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The regulatory perspective on service user involvement in education Anna van der Gaag,

The regulatory perspective on service user involvement in education Anna van der Gaag, Chair, HCPC. CAIPE Conference, LONDON, 20 June, 2013. Outline. Overview of HCPC Research Changes to the current standards of education and training. The Health and Care Professions Council.

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The regulatory perspective on service user involvement in education Anna van der Gaag,

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  1. The regulatory perspective on service user involvement in education • Anna van der Gaag, • Chair, HCPC • CAIPE Conference, LONDON, 20 June, 2013

  2. Outline • Overview of HCPC • Research • Changes to the current standards of education and training

  3. The Health and Care Professions Council • Independent UK statutory regulator • Derives powers from Health and Social Work Professions Order 2001 • Purpose: “to safeguard the health and well-being of persons using or needing the services of registrants” – Article 3(4) • Separate role from professional bodies and trade unions • Work overseen by Professional Standards Authority for Health and Social Care • Registered to ISO standards

  4. HCPC: who do we regulate? 310,000 registrants from 16 professions

  5. HCPC’s professional and lay input: Partners and Working Groups Council and Committees • Strategic role 629 Partners working across six partner roles • Professionals and lay persons • Provide expertise for good decision-making Professional Liaison Groups (PLGs) • Short-term expert group, eg consultation on standards of conduct, performance and ethics

  6. Standards

  7. Standards of education and training • Standards against which we assess education and training programmes • Students that complete a programme that meets the SETs will meet the SOPs • We produce guidance for education providers • 901 approved programmes • 150 education providers running approved • programmes • 67 visits 2011–12

  8. Standards of proficiency • Threshold standards for entry to Register • Safe and effective practice • Generic and profession-specific elements • Expectations, skills and knowledge • Recognise that scope of practice will change • Currently under review (for 15 professions)

  9. Standards of conduct performance and ethics • Describe the behaviours that we expect our registrants to adhere to: Act in the best interests of service users Keep high standards of personal conduct • Behave with honesty and integrity • Apply to current and prospective registrants • Guidance on SCPE for students • Currently under review

  10. Standards of continuing professional development • Requirements for on-going learning • Outcome based approach • Statutory requirement for all HCPC registrants • Computer-generated random sample from 2.5% of each profession

  11. Resistance to service user involvement in education • Tokenism • Cost • Relevance • Expertise

  12. The centrality of ‘professionalism’ Dr Freddy Patel, Pathologist in Tomlinson case Tribunal considered Dr Patel had a ‘deep seated attitudinal problem’ “you failed to recognize any contrary view to your own…even when robustly challenged by 3 pathologists…”

  13. Rise in complaints in the UK

  14. Social networking and confidentiality - recent fitness to practise concerns at HCPC Dietitian – posted information about a patient’s diagnoses, care, medication, and personal circumstances, and published information about colleagues and their place of work on their personal blog Paramedic – uploaded a patient’s x-ray to a social network Clinical scientist – posted unfounded derogatory comments about a colleague’s practice using an alias on a professional forum

  15. HCPC’s response • Research • Dialogue with the professions • Review of the standards • Increase service use involvement in what we do (visitors, research)

  16. 1. Research on professionalism • Qualitative study with students and educators • Explored perceptions of professionalism • Three professions – paramedic, occupational therapy and podiatry • Focus groups and interviews (n=115) • Second part of the study looking at measurement of professionalism

  17. Study Outcomes Themes Professionalism = a judgement A holistic concept A set of behaviours determined by context No differences between professions

  18. 2. Consultation on Service user involvement in education • 297 responses • (47% individuals, 53% institutions) • 4 questions • 1.Change to the standard • 2. Appropriate to all programmes • 3. Definition of service user • 4. Lead in period

  19. Results of the consultation • 88% agreed to the change in the standard • 71% agreed that the standard was appropriate to different types of programme • 71% agreed with our approach to definition (service user and carer) • 67% agreed with the lead-in period proposed

  20. Benefits of involvement • A link between theory and the real world • Consistent with a partnership approach • Consistent with user expectations • Linked to professional values • A way of breaking down barriers, dispelling myths and stereotypes • Students like learning from service users • Involvement increases the accountability of programmes to those who receive services • Involvement seen as a right • Linked to keeping the curriculum up to date and relevant to the reality of practice

  21. Perceived disadvantages • Involvement does not work for all HCPC regulated professions • New standard creates a ‘one size fits all’ approach • Access to service users a problem for some education providers • Service users ‘have their own agenda’ • Payment issues • How representative are the service users? • Limited added value (based on previous experience)

  22. Themes from the Francis Report • Put patients first • Take concerns seriously • Be more transparent • Publish information on performance • Improve regulation and inspection • Review fundamental standards

  23. Berwick Review“Better care, better health, lower cost” • The future • Team based care • New uses of technology • A new workforce • A new role for the patient • “You cannot have a safe environment without openess”

  24. What needs to change? • More conversations about professionalism (and unprofessional behaviour) • New mandatory standard on involving service users in education • In the future • A new standard on inter-professional learning?

  25. References • HCPC (2011) Fitness to Practise Annual Report. www.hcpc-uk.org • HCPC (2011) Professionalism in healthcare professions. www.hcpc-uk.org • HCPC (2013) Service user and carer involvement in education • www.hcpc-uk.org/committees

  26. Contact details • www.hcpc-uk.org • anna.vandergaag@hcpc-uk.org • Twitter: @AnnavdG

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