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Public Health Inter-Public Health Inter-professional Learning-professional Learning-enhanced Educational enhanced Educational Assessments - PHILEASAssessments - PHILEAS
Dr. Patricia Bond and Dr. Rachel Richards
AcknowledgementsAcknowledgements
Nine TPHNs are located Nine TPHNs are located throughout Englandthroughout England
Workshop ObjectivesWorkshop Objectives
1. To explain the concept and principles of the PHILEAS tool
2. To demonstrate the application of the PHILEAS tool
Our starting point Our starting point
Widening health inequalities
Major public health challenges◦ demand:
a strong interdisciplinary response the alleviation of “siloed” workforce
planning.
National/regional strategies requiring collaboration and joint strategic planning and delivery
Innovation, energy and enthusiasm
Substance Misuse -AlcoholSmoking in PregnancyTeenage PregnancyInfant Mortality Obesity
But...........But...........
What is PHILEAS?What is PHILEAS? An educational assessment tool
that guides commissioners and others through a simple yet effective process for identifying the learning and development needs of any multi-disciplinary public health workforce:
Distinguishable from other tools:◦ Alleviates ‘siloed’ workforce planning.◦ Utilises group dynamic◦ Emphasises “ways’ of learning◦ Role for Commissioners
Uses the PHSCF
Our Story so far Our Story so far
MAR OCT JAN – JUNE JUNE OCT NOV – JULY MAY-OCT JAN2007 2007 2008 2008 2008 2008/09 2009 2010
Early development
SHA funding - p
ilots
Commissioner fe
edback
Pilot p
rojects on-going
Pilot e
valuations and drafting of to
ol
Consulta
tion draft released
Testing of to
ol – NE and W
M
Development of T
4T programme
Launch
of tool a
nd T 4T
Principles Behind PHILEAS Principles Behind PHILEAS • Meeting population health needs requires a
multidisciplinary team response.
• The approach taken builds on the capability of a multidisciplinary workforce.
• The procedures:
– Bring different professional groups and agencies with differing perspectives into the same conversation about workforce development.
– Provoke analysis of roles and responsibilities in order to have a holistic picture of knowledge and skills that are available and needed.
– Encourage participation of representatives from different disciplines to understanding inter-professional interactions and learning needs.
Connect practitioners
•Jointly construct a community knowledge base
•Model knowledge sharing behaviors
•Model interactive learning through peer interaction
PHILEAS - the processPHILEAS - the process
Four main stages to the process:
1. Stimulating engagement2. Framework development3. The assessment process4. Developing opportunities
An iterative and interconnected process.
Equal weight and importance to each stage.
Success of the project overall is crucially dependent the initial project initiation.
Stimulating engagement
Framework development
Assessment Process
Develop Opportunities
Key outputs
Parameters of the work defined
Approximately 6 weeks Approximately 6 weeks On-goingApproximately 6 weeks
Framework development and key competencies
Inter-professional learning priorities agreed
Success factors
Embedding into organisation
•Awareness raising.•Buy-in
•Viable framework
PHILEASPHILEAS
Success depends on:Success depends on:1. How the project was initially set up.
2. Getting the whole system in the room – getting everyone talking about the same world despite differences in language.
3. Being prepared to address structural differences between agencies: open honest communication. Promoting mutual respect and prioritising
common ground.
4. Being responsible for setting the overall trajectory but not the outcome.
Why PHILEAS?Why PHILEAS?
Systematic, evidence based, transparent process to determine learning and development needs.
Encourages and facilitates strategic buy-in and alignment from the start, thus facilitating early planning for implementation.
Top down and bottom up engagement.
Supports joint working and planning of services across sectors.
Supports World Class Commissioning competencies at an organisational and individual level.
Discussion session:Discussion session:Traditionally practitioners have come with a skills specification that is derived from uni-disciplinary requirements for professional registration.
Public health strategies require multi-agency engagement and a sea change in the commissioning process that expects a seamless delivery.
?What are the underpinning principles and key practicalities that need to be tackled in the requirement for multi-agency engagement and seamless service delivery of public health issues arising from the move to JSNAs?
?What are the potential advantages of a process such as PHILEAS to delivering on new national expectations and requirements as well as implementing public health strategies?
Contact details:Contact details:
Dr. Patricia Bond:[email protected]
Dr. Rachel Richards: [email protected]
• Ginder Narle:[email protected]
PHSCFPHSCF A tool for describing the skills and knowledge needed for
public health.
A framework for anyone who wants to strengthen the contribution their organisation makes to the public health function.
A framework for anyone interested in acquiring or developing competencies and knowledge about improving and protecting the health and well being of the population, even though this is not their main area of work. ◦ Uses generic language to facilitate collaboration and coherence
across this diverse workforce, in order to maximise its collective contribution.
◦ Ensure rigour and consistency in skills, competence and knowledge at all levels, regardless of professional background.
(Public Health Resource Unit and Skills for Health 2008).
Obesity Obesity FrameworkFramework
Level 4Secondary
CareMorbid Obesity ServiceLevel 3
Primary Care Specialist Obesity Service
Level 2Community/Primary Care
Weight Management Service
Level 1Early Intervention and Prevention
Physical activityStrategy
Exercise on Prescription, Walking, Cycling programmes etc.Leisure Services
Food Skills Courses, Food
Access projectsSmoking Cessation Service
Front line Staff (NHS, Council, Vol. Sector), Health Trainers, On-line advice
Commercial Slimming
Clubs
Tobacco Strategy
PharmacyServices
Food Strategy
CommercialSlimming on Prescription
Developing opportunitiesDeveloping opportunities Rests on how you established your process and bespoke
circumstances – no hard and fast rules
Summarise training and development priorities in relation to the PHSCF and circulate.
Disseminate findings within appropriate networks
Develop relevant training dependent on need and preferred method of delivery
Capitalise on opportunities for shared learning
Review relevant existing in-house training and development
Review polices, strategies and care pathways.