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

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Integrating skills for working differently with
long-term conditions training for a new
assistant practitioner role

• Alison Hasselder

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Context

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

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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?

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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

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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

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How?

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

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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.

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What do we hope to achieve for integrated care?

• Cohesive delivery of care
• Improved communication
• New types of Associate Practitioner
• Multidisciplinary working and learning

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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

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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.

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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
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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.

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Acknowledgements

• Professor Fiona Ross
• Mark Martin

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Further information

• Alison Hasselder
• Course Director
• Foundation Degree In Long Term Conditions
• Faculty of Health and Social Care Sciences
• Kingston University St Georges, University of
  London
• Cranmer Terrace
• LONDON SW17 0RE
• T 020 8725 0119 mobile [phone]
• E ahasseld_at_hscs.sgul.ac.uk
• W www.healthcare.ac.uk