceutical Sciences Will be available on same web site

Summary The changes that need to be implemented with the support of the MSC programme and stakeholders will: • Transform education and training pathways to create a flexible, responsive, sustainable scientific and technical workforce • Align the workforce to service needs as work is undertaken safely and competently at the right levels • Ensure scientific advances are adopted quickly to enhance the quality and outcomes of care for people and encourage innovation and economic regeneration • Achieve gains in efficiency and effectiveness and the delivery of high quality value for money services • Improve the education and training experience of future healthcare scientists to develop motivated individuals who want to work in the NHS.