NHS Health Education England - NHS Ambassadors
Health Education EnglandNHS Ambassadors:how you’ve helped400,000 young peopleRichard Barrett, with contributionsfrom Katy Hampshire, Sarah Johnsonand Victoria LawrenceEducation and Employers Charity, June 2021
ContentsForeword 2Introduction 3Executive Summary 5Impact On NHS Staff 88On Students 10On Schools And Colleges 12Impact Since Covid 14What has been done? 16Overview 16Activities Since Covid 19Who did it? 22Overview 22Conclusion 24Indicative Job Roles(As Described By Participants To Students) 25Bibliography 27 1
ForewordNHS Health Education England and Education and Employers have worked together for someyears now, to promote and drive forwards the success of the NHS Ambassador programme.Giving staff across the NHS, irrespective of grade, profession or experience, the opportunityto volunteer their time, to speak with young people about our careers, is invaluable toeveryone involved in the programme. We know our NHS Ambassadors do amazing work,promoting the NHS as an incredible place to work and build your career. We also know youngpeople really value meeting with NHS Ambassadors, seeing people who look like them, injobs and positions they aspire to. This report focusses on what the benefits are to our staff inundertaking an ambassadorial role.By being an ambassador our staff hone and develop significant skills in communication andleadership. By connecting with children and young people, we reconnect with our careers, ourindividual and personal reasons for studying and training for years, for working long antisocialhours, or for working in roles that are physically demanding and often emotionally challenging.Being an NHS Ambassador gives our staff an opportunity to examine and question judgementsof the NHS and of our roles, it also challenges us to step outside our comfort zones. No twoambassadorial activities are the same, because the groups of children and young people weinteract with, are never the same. At some events we find ourselves speaking during assemblies,exploring perceptions over ‘nursing as a career only for women’, or ‘doctors only being drawnfrom the middle-class elites’, or undertaking mock interviews, encouraging young people to valuetheir own lived experience and relate it to caring professions. Being able to stand in front of anassembly of teenagers and explain your passion for your role, why you do what you do, and yesanswer questions over reward and recognition, equips our staff with the courage and resilience towalk into any professional situation!Our NHS Ambassadors have thousands of different job titles, and represent the NHS locally,regionally, and nationally. Our ambassadors are apprentices and CEOs. Our ambassadors areNursing Associates and Chief Nursing Officers. No matter who our NHS Ambassadors are,or where they come from, they all contribute to raising aspirations and motivating the nextgeneration to want to come and fill our shoes.Natasha DaviesNational Senior Programme Lead:Volunteering NHS Health Education England2
IntroductionHealth Education England has kindly supported Education and Employers since the launch ofour dedicated campaign, NHS Ambassadors in 2018; however, NHS staff have been involvedwith our work and volunteering on our programmes from the outset, when the charity firstlaunched in 2009.Over the years, Health Education England have becomeone of our most valued, long-term, strategic employerpartners in volunteering. Education and Employers areproud to work in partnership with the single biggestemployer in the UK and one of the nation’s most loved,diverse, and respected institutions.Young people find it easy to resonate and connectwith inspiring people that may look like them. “Ifthey can do it, if they can achieve it, then so can I”.We are incredibly grateful to the thousands of NHSAmbassadors that so positively bring to life careersin health and social care, by giving up their time andsharing their own personal career journeys. This pastyear has been one of the most challenging periods forthe entire NHS workforce, with Covid19 placing NHSstaff under considerable strain, yet we continue to seepassion and enthusiasm from our NHS Ambassadorswho remain committed to sharing their time and skillswith young people across the UK.Just under five and a half thousand NHS staff fromacross the UK have registered to volunteer supportinglocal communities under the NHS Ambassadorsinitiative with the Education and Employers Charity.NHS participants have been drawn from all levels, allregions and a wide range of roles in the service, withsubstantial support from Health Education England(HEE). Education and Employers is an independentUK-based charity launched in 2009. It exists to helpyoung people become excited by learning andtheir potential, to see what is possible, and to makeinformed decisions about their futures. Educationand Employers works with state schools, HealthEducation England and employers, the national bodiesthat represent employers and a wide range of otherpartners including the government, trade unions andthird sector organisations.Colleagues across the NHS have been part of the over2 million school/employer interactions that have takenplace since Education and Employers launched theInspiring the Future (ITF) initiative. Inspiring the Futureis one of three programmes that Health EducationEngland has supported:§ At secondary school level –Inspiring the Future provides firsthand career insights to motivateyoung people to consider the widest range of futureworking options by connecting secondary schoolswith volunteers from the world of work and helpsmotivate students which can lead to an increase intheir attainment;§ At primary school level –Primary Futures focuses onbroadening the horizons of primaryschool children by helping them understand the linkbetween learning and work. Meeting a wide range ofpeople doing different jobs is particularly important forthose children from disadvantaged backgrounds, whomight have few successful role models at home or intheir local communities;§ At all levels – InspiringGovernance helps schoolsand colleges provide thebest environment for studentachievements by connecting them with skilledvolunteers interested in becoming governors toschools. Inspiring Governance is increasing thenumber of volunteers, especially those from diversebackgrounds and with business-related skills, servingas governors and trustees in schools.The main focus of NHS staff has been on Inspiringthe Future and Primary Futures, where they havebeen a significant contributor to the efforts of60,000 volunteers drawn from 4,500 companies andother organisations. In addition to supporting theseprogrammes and Inspiring Governance, NHS staff havesupported one off locally tailored responses to schools’and colleges’ requests for careers related support. 3
In a survey of its NHS and other volunteers in 2020,Education and Employers found that 24% of thosevolunteering for two days or less a year said they aremore efficient or productive at work as a result oftheir volunteering. This increases among those whovolunteer more often, eventually up to 61% of thosevolunteering 15 or more days a year. The study askedabout a wider range of tangible career benefits – worksatisfaction, productivity, promotion speed, earningsor applying to roles – 53% of those who volunteer fortwo days per year or less report that their educationvolunteering helped with at least one of those areasof substantive benefit, increasing to 73% among thosedoing 15 or more days (Percy, C., & Rogers, M. (2020)).The work described here builds on previous workundertaken by Health Education England andEducation and Employers which reported that in March2016, the Inspiring the Future team had overseen stateschool students and college students undertake 48,0874interactions with a pool of 1,323 Health Ambassadors.In this work Ambassadors were contacted by 453different state schools and colleges and 40,000 youngpeople had at least one interaction with an NHS staffmember. This, and subsequent work together reflectsHealth Education England’s new strategic approachesto removing barriers evidenced in recruitment practice,addressing specific concerns around diversity within theworkforce and trends working against recruitment ofyounger people (aged under 25).This report outlines the more recent impact andengagement of NHS staff arising from participationin Inspiring the Future, Primary Futures and InspiringGovernance programmes and how they have helpednearly 400,000 students. As well as survey results, wehave included comments from participants to allow thestory to be told in their words.
Executive Summary2020 to 2021 has been one of the most challenging periods for the entire NHS workforce, yet,despite these difficulties, NHS Ambassadors have remained committed and excelled in rallyingacross the UK to support our programmes in 2020 and into 2021.They have input an enormous amount of effort, time,and passion during the pandemic to champion inclusionand diversity and shift young people’s perceptionsof the roles available to them within the NHS. NHSvolunteers have given children and young peoplethe opportunity to ask questions and learn aboutCovid-19, providing welcome reassurance. As part ofthe recent virtual sessions, NHS staff demonstrated PPEequipment, discussed ways to keep safe, and talkedabout mental health issues in a relatable way. With thepandemic bringing a public focus on NHS roles as neverbefore, NHS volunteers have enabled young people toexplore the reality of careers in healthcare and translatethis into tangible next steps.Wide ranging national engagementNHS Ambassadors represent a full range of clinicaland non-clinical specialisms and seniority, rangingfrom various trainee roles and apprentices to local,regional and national leadership across the NHS. Atthe end of this report we have provided an indicativelist of just under 180 job titles from the nearly threethousand reported by participants. Just under fiveand a half thousand NHS staff from across the UKhave, with substantial support from Health EducationEngland (HEE), contributed to success in raisingstudent aspiration and motivation while supportingthe curriculum and showcasing the benefits andopportunities that the NHS provides. In so doing NHSAmbassadors have further helped cement the role ofthe NHS in local communities and lived the values ofWE ARE THE NHS: People Plan for 2020/2021 – actionfor us all (NHS England, 2020).Evidence of impact on employers and employeesThere is a reliable body of international academicresearch and practical evaluations indicatingthat employee volunteering benefits employingorganisations, their staff and project beneficiaries.Using participant evaluation and participant datasupplied by Education and Employers this reportsuggests that these benefits are being reflectednationally in the NHS Ambassadors programme.For example, in a study into the value to employers,of the skills staff developed by volunteering inthe UK, the majority of respondents reportedskills development. These were in areas likecommunications, managing others (includingspecific skills in setting performance goals, coaching,counselling, assisting with training and development,and evaluating performance), adaptability, andinfluencing skills. Line managers verified these areasof skills development, typically measured as part oftheir standard competency frameworks (Wilson &Hicks, 2010). One study, using the large-scale BritishHousehold Panel Survey of private households,indicates that the mean health score was best amongthose who were involved in frequent volunteeringand worst among those who never volunteered.(Tabassum, Mohan, & Smith, 2016).Evidence of helping improve personalperformance at workA survey of NHS Ambassadors indicated that 81%believed they had learned some new skills or gainedexperience. Eighty percent of respondents said theyfelt challenged by the programme and reported thatparticipation gave them a sense of achievement. Ninetypercent agreed that their involvement had made themfeel part of a community. Over 90% of NHS Ambassadorssaid they would recommend the programme to others.A very small number of less positive comments relatedto the quality of communication from a few schools anddissatisfaction with catering and car parking. Educationand Employers followed up these comments. Overall,the evidence indicates that engagement as an NHSAmbassador is likely to contribute to the levels ofemployee challenge, engagement, retention, careerprogression and affinity that the wider global researchindicates is likely from employee volunteering. 5
Varied activities for staff and studentsHelping schools and communities nationallyThe bulk of NHS Ambassador support nationally hasbeen focused on Inspiring the Future and PrimaryFutures with some engagement in Inspiring Governance.Ambassadors’ support overall is clearly helpingmotivate students by showing potential opportunitiesand assisting motivation by highlighting curriculumrelevance. There is an interest in NHS roles asevidenced by positive student feedback, with 75% ofPrimary Futures participants reporting that they foundabout a new job in the session they attended. Theactivities appear to be successfully challenging genderstereotypes with 88% agreeing that ‘After today Iknow girls and boys can do the same job’. Sixty onepercent of Inspiring the Future participants said that theprogramme helped them understand more about howthe subjects they are studying in school can be usefullater in life. Just over 50% of participants in the sameprogramme said it had ‘made me want to study harder’.The programme has helped both personal and careerdevelopment as evidenced by these comments:§ Inspiring the Future provides first-hand career insights tomotivate young people to consider the widest range offuture working options by connecting secondary schoolswith volunteers. This includes NHS specific events.During Covid restrictions this provision has movedonline. NHS specific videos, learning materials and onlineinteraction has been deployed and well received.§ Primary Futures focuses on broadening the horizonsof primary school children by helping them understandthe link between learning and work. This includes NHSspecific events. As above, during Covid restrictionsthis provision has moved online. NHS specific videos,learning materials and online interaction has beendeployed and well received.§ Inspiring Governance helps schools and colleges byconnecting them with skilled volunteers interestedin becoming governors to schools. A Let’s get NHSAmbassadors on Board initiative is being coordinatedwith Health Education England and EducationEmployers, with a view to recruiting NHS Ambassadorsto the boards of schools and colleges using theInspiring Governance tools and technology. 68 NHSAmbassadors have now been placed as governorsthrough the programme.Three quarters of teachers surveyed said that they sawgains in students’ confidence and motivation. Althoughthe time lag between events and student assessments,and the impact of variable other factors, is problematicin establishing a causal relationship it is worth notingthat two thirds of teachers said the programme had hada positive effect on student attainment. Over ninetypercent of teachers said they would recommend theprogramme they had been involved in to others.Adapting to Covid, ready for recoveryLarge scale and inclusiveWe are incredibly grateful to the 4511 active NHSAmbassadors up and down the country who dedicatetheir time to our programmes. NHS Ambassadors haveaccepted around 4,000 invitations to attend Inspiringthe Future and Primary Futures events nationally.Around 1,000 individuals engaged in other activitiesas part of the NHS Ambassadors programme e.g.,mentoring, coaching, contribution to curriculumdelivery etc. A number of these individuals wereengaged in these additional activities as well asInspiring Governance and/or Inspiring the Future/Primary Futures, leading to a slight degree of doublecounting in total volunteer numbers, probably ofaround 500 individuals.The gender and ethnic origin of NHS volunteers isrepresentative of the NHS workforce as a whole.Just over 76% of NHS volunteers identify as female,reflecting the gender balance in the workforce overall(NHS Employers 2019.) Those identifying as whiteor ‘any other white background’ make up 79% ofvolunteers (Gov.UK 2020).6We have seen the NHS Ambassador programmetransform into a national network. The materialsbeing developed and deployed to maintain supportduring the current Covid pandemic have a channel fordistribution and represent a lasting legacy that thisnetwork can use to supplement face to face activitieswhen they return in some form. The charity has workedhard to pivot delivery to virtual interactive activitieswith positive feedback from schools, students andvolunteers.Autumn 2020 saw over 400 students, across five events,from four schools in Bodmin, Slough, Somerset andSuffolk take part in our charity-facilitated, live virtualinteractive events, showcasing a range of roles withinthe NHS, that were well received with many moreforming part of ‘virtual panels’ for both primary andsecondary schools.NHS Ambassadors contributed to two NHS focussedfilms during spring/summer 2020 period, along withsupporting materials. Five contributed to a Secondaryage video and five to the Primary age video. The films
focus on a number of different career paths availablewithin the NHS, with volunteers explaining how theygot to where they are today and answering questionssubmitted by students. Launched in June the films havebeen viewed by 400 schools.Ambassadors from Sheffield Teaching Hospital NHSFoundation Trust, Doncaster and Bassetlaw HospitalsNHS Trust and Sheffield Hallam University provided ahalf day virtual work experience programme for Healthand Social Care students from eight local collegesin December 2020. Polling was incorporated intoeach session, with some questions at the start beingrepeated at the end.§94% of respondents thought being an Allied HealthProfessional is a ‘very rewarding’ career; a 27% increaseas a result of the session;§ By the end of the session 65% of participants wereconfident about a career choice in Health and SocialCare; an uplift of 14% from the start of the sessionEducation and Employers, supported by HealthEducation England, have recruited 12 NHSAmbassadors from diverse roles and backgroundsto film themselves talking about what their job entails,the skills they use and their career journey. A further 8are in process.The future potential for NHS Ambassadors to continueto contribute both to inspire and motivate studentsand as governors for schools remains significant. Thevirtual activities combined with face-to-face, once theseresume, mean an even greater reach not limited bygeography can be achieved enabling schools across thecountry to benefit from this fantastic volunteer pool.We would like to take this opportunity to thank HealthEducation England for their support and look forwardto continuing to work together.Selected student comments from NHSVirtual eventsFor one student there was a personal benefit.When asked about what they like most aboutthe event they replied:U sing the equipment to check your heartrate, height, veins and many things. Alsolearnt new ways to prevent anxiety andto improve self-esteem. It taught me newways to be positive about myself.From a career development perspectivesome students felt motivated to explorefurther careers:I learnt that there are loads of jobs thatwe haven’t even heard about and weshould search for them. I also found outthat apprenticeships are very useful.I learnt that there are many different jobsin the NHS that don’t have to do withhospital work (being a doctor)and made me think about becominga occupational therapist.Positive feedback from a teacher highlightedbehavioural change and an increase in motivation:O ne of the students who was particularlyengaged in the talk and asking questions,generally has real problems focusingin class and never normally wants toengage. This may prove a turnaround inher behaviour. These talks are definitelyinspiring! 7
ImpactThis chapter analyses questionnaire responses collected by the Education and Employercharity over the course of the programme to consider the impact of Inspiring the Futureand Primary Futures on those involved:§ NHS Staff§ Students§ TeachersWe consider the impact of the programmes on thedevelopment of skills and attributes that are importantto the three participating groups.On NHS StaffA landmark report from 2010, ‘Volunteering – TheBusiness Case’, examined the value to employersof the skills staff developed by volunteering in theUK (Wilson & Hicks, 2010). The study covered 16businesses and 546 volunteers, as well as a sample ofline managers. The majority of respondents reportedskills development in areas like communications,managing others (including specific skills in settingperformance goals, coaching, counselling, assistingwith training and development, and evaluatingperformance), adaptability, and influencing skills. Linemanagers verified these areas of skills development,confirming that improvements were noticeable in theirbusiness, typically measured as part of the standardcompetency frameworks used to monitor staffdevelopment at their respective workplaces.NHS Ambassadors report benefits from theirvolunteering activities. In a survey with 322 NHSAmbassadors 53% strongly or very strongly agreedthat involvement had helped them learn new skillsand gain experience. A further 25% simply agreedthey had learned new skills and gained experience.A total of 81% overall believing they had learnedsome new skills or gained experience demonstratinggenerally positive views about the programmes.Just over 10% disagreed or strongly disagreedabout gaining skills and experience, some of theircomments indicated dissatisfaction with organisationby the school they visited or indicated that they werecontent to use the skills they already had to makea community contribution.Call Centre ManagerI use my skills to influence the students and also withmy work colleagues to work with NHS ambassadors.There are things you don’t gain insights into withoutgoing into schools. It’s about using your skill sets inthe right way.Over 80% of NHS survey respondents said they feltchallenged by the programme and reported thatparticipation gave them a sense of achievement.Engagement OfficerAs I usually work with adults only, it challenged me toexplain things in a much clearer way which will alsoassist me when working with some of the patients Ideal with on a daily basis.For many participants the experience had helped themgain confidence with 80% agreeing that it had helpedthem in this regard.8
Table 1: Volunteer self-assessment of how they believe the programme has affected them.Strongly Disagree – Very Strongly Agree% of responsesThe programme 123456% TotalHelped me gainconfidence6212192833100Helped me build a senseof achievement346173338100Helped me challengemyself445193038100Helped me feel part of acommunity316173043100Helped me learn new skillsand gain experience5610252825100Recommend Programme10262368100Case-studyDaniel DuffieldJob title: Emergency Medical Technician ApprenticeOrganisation: West Midlands Ambulance ServiceNHS Foundation TrustWhen did you begin volunteering withInspiring the Future, and why did you decide to start?I started volunteering with Inspiring the Future back in November 2019. I still remember my very first eventand how nervous I was. I joined so that I could express my passion to younger people and also share sometips being a younger person who is in this job.What Inspiring the Future activities have you participated in so far?I’ve participated in careers talks, mock interviews, presentations, group activities and virtual events duringthe pandemic.How have you benefited from volunteering with Inspiring the Future?I’ve benefited incredibly. My confidence in public speaking and group presentations has literally gone fromnext to nothing all the way to being able to stand to a group of 100 students and give a talk on careersevents.What would you say to those thinking of joining our volunteer community?Do you have any tips/ advice?Just do it. Cliché, but to the point. I have no regrets and I am very thankful to be able to share myexperiences with other people. You’ll learn a lot, meet other wonderful people and find out about otherinteresting jobs! Maybe start off with a smaller event and see how you get on if you’ve not done somethinglike this before. 9
Trainee Clinical ScientistI was nervous about speaking to the whole school,but the kids were so welcoming, well-behaved andfull of brilliant questions about my job. It was short,so I had plenty to say, and the experience reallybuilt my confidence. It was much less daunting asthere were a few of us visiting together, representingdifferent jobs. A bonus highlight was a personal‘thank you for sharing’ from a child as I was leaving!Staff NurseThoroughly enjoyable activities, both the ‘What’s myline?’ event and the speed dating career session.Found it beneficial personally with confidence andbeing able to talk about my role, as well as for thepupils who were able to ask lots of questions.Ninety percent agreed that their involvement had madethem feel part of a community, with 73% strongly orvery strongly agreeing that their involvement had madethem feel part of a community.Director of Workforce DevelopmentI wanted to do this networking event because I wantto give something back to my local community anduse the opportunity to tell the students about thewonderful job opportunities in the NHS.It is worth noting that research shows volunteeringhas benefits for wellbeing more generally. One studyused the large-scale British Household Panel Survey ofprivate households, relating mental health (measuredby the General Health Questionnaire) positively tovolunteering (Tabassum, Mohan, & Smith, 2016). Themean health score was best among those who wereinvolved in frequent volunteering and worst amongthose who never volunteered.In the context of the potentially positive contributionsto mental health, overall skills development andcommunity engagement reported here it is perhapsunsurprising that over 90% of NHS Ambassadors saidthey would recommend the programme to others.Team Manager (Clinical Nurse)This gave me the opportunity to share my passionand experience with other students. Whilst reallynervous I enjoyed engaging with the students andwould love to participate in something similar again.Global research indicates that this positive response islikely to translate into workplace benefits for employersand patients. The ‘Benefits of Employee VolunteerPrograms’ report shows that employers benefit fromvolunteering as a result of employees who are more10productive and satisfied. Cited evidence includes morepositive attitudes from their staff who volunteer, higherjob satisfaction, and higher retention rates. Employerswhose employees volunteer gain a more highly skilledworkforce (Junior Achievement, 2009).Although not designed to specifically explore the impactof NHS Ambassador engagement on career progressthere are several indications that employee involvementleads to positive work outcomes. Overall, the evidenceindicates that engagement as an NHS Ambassador islikely to contribute to the levels of employee challenge,engagement, retention and affinity that the wider globalresearch indicates is likely from employee volunteering.On StudentsThe NHS Ambassadors programme works with bothprimary and secondary schools. The Departmentfor Education 2017 Careers Strategy extended thispolicy focus beyond secondary and into primaryeducation. The Ambassadors’ work is about broadeningstudents’ horizons and raising aspirations, it is aboutshowing them the range of possibilities availableto them and helping to develop options. There is arange of attributes, skills, and behaviours that can beencouraged in this early stage of a child’s life.Primary Futures links into the national Careers Strategyand to date has engaged mainly with Key Stage2 primary children aged 9-11 years. It is clear theprogramme is having positive effect on careers relatedlearning and attitudes. The goal of introducing studentsto new jobs has been achieved with 75% reportingthat they found about a new job in the session theyattended.11-Year-Old GirlI learnt about different jobs and I also found outthat not all of the people that work in hospitals aredoctors or nurses.Furthermore 80% reported feeling they can becomewhat they want when they grow up and 69% were moreconfident in what they can do following the activity inwhich they participated. The activities appear to besuccessfully challenging gender stereotypes with 88%agreeing that ‘After today I know girls and boys can dothe same job’.11-Year-Old Boy(I enjoyed) When we learned about Doctor XXX andhow she got her job. Also that you don’t have to beafraid, you can be whatever you want to be!
The programme has helped students understand therelevance of maths and science in job roles with 86%reporting that they saw how they were useful subjects.Overall findings that involved 263 respondents aresummarised in the following table.When asked in an online survey ‘Did the activity todaychange your mind about who you want to becomewhen you grow up?’ of 263 respondents 26% said Yesand 24% were Not Sure. The remaining 51% said No.The relatively high percentage of those individualswhose opinion was unchanged should be seen in thecontext of understanding that by the time they startprimary school children are already starting to formtaxonomies of adult roles, maps for navigating theadult world that exerts such control over their own, ontop of which they construct their own stereotypes andpersonal preference (Gottfredson, 1981) (Buzzanel
Introduction. Health Education England has kindly supported Education and Employers since the launch of . our dedicated campaign, NHS Ambassadors in 2018; however, NHS staff have been involved with our work and volunteering on our programmes from the outset, when the charity first launched in 2009. Over the years, Health Education England have .
Amy Bowen, NHS RightCare Pathways Lead, NHS RightCare NHS Diabetes Programme Director's Group Jillian Scott, Health Facilitator- Northern Trust, Northern Ireland Professor Gyles Glover, Co-Director, Learning Disabilities Observatory Team, Public Health England Sue Turner, Learning Disability Lead, National Development Team for Inclusion (NDTI)
It is now referenced in the Mandate to NHS England, the NHS Planning Guidance and the CCG Improvement and Assessment Framework. The RightCare programme includes the Commissioning for Value packs and tools, the NHS Atlas series and a number of casebooks. NHS England has committed significant funding to rolling out the RightCare
NHS England (2016) The five year forward view for mental health NHS England (2016) Implementing the five year forward view for mental health Page 4 Department of Health (2011) No health without mental health Page 5 Commonwealth of Australia (2012-13) Kids matter: Australian primary school mental health initiative
Local Eye Health Networks (LEHNs) The Local Eye Health Networks (LEHNs) are hosted and supported by NHS England South (South East). This is a great opportunity to influence delivery of NHS eye health services across the whole eye health pathway including primary care, hospital and community care, in and out of hours.
England are taking forward the RightCare approach to ensure it becomes embedded in the new commissioning and public health agendas for the NHS. It is now referenced in the Mandate to NHS England, the NHS Planning Guidance, the CCG Improvement and Assessment Framework and the Quality Premium for 2016/17.
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of NHS Direct, and led the team preparing New Labour's first White Paper, The New NHS: Modern, dependable, which laid the foundations and structure for the current NHS reform programme. He was a member of the top management board of the NHS for 12 years, between 1988 and 2000. His earlier career included 23 years in NHS management,
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