Early Clinical Career Fellowships Stakeholder Discussion Melting Pot November 17 th 2015.

Early Clinical Career Fellowships  

Stakeholder DiscussionMelting Pot

November 17th 2015

• NES led SG funded, comprehensive leadership programme for recently qualified nurses and midwives

• Personal, professional and academic development

– maximise leadership potential now and in the future – positive impact on the quality of care

• 3 Year Fellowship– study leave and funding for a master’s degree programme – action learning– master classes – mentorship– fellowship

Recruitment 2011-2015

ECCF 2011 ECCF 2012 ECCF 2014 ECCF 20150

5

10

15

20

25

Fellows by Branch 2011-2015 (n=60)

Adult Mental Health Learning Disabilities

Children Midwifery0

5

10

15

20

25

30

Recruitment by NHS Board

NHS AAANHS Borders

NHS D&GNHS Fife

NHS GGCNHS GrampianNHS Highland

NHS LanarkshireNHS LothianNHS NWTCNHS Orkney

NHS ShetlandNHS Tayside

NHS Western Isles

0 2 4 6 8 10 12 14 16 18

ECCF 2011ECCF 2012ECCF 2014ECCF 2015

ECCF 2011/2012 status

ECCF 2011 (n=20) ECCF 2012 (n=18)0

2

4

6

8

10

12

14

Completed Full Fel-lowship in 3 yrsCompleting Masters af-ter 3 yr FellowshipExit with Post Graduate DiplomaDid not complete

Evaluations1. Evaluation of ECCF Pilot (Pearson & Machin

2010) Revised ECCF model was used in 2011 & 2012.

2. Case study evaluation of four (pilot)Fellows (NES, 2013).Overall experience of Fellows, their managers and mentors very positive.

3. Evaluation 2015 views of 2011 & 2012 Fellows and those who supported them

Data collection: Online survey

Invited to participate:• All 2011/12 Fellows (n=36)

Response: 33% (n=12) • All Master’s degree programme leaders

(n=26)Response: 23% (n=6).

Data Collection 1:1 interviews

• Purposive sampling– 4 NHS Board leads – 4 mentors– 3 managers

• Plus information gathered from Fellows’ 6 monthly reports to NES and contained in an ‘ECCF Tracker’.

Findings 1. Effect on development 2. Impact on patient care/ outcomes3. Promotion4. Academic achievement5. Leadership potential

Findings

1. Positive effect on development– academic (93% n=11) – personal (83% n=10) – professional (67% n=7). Increased confidence, self-awareness and ability to critically assess situations.

2. Impact on patient care/ outcomes • Ability to learn/influence changes in practice

(Fellows) • More effective/efficient and increased contribution

to the team/organisation in general (Leads, mentors and managers)

• Challenge to identify specific examples

3. Promotion– Many Fellows gained promoted posts during or

immediately following ECCF completion

4. Academic achievement – highlight for most Fellows was achievement gaining a

Master’s degree and appreciation of the funding/support received

– Less than half would have undertaken a Master’s degree without ECCF

5.Leadership potential • Recognition of potential as leaders (Fellows)• Use of leadership skills in current role (Fellows)• Most leads, mentors and managers indicated it was

difficult to comment on leadership at this stage

• “ECCF has given me more confidence to put myself forward for new projects and to lead on projects, it has highlighted the benefits of networking and contacts I have made through my involvement in ECCF have led to my being involved in and leading service development projects in my area.”(Fellow)

• “ECCF has hindered my professional development. In my line of work being enrolled on ECCF has meant that I have been unable to enrol on a mentorship programme, and due to taking time out for academic commitments I have been passed by for clinical development opportunities.” (Fellow)

Limitations• Low response rate• Polarised views• Not possible to triangulate the views of

Fellows with those of their manager and mentor - opinions of individuals were not corroborated.

Benefit and value for money?• Knowledge/ skills and gained may not result in

immediate tangible outcomes • Difficult to determine the causal relationship between

the programme, future clinical leadership success and improved quality of care

• ‘Return on investment’ is indirect, – e.g. employee satisfaction and retention, high levels of staff

engagement, leadership development, high levels of internal promotions

Some successes• Senior Charge Nurse positions • Joint appointments • Research posts• PhD study• Publications and Conference papers• Service improvements• Promoting excellent care

Best Start Leadership Programme • Remain in practice• Attend national educational and

networking events• Initiation, development and evaluation of a

local quality improvement project• 1:1 telephone coaching

NMAHP eHealth Leadership programme

• Remain in practice• 2 face to face days/1 virtual learning day• 3 virtual action learning sets • Project/6 month consolidation with mentor • Impact on service and NMAHP

AHP Fellowships • Continuing Professional Development • Backfill to undertake learning • Support from AHP director• Wide range of activities with significant

impact

Darzi Fellowships (NHS England)• 12 months out of practice• Bespoke leadership programme (PGCert.)• Improvement project • Action Learning

Scottish Government message • Delivers what it says on the tin with

tangible benefits for individuals, profession, patients– Early? Clinical? Access? Value ££?– Does it reflect current priority career pathways

– e.g. ANPs?– Could we achieve same/similar differently?