Abstract

Seen as one of the first steps for delivering the shared vision for the future of the NHS in the Five Year Forward View (2014), the New Models of Care Programme supports the improvement and integration of NHS services. Born from a need to focus on the acceleration of the design and implementation of new models of care in the NHS, the Five Year Forward View (2014) identified examples of emerging collaboration and more integrated care approaches which improve the quality of care and patient experience. Together with this, the Sustainability and Transformation Plan (STP) for Lincolnshire, outlined the need to prepare staff for different ways of working, whilst retaining and supporting the current workforce through this process. Understanding the lessons learnt from the new care models programme will be vital in helping NHS leaders develop more effective ways of delivering care in the future. As identified within the strategic plans of NHS England (2017), key to this is the engagement of front-line clinicians. It is therefore essential to develop readiness to facilitate the driving of change in the way care is delivered through the mobilisation of collective action on health creation and service redesign.

To address this, a bespoke educational programme was developed and delivered by the Professional Development Centre at the University of Lincoln. The Service Evaluation and Transformation Postgraduate Certificate provided educational opportunities to meet transformation priorities by developing leadership and change management skills of employees and influencing the culture of practice required to develop, implement and embed new models of care and new ways of working. Capacity, capability, and collaboration were central to this work. Partner organisations identified key employees that lead services to drive service transformation forward, develop facilitation skills for service transformation and promote collaboration in changing cultures and behaviours. Lead Clinical Practitioners were identified by their employer to enrole on the programme. These Clinical Practitioners had not previously completed modules on service evaluation or transformation. During their programme the Clinical Practitioners completed a project focussing on transforming their own clinical setting.

The study examines the ability and extent to which the practitioners that completed the Postgraduate Certificate in Service Evaluation and Transformation were able to implement, evaluate, and sustain transformation initiatives in the service within which they practice. A qualitative survey was used to explore the reflective experiences and long-term use of the skills developed through the Postgraduate Certificate in Service Evaluation and Transformation training.
Data analysis identified 3 interrelated ‘key’ themes: Knowledge and Skill-Set Confidence, Structured Approach. and Career and when considered together comprehensively capture Alumni reflective experiences of facilitating service transformation and leading change following the completion of the Postgraduate Certificate in Service Evaluation and Transformation.

The results provide a degree of reassurance that when bespoke developed programmes are completed those they seek to inform, high levels of satisfaction and deep learning can occur. When, however, completed by students other than the intended cohort, dissatisfaction with the curriculum and programme arise.

The study has both local and more widespread significance that makes a unique contribution to knowledge surrounding the development and delivery of bespoke programmes at the University of Lincoln.