Centre for Health Research School of Health Sciences The evidence base for an excellent educational and clinical placement Mapping support for Newly Qualified Practitioners (NQP) across Kent Surrey and Sussex Commissioned research • Health Education Kent Surrey & Sussex (HE KSS) • £100,000 • March 2014 - March 2015 Project aims were to: • Scope range of activity undertaken to support NQP across region; • Identify outcomes of NQP support programmes and how these differ; • Collate data from different programmes to determine what works for whom and under what circumstances. The Research Team • Professor Julie Scholes (Nursing) Principal Investigator • • • • • • • • • • Dr Nikki Petty (AHP) Dr Inam Haq (Medical Practitioner) Dr Tania Mcintosh (Midwifery) Dr Anita Green (MH Nursing) Dr Jane Morris (Clinical Education) Lisa Hodgson (Research Officer) Mirika Flegg (Research Officer & Artist) Ruth Chandler (PPI Consultant) Laura Lee Wilson (PPI Consultant) Glynis Flood (Administration) PGR Support • Ben Hodgson, Simon Booth, Celia Stamper, Liz Blackburn, Louis Buckley Professions represented • • • • • • Dietetics Medicine Midwifery Nursing Occupational therapy Pharmacy • Podiatry • Physiotherapy • Speech and language therapy Mapping current support for newly qualified practitioners • Telephone Interviews (n=24) June – Sept 2014 Kent (n=7) Surrey (n=8) Sussex (n=9) primary secondary or tertiary care in acute adult, mental health and community services • 41 documents related to support for NQP Literature review • Nursing, midwifery & AHPs 47 publications between 2000 and 2014 26 nursing; 9 midwifery, 12 AHPs • Medicine between • 7 papers between 2007 and 2014 Deepening knowledge of current support for NQP • Case studies Two site visits to Trusts Deepening knowledge of current support for NQP • Knowledge Exchange Conference in December 2014 45 delegates Knowledge exchange conference mutual understanding deepen values you different perspectives flush out ideas that need to be aired each break out session had a: artist concept catcher you Note taker facilitator Visual techniques …..art enhances the process of discovery in science by its responsiveness to the unexpected (McNiff 1998 p 39) Artwork was created by MF and PPI participant to visually represent entirety of group discussions and were captured onto a single page while the discussion occurred. Data analysis • • • • • Individual interviews Documentary evidence from Trusts Case Study site visits Literature Knowledge exchange conference: notes and visual representations of discussions Findings from literature • Reality shock – learning the role; • NQP gain competence and confidence from programmes; • Wide variety of programmes within professions and across Trusts: – 6/9 months and 2 yrs F1s. • Little consensus on ideal form or content of programme • Need to meet local needs; • Preceptors need training • Inter-professional programmes not evident • No PPI involvement Interprofessional Education Management NQP Health Provision • Increased commissioning focus on this interprofessional learning causing tension; • Sense that there is an ‘eye for the approach, but no clear vision’; • Connecting the ‘interprofessional dots’ at a Trust or profession level leads to a chaotic image when viewed strategically; Findings from other data • Wide variation in NQP support across disciplines and across and within Trusts; medicine most uniform • Variation in provision due to needing local flexibility; • Wide variation in protected time: from 18 study days to 0 (fully integrated into work). Normally 6-12 mths; • Uni-professional; little appetite for multi-professional; • Competence skill development more valued than ‘softer’ skills; • Want clear direction on how to implement support and minimum standards so greater consistency; • Two agendas: ecology model and corporate induction model; • PPI involvement under-developed; Patient and Public Involvement • PPI is the connection point where NQP, Professional and Organisational areas intersect; NQP Professional support PPI Organisational support System support Findings cont’d • More support needed for NQP in community, smaller trusts; • Timely (immediate) support from appropriate person valued; • Want minimum standards for NQP; • Career pathway for those supporting NQP, need investment; • External independently rated reference to confirm support of high quality; • Little use of outcome measures to determine impact of support on NQP; Making it happen-What works for whom and under what circumstances • Need to provide holistic support; • Deficit Model- NQPs who are failing to thrive receive the most attention; • Time and recognition is needed to balance the support needs of NQP and ensure patient safety; Time Limitations Patient & Public Perception NQP Findings cont’d Ecology model - individual Corporate induction model – organisation up-skilling (competencies) skills amnesty confidence building Trust standards professional autonomy learning needs resilience patient safety improving patient experience induction: corporate agenda quality assurance appraisal and progression reward and promote Retention What needs to happen to make the support for NQP sustainable • Need for increased understanding of the needs of NQP; • Sharing platform suggested; Health System Tendency to lump the needs of NQP together via the ‘weight of red tape’ Share & Strengthen NQP voices Breakout session • What benefits do NQP receive when PPI is included in training? • How do we involve PPI in NQP programmes?
© Copyright 2024