Unit Bleep and how it linked with CSMT so that they could work closer together to understand roles required to improve patient experience (flow and care). This enabled me, as facilitator, to facilitate. Named facilitator enabled full review and documentation of the current service functions and tasks, (who, when,where,what and when). These were listed by the group. The group looked at the process from a patient point of view and by process mapping the patient pathway and where each task pulled pt’s through the pathways, this helped review where there was duplication, lack of continuity and who tasks should sit with and it re-iterated prioritisation of certain tasks so when we used the Impact Grid people had already got ideas. We looked at what could be changed to improve, who responsible, timescales and follow up actions Within the group, there was good understanding of how the service could be changed from national Service analysis. Following the meeting one particularly sent negative message to rest of team. Only came on board when fortuitous opportunity to drivers to CSMT representatives, with line managers present (Deputy Director of Nursing and Quality and Deputy COO ) to endorse. Site manager who was most vocal went on to become Acting Matron and became very supportive of project. Next time, further work to engage all stakeholders up front so engaged early on in service analysis and task analysis – one can never over communicate! By working in pairs, one facilitator may have addressed this by taking individual aside during the meeting rather than waiting for the natural break case DCOO and DDNMQ) to engage and secure ownership. Personal learning needs, to support own practice and also to support other Calderdale facilitators: Further develop Project management skill (secured place on Prince 2 course), coaching (secured place on in-house course), LEAN methodology (to review on line resources) Continue developing QI tool knowledge (attending various Leadership Academy training)
into the role, part of the Task analysis included review of how mitigate risk when staff in learning role As a small number of tasks, were able to use the same session to identify who should best carry out which task. Good communication to stakeholders to gain agreement of role changes. 4.COMPETENCY GENERATION Good engagement of stakeholders to review competence requirement, involved using junior staff to test competencies / Standard Operating Procedure. This enabled a decision to be made regarding how much knowledge is required to carry out each task competently. Were able to include experts e.g. NHSP and E roster team in developing the competencies / SOP if not already existing. This also supported supporting systems and development of training requirements e.g. access to Trust on call rotas. SOP was developed by individual care groups and reviewed to ensure all in line, meeting both care group and hospital/Trust On reflection, this section was not confirmed clearly during the project initially. This was retrieved by: Confirm at second follow up meeting that all Competencies have been written and inserted into the Bleep Holder folder to support inexperienced staff. Confirm at second follow up meeting that check list to confirm competence has been completed for all member of staff on each ward Personal learning required to develop competencies using LCAT format e.g. support from Deputy Director of Education and education leads trained as facilitators Need mechanism to feedback learning from this project Trust wide – in this case it defaults to HoN and Matron CSMT. As part of 24/7, the role of the site manager will again change, moving towards 2 roles - a triage/co-ordinator role and an advance practice role. The role has not taken on new competencies as a result of the Bleep holder Project but has been freed up to support this further development. Will be interesting to identify learning of how the 2