Modernising Scientific Careers - NSHCS

OverviewModernising Scientific CareersThe UK Way ForwardÆÆcreate clear career pathways and educationand training programmes in a commonframework for the whole of the scientificworkforceÆÆensure the focus in education and trainingprogrammes is on training and enhancingthe training experience rather than ontrainees being required to deliver serviceÆÆinclude greater flexibility in skill andknowledge development in initial training,rather than an emphasis on extensiveuni-disciplinary experience.5 The consultation closed on 6 March 2009.We received nearly 1,000 responses fromorganisations and individuals in England,Scotland, Wales and Northern Ireland. (Adescription of the consultation processis in Annex 1). The responses have beenindependently analysed. A summary report1of the responses is published alongside thisdocument.The Vision for Healthcare Science‘The vision for healthcare science is of a worldclass workforce integral to multi-professionalteams delivering high quality innovativepatient care, in a range of settings deliveringexcellence in knowledge creation, innovationand service improvement leading andembracing research and development andcontinually evaluating clinical practice and caredelivery models.’The Future of the Healthcare ScienceWorkforce. Modernising Scientific Careers:The Next Steps, published November 20086 Overall, there is support for the direction oftravel proposed and our vision for healthcarescience. However, people asked for more detailon how change will be implemented andfunded. Some raised concerns over aspectsof the training and education model, thelinks between regulation and training, and1p6employment implications. These all neededfurther clarification.7 Since the consultation closed, we have helddeliberative events to think through the detail ofour approach and address areas where concernsremained. These views have helped inform whatwe now set out for the implementation phaseof this major programme of modernisation.8 Many recognised that our proposals areabout more than education and training. Thehealthcare science workforce plays an importantrole in adding value to patient care and qualityoutcomes. Healthcare science can improveaccess for patients to healthcare, particularlythrough the provision of diagnostic services.The healthcare science workforce can take onclinical leadership roles and contribute to newclinical pathways and models of integratedcare as well as to innovation in healthcare. Thechanges can contribute to the transformationalchanges required by patients of the healthcaresystem across the UK.9 Many respondents, in all four UK countries,emphasised the importance of ensuring thathealthcare science is seen as an attractiveprofession at the forefront of innovation indiagnostics and treatment. People supportedthe proposals for better communications toraise the profile of this often unrecognisedprofessional group and improve understandingof the central role of healthcare science in thedelivery of modern, evidenced based care forpatients.10 They saw significant benefits in a cleardescription of opportunities for awards andqualifications at all levels, linked to careerprogression and continuous professionaldevelopment. They also saw significant benefitin the integration of career pathways withopportunities for research and innovationtraining to help bring new therapies anddiagnostic techniques quickly into clinicalpractice.Modernising Scientific Careers: A Consultation Analysis of Organisational, Individual and Deliberative Event Responses (conducted for theDepartment of Health) September 2009. Ipsos MORI Social Research Institute.

OverviewModernising Scientific CareersThe UK Way Forward11 Respondents generally agreed with the need forgreater flexibility between healthcare sciencedisciplines but had some concerns that theright balance had not yet been struck betweenthe necessary broad-based knowledge inearly training and subsequent specialisation.This partly reflected the current approach todeveloping experience as well as skills andknowledge during the initial training period. Theratio between specific and broad based trainingmight need adjustment, with more emphasison specialisation so that those working inhealthcare science could practise safely, withless supervision, on completing education ortraining.12 People recognised that while some newtechnologies required specialist knowledge, abroad knowledge base was also needed to beable to respond to the changing way in whichpatients expect services to be delivered andchanging patient demographics themselves. Thisincluded the growing role of community basedservices and increasing numbers of people livingwith long term conditions. Respondents alsostressed that training and education shouldbe adaptable. Some respondents suggestedan accredited modular approach to create aworkforce that can take advantage of the rapiddevelopments in scientific and technologicaladvances and new models of care. Others feltthat some disciplines were already achieving theappropriate degree of specialisation throughtried and tested training programmes andregulation to the benefit of patients. Introducinggreater flexibility should not undermine theseareas of strength.13 Respondents voiced strong and widespreadsupport for the introduction of formal awardsand qualifications for Healthcare ScienceAssistants (HCSAs). They also gave generalsupport to a Practitioner Training Programme(PTP) but wanted to know how more specialisttraining for particular job roles would beachieved. People also asked for more detail onhow the equivalence of prior knowledge andspecialist experience would be assessed for entryat each level and how this would relate to theEuropean Qualification Recognition Agreement.14 There was strong support for Higher SpecialistScientist Training (HSST) as an important part ofworkforce development allied to clearer careerpathways, leading to opportunities to competefor Consultant Healthcare Scientist posts. HSSTwas seen as providing greater potential forcontinuing scientific contribution and expertise,rather than having to switch into managementbased roles. There were some concerns thatthe potential length of training for HSST mightdeter applicants, particularly given the limitednumber of consultant posts available. Some alsowanted more clarity on the demonstration ofequivalence for existing staff.15 Respondents saw regulation as importantto patient safety and quality of care. Peoplewanted to see early progress in the introductionof regulation of those groups that had alreadybeen recommended by the Health ProfessionsCouncil to government for statutory regulation.They also asked for greater clarity on howtraining would relate to regulation, the levelat which regulation would need to apply, andfor more detail on transition arrangements andprotected titles.16 Respondents raised employment issues,including how Agenda for Change would beapplied in implementing the changes. Peoplewanted to understand more clearly securityof tenure, proposals for supernumerary postsand how equality of opportunity wouldbe safeguarded in competitive entry andcareer progression at each level. A numberof respondents also raised the need for localopportunities to ‘grow your own’ to meetparticular local service needs.17 A significant number of respondents said thatit would be important to ensure that the mostappropriate techniques and equipment wereused during training. This might have fundingimplications. People generally asked for moredetail on funding arrangements and timescalesfor implementation.18 Based on what we have heard, we believe thata common approach across all four countriesin our model for training and education, anda review of the regulation of the healthcarep7

OverviewModernising Scientific CareersThe UK Way Forwardscience workforce are needed. We need toaddress concerns over the detail of the model.We need to do further work to set out clearlyhow changes will be resourced, the timetablefor change and the way we will now takeforward modernisation in partnership withhealth service bodies, employing bodies, tradesunions, professional bodies, higher educationinstitutions, regulatory bodies and others,including, importantly, users of the service.19 The following chapters set out what we proposeto do on career pathways, regulation andstandards of education and training, trainingand education programmes and on supportingdelivery. This includes work on mobilisinghealthcare science expertise in the delivery ofhigh quality, safe and effective patient care,raising the workforce profile, developingleadership, addressing skill mix and employmentissues, improving workforce planning andeducation commissioning and clarifyingfunding. We set out what we heard on theseissues and our approach to further engagementto take forward the modernisation process.p8

Modernising Scientific CareersThe UK Way ForwardThe casefor change1 In the consultation, we said we wantedto modernise scientific careers to benefitpatients, employers, workforce planners,commissioners and staff. Patients would get themost appropriate scientific and technologicalapproaches to their care, as staff would havethe right level of up to date knowledgeand expertise. Patient safety and quality ofcare would be further safeguarded throughappropriate professional regulation. Employerswould be able to plan and use their workforcemore easily, with more flexibility betweendisciplines and with greater transparency inrequirements for career development and formatching skills to service functions. Workforceplanners and commissioners would betterunderstand the role of the healthcare scienceworkforce and have an improved ability tomatch workforce demand with supply. Theywould also be in a better position to ensurequality outcomes in education and training fromhigher education institution (HEI) providers. Staffwould have a clearer view of their opportunitiesto enter the profession and progress in theircareers within an environment of dynamicinnovation.2 Nothing we have heard in the consultationhas changed our view of these fundamentalaims and the issues that need to be addressed.Respondents supported the overall vision weset out. They had concerns over aspects ofthe way we proposed to effect these changesand wanted to ensure we did not overlookwhat is currently working well during thetransformation.3 We now need to address these specific concernsduring the implementation phase. We needto demonstrate how Modernising ScientificCareers will deliver a workforce fit for the futureand provide quality, efficiency and better valuefor money. We need to ensure that we havea sustainable workforce by making healthcarescience an attractive career for anyone with aninterest and who demonstrates capability atevery level, including as leaders and partners incare.4 Above all, we want to ensure that the changeswe make bring the benefits of scientific andtechnological progress into high quality patientcare, safely and quickly, through an effectiveand productive workforce.p9

The case for changeModernising Scientific CareersThe UK Way Forward5 The healthcare science workforce willincreasingly be at the forefront in providing thediagnostic support to underpin sound clinicaljudgements and patient management decisions.They will increasingly provide specialised supportth

Modernising Scientific Careers The UK Way Forward Executive Summary . p 5 1 The healthcare science workforce is at the heart of safe and effective care for patients, working across some 51 disciplines. It provides expert diagnostic advice and therapeutic care for the treatment of patients and prevention of disease. The workforce develops and applies new technologies that help improve the care .