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Transforming Learning Environments. Improving the learner journey/ pathway 26 th February 2014. Agenda. Transforming Learning Environments Workshop - Voting Buttons.
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Transforming Learning Environments Improving the learner journey/ pathway 26th February 2014
1. How effective do you think the current learner infrastructure networks are in providing equitable support to 100% of all healthcare learners throughout their learning pathway? • Very effective • Effective • Unsure • Ineffective • Very ineffective
2. To what extent do you agree there is demonstrable evidence that the existing learner infrastructure networks are providing seamless/ continuous support to 100% healthcare learners in practice? • Strongly Agree • Agree • Not sure • Disagree • Strongly Disagree
3. To what extent do you agree the current learner infrastructure networks are effectively engaged with all relevant organisations across health and social care sectors to support new ways of working? • Strongly Agree • Agree • Not sure • Disagree • Strongly Disagree
Health Education North West: Transforming Our Learning Environments Ged Byrne Director of Quality & Education
Our Challenges ‘Rapid’ increase in community-delivered care and reduction in secondary care episodes Pan-NW reorganisation of service delivery Skills of today are NOT the skills of tomorrow Acute shortages in specific areas of service delivery (e.g. EM and HV) Ageing population with increase in chronic disease burden
We cannot meet the needs of a transforming service • without transforming the workforce • We cannot transform the workforce unless we transform • the current workforce and the future workforce • We cannot transform the current and future workforce without • equipping them with the knowledge, skills and attitudes • required to deliver care in a transforming world • We cannot deliver care in the transformed world without • transforming the wellbeing of the population The call to ‘transformation’ We must transform education
Back to basics Curriculum • Diminishing status • Few metrics • Little reward • Tribal • 1940s model • inefficient • All the focus • < 3% of variance
“A suitable learning environment is crucial to enable your learners to learn effectively. This involves not only the venue and resources used but your attitude and the support you give to your learners.” (Gravells, 2007, p50) The Learning Environment
21ST CENTURY SKILLS DEFINED • LIFE & CAREER • Flexibility & Adaptability • Initiative & Self-direction • Social & Cross-cultural Skills • Productivity & Accountability • Leadership & Responsibility • LEARNING & INNOVATION • Creativity & Innovation • Critical Thinking & Problem-solving • Communication & Collaboration • INFORMATION & TECHNOLOGY • Information Literacy • Media Literacy • ICT Literacy
A focus on learning A culture of healthcare learning A focus on learners workplace as learning communities Personal and social development Positive workplace climate Characteristics of Productive Learning Environments
Inclusiveness: all participate and believe they can succeed. Respect for others: learners respect the teacher and other learners. Safety and security: learners feel safe and protected. Trust and connectedness: learners count on each other for help and assistance. Workplaces as Learning Communities
Perspective taking Social problem solving Respect for others Working cooperatively with classmates Empathy and compassion Appreciation of diversity Social Skills That Develop in Productive Learning Environments
Our Learning Environment experts and Champions
What do you say about yourselves? The role of the Placement Development Network is to enhance healthcare learning experiences, to deliver excellence, choice and breadth beyond traditional boundaries to meet the needs of the future workforce. The role of the PEFs is to ensure the provision of high quality multi-professional learning environments for all healthcare students across UHSM and to support some placements across the voluntary and private sector. The role of the National Skills Academy for Health is to work with employers to ensure this vital sector of the workforce gets the training they need to do the job they love, creating and maintaining the high quality health service we all want. The primary role of the WBEF Network is to support Trainee Assistant Practitioners (TAPs) across the region. TAPs are colleagues working in health or social care who are training to become Assistant Practitioners. Their training includes the attainment of a two-year Foundation Degree at one of several universities across the region, plus the compilation of a portfolio of work-based learning.
Where are our Learning Environments? The Global Community Traditional community/ secondary care/ HEI UK commercial And 3rd sectors
Todays rules • There is no predetermined plan • There are no financial pressures (this year) • You are the only ones who can respond • effectively to this challenge • Think as far out of the box as you can; there is • no such thing as a stupid idea
Workforce TransformationKirstie BaxterHead of Workforce Transformation February 2014
The NHS belongs to the people It is there to improve our health and wellbeing, supporting us to keep mentally and physically well, to get better when we are ill and, when we cannot fully recover, to stay as well as we can to the end of our lives. It works at the limits of science – bringing the highest levels of human knowledge and skill to save lives and improve health. It touches our lives at times of basic human need, when care and compassion are what matter most.
Our Supertanker! Population challenges Clinical challenges Financial challenges
HENW’s toolkit Postgraduate Medical & Dental Function Centre for Professional Workforce Development Public Health Education Commissioning Workforce Strategy Education Management Modernisation Hub Primary Care Stakeholder Engagement & OD
Regional scale Pre-Birth Death Living Well Integrated Care Integrated Care
And so what does all this mean for you…? Sing as if no-one is listening Work like you don’t need the money Dance as if no-one is watching Begin sharing our stories!
4. How effective do you think existing placements/ learning environments are in enabling learners to develop the right skill sets to be able to care for patients, service users and carers as care delivery moves ‘closer to home’? • Very effective • Effective • Unsure • Ineffective • Very ineffective
5. To what extent do you think there is opportunity for the learner infrastructure networks to provide a greater level of seamless/ continuous support to 100% of all healthcare learners in practice? • A great deal • Much more • Somewhat • Little • Not at all
Workshop 1 – Informing the vision Aligned with the service changes described and the need to continue developing the future workforce, identify and agree a common set of goals to achieve the following: seamless, high quality support to all learner groups; a future workforce that can work more flexibly and adapt across professions, services and sectors; Structured around a framework of lifelong learning, skills development, role progression and team working.
Workshop 2 – Delivering the vision Based on discussions in the first workshop and the plenary discussion: Develop an action plan informed by priorities identified Identify short, medium and long term actions as well as must, should, could actions.
