Nursing Associate
A report of five workshops
July 2016
Contents:
1. Background
2. The engagement events
3. Achieving a consensus
4. Next steps
Appendices:
Appendix 1: Events and locations
Appendix 2: Attendance
Appendix 3: Social media and communications
Appendix 4: Evaluation
Copyright © Health Education England September 2016
1
1. Background
1.1
The Shape of Caring Review, published in March 2015, made a series of
recommendations to strengthen the capacity and skills of the nursing and
caring workforce, in response to changing demographics, patient needs and
service design and delivery. One key recommendation was to explore the
need to develop a defined care role acting as a bridge between the
unregulated care assistant workforce and the registered nursing workforce.
1.2
In the Autumn of 2015, Health Education England (HEE) engaged widely with
patients, carers, healthcare professionals, trade union representatives, Skills
for Health, Skills for Care and nurse leaders to explore the Shape of Caring
findings. In December 2015, the HEE Executive approved the
recommendations. Subsequently the Government announced plans to create
a new nursing support role for England and asked HEE to consult on a new
role.
1.3
In February 2016, HEE launched a six-week public consultation on the
Nursing Associate role, and the majority of respondents supported the
development of the role. HEE’s response to the public consultation was
published in May 2016. At the same time, HEE published its response to the
Shape of Caring engagement activity.
1.4
On publishing the Nursing Associate consultation response, HEE Director of
Nursing and Deputy Director of Education and Quality Professor Lisa BaylissPratt wrote:
“Our consultation has shown that there is a real appetite for this role, which
we firmly believe can provide a real benefit to the nursing workforce across a
range of settings and play a key role in the delivery of patient care with safety
at its heart. This new role has the potential to transform the nursing and care
workforce - making sure the role has a clear entry and progression point will
be crucial in its development. The role is neither a panacea for future
workforce supply, nor a substitute for increasing the supply of graduate
registered nurses – and throughout the process we sought to reassure people
that patient safety remains paramount and is a determining factor that
underlines the role."
1.5
In June 2016, HEE issued an open call for partnership applications to run two
year test sites for the training of the first cohort of 1,000 Nursing Associate
Trainees. Over July 2016, it ran a series of five engagement events across
England in order to explore the scope of practice for the role by working with
key partners. This report provides a summary of the outcomes of those
workshops.
1.6
HEE would like to thank the Nursing and Midwifery Council (NMC), Skills for
Health and Skills for Care as well as HEE local offices and staff members for
2
their help, support and advice in conducting these engagement events. HEE
also thanks the many people who have contributed their experience and views
to the discussion, at the events and through social media.
1.7
The timeline below sets out the steps leading up to and following on from the
five engagement events.
Nursing Associate Timeline:
May
2015
Sept/Oct
2015
December
2015
February
2016
May
2016
June
2016
July
2016
September
2016
October
2016
Publication of ‘Raising the Bar: A Review of the
Future Education and Training of Registered
Nurses and Care Assistants’
HEE Shape of Caring Engagement Events looking at the
key themes and recommendations
Announcement of a new nursing support role for England by the
Under Secretary of State for Care Quality Ben Gummer; HEE Board
approves Shape of Caring recommendations
Launch of HEE six weeks' public consultation on the Nursing
Associate role
‘Raising the Bar: Shape of Caring, Health Education England’s response’ and
HEE's Response to Nursing Associate consultation published
HEE opens call for applications to be test sites for the Nursing Associate
employer-led training
Nursing Associate Engagement Events to explore Scope of Practice and
explain test site application process; first meeting of Nursing Associate
Implementation Board
Assessment of test site applications
Successful test sites announced
December
Recruitment of 1000 Nursing Associate Trainees.
2016
Curriculum framework published.
January
Commencement of trainee Nursing Associates two-year
training programme; evaluation partner identified
2017
3
2. The Engagement Events
Overview
2.1
Health Education England (HEE) held five engagement events in
Birmingham, London, Manchester, Reading and Newcastle, in partnership
with the Nursing and Midwifery Council (NMC) and supported by local and
regional HEE offices. See Appendix 1 for a summary of locations and
attendance.
2.2
The five events were attended by over 550 health and care representatives
from the acute, primary, secondary, community, social care and independent
and voluntary sectors. The delegates had a range of roles including a high
proportion of leaders and senior managers for nursing, who accounted for
almost 40% of attendees overall. This included directors of nursing (17%
overall, including directors of nursing, assistant directors and deputy
directors), chief nurses (9%), heads of nursing (6%) and managers (6%) (See
Annex 1). Lead nurses, nurses and support workers were also well
represented (about 10% overall). Members of the education sector, including
deans, directors of education and academic directors were also present (10%
overall). (See Appendix 2 for more information about attendance figures.)
2.3
The majority of delegates were from the NHS: 64% (predominantly NHS
Trusts and Foundation Trusts). In addition, 19% were education providers
including Higher Education Institutions (HEIs) and Further Education
Institutions (FEIs); 6% were employers from the independent sector
(including social care institutions and care homes); 6% were from Clinical
Commissioning Groups; 3% from the third sector including hospices and 2%
from Arm’s Length Bodies.
2.4
HEE sent background documentation to all delegates in advance of the
various events to help focus their minds on the key objectives, including:



Guidelines for Nursing Associate test site applicants
Documentation on administration of medicines
Response to the consultation
Aim and objectives
2.5
Post consultation, HEE’s focus was to develop and define the role to enable
implementation nationally from December 2016. The aim of the engagement
exercise was to consult healthcare stakeholders on the role’s draft scope of
practice which was developed from earlier engagement activities, the
responses to the HEE consultation and expert input. The key objectives
were:
4



to articulate the policy and the opportunities and challenges arising
from the introduction of the new role
to draw on key stakeholder’s knowledge and experience to explore the
scope of practice of the Nursing Associate role;
to inform stakeholders of the HEE process to implement the new role
through the two year pilot test site partnerships across England
2.6
Professor Lisa Bayliss-Pratt, and Jackie Smith, NMC Chief Executive and
Registrar, were present and addressed the opportunities and challenges
emerging from the introduction of the Nursing Associate role. Jackie Smith
commented on regulation, emphasising that regulation is aimed at patient
safety and public protection. She stressed that the definition of the scope of
practice must precede considerations of regulation.
2.7
Dianne Martin, Chief Executive Officer of the Registered Practical Nurses
Association of Ontario, Canada, was a guest speaker at the Manchester
workshop, where she shared with the audience her experience of the existing
Registered Practical Nurse (RPN) role in the Canadian province of Ontario
(equivalent to the Nursing Associate role). She encouraged the audience to
think about fundamentals of the scope of practice and consider Nursing
Associates in the different contexts in which they could be working.
Methodology
2.8
The facilitation was based on a consensus building framework, so that by the
end of the series of events, considerable agreement was achieved and a list
of key priorities and potential risks of harm to the public could be set out. To
generate discussion and build consensus, attendees gathered in tables of 12
delegates to agree on a set of key inclusion and exclusion statements as well
as potential risks and likely mitigations for the role.
2.9
Each workshop event took place under Chatham House rules, so although
HEE has referred to some of the comments made at events this report does
not attribute any comments to a specific organisation or individual.
Exercise One
2.10
Delegates on each table were given a list of potential components within the
Nursing Associate draft scope of practice. Using the list, delegates were
asked to work as a group and identify up to 5 key inclusions; identify up to 5
key exclusions and then place their key inclusions and exclusions on their
‘pitch’ board.
2.11
The list of seventeen components within the draft scope of practice are listed
below:
5
o Practice at a higher level than a care assistant or health care support
worker.
o Deliver care under the direction of a RN but not require direct supervision,
delivering care at times independently in line with a prescribed of defined
plan of care.
o Recognise situations whereby they have reached their own parameters of
practice and need to refer on to the RN or other healthcare professional.
o Proficient attitudes and behaviour (including acting in a manner that is
kind, compassionate and non-discriminatory).
o Communication and interpersonal skills including demonstrating the ability
to:







develop therapeutic relationships
use different forms of communication to make reasonable
adjustments for people with, for example, learning disabilities
maintain confidentiality and data protection
deal with challenging situations
show emotional intelligence
show resilience in situations of conflict and aggression
demonstrate professional communication and record-keeping
o Delivery of person-centred, holistic care planned and evaluated through
reflection in practice and in partnership with a clinical team.
o As a member of a multidisciplinary team, co-ordinate and oversee care
interventions under the supervision of a senior professional.
o Preventative interventions, health promotion, understanding of the wider
determinants of health and the management of long term conditions
including focused competencies on national and local public health
initiatives such as:







wellbeing
obesity reduction
smoking cessation
prevention of coronary heart disease
substance misuse
sexually transmitted diseases
appropriate sign posting to step up agencies
o Recognising early signs/deterioration of illness including physiological
assessments and observations.
o Safety and risk management and knowing when to seek a Registered
Nurse or other advice.
o Administration of prescribed medicines including pharmacokinetics and
pharmacology.
o Effective team working and leadership collaborative practice,
multidisciplinary working and care navigation.
o Prioritisation of workloads and caseloads including delegation, time
management and flexibility.
6
o IT skills and the use of technology in the future health and care sectors.
o Personal development and the development of others including
mentorship of health care assistants through lifelong learning teaching
skills.
o Work across organisational boundaries.
o An understanding of health inequalities and a basic understanding
legislation as it affects their care group (for example, the Mental Capacity
Act and Deprivation of Liberty).
Exercise Two
2.12
Once delegates had prioritised inclusion and exclusion of components in
groups, they were asked to consider and review their recommendations
scope, quantify any key risks and potential harms related to the scope and
consider how these risks could best be addressed within the context of light
touch regulation. Delegates were asked to provide ideas on how to mitigate
those risks, choosing among three potential approaches to mitigation:
education and training; employment practice and regulation of the role.
2.13 Each table then agreed their priorities and responses to risk through
discussion, and shared this through a plenary feedback.
2.14 Importantly, delegates were asked to focus not on the production of a list of
tasks, but on the fundamentals of a meaningful scope of practice for the new
role.
2.15 To enhance audience engagement, a live question and answer tool (Google
slides) was used at the five workshops, along with online virtual boards
(Padlet) allowing delegates to share ideas and opinions (see Appendix 3)
2.16 The workshops also provided opportunities to discuss in detail test site
partnerships; answer questions from potential test site applicants and create
prospects of synergies and collaboration between present employers and
education providers.
2.17 In parallel to these informative sessions, HEE ran two webinars, joined by
over 300 participants, designed to provide guidance to test site applicants and
repeatedly updated the FAQs published on HEE website. Twitter was used
very actively to share discussion and build involvement, and a film was made
at the Newcastle workshop which was published on the HEE website. (See
Appendix 4.)
2. Achieving consensus
Components identified as key inclusions
7
3.1
There was considerable consensus amongst delegates that all seventeen
components within the draft scope of practice were appropriate, and were
seen as comprehensive, relevant and inclusive. As a result of the
methodological process outlined in section two, the components of the role
were ranked in the following order, with the most frequently chosen at the top:
1. Administration of prescribed medicines including pharmacokinetics and
pharmacology.
2. Recognise situations whereby they have reached their own parameters of
practice and need to refer on to a Registered Nurse or other healthcare
professional.
3. Practice at a higher level than a care assistant or health care support
worker.
4. Deliver care under the direction of a Registered Nurse but not require
direct supervision, delivering care at times independently in line with a
prescribed of defined plan of care.
5. Recognising early signs/deterioration of illness including physiological
assessments and observations.
6. Preventative interventions, health promotion, understanding of the wider
determinants of health and the management of long term conditions
including focused competencies on national and local public health
initiatives such as:







wellbeing
obesity reduction
smoking cessation
prevention of coronary heart disease
substance misuse
sexually transmitted diseases
appropriate sign posting to step up agencies
7. Delivery of person-centred, holistic care planned and evaluated through
reflection in practice and in partnership with a clinical team.
8. Personal development and the development of others, including
mentorship of health care assistants through lifelong learning teaching
skills.
9. Proficient attitudes and behaviour (including acting in a manner that is
kind, compassionate and non-discriminatory).
8
10. Communication and interpersonal skills including demonstrating the ability
to:







develop therapeutic relationships
use different forms of communication to make reasonable
adjustments for people with, for example, learning disabilities
maintain confidentiality and data protection
deal with challenging situation
show emotional intelligence
show resilience in situations of conflict and aggression
demonstrate professional communication and record-keeping
11. Safety and risk management and knowing when to seek a Registered
Nurse or other advice.
12. Work across organisational boundaries.
13. As a member of a multidisciplinary team, co-ordinate and oversee care
interventions under the supervision of a senior professional.
14. Effective team working and leadership collaborative practice,
multidisciplinary working and care navigation.
15. Prioritisation of workloads and caseloads including delegation, time
management and flexibility.
16. An understanding of health inequalities and a basic understanding
legislation as it affects their care group (for example, the Mental Capacity
Act and Deprivation of Liberty).
17. IT skills and the use of technology in the future health and care sectors.
3.2
While some components featured more often as one of the ‘top five’
components identified by each table at each event, there was also a
considerable spread, with nearly all components featuring at least once in a
top five selection, and many appearing often. This spread of endorsement
means that no one component has an overwhelming ‘majority’ endorsement:
rather, all the components are accepted, many feature often in ‘top 5’
selections, with three in particular standing out: administration of medications;
recognising own parameters of practice and practice at a higher level than
care assistants.
3.3
A few components emerged as relatively low priority (such as communication,
IT skills and awareness of health inequalities), but in discussion it was made
clear that they were seen as integral to all the other components, and
therefore placed lower in the overall ranking.
9
3.4
No new components were proposed, and only a few people suggested
removing one or two components. In these instances, suggested removal
tended to relate to the potential absence of regulation.
3.5
This level of consensus across the delegates and across the events is seen
as a result of the research, engagement and consultation that preceded the
events and produced the initial list of 17 components that the delegates
considered. HEE therefore considers the findings of the events to reflect the
view of skilled and expert representatives of healthcare services, and to serve
as an endorsement of the proposed Nursing Associate draft scope of practice.
The five most frequently prioritised components
3.6
Discussion of the top five components tended to encompass the following:
3.7
Administration of prescribed medicines
This was perceived as core to the role by a significant majority of delegates.
Some stressed that the scope of practice should be specific with regard to the
type of drugs to be administered. Others expressed doubts about the inclusion
of particular medicines in the Nursing Associate’s remit, including for instance
Intravenous therapy (IV) medicines. Comments were raised about the
necessity to consider implications of the law:
“We are unanimous that medicines administration is essential for the role and
agreement that means regulation is necessary. Some participants want to
specifically see IV medicines, blood transfusions and changes to plan of care
outside of the Nursing Associate’s remit.
“Medicines management should be part of the role. There may be some
choices to be made, i.e. all have the ability to administer but the list may be
specific to the role or [care] setting.”
“Need to consider implications of the law and drug administration.”
3.8
Recognise situations whereby they have reached their own parameters
of practice
Discussion occurred around the call from speaker Diane Martin to envisage
Nursing Associates as "thinking professionals” capable of assessing and
reporting safely and in confidence (see paragraph 2.5 above). This was seen
as possibly involving skills, knowledge and abilities beyond the Nursing
Associate’s parameters of practice. Some delegates commented:
10
“Risk. Safety and risk and knowing when to escalate. Culture: How do we
educate the existing workforce? Generation gap: How do we educate the
individuals to know where there role boundaries are?”
“We will need to educate the workforce if we want to get this right.”
A few tweets welcomed this approach:
“#Shapeofcaring "let's reclaim nursing as a critical thinking profession" oh yes”
3.9
Practice at a higher level than a care assistant or health care support
worker.
This statement had widespread and strong support from delegates as a
priority component of the scope of practice, provided the Nursing Associate
role is registered or regulated. One participant commented:
“A key inclusion: Practice at a higher level than other healthcare workers who
are not on a register.”
3.10 Deliver care under the direction of a Registered Nurse but not require
direct supervision, delivering care at times independently in line with a
prescribed of defined plan of care
Ensuring a relative level of autonomy while delivering care emerged as a key
feature of the role. Delegates believed that this specific component, along with
some of the others listed, will empower Nursing Associates and enable a
distinction with regard to other existing professionals. However, voices were
raised questioning the willingness of Registered Nurses to delegate
depending on the care setting, the care environment and whether the role is
regulated or not. A few comments include:
“Nurses are currently reluctant to delegate if [the role is] not regulated. This
may improve with regulation.”
“Capacity of Registered Nurses to supervise all the delegated roles (students,
Healthcare Assistants, Nursing Associates). How do we ensure the high
quality learning environment and assessment within the existing capacity of
care?”
The topic of delegation also raised numerous questions around accountability
and what the necessary distinction between delegation and assignment. A
twitter comment said:
“Interesting discussions - delegation=handing over responsibility but not
accountability, assigning=handing over both.”
11
In conclusion, the ability of the Nursing Associate to practice autonomously
where appropriate was contingent upon the level of confidence Registered
Nurses had in delegating tasks to an unregulated support worker and the
degree of robust clinical governance and managerial arrangements in the care
setting.
3.11 Recognise early signs/deterioration of illness including physiological
assessments and observations
A large majority of delegates saw the recognition of early signs of patients’
deterioration as essential for Nursing Associates. These new professionals
are also expected to adequately refer patients to supervisors when necessary
and be confident in seeking advice or guidance from managers. Failure to do
so could seriously harm patient safety and rise mortality rate. A few typical
comments include:
“The assessment of early signs of deterioration needs to include advanced
procedures e.g. minor surgery and blood cases.”
“Key inclusion: Recognition early signs/deterioration - specific service user population needs – physiological + psychological”
“Failure to recognise changes to patients conditions. Risk to mortality rates
and risk to nursing profession.”
3.12 A few statements received a low prioritisation from attendees, such as
communication, IT skills and awareness of health inequalities. In some
of the discussions, it appeared that these might be assumed to be
integral to the role and not require the same emphasis. Comments
include:
“We want to communicate the role to the public who will recognise roles and
responsibilities. Many givens around multidisciplinary team working
compassionate care communication workload management CPD & person
centred practice.”
“Person centred care: This should be a given for all practitioners not just this
role.”
“We have discarded [several of the statements] as we are assuming these are
criteria for all healthcare professionals we are employing.”
12
Exclusions from the components of the scope of
practice
3.13 The majority of delegates across all five events did not identify any exclusion
but a few mentioned one or two. Administration of prescribed medicines was
mentioned by some delegates, as an exclusion unless the role is regulated.
“The quantification of the administration of medications and exclusion of
invasive or high risk procedures.”
A few also noted that the prescription of medicines should be excluded from
the scope of practice:
“A key exclusion is missing, the prescribing of medicines and diagnosis.”
3.14
Additional comments were made relating to safe staffing:
“Where does this role fit within the safe staffing agenda? Will Trusts have
discretion to include Nursing Associates in this ratio? Will there be guidance?”
3.15 Others mentioned the Return to Practice (RTP) scheme and their reluctance
to see Registered Nurses returning to practice as Nursing Associates:
“This is different to RTP and should not be seen as an option for returnees as
we need them to practice as Registered Nurses to meet current workforce
shortages.”
Potential risks of harm
3.16 Delegates were asked to consider potential risks of harm arising from the role
and to envisage actions likely to mitigate those risks. Across the five events,
regulation was seen by delegates as key in mitigating identified risks.
Alongside this, priority was given to appropriate education and employment
practice. Major concerns emerged around:





The administration of medicines
The ability to assess limits of own practice
The recognition of a patient’s deteriorating situation
Mentorship and supervision of Nursing Associate trainees
Recruitment
3.17 The administration of medicines was seen as both an essential element of the
role and as comprising a high level of risk. It was clear that Nursing
Associates might be involved in the administration of medications across
many settings, with diverse patients and differing medical needs. A Nursing
Associate might be left with a patient after a prescriber or more senior
13
member of staff had left, when complications might arise. Some delegates
underlined the need to clarify the type of medications to be administered by
Nursing Associates, ensuring the understanding of contra-indications; polypharmacy; and drug and physiological interactions. Others mentioned that
risks could increase exponentially in a complex and unstable environment.
Regulation of the role emerged as the strongest element of mitigation
ensuring accountability and ability to monitor error and malpractice. Education
and training was also identified as a component in the mitigation of this risk. A
typical comment was:
“The administration of medicines needs careful regulation due to a huge
variability in current practices and issues with boundaries.”
3.18 The majority of delegates identified as a significant risk of harm the need for
Nursing Associates to be able to identify the limits of their practice: knowing
when to seek advice and refer to a supervisor was seen as crucial to patient
safety. A typical comment on this topic includes:
“Practising beyond their scope brings risks because they don't know what they
don't know.”
3.19 Concerns emerged with regard to the ability to identify a change or
deterioration in the condition of a patient, or in an illness. This included the
importance of accurate physiological assessment. Education and training
coupled to a high quality employment practice were seen as elements of risk
mitigation. A typical comment was shared through Twitter:
“Nursing Associate role: key message: recognition of deteriorating patient is
vital.”
3.20 Low quality and a lack of standardised mentorship and supervision of Nursing
Associates was mentioned as comprising potential risks of harm. Some
underlined the necessity to ensure leadership within the workforce bands 2-4.
Others questioned the Registered Nurses’ capacity to supervise Nursing
Associates appropriately, pointing out potential risks for patient safety.
Additional comments referred to the necessary support for mentors and the
reflexion on innovative mentoring models such as Collaborative Learning in
Practice (CLiP). Typical comments include:
“Let's be positive about the potential for mentorship. We should be mentoring
the workforce anyway and new models being piloted have been shown to
increase quality and capacity “
“Regarding mentorship, model of where APs [Assistant Practitioners] in 2nd
year act as buddies for trainee APs.”
“NAs could really help with mentoring etc but not summative evaluation.”
14
“We need to think outside of the box, we need to look at new ways of working
i.e. buddy / coaching system / CLiP for all learners.”
Other risks
3.21 Concerns were raised regarding recruitment of the new Nursing Associates.
The risk here was seen as the recruitment of inappropriate trainees and staff.
Without regulation, there were concerns that the role would diversify in
response to different contexts, and employers could no longer be confident of
national standards. Delegates emphasised the importance of ensuring Level 2
literacy and numeracy as a prerequisite for all trainees, and the Accreditation
of Prior Experiential Learning (APEL) tariff for the Nursing Associate
programme needed to be agreed. A standardised value-based recruitment
process also required consideration. Typical comments include:
“We will have to attract new talent not merely existing staff but the registration
fee could be a barrier, however we don't want have another unregulated
workforce which will increase the capacity of registered nurses to deliver
complex care.”
“Entry criteria need to be balanced against the level of education and
experience of those that might be interested in becoming a NA. There are
many individuals at a band 2 or 3 level who choose not to pursue
progressions because they don’t have the qualifications and/or confidence to
do so. The NA role should act as an emancipatory force for the workforce that
delivers direct patient care.”
3.22 Last but not least, comments were raised on the importance to consider
limiting the risks by assigning Nursing Associates to stable environment and
situations while letting Registered Nurses dealing with complex cases. One
comment received through Twitter said:
“Newcastle highlighting role for Nursing Associates in care of more stable
service users with registered nurses dealing with complex care.”
4. Next steps
4.1
HEE considers it has achieved broad consensus on the role for the new
Nursing Associate through its consultation and the five events attended by
stakeholders from the health and social care sectors. The draft components of
a scope of practice were developed from over 1,300 responses to the Nursing
Associate consultation and presented to 550 delegates across all five
workshops. The workshop exercises were based on a consensus building
methodology to allow delegates to consider carefully which of the 17
15
components within the scope of practice should be included and whether any
should be excluded. It is clear that no single view emerged, no new inclusions
recommended and that the majority of delegates considered all 17
components as important inclusions.
4.2
HEE will now develop the role by working with Skills for Health and Skills for
Care to identify the competencies required for the Nursing Associate role and
write the national programme specification. Additionally, HEE is supporting the
Department of Health with the initial work on assessing the need for regulation
and is now working with the Professional Standards Authority (PSA) to test
the PSA model of assessing the risk of harm from the Nursing Associate role
over Autumn 2016. This work involves conducting an assessment against the
Professional Standards Authority risk framework and will culminate in advice
to DH Ministers on whether to progress statutory regulation through a public
consultation.
4.3
A final decision on regulation will be based on the need for protecting the
public and patient safety and will ultimately be a decision for parliament and
work with the Professional Standards Authority at the request of the
Department of Health to assess the need for regulatory oversight, testing the
PSA model. Consideration of the form of regulation will be against the degree
of risk of harm to patients and public posed by the role’s scope of practice.
4.4
HEE’s two year test site exercise to introduce the education and training
model of the Nursing Associate role will also begin this year, with 1,000
students enrolled onto Nursing Associate programmes by the end of
December 2016. In June this year, HEE invited any interested employers and
education providers to apply to become test site partnerships with applications
submitted by 10 August. HEE is now assessing applications and plans to
announce the approved test sites in October 2016.
4.5
The successful test site partnerships will deliver the national programme
specification and the work based learning model against the required
competencies and draft scope of practice. This programme of work will be
monitored and evaluated to maximise learning and sustainability. HEE plans
to train this first cohort of 1,000 students through the test site partnership
model, with future cohorts trained through the apprenticeship model.
16
Appendix 1: Events and locations
Birmingham
Aston Villa Football Club
105 attendees
London
Holiday Inn Bloomsbury
119 attendees
Manchester
Apart Hotel Manchester
110 attendees
Reading
Madjeski Stadium, Reading
110 attendees
Newcastle
Mercure Newcastle County Hotel
115 attendees
17
Appendix 2: Attendance
Attendance by job titles
Policy staff
2
Workforce development team member
16
Primary Care worker
4
HR
7
Nurse
16
Dean
7
Support staff
19
Student Nurse
1
senior nurse
9
Regional Director of Nursing
5
Professor
5
Practice Facilitator
14
PAF member
1
other
53
Matron
5
Manager
29
Lecturer
8
Learning and Development Manager
Total
15
Lead Nurse
16
Head of School of Nursing
5
Head of Quality
4
Head of Professional Development
7
Head of Nursing
28
Head of Education
12
Head of Care Services
4
General Practice Nurse Lead
2
Education and Training Manager
7
Doctor
2
Director of Nursing
78
Director of Education
25
Clinical Education Manager
13
Chief Nurse
42
Chief Executive
3
Academic Director
4
0
10
20
30
40
50
60
70
80
90
18
Appendix 3: Social media and communications
The Twitter community was very active using the hashtag #shapeofcaring over the
period of the workshops 1-31 July 2016.




500 Twitter posts used the hashtag #shapeofcaring over the period of the
workshops
200 contributors tweeted 3 posts each over the same period
The total impressions (#shapeofcaring tweets appearing on
follower's timelines) is about one million.
Each HEE post provided a link to the test bed site application page with FAQs
A film of the Newcastle workshop and a recording of a webinar were circulated
through communication channels including across HEE local offices Twitter
accounts, and were included on the HEE website.
Typical tweets include:
19
Appendix 4: Evaluation
The workshops were evaluated, with more than 100 delegates answering the online
feedback form circulated after each workshop. The feedback was positive:




90% agreed that the workshops format and structure provided enough opportunity
for learning, discussions and contribution from delegates
62% found the digital tools to enhance audience participation either useful or very
useful
72% of attendees agreed that the level of knowledge and information gained from
their participation met their expectations
81% of delegates appreciated the length of the workshop given the topic
20