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Training for New Assistant Practitioners in Long-Term Conditions: A Case Study

This case study presents an innovative project developed within the Swan Interprofessional Institute to train Assistant Practitioners focusing on long-term conditions. It highlights the collaborative efforts of multiple healthcare disciplines, including nursing, occupational therapy, physiotherapy, and social work, integrating input from service users and carers. The objectives revolve around enhancing care delivery, improving communication, and fostering new career paths. With ongoing mentorship and flexible learning options, this initiative aims to address the needs of both students and employers in integrated health and social care.

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Training for New Assistant Practitioners in Long-Term Conditions: A Case Study

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  1. Integrating skills for working differently with long-term conditions: training for a new assistant practitioner role Alison Hasselder

  2. Context • Developed in the Swan Interprofessional Institute. • Partnership working • Lifelong Learning Network & Skills For Health • Service user care involvement

  3. Outline of case study – Foundation degree in long term conditions • How the project came about ? • Who was involved? • How did we work? • What do we hope to achieve now and in the future?

  4. How the project came about • Interest from employers • Courses that crossed professional boundaries • Policy drivers to improve outcomes for people with long term conditions • Integration of health and social care • Promote service user and carer choice and involvement in decisions

  5. Who? • Range of professional disciplines within the Faculty • Supplemented by others from the NHS Trust • Nursing, Occupational Therapy, Physiotherapy, Social Work, Service users/ Carers • Informed by relevant organisations and interest groups

  6. How? • Steering Group • Curriculum Development Group • Project Manager • Course Committee,Course Management Team Committee, Student Staff Consultation Committee.

  7. Curriculum Development Group • Parallel lines • Creative tension: defence of the realm, timescale • Partnership • Promoting institutional change. • Involvement of carers/service users • Language “People living with long-term conditions and their carers.”

  8. What do we hope to achieve for integrated care? • Cohesive delivery of care • Improved communication • New types of Associate Practitioner • Multidisciplinary working and learning

  9. What do we hope to achieve for students? • Unlock potential • New career structure • Flexible transferable and integrated learning • Learning progression based on competence • Future mentorship development

  10. What do we hope to achieve for employers? • Accrediting and developing learning from the work place • Enable learning progression based on competence and is fit for purpose • Flexible delivery • Help support and develop new career structures. • Help in the retention and recruitment of staff.

  11. Integrated learning for integrated care Teaching and Learning Face to face E Learning Peer Assisted Learning (PAL) Portfolio Virtual classrooms Clinical visits User/carer perspectives

  12. What is next? • Preparing students for admission • Deliver the course to a wider audience. • Direct entry route • Progression project. • Flexible learning- on-line study days.

  13. Acknowledgements • Professor Fiona Ross • Mark Martin

  14. Further information Alison Hasselder Course Director Foundation Degree In Long Term Conditions Faculty of Health and Social Care Sciences Kingston University & St George’s, University of London Cranmer Terrace LONDON SW17 0RE T: 020 8725 0119 mobile: 07766368982 E: ahasseld@hscs.sgul.ac.uk W: www.healthcare.ac.uk

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