nhs education for scotland 8aii … · web viewour strategic priorities for 2014-19 we are a...

Local Delivery Plan 2015/16

FINAL DRAFT

Document ControlVersion Date Author CommentsDraft 1.0 16/01/15 DC First draft based on operational planning (IPPS) submissions from directorates.

Draft 2.0 26/01/15 DB/AS Proof read and amendments following operational planning review meetings and comments from 2 week consultation.

Draft 3.0 12/02/15 DC Proof read, edit and inclusion of workforce section from Dorothy Wright and Christine McCole.Draft 4.0 17/02/15 DC/DB Remove some narrative plus some low impact activities and targets.

Final Draft 03/03/15 DC/CL Comments from ET and F&PM incorporated.

Contents1. Introduction from our Chair and Chief Executive........................................................................................................................12. Our Strategic Priorities for 2014-19............................................................................................................................................ 23. Local Delivery Plan (LDP) 2015/16.............................................................................................................................................6Theme 1: An Excellent Workforce................................................................................................................................................... 10

Recruiting and Training Key Healthcare Staff...............................................................................................................................10Undergraduate and Pre-registration Education............................................................................................................................ 14The Workplace Learning Environment..........................................................................................................................................16

Theme 2: Improved Quality..............................................................................................................................................................19Person-centred Care.................................................................................................................................................................... 19Safe and Effective Care................................................................................................................................................................ 22Quality Improvement Education....................................................................................................................................................24Leadership and Management....................................................................................................................................................... 25

Theme 3: New Models of Care........................................................................................................................................................ 28Primary Care................................................................................................................................................................................. 29Workforce Data............................................................................................................................................................................. 30Support Workers and Role Development..................................................................................................................................... 31Health and Social Care................................................................................................................................................................. 34Improving Health and Reducing Health Inequalities.....................................................................................................................36Remote and Rural Healthcare...................................................................................................................................................... 38

Theme 4: Enhanced Educational Infrastructure...............................................................................................................................40Educational Support Roles and Networks.................................................................................................................................... 40Digital Content.............................................................................................................................................................................. 43Educational and Research Governance....................................................................................................................................... 46

Theme 5: An Improved Organisation...............................................................................................................................................48Supporting and Developing our Staff............................................................................................................................................49Organisational Performance Improvement................................................................................................................................... 51Efficient and Effective Corporate Resources................................................................................................................................ 53

4. Workforce.................................................................................................................................................................................. 56

1. Introduction from our Chair and Chief ExecutiveA well developed workforce is crucial to delivering new models of integrated health and care services which cross traditional public

service boundaries. Our role is to support positive change through education which develops a workforce with the right skills and

behaviours to provide these new models of care. Our 2015/16 local delivery plan (LDP), (formerly the corporate plan), presents all

the detailed activities and targets which support the second year of our refreshed strategic framework for 2014-19 Quality

Education for a Healthier Scotland aligned with the Scottish Government’s 2020 Vision of people able to live longer healthier lives

at home, or in a homely setting.

We are an organisation engaged in significant change and our LDP for 2015/16 reflects this, aligning our work under five strategic

themes supported by key outcomes which represent how we will develop specific areas of our business, in particular our Digital

Transformation aims to improve digital delivery of education. This plan sets out the significant contribution we continue to make to

public service reform and the 2020 Vision through collaborative working and the development of frontline staff who are equipped to

deliver the best possible care. It is designed to take into account the priorities identified by our stakeholders through our

Engagement and Intelligence Gathering process and it is aligned with the NHSScotland strategic priority areas of: prevention and

health inequalities; antenatal and early years; person centredness; safety; primary care, and integration.

Lindsay Burley Caroline Lamb

Chair Acting Chief Executive

1

2. Our Strategic Priorities for 2014-19We are a national special health board responsible for education, training and workforce development for those who work in and

with NHSScotland. Our aim is to improve health and care through education and a significant proportion of our work focuses on the

clinical workforce, with the majority of our funding used to pay for doctors and dentists in training. In addition we prepare

professionals for practice in psychology, pharmacy, optometry and healthcare science and we provide educational development for

the nursing, midwifery and allied health professions, healthcare chaplains, healthcare support workers and managers. We also

support public service reform and current policy priorities through education for improving quality, role development (in particular

support workers), leadership and management, mental health, dementia, older people and children and young people with a

particular emphasis on enabling sustainable quality through the 2020 Vision.

Our vision: Quality Education for a Healthier ScotlandOur mission: Education that enables excellence in health and care for the people of Scotland

Our five year strategic framework for 2014-19 Quality Education for a Healthier Scotland aligns our work under five strategic

themes supported by key outcomes designed to innovate in specific areas of our business. The framework is based on stakeholder

feedback from our Engagement and Intelligence Gathering process to identify the priorities which support the three quality

ambitions of safe, effective and person-centred care and make a significant contribution to the 2020 Route Map, the Everyone

Matters: 2020 Workforce Vision and the NHSScotland strategic priority areas of: prevention and health inequalities; antenatal and

early years; person centredness; safety; primary care, and integration. By focusing on support for the 2020 Vision we are planning

our activities around five broad strategic themes as set out below:

Theme 1: An excellent workforce

2

Theme 2: Improved quality Theme 3: New models of care Theme 4: Enhanced educational infrastructure Theme 5: An improved organisation

Our five strategic themes are delivered through nine key outcomes designed to develop excellence in specific areas.

1: – A demonstrable impact of our work on healthcare services.2: – An excellent learning environment where there is better access to education for all healthcare staff. **3: – Flexible access to a broad range of quality improvement education in the workplace. **4: – Leadership and management development that enables positive change, values and behaviours. **5: – A key role in analysis, information and modelling for the NHSScotland workforce to strengthen workforce planning. **6: – A range of development opportunities for support workers and new and extended roles to support integration. **7: – Improved and consistent use of technology with measureable benefits for user satisfaction, accessibility and impact.8: – Consistently well developed educational support roles and networks to enable education across the workplace.9: – An effective organisation where staff are enabled to give their best and our values are evident in every day work.** indicates a 2020 Vision priority for NES

We are committed to Scotland’s health service values and we aim to ensure that staff are supported through education. The values

we share with all NHSScotland organisations are outlined below:

- care and compassion- dignity and respect

3

- openness, honesty and responsibility- quality and teamwork

We will embed these values through our ways of working, these are to always:

- aim for excellence in education- be open, listen and learn- take responsibility and lead by example- respond quickly and confidently- look ahead and be creative- respect and value each other- work in partnership to a clear common cause

Innovation has been acknowledged as one of the priority areas for achieving the ambitions of the 2020 Vision. Our priority for

innovation is delivery of our key strategic outcome 7: – Improved and consistent use of technology with measureable benefits for user satisfaction, accessibility and impact. This will be achieved through a Digital Transformation, designed to move our

organisation towards increased digital delivery of education in support of the Scottish Government’s desire for public services to be;

available online

accessible through a wide range of devices

accessible through a single, non-exclusive, point of entry

available with assisted access to take account of user capabilities

shaped by the needs of its users

4

Improving our digital environment emerged as a key priority during development of our refreshed strategic framework for 2014-19.

As a result we are developing a Digital Transformation for a future where we will provide a single digital environment hosted on a

commercial Cloud platform delivering always available, accessible, scalable services which embrace the following principles, and

are represented on the pictogram below:

It will be person centred - presenting individuals (trainees, learners and staff) with information tailored to their needs.

Applications will be developed to be accessible from mobile devices by default.

Current live digital resources will be maintained with no disruption until the new digital environment is ready.

A single platform, coding framework, content management, web architecture and supporting standards will be adopted.

All our future digital developments will be delivered using Agile Methodology.

5

3. Local Delivery Plan (LDP) 2015/16Our LDP for 2015/16 focuses on our core activities, stakeholder priorities and key targets which contribute to the NHSScotland

Improvement Priorities 2015/16 and the 2020 Route Map twelve priority areas. During the last year our staff engaged with a wide

variety of colleagues in government and across health and social care and the third sector. This engagement process is important

to us because it helps us prioritise the activities that matter to our stakeholders, as well as what national policy we need to support.

During 2014 our Engagement and Intelligence Gathering process identified the following key priorities for our stakeholders;

Recruitment and retention: - Retaining trainees in Scotland, particularly within medicine, remains a key priority for our

stakeholders. We also received specific feedback on the sustainability of allied health professional (AHP) rural practice

placements, which has implications for future recruitment. Certain clinical specialities continue to experience staffing

challenges, including: general practice, mental health, acute medicine and emergency care. In general, ensuring adequate

education for staff in rural areas remains a priority.

Our response: - We will contribute to the successful delivery of the Strategy for Attracting and Retaining Trainees (StART)

in medicine and evaluate the success of this strategy. We believe that the current system whereby medical and dental

trainees rotate through multiple employers impacts negatively on the attractiveness of Scotland as a place to train and to

improve this we have proposed that we take on the role of lead employer. In addition our practice education programmes

support sustainable rural practice placements and our education for the remote and rural workforce supports the

development of hospital and community staff providing healthcare for people in remote and rural communities.

Scotland wide solutions: - Local solutions can sometimes be resource intensive; therefore many stakeholders told us they

would like to see us taking a national approach, whilst allowing some scope for local flexibility. Priorities included: e-

learning, statutory and mandatory training, SVQs, health care support workers, evaluation frameworks, modern

6

apprenticeships and succession planning. There was also a greater focus on the need for training the entire workforce (not

just specific professions) in the areas of values, quality improvement, communication skills and implementation of the

Everyone Matters: 2020 Workforce Vision.

Our response: - We will continue to provide national solutions e.g. education for the three main groups of support workers

covering clinical support services, administrative services and estates and facilities, improving access and support for

workplace learning as an Everyone Matters: 2020 Workforce Vision priority. We will also continue to provide national quality

improvement (QI) and leadership education programmes and curriculum supported by national networks of leads and

practitioners.

Workforce planning: - Matching medical undergraduate numbers with foundation places continues to be a priority for our

stakeholders. Our stakeholders also identified support for service redesign e.g. in unscheduled care, as a priority,

developing new roles and more flexible approaches to continuing professional development. Stakeholders also highlighted

the potential implications of revalidation on healthcare education in the future.

Our response: - The shape and size of the workforce is always changing and we will continue to support workforce

modernisation through education, training and workforce data which provides expertise and analysis covering workforce,

training, labour markets and trends in access to health and social care. We will also deliver a range of role development

support for practitioners to help reshape the workforce and develop careers and we will continue to provide digital

functionality to support revalidation.

Digital solutions: - There is continuing need for flexible e-learning that is accessible by all staff groups across different

sectors in a wide variety of geographical locations. Focus on tele-health and digital clinical guidance is increasing and

connected to this is the need to address IT literacy needs across all staff in order to use this technology effectively. Digital

solutions are particularly important to those in the remote and rural health boards.

7

Our response: - We are implementing our Digital Transformation that will lead to improved and consistent use of

technology, with measureable benefits for user satisfaction, accessibility and impact. We have already started to build the

fully-integrated digital infrastructure that will deliver this new approach.

Health and social care integration: - This continues to be a priority for many stakeholders as the Public Bodies (Joint

Working) Act Scotland 2014 embeds. Specifically, for some, there is a need for more support and resources for health and

social care integration, including supporting the further development and implementation of a generic health and social care

support worker.

Our response: - In partnership with social care we will continue to deliver on key policy areas such as dementia, carers,

older people, early years and support workers e.g. we are supporting the development of remote and rural support workers

and also staff who can work across both the health and social care. We are strengthening our engagement with social care

by working closely with the Joint Improvement Team (JIT) to capture key intelligence regarding workforce development from

the 32 health and social care partnerships forming across Scotland. We also hope that this structure will help further improve

joint working and knowledge sharing.

Leadership and management: - Developing leaders and managers continues to be a priority for our stakeholders. This

includes the need to review training requirements; succession plan for middle managers into more senior posts; instil a

coaching and mentoring culture amongst leaders; and work with social and voluntary sectors on the future leadership

development programmes.

Our response: - We will continue to provide leadership and management development that enables positive change, values

and behaviours. We will work with Scottish Government colleagues to provide leadership and management development to

support integration and quality improvement and we will work with partners across social care, the NHS and Scottish

Government to help shape a new direction for leadership and management development across health and social care.

8

The 2015/16 Everyone Matters: 2020 Workforce Vision Implementation Plan also continues to put the focus on developing a

healthy organisational culture, emphasising the important role that education, training and workforce development plays in enabling

a healthy, engaged and empowered workforce. There are clear priorities identified for our organisation in the implementation plan

which we need to take account of in our 2015/16 LDP - these are:

consistent, Scotland-wide approaches to learning and development

learning and development and career pathways for support workers

quality improvement (QI) capability and leadership

an integrated health and social care workforce

leadership which is, cross sector, values driven and performance focused

better middle management, talent management and succession planning

analysis, intelligence and modelling (AIM) of education and workforce data

Both this local delivery plan and our strategic framework can be found on our website at:

www.nes.scot.nhs.uk/about-us/planning-and-corporate-governance

9

http://www.nes.scot.nhs.uk/about-us/planning-and-corporate-governance

Theme 1: An Excellent WorkforceConsistent evidence-based excellence in education for improved health and care.

Principal 2020 Route Map Priority Areas:Person-centred Care; Safe Care; Workforce

Principal NES Strategic Outcomes:1: – A demonstrable impact of our work on healthcare services (**applies across all five themes).

2: – An excellent learning environment where there is better access to education for all healthcare staff (**a 2020 Vision priority).

The recruitment and training of the healthcare workforce, supported by educational networks which ensure the quality of the

workplace learning environment, is a key element of our work. To do this we work in partnership with NHS Boards, education

institutions and professional and regulatory bodies to deliver education and training for doctors, dentists, pharmacists, nurses,

midwives, allied health professionals, psychologists, healthcare scientists, optometrists, healthcare chaplains, healthcare support

workers and management trainees.

Recruiting and Training Key Healthcare Staff

We are responsible for training the healthcare workforce across NHSScotland (NHSS) in line with the requirements of the UK

professional regulatory bodies with which we work.

10

NHSScotland Improvement Priorities 2015/16LDP Activities, Planned Impact and 2015/16 SMART Targets H

ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

MEDICAL TRAINING GRADESMedical Programme Management (A3983, A4405)

ü ü ü

IMPACT: - Successful progression through medical training programmes to provide a pipeline for the consultant and GP appointments required by NHS Scotland.

TARGET(S): - (1) A pre-foundation year (FY) shadowing programme; (2) foundation programmes with full registration after year one for trainees and a Foundation

Achievement of Competence Document (FACD) after year two; (3) allocation of expansion numbers to ensure equity across programmes; (4) Scottish Clinical

Research Excellence Development Scheme (SCREDS) posts with Scottish Universities by August 2015; (5) 178 specialty training programmes and 18 GP

programmes with clinical leads in place by December 2015; (6) further functionality for the Turas system to improve management of the trainee journey and reporting,

and (7) a review of programme study leave requirements.

RECRUITMENT OF MEDICAL TRAINEESMedical Programme Management (A4402, A4720)

ü ü ü

IMPACT: - Increased numbers of trainee doctors to assist NHS Boards with rota gaps and reduce gaps in training programmes.

TARGET(S): - (1) 178 core and specialty training programmes; 18 GP programmes; the Scottish Clinical Research Excellence Development Scheme (SCREDS) and

foundation year 1 (FY1) posts; (2) reduce gaps in targeted programmes; (3) Scottish requirements for recruitment in Oriel (the new UK recruitment portal) included in

the Health Education England (HEE) development plan, and (4) a review of the GP specialty trainees (GPST) employment governance arrangements and the process

for Tier 2 sponsorship by June 2015.

DENTAL TRAINING GRADESDental (A4407, A4403, A4716, A4413, A4417)

ü ü ü

IMPACT: - A well trained dental workforce in Scotland to improve public access NHS dental services through quality assured training programmes.

TARGET(S): - (1) 179 dental vocational training (VT) places by July 2015 for entry to the general dental services (GDS) and the public dental services (PDS); (2) 130

11


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

training grade dentists achieving the learning outcomes of curricula by August 2015 supported by study leave; (3) assessment for 100% of VT trainees to achieve

satisfactory completion by July 2016; (4) 10 hygiene-therapy VT places by July 2015, and (5) a preparatory Train the Trainer programme (START) for dentists.

POST-REGISTRATION DENTAL NURSE AND DENTAL CARE PROFESSIONAL TRAININGDental (A4443)

ü ü ü

IMPACT: - A national dental nurse workforce with enhanced skills.

TARGET(S): - Training for 120 dental care professionals, including post-registration dental nurses and practice managers, at SCQF level 6 to achieve enhanced skills

beyond the minimum regulatory requirements.

PSYCHOLOGY TRAINING GRADESPsychology (A4670).

ü ü ü ü ü ü

IMPACT: - Trained applied psychologists and psychotherapists to meet workforce demands and enable NHS Boards to provide high quality care.

TARGET(S): - (1) 53 clinical psychologist training places commencing in October 2015; (2) 54 clinical psychology trainees to complete pre-registration training by the

end of September 2015; (3) 21 MSc trainees in psychological therapies in primary care (PTPC) and 15 MSc trainees in applied psychology for children and young

people (APCYP), commencing in January/February 2016; (4) 21 MSc trainees to complete training in psychological therapies in primary care (PTPC) by the end of

January 2016 and 16 MSc trainees in applied psychology for children and young people (APCYP) by the end of February 2016; (5) 11 health psychologists in training -

six trainees continuing from cohort 5 ending in December 2015 and five trainees from cohort 6 ending in December 2016, and (6) five trainees completing year two of a

4-year doctoral programme in child and adolescent psychotherapy.

NEURO-PSYCHOLOGISTSPsychology (A4674)

ü ü ü ü ü ü

IMPACT: - A supply of trained neuro-psychologists for the NHS in Scotland and other disciplines skilled in these approaches.

12


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

TARGET(S): - An MSc neuro-psychology programme for 35 staff suitable for continuing professional development (CPD) entry and extension of current qualifications.

PHARMACY VOCATIONAL TRAINING SCHEME (VTS)Pharmacy (A3944)

ü ü ü

IMPACT: - A well trained general hospital pharmacist workforce ready for further specialist study and career progression.

TARGETS(S): - (1) Training and assessment for 135 Scottish hospital pharmacist VTS stage 2 trainees supported by a network of tutors: (2) additional VTS stage 3

specialist modules for hospital pharmacists, and (3) a leadership programme for senior pharmacists.

HEALTHCARE SCIENTISTS (HCS)Healthcare Science (A4207, A4205, A4182, A4165, A4184)

ü ü

IMPACT: - Specialist HCS practitioners, clinical scientists and higher specialist practitioners with common core attributes to ensure the ongoing supply of HCS staff.

TARGET(S): - (1) 30 practitioner-grade postgraduate clinical scientist trainees; (2) 20 registered clinical scientists and higher specialists on a 3-4 year training cycle; (3)

a development programme for 4-5 cohorts (15 each) of senior HCS staff across sub-specialties; (4) guidance for Scottish applicants undertaking equivalence

applications via the UK Academy for Healthcare Science, and (5) three national events covering postgraduate trainees, modernisation and an annual showcase event.

OPTOMETRISTSOptometry (A3654)

ü ü ü

IMPACT: - Well trained optometrists with a masters level qualification (MSc) in primary care ophthalmology.

TARGET(S): - From October 2015 part fund at least 15 optometrists through year 1 or 2 of the MSc in Primary Care Ophthalmology at Edinburgh University.

RECRUITMENT OF TRAINEESWorkforce (A5199, A5192)

ü ü ü ü ü ü

13


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Vocational training (VT) recruitment services generating efficiencies through standardisation with the potential to deliver national shared services.

TARGET(S): - (1) Improved data relating to Tier 2 visas; (2) migration to the new Turas trainee management system, and (3) an exemplar audit that sustains our ability

to issue visas.

Undergraduate and Pre-registration Education

We play an important role in supporting students and NHS employees at the undergraduate and pre-registration stages of their

careers. We provide undergraduate teaching funds for Scottish medical and dental schools and we enable a broad range of

undergraduate students and the pre-registration workforce to learn in the workplace. We also provide pre-registration training and

practice placements, we work with higher and further education to ensure that educational programmes meet quality standards and

we lead initiatives designed to strengthen the recruitment, selection and retention of student nurses and midwives.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

ADDITIONAL COST OF TEACHINGMedical and Dental Undergraduates (A4743, A4715)

ü ü ü

IMPACT: - Additional cost of teaching (ACT) funds in medicine and dentistry which help NHS Boards to provide a high quality learning environment for undergraduates.

14


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

TARGET(S): - (1) Regular engagement with medical schools with clear accountability lines with NHS Board ACT administrators and involvement of Directors of

Medical Education, and (2) annual reports for Dundee and Glasgow dental schools detailing dental ACT activity and spend.

PRE-REGISTRATION DENTAL NURSES AND HYGIENE/THERAPISTSDental (A4442, A5123)

ü ü ü

IMPACT: - Well qualified dental nurses and hygiene/therapists to support patients within the practice or hospital setting.

TARGET(S): - (1) 180 pre-registration dental nurse training places across Scotland, and (2) 48 first year dental hygiene-therapy student places by August 2015.

PRE-REGISTRATION NURSES AND MIDWIVESNMAHP (A2404, A2462)

ü ü ü

IMPACT: - Improved workforce planning through performance management and quality improvement systems for pre-registration nursing and midwifery.

TARGET(S): - (1) An enhanced performance management process across 10 universities, and (2) enhanced student selection and best practice in undergraduate

programme delivery.

PRE-REGISTRATION PHARMACISTSPharmacy (A3942)

ü ü ü ü

IMPACT: - A Pre-registration Pharmacy Scheme (PRPS) to provide a well trained pharmacist workforce for the NHS in Scotland.

TARGET(S): - (1) A pass rate of over 90% in the General Pharmaceutical Council (GPhC) registration exam; (2) a quality management programme recorded on the

new PRPS RIDGE database and a monitoring system for the learning environment; (3) 170 PRPS trainees supported by a network of tutors and additional support for

poorly performing trainees, and (4) a nationally consistent PRPS educational programme delivered at local, regional and national level.

PRE-REGISTRATION OPTOMETRISTSOptometry (A3648)

ü ü ü

15


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - A more confident optometric workforce through exam preparation for the Observed Structured Clinical Examinations (OSCE).

TARGET(S): - 25 pre-registration optometrists provided with a course to support preparation for the final pre-registration OSCE examinations.

PRE-REGISTRATION HEALTHCARE SCIENTISTSHealthcare Science (HCS) (A4203)

ü

IMPACT: - A sustainable Scottish programme to ensure the supply of clinical physiologists and other pre-registration HCS practitioners.

TARGET(S): - Co-fund between 12 and 15 clinical physiologist and other pre-registration HCS trainees.

The Workplace Learning Environment

We work to ensure a high quality workplace learning environment through our educational governance framework, quality

management systems and training, to help develop excellence in supervision and practice education.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

QUALITY ASSURANCEPsychology (A4671)

ü ü ü

16


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Improved learning environments and training evaluation processes to meet regulatory and professional standards and ensure excellence in supervision.

TARGET(S): - (1) 450 quality assured psychology placements and 240 end of placement reviews; (2) training for 50 supervisors of applied psychology trainees in

cognitive behavioural therapy (CBT) supervision skills, introductory training to 35 new supervisors and refresher training to 40 experienced supervisors; (3) 150 annual

learning reviews; (4) a pilot of e-Portfolio (www.nhseportfolios.org) for 10 people by December 2015; (5) a pilot trainee survey for applied psychology trainees; (6) a

system for sharing placement and supervisor information, and (7) supervised clinical practice for 11 stage 2 health psychology trainees.

QUALITY AND EDUCATIONAL GOVERNANCEMedical Quality Management (A5142, A4742, A4719, A4412, A4791)

ü ü ü

IMPACT: - An improved medical training environment through quality management (QM), quality improvement (QI) and educational governance.

TARGET(S): - (1) New work portfolios for agreed governance structures and resources allocated to these portfolios; (2) new data review processes and visit structures;

(3) medical deanery QM reports within prescribed timescales, and (4) a first draft training programme management plan for the General Medical Council visit in 2017.

MEDICAL REVALIDATIONMedical Programme Management (A3884, A4382,A4383, A4404, A4886)

ü ü ü

IMPACT: - Improved patient experience through revalidation and appraisal using our Scottish Online Appraisal Resource (SOAR) (www.appraisal.nes.scot.nhs.uk).

TARGET(S): - (1) Five courses for experienced appraisers and five courses for new appraisers; (2) transition to new systems, training plans and stakeholder

management; (3) a central Revalidation Team to support Responsible Officers (ROs) and manage processes e.g. complaints; (4) SOAR user support arrangements

extended to March 2016; (5) a new programme of SOAR demos using WebEx; (6) monitoring of the numbers of doctors and ROs who use SOAR to support

revalidation recommendations, and (7) support for appraiser, appraisal lead and RO networks to help develop common approaches to appraisal and revalidation.

NURSING AND MIDWIFERY REVALIDATIONNMAHP (A3369)

ü ü

17

http://www.nhseportfolios.org/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Improved patient experience through revalidation of nurses and midwives supported by education.

TARGET(S): - (1) NHS Boards supported to prepare nurses and midwives for revalidation through e-Portfolio (www.nhseportfolios.org) and the Post-registration Career

Development Framework, and (2) learning needs scoped to support revalidation preparation and changes in service delivery for nurses and midwives.

CAREER SUPPORTMedical Professional Development (A3893, A4363, A4406), Dental (A4448)

ü ü ü

IMPACT: - Improved retention through career advice, induction and returner programmes, flexible training, a retainer scheme and support for performance issues.

TARGET(S): - (1) A career advice service; (2) enhanced induction and returner programmes; (3) a revised policy and structure for flexible training by August 2015; (4)

a retainer scheme for those taking a break from training and a GP retainer scheme for doctors maintaining their skills until their return to general practice; (5) a

Performance Support Unit for medical trainees in difficulty and a web resource to support healthy choices and resilience; (6) a scheme offering training, revision,

assessment, mentoring and support (TRAMS) for dentists in difficulty, and (7) a Keeping in Touch Scheme (KITS) and Return to Work Scheme (RTW) for dentists and

dental care professionals (DCPs).

CONTINUING PROFESSIONAL DEVELOPMENTNMAHP (A3372)

ü ü

IMPACT: - NMAHP education beyond registration to enhance consistency and support change, improvement and innovation.

TARGET(S): - (1) Learning needs of newly qualified NMAHP practitioners scoped to inform revision and re-launch of the Flying Start (www.flyingstart.scot.nhs.uk)

programme; (2) one trainee completing the first year of the Scottish Podiatric Surgery training programme; (3) NMAHP resources embedded across the Career

Framework for Health supported by post-registration national events, and (4) two NHS Boards undertaking a Test of Change to support allied health professional (AHP)

capacity and capability building in quality improvement and leadership.

18

http://www.flyingstart.scot.nhs.uk/


Theme 2: Improved QualityEducation for improving quality to enhance patient safety and people’s experience of services.

Principal 2020 Route Map Priority Areas:Person-centred Care; Safe Care; Workforce; Prevention; Efficiency and Productivity

Principal NES Strategic Outcomes:3: – Flexible access to a broad range of quality improvement education in the workplace (**a 2020 Vision priority).

4: – Leadership and management development that enables positive change, values and behaviours (**a 2020 Vision priority).

We work with Healthcare Improvement Scotland (HIS) on the quality improvement (QI) aspects of the 2020 Vision through the

supporting Everyone Matters: 2020 Workforce Vision, Route Map and annual Implementation Plan. We also support improvements

in safety through educational research, development and delivery as well as clinical skills, healthcare associated infection (HAI),

person-centred care and leadership and management development.

Person-centred Care

We embed the principles of person-centred care in all our activities across a range of professional groups. Working with the

voluntary sector and other key partners, we provide a range of support for the 2020 Route Map person-centred priority through

19

education, training and workforce development designed to improve the care experience by placing people at the heart of services

and fully involving them in their own care.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

CHAPLAINCY AND SPIRITUAL CARENMAHP (A3358)

ü ü

IMPACT: - Improved person-centred care through education, support and supervision in healthcare chaplaincy and spiritual care.

TARGET(S): - (1) A continuing professional development framework for health and social care chaplaincy and a draft undergraduate curriculum for a degree in spiritual

care; (2) Values Based Reflective Practice embedded into health and social care (including the third sector), and (3) learning modules for feedback, comments,

concerns and complaints developed to include master classes, workshops and new resources.

BEREAVEMENT CAREMedical Professional Development (A3882)

ü

IMPACT: - Improved person centred care through inter-disciplinary and cross sector educational resources to enhance care for the dying and bereaved.

TARGET(S): - (1) A Scottish Grief and Bereavement Hub with closer links between end of life, palliative care and bereavement education, and (2) collaboration with the

GMC, NHS Boards, higher education institutions, and the Scottish Government to inform and align bereavement educational packages.

PERSON-CENTRED CARENMAHP (A2542, A3143), Psychology (A4672)

ü ü ü

IMPACT: - Improved outcomes for people through NMAHP post registration and postgraduate person-centred education and psychological interventions.

TARGET(S): - (1) Two national learning sessions for the Person-centred Health and Care Collaborative plus House of Care early adopter sites www.alliance-

20

http://www.alliance-scotland.org.uk/what-we-do/projects/scotlands-house-of-care


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

scotland.org.uk/what-we-do/projects/scotlands-house-of-care and www.knowledge.scot.nhs.uk/making-a-difference ; (2) educational opportunities to support

engagement with the third sector in partnership with the Scottish Council for Voluntary Organisations (SCVO); (3) multi-disciplinary training on psychological

interventions in physical health for staff in primary and secondary care; (4) promotion of the stepped care approach to training and improved use of our Emotion Matters

resource www.knowledge.scot.nhs.uk/home/learning-and-cpd/learning-spaces/emotion-matters.aspx, our Psychological Interventions Team (PIT) and Motivational

Interviewing e-learning; (5) an analysis of the use of our Emotion Matters resource by June 2015 and further promotion by September 2015; (6) small Tests of Change

to using SWIFT assessments with primary care and oncology; (7) workshops on Implementation Science for 20 psychology trainers by May 2015 and a review of

supervision and coaching; (8) a Practice Based Small Group Learning (PBSGL) module on Medically Unexplained Symptoms (MUS) evaluated in one NHS Board; (9)

promotion of the online PESTO toolkit for primary care staff working with those who have MUS and an evaluation of MUS work for GP trainees, and (10) a minimum of

one Developing Practice or AsSET training event in eight NHS Boards reaching 75 staff. develop educational opportunities to support engagement between

NHSScotland and the Third Sector in partnership with SCVO and other Third Sector Intermediary bodies.

EQUALITY, DIVERSITY AND PARTICIPATIONNMAHP (A4702), Workforce (A2502, A4764)

ü ü

IMPACT: - Our work is better informed by patients, carers and service users and we achieve continuous improvement in equality and diversity.

TARGET(S): - (1) Stakeholder and volunteer participation embedded in our programmes; (2) a volunteer database and a process for achieving Investing in Volunteers;

(3) a review and update of our equality outcomes; (4) a list of priority Equality and Diversity Impact Assessments (EQIAs) by June 2015; (5) EQIA work streams

supported by assessment tools in project planning and delivery, and (6) professional advice and peer support through the Equality and Diversity Lead Network.

21

http://www.knowledge.scot.nhs.uk/home/learning-and-cpd/learning-spaces/emotion-matters.aspx

http://www.knowledge.scot.nhs.uk/making-a-difference

http://www.alliance-scotland.org.uk/what-we-do/projects/scotlands-house-of-care

Safe and Effective Care

We support the Scottish Patient Safety Programme (SPSP), and wider international efforts to make care safer. We also bring

together a range of clinical skills educational facilities and we provide educational infrastructure for Healthcare Associated

Infections (HAI) supported by learning for infection control teams and the wider healthcare workforce.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

PATIENT SAFETYPsychology (A4706), Pharmacy (A3902), Medical Professional Development (A3865)

ü ü

IMPACT: - Fewer adverse events supported by education in human factors approaches and support for the Scottish Patient Safety Programme (SPSP).

TARGET(S): - (1) Findings shared from projects in four areas (medically unexplained symptoms, BASICS, infection prevention and mental health) to identify behaviour

change techniques which promote human factors; (2) a national survey of human factors related to hand hygiene in medical students; (3) learning applied from pilot

work to improve infection prevention in renal care; (4) tools for applying human factors in relation to BASICS, Train the Trainer and medically unexplained symptoms

with GP trainees; (5) a de-briefing tool for restraint in mental health patient safety; (6) an evaluation plan for the SPSP - Pharmacy Primary Care initiative in four NHS

Boards; (7) human factors skills training for remote and rural practitioners, and (8) an entry level human factors e-learning resource for health and care professionals.

PATIENT SAFETY MULTIDISCIPLINARY GROUPMedical Professional Development (A4642), Workforce (A4888, A4889)

ü ü

IMPACT: - Patient safety learning resources to improve partnership working, sharing of good practice, access to pilot work and reporting on activity.

22


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

TARGET(S): - (1) World Health Organisation (WHO) patient safety curriculum topics integrated into our learning resources and 50 days patient safety training based on

the WHO curriculum; (2) patient safety training for 100 healthcare professionals, and (3) support for teams in assessing the impact of education on reducing harm.

CLINICAL SKILLSMedical Professional Development (A3866), Pharmacy (A3926)

ü

IMPACT: -Clinical skills training contributing to better and safer patient care.

TARGET(S): - (1) Support for clinical skills courses and online resources including three specialist clinical skills units - the Cuschieri Skills Centre, BASICS Scotland

and the Scottish Centre for Simulation and Clinical Human Factors; (2) mandatory endoscopy training for medical and non-medical trainees; (3) a Mobile Skills Unit

providing faculty development and clinical skills programmes and a business case for a new Mobile Skills Unit; (4) a 3-5 year plan for clinical skills training across

Scotland, and (5) a programme of pharmacy consultation, core and advanced clinical assessment skills courses to support pharmacist prescribing.

HEALTHCARE ASSOCIATED INFECTION AND HEALTH PROTECTIONNMAHP (A2642, A2724, A3144, A2663, A3102, A3043), Dental (A5324)

ü ü ü

IMPACT: - A safer environment supported by multi-professional learning to support the Health Protection and Healthcare Associated Infection (HAI) action plans.

TARGET(S): - (1) Resources to support blood borne viruses, immunisation and incident management; (2) two regional HAI awareness events for healthcare staff, four

workshops on tissue viability and outbreaks for community/care staff and two master classes for the Cleanliness Champions programme; (3) resources adapted to

support the Cleanliness Champions programme, Preventing Infection in Care and Care at Home, and Catheter Care; (4) a national framework providing a career

pathway for decontamination staff; (5) a refreshed Health Protection Workforce Education Development Strategy and five year work plan; (6) three existing HAI

resources adapted for identified target groups (e.g. healthcare support workers, GPs, district nursing/health visitors, social care staff); (7) educational resources on

Carbapenemase-producing Enterobacteriaceae (CPE) screening and Standard Infection Control Precautions plus a new national decontamination e-learning

programme by October 2015; (8) antimicrobial stewardship, decontamination, aseptic technique and pressure ulcers educational resources; (9) Cleanliness Champions

and HAI induction content adapted for health and social care staff, and (8) in-practice training and e-learning support in decontamination/HAI for dental teams.

23

Quality Improvement Education

We provide a Quality Improvement (QI) education programme and curriculum supported by a national network of leads and

practitioners and Communities of Practice to share QI tools, techniques and expertise.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

QUALITY IMPROVEMENT (QI)Medical Professional Development (A3864)

ü ü ü ü ü ü

IMPACT: - A health and social care workforce which is competent, confident and engaged in improving services through better QI capacity and capability.

TARGET(S): - (1) A revised Quality Improvement Curriculum Framework by December 2015 and agreed quality improvement competencies mapped to knowledge and

skills frameworks by March 2016; (2) an agreed suite of QI learning resources developed for QI foundation, practitioners and leads; (3) reach of QI activity expanded by

30% through development of the QI hub website (www.qihub.scot.nhs.uk), QI networks and marketing; (4) Leadership for Improvement learning resources for QI

foundation, practitioners and leads based on a distributed leadership model, and (5) key requirements for accreditation of QI educational programmes identified and an

option appraisal produced by December 2015.

CLINICAL EFFECTIVENESS AND AUDITDental (A4816, A4283, A4284)

ü ü

IMPACT: - Improved compliance with guidance and evidence-based recommendations to inform the development of education and improve practice.

TARGET(S): - (1) Published outcomes of the diagnostic analysis in optometry (management of flashes and floaters) and pharmacy (dispensing over the counter

medication); (2) a national QI audit to support implementation of the Scottish Dental Clinical Effectiveness Programme (SDCEP) Management and Treatment of

24

http://www.qihub.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

Periodontal Diseases Guidance; (3) knowledge translation to support implementation of SDCEP guidance on dental caries; (4) a diagnostic analysis to support

implementation of SDCEP Anticoagulant and Antiplatelet Guidance; (5) a 3rd edition of Drug Prescribing for Dentistry Guidance, a 2nd edition of Prevention and

Management of Dental Caries in Children Guidance and new guidance on the Management of Dental Patients Taking Anticoagulant or Antiplatelet Drugs; (6) a

Practice Support Manual website (www.psm.sdcep.org.uk) , and (7) a dental Clinical Audit programme to support QI in dentistry.

Leadership and Management

Public service reform relies on effective leadership and management to help deliver positive cultural change. We will work with

Scottish Government colleagues to provide leadership and management development in support of integration and quality

improvement and we will work with partners across social care, the NHS and Scottish Government to help shape a new direction

for leadership and management development across health and social care.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

LEADERSHIP AND MANAGEMENT PROGRAMMESNational Leadership Unit (A4723, A4721), NMAHP (A3364)

ü ü ü

IMPACT: - Well prepared public service leaders and managers for roles at local, regional and national level.

25

http://www.psm.sdcep.org.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

TARGET(S): - (1) An impact assessment of the Raising Your Game programme and coaching support 18 executive level leaders; (2) two Playing to Your Strengths

programmes with 60 places for senior leaders and two further team-based programmes for strategic leadership teams; (3) the Delivering the Future programme for 24

strategic leaders; (4) the national graduate Management Training Scheme (MTS) for five trainees in 2015 based on a three year programme; (5) cohort 6 of the

Leading for the Future programme from February 2015 for 120 senior leaders and a new team-based approach with 2-3 pilot groups; (6) a review of the National

Leadership Unit communications strategy; (7) cohort 3 of 24 participants recruited to the Inter-professional Learning Group by June 2015; (8) support for the NMAHP

contribution to e-Health through an e-Health leadership programme; (9) a refreshed model of support for the Leading Better Care programme, and (10) refreshed

resources to support a clinical leadership programme for senior charge nurses and team leaders across health and social care.

LEADERSHIP FRAMEWORKS AND CONSULTANCYNational Leadership Unit (A4744, A4784, A4723)

ü ü ü

IMPACT: - Standards, frameworks and consultancy support to improve leadership and management practice.

TARGET(S): - (1) A middle manager development framework drafted for consultation; (2) identified development needs for new NHS Board chairs; (3) coaching and

mentoring for newly appointed NHS Board chief executives; (4) support for the Chairs' Portfolio Group in implementing the 2020 Vision; (5) a mentoring platform for

online matching of practitioners and managers, and (6) team based interventions including Dialogue (personal impact in conversation).

SUPPORTING EVERYONE MATTERS AND LEADERSHIP NETWORKS National Leadership Unit (A4765, A4783)

ü ü ü

IMPACT: - Improved leadership capacity and capability and leadership networks to enable collaborative working and increased sharing of best practice

TARGET(S): - (1) Support for Everyone Matters with colleagues across Scottish Government, health and social care to help develop the strategic direction for

leadership and management; (2) a Managers' Development Network (MDN) programme of events, resources and discussions, and (3) a bi-monthly forum for

Organisational Development Leads to develop ideas, share resources and align delivery of organisational development to support service change.

ü ü

26


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

MEDICAL LEADERSHIPMedical Professional Development (A3862, A3863)

IMPACT: - Leadership and management development for improved patient care and experience focused on the doctor/manager relationship.

TARGET(S): - (1) Scottish Clinical Leadership Fellowship (SCLF) posts extended by four NHS Board posts in addition to the current three; (2) access to the medical

Leadership and Management Programme (LaMP) extended to other groups, and (3) growth in paired learning within NHS Boards and the first year impact assessed.

TRAINING, DEVELOPMENT AND SUPPORT UNITWorkforce (A4882, A4883, A4884, A4893, A4890)

ü ü ü

IMPACT: - Techniques, knowledge and skills to improve leadership and management practice.

TARGET(S): - (1) 10 days leadership and management training for the Management Training Scheme and 5 days for the Inter-professional Learning Group; (2) 30

days training for 195 healthcare scientists covering Early Careers, Refreshing Leadership, Train the Trainer and Staff in Difficulty; (3) five topics from the Refreshing

Leadership and Early Careers training programmes available for download; (4) 74 days of leadership and management training in line with the Medical Leadership

Competency Framework to 1,110 participants; (5) eight days training in communication skills for Healthcare Improvement Scotland (HIS) inspectors, and (6) 90

members of staff trained in performance appraisal and review.

27

Theme 3: New Models of CareEducation for new models of care to support the 2020 Vision.

Principal 2020 Route Map Priority Areas:Primary Care; Integrated Care; Care for Multiple and Chronic Illnesses; Health Inequalities; Prevention; Workforce; Innovation. Principal NES Strategic Outcomes:5: – A key role in analysis, information and modelling for the NHSScotland workforce to strengthen workforce planning

6: – A range of development opportunities for support workers and new and extended roles to support integration

(Both are 2020 vision priorities).

There are significant workforce challenges facing us as we deal with changing demographics, higher public expectations,

technological advancement and new models of delivering care. Meeting these challenges will require collaborative approaches to

education; training and workforce development as staff increasingly work in multi-professional teams and take on enhanced roles.

We will use our knowledge of training and labour markets to support workforce modernisation and we will continue to provide

primary care education and training for community based medical, dental, pharmacy and optometry practitioners. Over the next few

years we will also prioritise the development of support workers and we will provide resources for health improvement, health

inequalities, community hospitals and the remote and rural workforce. All of these initiatives are designed to support community

based staff, and build safe and person-centred services as a key requirement of the Everyone Matters: 2020 Workforce Vision.

28

Primary Care

Key to our core business is postgraduate training and continuing professional development (CPD) for general medical practitioners

(GPs), general dental practitioners (GDPs), community pharmacists and optometrists, as well as a range of learning for primary

care practice teams.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) FOR GPs AND PRACTICE STAFF Medical Professional Development (A3886)

ü ü ü ü ü ü

IMPACT: - Increased participation in CPD through CPD Connect www.gpcpd.nes.scot.nhs.uk as the preferred provider of continuing professional development (CPD).

TARGET(S): - (1) Two Hot Topics workshops booked through our portal system www.portal.scot.nhs.uk ; (2) a new website in line with our Digital Transformation; (3) a

Practice Based Small Group Learning (PBSGL) programme with a 10% increase in membership and 10% multi-professional membership; (4) an accredited training

programme for 16 GP practice managers and seven dental practice managers; (5) an annual practice manager conference by May 2015 and a rolling programme of

learning events; (6) a national general practice nursing event for 50 delegates in April 2015 as part of the Scottish Medical Education Conference, and (7) a general

practice nursing programme for 16 nurses selected in June 2015.

CPD FOR THE PRIMARY CARE DENTAL TEAMDental (A4444, A4445)

ü ü ü ü ü ü

IMPACT: - Improved access for general dental practitioners (GDPs) and dental care professionals (DCPs) to a programme of CPD for registration requirements.

TARGET(S): - A dental CPD course programme accessed through our online portal www.portal.scot.nhs.uk, as well as a master class in May 2015 and a research

symposium with the Scottish Dental Practice Based Research Network (SDPBRN) in November 2015, both events providing up to 150 places.

29

http://www.portal.scot.nhs.uk/

http://www.portal.scot.nhs.uk/

http://www.gpcpd.nes.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

CPD FOR OPTOMETRISTSOptometry (A3650, A3653, A3646, A3647, A3645)

ü ü ü ü

IMPACT: - CPD for community based optometrists and dispensing opticians to improve community eye care and help reduce referrals to hospital eye care services.

TARGET(S): - (1) Training for 60 dispensing opticians to achieve the requirements for continuing education and training (CET) by the end of 2015; (2) 25% of

optometrists in Scotland participating in at least one of our CPD events; (3) three training programmes for our optometry educational cycle and an annual report on the

training opportunities for optometrists, and (4) a national optometry conference in 2015 for at least 150 participants.

CPD FOR THE PHARMACY TEAMPharmacy (A3948)

ü ü ü ü ü ü

IMPACT: - CPD for pharmacists and pharmacy technicians to ensure mandatory requirements are met and to support Prescription for Excellence.

TARGET(S): - (1) A pharmacy postgraduate funding programme in line with Continuing Fitness to Practice recommendations; (2) a range of CPD specifically to support

Prescription for Excellence; (3) specific training to support delivery of the community pharmacy contract, and (4) a flexible programme of CPD resources for

pharmacists and pharmacy technicians to meet mandatory requirements.

Workforce Data

The shape and size of the workforce is always changing and we continue to support modernisation through data analysis,

information and modelling covering workforce, training, labour markets and trends in access to health and social care.

30


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

WORKFORCE ANALYSIS, INTELLIGENCE AND MODELLINGMedical (A4408), Dental (A4447), Pharmacy (A3925), Psychology (A4673), Workforce (A4722)

ü ü ü ü ü

IMPACT: - More accurate and timely data on which to base workforce numbers for recruitment, succession planning and modernisation.

TARGET(S): - (1) Medical workforce data supplied to the Scottish Government (SG) Transition Group by August 2015 and agreed numbers to UK national recruitment

by February 2016; (2) an agreed funded establishment for medicine and a plan for currently unfunded posts; (3) a biennial dental workforce report, an annual report on

retention of dental undergraduates, a biannual report on vocational dental practitioners (VDPs) and support for the Dental Student Intake Reference Group; (4)

pharmacy workforce analysis to include Higher Education Statistics Agency (HESA) data by December 2015, a Pre-registration Pharmacy Scheme (PRPS) exit survey,

a hospital pharmacy staffing and vacancy analysis, pharmacists prescribers data and a report on community pharmacy staff data; (5) quarterly statistics for psychology

services, the CAMHS workforce and data for workforce planning and trainee commissioning; (6) a report on psychological therapies workforce capacity, qualifications

and supervision; (7) a psychological therapies dataset from mental health services on clinical supervision; (8) psychology reports to track factors contributing to or

hindering success; (9) reports on families and children going through the Psychology of Parenting Programme (PoPP), clinical outcomes and practitioners trained in

delivery of the Incredible Years and Triple P Parenting programmes; (10) labour market information (LMI) data relating to estates and facilities and administrative

services staff, and (11) an evaluation of reported labour market information (LMI) data for workforce planning.

Support Workers and Role Development

We help provide education for support workers in clinical support services, administrative services and estates and facilities,

improving access and support for workplace learning as an Everyone Matters: 2020 Workforce Vision priority. We also deliver a

range of role development support for practitioners to help reshape the workforce and support career development.

31


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

HEALTHCARE SUPPORT WORKERSWorkforce (A4802, A4803), NMAHP (A3242, A3262), Optometry (A3651), Pharmacy (A3948)

ü ü ü ü ü ü

IMPACT: - Improved access to learning opportunities, qualifications and education pathways for healthcare support workers (HCSW).

TARGET(S): - (1) Support for the development of HCSW learning networks in five NHS Boards; (2) an interactive version of the education pathway for administrative

services on the VQ Finder www.vqfinder.nes.scot.nhs.uk; (3) updated online resources for HCSWs and print communications materials promoting access to learning in

hard-to-reach groups; (4) regional and national workshops to strengthen existing networks; (5) a scheme for access to qualifications for HCSWs across the three

groups - clinical, admin and clerical, and estates and facilities; (6) 10 administrative services staff with a funded qualification from the education pathway for

administrative services; (7) a joint level 5 and level 7 Worshipful Company of Spectacle Makers (WCSM) programme for optical assistants by the end of 2015; (8) a

funding process for the newly developed Pharmacy Assistant course and an evaluation of the learning outcomes for pharmacy support staff (9) a Professional

Development Award (PDA) for pharmacy technicians, and (10) a PDA at SCQF level 6 for medical and dental receptionists.

MODERN APPRENTICESHIPSWorkforce (A5025, A5183, A4810)

ü ü

IMPACT: - A more sustainable workforce by ensuring that young people have education choices which allow them to enter the NHS workforce.

TARGET(S): - (1) Careers advice and guidance resources linked to My World of Work (Scotland's national careers guidance and planning tool); (2) a national modern

apprenticeship network for NHS Boards, and (3) a Youth Employment Strategy for our organisation by June 2015.

INDEPENDENT PRESCRIBING (IP)Pharmacy (A3946), Optometry (A3649)

ü ü ü

32

http://www.vqfinder.nes.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - More qualified pharmacy and optometry independent prescribers to help shift the balance of care into the community.

TARGET(S): - (1) An independent prescribing (IP) course for 150 pharmacists; (2) a practice network to support pharmacist independent prescribers in training; (3)

independent prescribing Teach and Treat clinics to support pharmacist IP models of care, and (4) 40 places for optometrists on the Therapeutics for Optometrists

course and distance learning MSc programme to provide qualified IP and MSc optometrists.

NMAHP FELLOWSHIPS / INTERNSHIPSNMAHP (A2543, A2442)

ü ü ü ü ü ü

IMPACT: - NMAHP education beyond registration with learning and development opportunities to enhance consistency, support change, improvement and innovation.

TARGET(S): - (1) 12 nursing and midwifery Early Clinical Career Fellows; (2) funding for 45 allied health professional (AHP) fellowships, and (3) support for internship

opportunities in nursing and midwifery practice.

MEDICAL AND DENTAL FELLOWSHIPS / SCHOLARSHIPSMedical Professional Development (A3883), Dental (A4814)

ü ü ü

IMPACT: - Post and peri Certificates of Completion of Training (CCT) opportunities to meet specific service and personal development needs in medicine and dentistry.

TARGET(S): - Eight GP remote and rural fellowships, one remote and rural surgical and one anaesthetics fellowship, four half-time GP medical education fellowships,

three health inequality fellowships, 16 GP paediatric scholarships, two GP academic fellowships and a number of occupational medicine and remote and rural dental

fellowships. (1) An audit of GP rural fellowship output showing at least 70% remaining in rural GP roles; (2) an impact assessment of the first five cohorts of paediatric

scholarships (100); (3) 90% recruitment to medical fellowship and scholarship programmes, and (4) dental rural and urban fellowships to help build capacity and

enhanced skills in remote and rural and urban community settings.

FORENSICS AND PSYCHIATRY ADVANCED MEDICAL PRACTITIONERSMedical Professional Development (A3890, A3892)

ü ü ü

33


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Improved education for clinicians delivering healthcare and forensics to people in custody and Advanced Medical Practitioner (AMP) psychiatrists.

TARGET(S): - (1) Two forensics learning events each year and online materials for forensics; (2) emerging education needs identified and signposting to existing

forensics resources or new resources developed; (3) refresher training for all AMP certificated psychiatrists on a regular basis, and (4) access to online and face to face

teaching for psychiatrists who require AMP certification.

Health and Social Care

The national drive towards health and social care integration is embedded in many of the activities described in this LDP, for

example, our work on support workers and leadership and how we engage with the social care sector. This section focuses on the

work we do with the Scottish Social Services Council (SSSC), the Institute for Research and Innovation in Social Services (IRISS)

and others including the Scottish Government, NHSScotland, Convention of Scottish Local Authorities (COSLA) and the third,

independent and housing sectors to deliver workforce development to support integration.

NHSScotland Improvement Priorities 2015/16LDP Activities, Planned Impact and 2015/16 SMART Targets Hea

lth

Ineq

ualit

ies

and

Prev

entio

n

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

COLLABORATIVE CROSS SECTOR WORKINGNational Leadership Unit (A4745, A4787)

ü ü

34


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Public service leaders and managers, who inspire, engage and innovate across traditional boundaries.

TARGET(S): - (1) Public service leadership development including leadership exchanges and three phases of the Enabling Collaborative Leadership Pioneer

Programme; (2) Workforce Scotland (WFS) work streams to support collaborative leadership including Dialogue Community of Practice; organisational development

capacity building and the Scottish Coaching Collaborative; (3) a programme to support leadership for integration; (4) joint working with the Royal College of General

Practitioners (RCGP) and the Scottish Social Services Council (SSSC) to develop collaborative leadership across primary care and social care professionals; (5) a

national executive coaching register and coach matching service, and (6) the Scottish Coaching Collaborative extended to leaders at all levels.

DEMENTIAPsychology (A4705), NMAHP (A2907, A2903, A3282, A3003)

ü ü ü

IMPACT: - Improved cross-sector reach of dementia education and multi-professional education to improve the quality of care and quality of life outcomes.

TARGET(S): - (1) Six coaching groups for 60 staff delivering Psychological Interventions in Response to Stress and Distress; (2) Cognitive Stimulation Therapy (CST)

training to 40 cross sector staff; (3) educational resources for carers and health and social care professionals who support or work with people with a diagnosis of

fronto-temporal dementia; (4) the Dementia Champions programme for 100 participants and a graduation event and national conference; (5) a National Dementia

Awards Ceremony for 200 participants; (6) leadership development for mental health staff to support their role as change agents; (7) master classes, workshops and

programmes to help embed the expertise level of Promoting Excellence in Dementia Care; (8) an understanding of the educational needs of staff in the Dementia Care

Coordinator role and recommendations for future support, and (9) digital resources including Dementia Care in Acute Settings, the Informed about Dementia DVD and

facilitator's guidance, Dementia Skilled: Improving Practice, and the dementia Managed Knowledge Network www.knowledge.scot.nhs.uk/dementia.aspx .

PARENTINGPsychology (A4676, A4709)

ü ü ü ü

IMPACT: - Improved social and emotional development for young children with behaviour problems and more secure relationships between them and their carers.

TARGET(S): - (1) Five core training and 20 consultation days in the Incredible Years Pre-school Basic Parenting Programme for 110 staff across 14 Community

35

http://www.knowledge.scot.nhs.uk/dementia.aspx


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

Planning Partnerships (CPP); (2) four core training and 12 clinical support days in the Triple P Level 4 Group parenting programme for 90 staff across 14 CPP areas;

(3) the full suite of training in the Psychology of Parenting Programme (PoPP) Implementation Plan for 200 staff across 14 CPP areas; (4) two Connecting with Parents

Train the Trainer events and four follow up coaching sessions for 40 staff across 10 CPP areas; (5) two foundation level Solihull Approach

www.solihullapproachparenting.com training sessions and two Train the Trainer events for 24 practitioners; (6) 48 cascade training events for 576 practitioners in the

Solihull Approach to promote secure attachment relationships between young children and their parents; (7) 12 Solihull Approach awareness training sessions for 225

line managers and supervisors, and (8) six workshops for 36 existing Solihull trainers to support implementation of trainee practice support groups.

HEALTH AND SOCIAL CARE INTEGRATIONNMAHP (A2562, A2563)

ü ü ü ü

IMPACT: - Sustainable education and learning for the multi-professional workforce across health and social care.

TARGET(S): - (1) NHS Board implementation of educational resources and the Equal Partners in Care (EPiC) principles www.knowledge.scot.nhs.uk/home/portals-

and-topics/equal-partners-in-care/about-equal-partners-in-care.aspx; (2) 4-6 meetings to help embed the 2020 Workforce Vision five priorities for action; (3) three

regional events to support health and social care integration; (4) leadership development for health and social care integration through consultancy, development

programmes and an OD Community of Practice, and (5) strategic networks to embed health and social care integration throughout our range of programmes.

Improving Health and Reducing Health Inequalities

We support the policy framework set out in Improving Scotland’s Health, Tackling Health Inequalities through education to support

healthier lifestyles and for staff who work with people who have complex needs, or who need extra support and protection.

36

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/equal-partners-in-care/about-equal-partners-in-care.aspx

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/equal-partners-in-care/about-equal-partners-in-care.aspx

http://www.solihullapproachparenting.com/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

LEARNING DISABILITIESNMAHP (A2903, A3166, A3168, A3184)

ü ü ü ü

IMPACT: - Multi-professional education to improve outcomes for people with learning disabilities.

TARGET(S): - (1) Learning disability educational resources and better knowledge of the health needs of people with learning disabilities, including a further Train the

Trainer cohort; (2) six learning disability fellowships to demonstrate impact and support Strengthening the Commitment; (3) implementation of the Learning Disability

National Model action plan; (4) a 50% increase in the number of people and families with learning disabilities registered on our education and training database, and (5)

an education framework to improve the knowledge and skills of health and social care staff supporting people with learning disabilities and their families.

AUTISMPsychology (A4703)

ü ü ü ü

IMPACT: - Support for the Autism Strategy and the Autistic Spectrum Disorder (ASD) knowledge and skills framework to improve the wellbeing of people with autism.

TARGET(S): - (1) An ASD knowledge and skills framework to help identify gaps in ASD training and to help provide training to achieve better outcomes for people with

ASD, and (2) updated ASD web resources and e-learning modules for general practice.

MATERNAL AND CHILD HEALTHNMAHP (A2922, A3357, A2803, A2782), Psychology (A4711)

ü ü ü ü

IMPACT: - Improved outcomes for women, children and young people and better support for perinatal mental health care to improve parent-infant relations.

TARGET(S): - (1) Educational programmes and CPD for health visitors and school nurses; (2) an e-learning resource on Early Attachment and Infant Mental Health; (3)

counselling/therapeutic skills training for 20 midwives to provide care for women with perinatal mental health support needs; (3) the Scottish Multiprofessional Maternity

Development Programme (SMMDP) www.scottishmaternity.org including a new Train the Trainer course in the prevention of Obstetric Anal Sphincter Disorders; (4)

maternity care training specifically in the use of the Compassionate Connections resource, identifying and treating developmental dysplasia of the hip, and promotion of

37

http://www.scottishmaternity.org/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

active upright birth and high quality support in labour; (5) a needs analysis for an educational framework to support the Children and Young People (Scotland) Act

2014; (6) post-registration educational programmes for the paediatric and neonatal workforce , and (7) three new NHS Boards delivering the Family Nurse Partnership

(FNP) www.fnp.nhs.uk programme and expansion within existing sites to increase the FNP workforce by 36 nurses and supervisors.

ORAL HEALTH IMPROVEMENTDental (A5145, A5143, A4449)

ü ü ü ü

IMPACT: - Better oral health for older people, children and the homeless and less inequality through improved access to dental services.

TARGET(S): - (1) The Caring for Smiles programme to improve oral health in older people, supporting six road shows for 120 NHS and care home staff; (2) education

for the Childsmile programme www.child-smile.org.uk, with delivery of the Scottish Credit and Qualifications Framework (SCQF) training award, as well as development

sessions and e-learning for 200 extended duty dental nurses and dental health support workers; (3) a redefined role and training for local oral health improvement

advocates; (4) 45 places for Adults with Incapacity (AWI) training and a guide and online training for dentists, and (5) an online community of practice and training to

support the Smile4life www.knowledge.scot.nhs.uk/smile4life.aspx oral health improvement project for the homeless.

Remote and Rural Healthcare

Our educational support for the remote and rural workforce builds on our core work programmes www.rrheal.scot.nhs.uk to support

hospital and community staff providing healthcare services for people in remote and rural communities.

38

http://www.rrheal.scot.nhs.uk/

http://www.knowledge.scot.nhs.uk/smile4life.aspx

http://www.child-smile.org.uk/

http://www.fnp.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

REMOTE AND RURAL HEALTHCARE EDUCATIONAL ALLIANCE www.rrheal.scot.nhs.uk Medical Professional Development (A3891)

ü ü ü ü ü ü

IMPACT: - Increased access to learning opportunities, qualification and education pathways for the remote, rural and Island workforce.

TARGET(S): - (1) 10 remote and rural learning events and programmes that make effective use of digital technology to improve access for the rural nursing

and healthcare workforce; (2) two adapted healthcare professions degree programmes with access and content for learners from remote, rural and island areas, and

(3) a Rural General Hospital (RGH) Workforce and Education Network supported by programmes of learning and knowledge exchange.

39

http://www.rrheal.scot.nhs.uk/

Theme 4: Enhanced Educational InfrastructureInnovative educational support infrastructure covering people, technology and content.

Principal 2020 Route Map Priority Areas:Integrated Care; Early Years; Workforce; Innovation

Principal NES Strategic Outcomes:7: – Improved and consistent use of technology with measureable outcomes for learning, user satisfaction, accessibility and impact.

8: – Consistently well developed educational support roles and networks to enable education across the workplace.

We provide educational infrastructure to support postgraduate training and practice education as well as national clinical priorities.

We also provide a broad range of digital resources designed to improve access to knowledge, information and e-learning through a

Digital Transformation which aims to move our organisation towards increased digital delivery of education.

Educational Support Roles and Networks

At the core of our educational support infrastructure are networks of experienced healthcare professionals who support

postgraduate training and practice education in the clinical learning environment. This provides a model of educational support

which is crucial to sustaining and improving care.

40


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

MEDICAL EDUCATIONAL SUPPORT ROLES AND NETWORKSMedical Professional Development (A3885, A3884, A3889, A4794, A4789)

ü ü ü

IMPACT: - A network of well developed medical trainers supported by continuing professional development (CPD) and annual appraisal.

TARGET(S): - (1) A Faculty Development Alliance (FDA) to provide education for trainers mapped to the Academy of Medical Educators (AoME) framework; (2) the

Scottish Online Appraisal Resource (SOAR) www.appraisal.nes.scot.nhs.uk for Recognition of Trainers evidence and appraisal; (3) the Turas trainee management

system to report on activity relevant to trainers; (4) a report on completion of Milestone 4 to the regulator; (5) an online self-assessment tool for trainers; (6) Specialty

and Associate Specialist (SAS) grade doctor development fund bids based on service priority areas; (7) a streamlined SAS Education Adviser network, reducing total

sessions from 20 to13 and; (8) plans for annual medical education conferences which incorporate the annual practice managers' and medical appraisers' conferences.

NMAHP EDUCATIONAL SUPPORT ROLES AND NETWORKSNMAHP (A2904)

ü ü ü ü

IMPACT: - An improved learning environment through processes which support the NMAHP workforce to use educational resources in their work.

TARGET(S): - (1) Nursing and midwifery Practice Educator, Practice Education Facilitator (PEF) and Care Home Education Facilitator (CHEF) networks across NHS

Board and placement partners; (2) quality management of the practice learning environment with an online database and reporting tool for use in NHS Boards and

universities; (3) educational resources embedded across NHS Boards to address national priorities in health and care, and (4) allied health professionals (AHPs)

Practice Education Lead (PEL) posts in 14 NHS Boards and practice education opportunities in partnership with two voluntary organisations.

PHARMACY EDUCATIONAL SUPPORT ROLES AND NETWORKSPharmacy (A3943)

ü ü ü

IMPACT: - Improved programmes for pre-registration pharmacists (PRPS), hospital vocational training (VT), pharmacist prescribers and pharmacy support staff.

TARGET(S): - Practice Education Coordinator (PECs) and associated Educational Development Facilitator (EDFs) networks to support practice education for PRPS,

41

http://www.appraisal.nes.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

VT, prescribing and pharmacy technicians and support staff.

PSYCHOLOGY EDUCATIONAL SUPPORT ROLES AND NETWORKSPsychology (A4704, A4707, A4682, A4675)

ü ü ü ü ü

IMPACT: - Improved capacity in psychological interventions and psychological therapies through well trained trainers and supervisors.

TARGET(S): - (1) A new Generic Supervision Competencies (GSC) and e-learning module providing at least 60 GSC training places; (2) 30 places on Cognitive

Behavioural Therapy (CBT) specialist supervision training; (3) a training package to support psychological therapies supervision in group settings; (4) Psychological

Therapy Training Coordinators (PTTCs) to support training and supervision in psychological therapies services; (5) training in psychological interventions and therapies

to 200 multi disciplinary staff; (6) Early Interventions and CBT training to 50 staff working with people with complex and enduring mental illness; (7) 30 training places in

CBT for older people delivering at postgraduate certificate level by June 2015 and postgraduate diploma level by June 2016; (8) an extended pilot project to develop a

model for increasing psychological awareness and intervention skills in voluntary organisations; (9) a psycho-educational treatment package (Survive and Thrive) for

patient populations - including prison and criminal justice; (10) Child and Adolescent Mental Health Service (CAMHS) learning coordinators in each NHS Board to

ensure that new CAMHS workers have access to supervised use of Essential CAMHS resources; (11) increased supervision capacity in at least two major CAMHS

interventions by developing CBT supervisors in NHS Boards and doubling the number of Interpersonal Psychotherapy (IPT) supervisors; (12) training in three CAMHS

psychological approaches including introductory CBT, IPT and systemic training to 20-30 clinicians and training in trauma related work for CAMHS clinicians; (13)

leadership development for the Lead Clinicians network; (14) plans to support CAMHS practitioners working with children who have learning disabilities and children

who have experienced trauma; (15) new models of commissioning and delivering training tested in collaboration with NHS Boards; (16) a network of 20 local trainers in

Psychosocial Interventions in Paediatric Healthcare; (17) an infrastructure to ensure trainers offer 400 training places on at least one module on Psychosocial

Interventions in Paediatric Healthcare; (18) an online resource to support paediatric healthcare staff working with young people with Chronic Fatigue Syndrome and

their families, and (19) existing resources updated in line with the evidence base and enhanced online content.

TEACH AND TREAT CENTRESDental (A4446), Optometry (A3652)

ü ü ü

42


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Community based Teach and Treat centres delivering dental care and outreach teaching and improving the skills of primary care optometrists.

TARGET(S): - (1) Outreach teaching for student dentists and dental therapists in a supervised clinical environment through 17 Teach and Treat centres providing

clinical training and patient treatment; (2) four regional Teach and Treat centres giving community optometrists the opportunity to treat patients under the supervision of

an ophthalmologist whilst providing care for acute eye problems, and (3) a national report on the progress of optometry Teach and Treat centres by the end of 2015.

Digital Content

In response to feedback from our stakeholders we are implementing a Digital Transformation designed to ensure our online

resources are available on a wide range of devices through a single point of entry. Whether a medical student, midwife, dentist,

healthcare support worker or qualified trainer, the new environment will be built around people and designed to support their needs.

We are currently working through an extensive engagement programme and while we put in place this new approach we will

continue to provide our existing digital services and knowledge services www.knowledge.scot.nhs.uk.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

DIGITAL TRANSFORMATIONDigital (A5522, A5523, A5445, A5462, A5443, A5442)

ü ü ü ü ü ü

43

http://www.knowledge.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - An improved digital development methodology, single unified environment and service support which ensures continuity during the Digital Transformation.

TARGET(S): - (1) An AGILE development methodology for learning management and virtual learning products to deliver digital content to expected standards; (2) an

agreed virtual learning pilot system plus TurasV2 and TurasV3 in place; (3) a single service desk and triage policy agreed with customer support teams across our

directorates; (4) an audit, recommendations and a programme plan for the migration of corporate business systems to a CLOUD platform(s); (5) no more than one

unplanned outage for business critical systems and restoration within three hours; (6) 100% compliance with Freedom of Information and Data Protection turnaround

times; (7) an information governance policy and procedures for implementation in the CLOUD by December 2015, and (8) 90% compliance with our records

management policy through our Alfresco system.

MANAGEMENT OF DIGITAL CONTENTDigital (A5446, A5482), Medical (A4416), NMAHP (A5446, A3348, A2823, A5482)

ü ü ü ü ü ü

IMPACT: - Access to and relevance of our digital content while we implement our Digital Transformation.

TARGET(S): - (1) An updating schedule for all our digital products and maintenance of the security and integrity of our digital architecture while we implement our Digital

Transformation; (2) a plan for delivery of medical digital resources e.g. ePortfolio, (www.nhseportfolios.org), SMT ,(www.scotmt.scot.nhs.uk) and SOAR

(www.appraisal.nes.scot.nhs.uk) , during the Digital Transformation by May 2015; (3) linkages between our Turas trainee management system and the new UK

recruitment portal (www.oriel.nhs.uk) by June 2015; (4) a plan for future SMT and SOAR functionality by December 2015, and (5) NMAHP digital content maintained

during the Digital Transformation e.g. Non-Medical Prescribing, (www.prescribing.nes.scot.nhs.uk), Patient Group Directions (www.nes.scot.nhs.uk/education-and-

training/by-theme-initiative/prescribing-and-patient-group-direction/patient-group-directions.aspx), the Effective Practitioner (www.effectivepractitioner.nes.scot.nhs.uk),

the Post-registration Career Development Framework (www.careerframework.nes.scot.nhs.uk) and Advanced Practice.

REMOTE AND RURAL DIGITAL CONTENTMedical Professional Development (A3891).

ü ü

44

http://www.careerframework.nes.scot.nhs.uk/

http://www.effectivepractitioner.nes.scot.nhs.uk/

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/prescribing-and-patient-group-direction/patient-group-directions.aspx

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/prescribing-and-patient-group-direction/patient-group-directions.aspx

http://www.prescribing.nes.scot.nhs.uk/

http://www.oriel.nhs.uk/

http://www.appraisal.nes.scot.nhs.uk/

http://www.scotmt.scot.nhs.uk/



ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Improved access to learning for the remote, rural and island workforce through digital learning to support service transformation and integration.

TARGET(S): - A multi-disciplinary technology enabled learning capabilities programme for health and social care staff inclusive of remote, rural and island workforce

needs using 2014 baseline survey outputs in accordance with our Digital Transformation.

SCOTTISH DENTAL EDUCATION ONLINE (SDEO) ü ü

IMPACT: - A more consistent approach to undergraduate dental education through a common curriculum.

TARGET(S): - Work with the dental schools and Scotland’s colleges to provide a common curriculum of online teaching materials which will be integrated into

undergraduate education and available to all who deliver education to the dental team.

LEADERSHIP AND MANAGEMENT PORTALNational Leadership Unit (A4762).

ü

IMPACT: - Better access to online resources for leadership and management and quality improvement.

TARGET(S): - (1) A Leadership and Management Portal on the Knowledge Network (www.knowledge.scot.nhs.uk/home/portals-and-topics/leadership--

management.aspx) in line with our Digital Transformation, and (2) work with SSSC to develop a national approach to online leadership and management development.

45

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/leadership--management.aspx

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/leadership--management.aspx

Educational and Research Governance

We provide educational consultancy for the NHS Knowledge and Skills Framework (KSF) and Educational and Research

Governance processes to quality assure and impact assess our services, gathering feedback which helps us to understand what is

working well and how we can improve.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

THE KNOWLEDGE AND SKILLS FRAMEWORK (KSF)Workforce (A4790, A4766)

ü ü ü ü ü ü

IMPACT: - Improved access to learning, better identification of training needs, enhanced confidence in development discussions and easier to use guidance.

TARGET(S): - (1) Provision of e-KSF (www.e-ksf.org) during transition to a new system to ensure availability of an online Personal Development and Performance

Review (PDPR) tool; (2) implementation of the Oracle Performance Management (OPM) module as the e-KSF replacement in partnership with the Employee Support

System (eESS) team; (3) support for the national review of the KSF Core Dimensions to develop more relevant language for specific staff groups; (4) existing KSF digital

resources updated to provide case studies and resources for managers and staff ; (5) advice on the application of KSF with a focus on improvement through refreshed

national guidance and case studies linked to the 10 main job families, and (6) support for nursing and midwifery career planning by mapping KSF processes to all levels

in the post-registration career framework.

MEDICAL AND DENTAL RESEARCHDental (A4817), Medical Quality Management (A4763).

ü ü

46

http://www.e-ksf.org/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Increased awareness, involvement and application of research in healthcare improvement.

TARGET(S) : - (1) Findings from the Piloting and Psychometric Evaluation of the Dental Safety Climate measurement tool submitted for publication; (2) dental research

audit activities processed, approved and certified; (3) two national quality improvement interventions piloted; (4) remain a significant stakeholder within the Scottish

Medical Educational Research Consortium (SMERC) and provide an annual research governance compliance report, and (5) undertake research and evaluation on the

success of the Strategy for Attracting and Retaining Trainees (StART).

IMPACT ASSESSMENTNMAHP (A3374, A2842), Psychology (A4712), Planning (A4887).

ü ü

IMPACT: - Impact assessment embedded in governance that enables us to demonstrate impact and provide data to inform our decisions, policy and practice.

TARGET(S): - (1) Data to assess the impact of NMAHP postgraduate education collated; (2) data to assess the impact of education to support the Children and Young

People's Act 2014 collated and analysed; (3) an evaluation of the impact of education to support women's choice and promote normality in maternity care; (4) an

experimental study to identify the helpfulness of gaming apps in the retention of knowledge and skills; (5) an evaluation of impact on service users of the Compassionate

Connections resource; (6) an impact assessment monitoring process for the psychology directorate; (7) a range of tools for assessing impact evaluated through pilot

projects; (8) impact support, workshops and research for corporate priorities, and (9) 10% of the work included in the LDP evaluated for impact and a report produced.

47

Theme 5: An Improved OrganisationEnhancing the capacity and capability of our staff to give of their best and achieve their potential.

Principal 2020 Route Map Priority Areas:Workforce; Efficiency and Productivity

Principal NES Strategic Outcomes:9: – An effective organisation where staffs are enabled to give their best and our values are evident in everyday work.

We will continue to focus on improving our systems, processes, workforce plans and structures in order to become more effective,

sharing best practice and resources to deliver our services in a more streamlined and consistent way while also developing our

workforce, organisational development, digital and property strategies to support new ways of working.

Supporting and Developing our Staff

We continue to support organisational redesign to ensure we have the right people, with the right skills, in the right place at the right

time. For our staff we will identify skills, maximise potential and encourage and support collaborative working. In addition we

provide a comprehensive recruitment and selection assessment centre and on-boarding service to the postgraduate training

programmes we manage for a range of healthcare professions.

48


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

STATUTORY AND MANDATORY TRAININGWorkforce (A5188)

ü ü ü ü ü ü

IMPACT: - Compliance with legal and mandatory training requirements through face to face and online learning material.

TARGET(S): - (1) A revised corporate induction package, ensuring all new starts attend within six months; (2) an equality and diversity e-learning package, ensure all

employees complete assessment by June 2015, and (3) revised safe information handling e-learning, ensuring that employees who have not completed training within

the last three years complete online assessment by June 2015.

WORKFORCE DEVELOPMENTWorkforce (A5222, A5203)

ü ü ü ü ü ü

IMPACT: - Improved use of training capacity and learning by our staff to support change, quality and the development of leaders and managers at all levels.

TARGET(S): - (1) Training aligned with learning needs drawn from analysis of workforce and organisational development priorities; (2) arrangements for managing non-

attendance at training to achieve a 50% reduction in cancellations; (3) a Talent Management Policy to ensure key posts are identified and 80% capacity of leadership

development programmes is used; (4) a NES leadership model by June 2015 and development to support implementation; (5) resources that reflect analysis of the

Manager's Passport returns in April 2015; (6) 100% participation in leadership development and 80% participation in management development programmes, and (7)

talent management outputs from directorates used to inform identification of leaders not in formal managerial roles.

WORKFORCE ANALYSIS, INTELLIGENCE AND MODELLINGWorkforce (A5242)

ü ü ü ü ü ü

IMPACT: - A redesigned workforce through a workforce plan that anticipates our future requirements and is aligned with corporate objectives.

TARGET(S): - (1) A People and Organisational Development Dashboard by October 2015, and (2) a workforce plan to support organisational change and performance

improvement plans by June 2015.

49


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

STAFF GOVERNANCE, HEALTH AND WELLBEINGWorkforce (A4788, A5190, A5191, A5194, A5196)

ü ü ü ü ü ü

IMPACT: - A continuously improving and safe environment evidenced by high levels of employee engagement and recognition.

TARGET(S): - (1) Equality and diversity advice to support achievement of the Healthy Working Lives Gold Award and the Carer Positive kite mark, including an action

plan; (2) implementation of the iMatter staff experience tool, ensuring 100% of eligible staff have the opportunity to complete their first return; (3) engagement with the

new Staff Governance Monitoring arrangements, ensuring these inform our report to Scottish Government by May 2015; (4) a staff conference in May 2015 attended by

at least 150 staff; (5) an employee recognition scheme by May 2015; (6) implementation of the Royal Society for the Prevention of Accidents (RoSPA) action plan and

successful review of the Healthy Working Lives Gold Award by November 2015; (7) an employee relations service regularly reviewed through management data; (8)

implementation of the national Employee Support System (eESS - www.swiss.scot.nhs.uk), and (9) an HR and OD portal.

CORPORATE ORGANISATIONAL DEVELOPMENT AND CHANGEWorkforce (A5201, A5189, A5193)

ü ü ü ü ü ü

IMPACT: - Learning and organisational development (OD) which helps our staff perform to their potential and aligns individual performance with organisational aims.

TARGET(S): - (1) Support for the new Digital Group as part of the Digital Transformation; (2) business partnering for organisational change programmes, engaging staff

and developing teams in new structures; (3) support for managers to help them implement efficiencies and enable change in line with plans agreed by our Change

Management Programme Board (CMPB); (4) Personal Development and Performance Review update training to 100 staff by May 2015; (5) a progress report on

implementation of new employee performance management arrangements by December 2015, and (6) development of our quality improvement capacity and capability,

with reference to the outputs from our QI Hub www.qihub.scot.nhs.uk visit in November 2014.

PEOPLE MANAGEMENT AND RECRUITMENTWorkforce (A5202, A5200), Medical Directorate Operational Support (A4786),

ü ü ü ü ü ü

50

http://www.qihub.scot.nhs.uk/

http://www.swiss.scot.nhs.uk/


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Harmonised job roles to improve recruitment, payroll and transactional services for applicants, trainees, managers and staff.

TARGET(S): - (1) Harmonised job descriptions across our organisation by December 2015; (2) new job descriptions for medical directorate staff whose revised duties do

not fall within the scope of their current roles (including Medical Education Leads), and (3) introduction of values/competency based recruitment .

Organisational Performance Improvement

We continue to identify efficiencies in order to avoid duplication and release resources to invest in service priorities. We will

continue to work with colleagues across our organisation to enable investment in new areas while meeting the challenges of

diminishing financial resources, and we continue to implement a range of organisational performance improvement programmes

(OPIP), supported by a team to improve our efficiency and effectiveness.


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

FINANCE TRANSFORMATIONFinance (A4249, A4246, A4248), Medical Directorate Operational Support (A4793, A4891)

ü ü ü ü ü ü

IMPACT: - A realigned corporate finance function with an internal shared service team supported by better integrated systems for financial decision making and control.

TARGET(S): - (1) A new corporate finance team and operating model; (2) a review of current financial information and data collection systems; (3) quarterly NHS Board

51


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

activity reports; (4) a mechanism to incorporate Turas trainee management system data into financial planning, forecasting and analysis; (5) a finance element of the

new Digital service desk to deal with finance and procurement queries; (6) items caught in the PECOS/Cedar procurement and finance systems cleared within four

working hours, and (7) weekly analysis reports on service delivery against standards to identify areas of concern.

OPIP TEAM AND DIRECTORATE IMPROVEMENT TARGETSOPIP (A4303, A4302), Pharmacy (A3947), Medical Directorate Operational Support (A4792)

ü ü ü ü ü ü

IMPACT: - Improved organisational performance by supporting, monitoring and analysing directorate impact plans to improve processes and achieve efficiencies.

TARGET(S): - (1) A plan to assess directorate satisfaction with the Organisational Performance Improvement Programme (OPIP); (2) an impact assessment plan for

OPIP projects which includes baseline data; (3) support for implementation of the Quality Improvement Infrastructure (QII) action plan based on the QII self assessment

tool; (4) report on the performance improvement plans of all our directorates, and (5) a leaner more efficient structure for Medical Education Leads (MEL).

Efficient and Effective Corporate Resources

We have closely integrated our finance, information technology, planning, performance, communication and facilities functions,

providing business support, advice and guidance for effective corporate governance and decision making.

52


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

FINANCE REPORTING AND PLANNINGFinance (A4462, A4222, A4282)

ü ü ü ü ü ü

IMPACT: - Financial systems which deliver statutory reporting obligations, allocation of resources and information to support decision making and financial control.

TARGET(S): - (1) Indicative budgets in advance of operational planning, a draft budget by February 2016 and confirmed budgets by 31st March 2016; (2) a consolidated

year to date and forecast variance report by the 10th working day after month end; (3) a formal review for each budget area three times a year; (4) annual accounts in

line with statutory guidance; (5) monthly control reconciliations, and (6) responses to internal and external audit recommendations within required timescales.

FINANCIAL PROCESSINGFinance (A4244, A4247)

ü ü ü ü ü ü

IMPACT: - Financial transactions processed and staff paid within an effective control environment in compliance with national payment targets.

TARGET(S): - (1) 83% of non-disputed trade creditor invoices paid within 10 days, 93% of non-disputed trade creditors invoices paid within 30 days and 95% of sales

invoice requests completed within three days; (2) a closing monthly bank balance within 10% of forecast; (3) payment for sales invoices over 50 days received in full or a

recovery plan implemented; (4) a revised single process for X90 and X95 payrolls; (5) payroll checklist resolved within two days of data being made available and payroll

completed next day, and (6) statutory and 3rd party payments made in line with dates required by individual parties.

PROCUREMENTFinance (A4663, A4664, A4629, A4662, A4665, A4666)

ü ü ü ü ü ü

IMPACT: - Improved procurement documentation, consistent application of contract terms and conditions and efficiency savings supported by better reporting.

TARGET(S): - (1) Our sustainability requirement promoted within standard procurement documentation; (2) our Sustainability Delivery Plan achieved in line with the

timetable; (3) equality and diversity guidance included in procurement documentation; (4) training provided for non-professional procurement staff; (5) a Benefits Tracker

included in the quarterly procurement report; (6) our National Contract Register submitted to national procurement quarterly; (7) our Best Practice Indicator return

53


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

submitted on time; (8) an annual customer survey of our staff by July 2015; (9) quarterly review meetings with directorates; (10) total savings of 5% on influenceable

spend achieved; (11) two opportunities for collaboration identified with NHS Boards to take advantage of greater combined procurement leverage; (12) commodity

strategies provided for a further two areas; (13) spend under management increased from 52% to 60%; (14) 98% compliance with national contracts; (15) our contract

register updated monthly to record actual spend against contract value and savings, and (16) a contract management process for suppliers.

COMMUNICATIONS MANAGEMENTCommunications (A3722, A3602, A3622, A3582, A3982, A3984, A3702)

ü ü ü ü ü ü

IMPACT: - Better engagement across our corporate communications channels, well informed staff and stakeholders and an increased range of digital formats.

TARGET(S): - (1) 70 digital design projects delivered; (2) the NES Current newsletter issued once per month; (3) the NES Express staff magazine moved to a

redesigned intranet; (4) 70 print projects delivered for internal clients; (5) a Newsroom with material for the media; (6) an improved social media presence, and (7) a

conference service with a minimum of 20 events delivered.

PLANNING AND CORPORATE GOVERNANCE Planning (A4208, A4262, A4323, A4322)

ü ü ü ü ü ü

IMPACT: - Corporate planning and governance based on measurable impact which aligns with service need and national policy.

TARGET(S): - (1) An Integrated Planning and Performance (IPPS) system prepared for migration to the new Turas system; (2) a single LDP based on planned impact by

March 2016; (3) stakeholder priorities identified and summarised in an engagement report and response letter; (4) Alfresco used to improve communication and

information management for the executive office; (5) a corporate feedback, comments, concerns and complaints service and published annual report by June 2015; (6)

proposals for a relationship management system, and (7) a stakeholder consultation on board services quality and further developed use of Alfresco.

PROPERTY AND FACILITIES MANAGEMENT Properties (A3762, A3743, A3742)

ü ü ü ü ü ü

54


ealth

In

equa

litie

s an

d Pr

even

tion

Ant

enat

al

and

Early

Ye

ars

Pers

on-

cent

red

Car

e

Safe

Car

e

Prim

ary

Car

e

Inte

grat

ion

IMPACT: - Improved corporate property and facilities management (PFM) services through continued implementation of the corporate PFM strategy.

TARGET(S): - (1) Business impact assessment identifying critical activities, required recovery times and recovery needs; (2) a new Business Continuity Plan and

software options; (3) a Facilities Management Strategy focussed on the review of our policies and development of service standards; (4) a review of regional office

arrangements and a preferred business unit strategy for facilities management; (5) facilities management service delivery plans for each location; (6) an annual review

and update of the Property and Asset Management Strategy submitted to Scottish Government by March 2016, and (7) an options appraisal for our Aberdeen

accommodation with a business case for internal approval prior to submission to Scottish Government.

55

4. WorkforceOur Board ratified a refresh of our people and OD strategy in June 2014 to facilitate the implementation of our refreshed strategic

framework for 2014-19 Quality Education for a Healthier Scotland. This strategy is aligned with our strategic themes and Everyone

Matters. It outlines specifically the implications of those priorities for our people- individually and collectively as an organisation. We

describe what each of our HR and OD strategic themes means for our people, leaders and managers and the HR and OD service

in support of our corporate strategic themes: - an excellent workforce; improved quality; new models of care; enhanced educational

infrastructure; an improved organisation.

Within the people and OD strategy, ten strategic objectives are outlined each with a 3 year target, with specific year on year

objectives identified and reviewed annually as part of the corporate planning process. They are aligned to the five long term

priorities for action under Everyone Matters as follows: -

2020 Workforce Vision Priority 2014-17 Delivery PrioritiesCapable Workforce Learning & Career Development

Employee Performance ManagementSustainable Workforce Developing in relation to HR Shared Services

Talent Management & Succession PlanningIntegrated Workforce Job Evaluation & developing NES harmonised Job Descriptions

Supporting the development of Digital NESEffective Leadership & Management Management induction and development

Individual and team leadership developmentHealthy Organisational Culture Staff engagement & experience

Supporting adoption of NES ways of working

56

The NHSScotland values illustrate how our organisational service delivery needs to look and be received by patients, service users,

colleagues and partners. They are reflected in our ways of working that are included in our 2014-19 strategic framework as a

reflection of our organisational values as follows:-

NHSScotland Values NES Ways of WorkingCare and Compassion Work in partnership to a clear and common cause. Respond quickly and confidentlyDignity and Respect Respect and value each otherOpenness, honesty and responsibility Be open listen and learn. Take responsibility and lead by example Quality and Teamwork Aim for excellence in education. Look ahead and be creative

Implementation Plan 2015-16Under our people and OD strategy one of our key objectives is an improved organisation enhancing the capability of our staff to

give of their best and achieve their potential. This is in order to deliver our strategic outcome - an effective organisation where staff

are enabled to give their best and our values are evident in everyday work. Within this LDP we outline our objectives for delivery in

2015-16. We expand upon and highlight the following objectives for 15/16 as follows:-

Capable Workforce: - a key corporate priority which we have been working on since 2011 has been the implementation of new

arrangements for ensuring the alignment of individual contributions with organisational aims. Following a significant programme of

organisational development, we have just completed – in partnership - a second annual review of the alignment and quality of

objectives and personal development planning against criteria. We now have two years quantitative data which shows

improvements in the number of objectives, their clarity and alignment; and the clarity of PDPs and their alignment with objectives.

The data shows that good progress is being made in respect of embedding personal review and planning. The data also suggests

that there is work to do in order to enhance the quality of personal development planning and this will be taken forward in 2015/16.

57

In the 2014 staff survey, one of the NES specific questions was my line manager has open and honest conversation with me about

how I am contributing at work. 74% of our staff who responded to the survey, feel their line managers have these conversation

about how they are contributing. This is a good response and we look to build on it in 2015/16. This is directly aligned with the

Everyone Matters objective of ensuring everyone has a meaningful conversation about their performance, development and career

aspirations.

Sustainable Workforce: - Over the last 12 months our Executive Team has been considering the findings from research into best

practice talent management as a means of informing a dialogue around the subject and its relevance to workforce development.

The main drivers for our approach are: retention of key skills, supporting strategic change initiatives e.g. the Digital Transformation

and ensuring leadership and management development in line with our ways of working and NHSScotland values.

Following input from our Staff Governance Committee, in 2015/16 we will be taking forward agreed policy to career development

that maximises the potential of our staff in line with our strategic priorities outlined above.

Integrated Workforce: - Currently within our organisation, there are 732 active job roles and 295 different job titles (Agenda for

Change). This position is replicated across NHSScotland and is too great for our needs. It is increasingly difficult to evidence

consistency of grading with job descriptions being presented for job evaluation being challenging to score due to unnecessary

length, detail and complexity. Flexibility in career development is inhibited and significant resources are invested in the

management of these processes. The aim is to have a harmonised suite of job roles matched to national profiles with a smaller

range of Agenda for Change job titles. The process of developing draft harmonised job descriptions and matching to national

profiles made very significant progress in 2014/15. In 2015 an extensive staff engagement process followed by consultation will be

followed, aiming to complete this programme of change by March 2016.

Effective Leadership and Management: - All managers are required to participate in our Managers Passport. This is a reflective

self assessment of effectiveness against our published practice standards for our leaders and managers. As we continue to roll this

58

out across the organisation, it is now beginning to be a valuable source of data on perceived levels of effectiveness (in conjunction

with their line manager) that can be triangulated with other data sets e.g. iMatter employee engagement index scores and personal

review and planning (see above). We will continue to embed and develop the tool in 2015/16 including an initial impact

assessment. We will also tailor our development provision to the priorities identified under the passport. In 2015/16 our Staff

Governance Committee will also be discussing our new line manager’s induction programme that we will continue to embed.

In 2015/16, the Executive Team will complete their review of leadership strategy in our organisation and will take forward

consultation and a planned implementation of the strategy in accordance with agreed timescales.

Healthy Organisational Culture: - We are in the first phase of the roll out of iMatter having been very active participants in its

national development. In our organisation, finance and corporate resources, pharmacy and psychology are participating in the first

phase which commenced in February 2015. The rest of our directorates will commence in May or September 2015. We view the

introduction of iMatter as an invaluable means of promoting effective team working, leadership and management and the

empowerment of staff. This is a key objective for us in 2015/16.

We are committed to delivering our equality duty, which requires that we work in ways that will help to eliminate discrimination and

harassment, advance equality of opportunity and foster good relations. We see equality and diversity as essential elements in

education, health care and staff experience.

We will publish our statutory report on progress against our Equality Duties in April 2015. We have excellent workforce data and will

continue in 2015/16 to use our data to inform policy development and review and through our internal equality and diversity leads

network promote information sharing, best practice development and efficiencies of approach.

The principles of the NHSScotland staff governance standard and our ways of working are promoted through all of the work that we

do. Along with our commitment to equality and diversity and enhancing our staff experience through a culture that supports health

59

and wellbeing, they will continue to influence and inform the development of our people and organisational development strategies

and services throughout the lifetime of our people and OD strategy.

Workforce PlanningWorkforce planning in our organisation is fully integrated with our corporate planning process. We have a low staff turnover- 2.49%,

2.73% and 2.48% in each of the first three quarters of 2014/15. We also track a stability index i.e. the retention rate of employees

with over one years’ service. The rate was 89.49%, 89.40% and 90.56% in each of the first three quarters of 2014/15. There are no

recruitment issues, vacancy rates or concerns generally or with any staff group.

We are in the process of implementing our Digital Transformation under which we will create a single, unified, digital environment

with the person at the core. This is also an internal transformational change programme which is being managed in partnership

alongside finance, dental and other organisational change programmes.

The organisational profile of our staffing establishment is a standard element in our quarterly management reporting. There are no

issues within that profile that are impacting on the sustainability of our service delivery.

60

nhs education for scotland 8aii … · web viewour strategic priorities for 2014-19 we are a...

Documents