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Education commissioning

The education commissioning team review and manage educational contracts held with Higher Education Institutes (HEIs) across the East Midlands and regional geography for healthcare professional pre-registration and post registration education (also called Learning Beyond Registration) courses.


Courses include:

  • Nursing (all four fields; Adult, Mental Health, Child and Learning Disabilities)
  • Midwifery
  • Physiotherapy
  • Occupational therapy
  • Diagnostic radiography
  • Therapeutic radiography
  • Speech and language therapy
  • Operating department practitioner
  • Paramedic
  • Podiatry
  • Clinical psychology
  • Dietetics

The workforce planning process with service providers, along with workforce intelligence data gathered, enable commissions to be tailored to meet current and forecast demand within the parameters of the contract. The team also work closely with the quality team to support quality management visits, support learning development agreement meetings and meet new learners through the Love our Learners initiative.

The Contracts and Quality Manager manages the learning development agreements (LDAs) which our organisation has in place with all major placement education providers across the East Midlands. The LDA is effectively a contract which specifies the standards expected for placement education and what the providers can expect from us in turn. The quality team also reviews the quality of the education being provided along with colleagues from other parts of HEE.

Regional and National Networks

  • Local service providers such as hospital and community trusts
  • HEIs (universities) across the East Midlands and regional geography (east of England and West Midlands)
  • Medical schools at the University of Leicester and University of Nottingham.
  • All regional offices of Health Education England, through HEE forums such as national commissioners and the bursaries unit
  • Multi-professional quality assurance framework, library and knowledge service leads
  • National Institute of Health and Clinical Excellence
  • We have visited and been visited by other areas so that we can all share and adopt good practice from each other

 

Impact

The patient

By effectively managing the LDA, students and trainees are supported in their learning with appropriate resources and a suitable learning environment, which enhances their educational experience and enables them to complete their studies in a timely manner and then provide care for patients as excellent clinicians.

By commissioning educational programmes to current and forecast demand, and then supporting HEIs to recruit individuals with the right skills, behaviours and attitudes, the team ensures there is an effective, knowledgeable, compassionate and skilled workforce to care for the patients of the East Midlands. By managing the educational contracts effectively, attrition is reduced and outputs improved.

Service users and their careers are key stakeholders in the management of the educational contracts, supporting triennial reviews and relevant stakeholder forums/meetings within the HEIs.

The learner

Using the education commissioning for quality (ECQ) framework we manage the universities who deliver education to ensure the quality of the education and training is of a good standard and the practice placements meet student requirements. HEE, working across the East Midlands, are interested in the student’s voice and actively promote feedback through the Love our Learner presentations and triennial reviews.

The LDA helps to ensure that all trainee and junior doctors are working within their competences with confidence and are supported by clinical and educational supervisors to deliver safe care.

The stakeholder

It is important that we have good, open and honest relationships with all our stakeholders (who could be students, patients, carers, HEIs and service providers) as sometimes we need to have difficult conversations with them about the quality of the educational provision/placement, and transparency is key.

The tax-payer

If the commissioning of education is not efficient and effective, for example, if the correct number of students are not recruited with the right behaviours, values and beliefs in the right numbers, then the attrition potentially goes up, people leave the courses or graduate with the wrong attitude which make them poor nurses, physiotherapists, radiographers and so on. If the wrong numbers are commissioned then we have a shortage or an oversupply.

This impacts on the tax payer (who is also the patient and us) in a number of ways; funds are wasted if individuals exit the course or if education and training quality falls below a set standard, then resources are required to make it right and patient safety and quality of experience is compromised.

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