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Lookup NU author(s): Emeritus Professor Barry Hirst, Dr Lynne Corner, Kimberley Down
Health Education England identified a need to clarify the actions needed to further embed PPI in the academic element of the HEE commissioned Scientist Training Programme (STP). This is the scope of the project and focus of this report. However, PPI was highlighted as an underpinning theme across the whole healthcare science education agenda and it is anticipated that the outcomes of this work will have real relevance to all aspects of healthcare science education programmes, and beyond. The project focussed on the following activities and outcomes: Ensuring that the approach to curriculum delivery supports the achievement of PPI skills. Development of templates of promotional materials for education providers to use for recruitment of PPI representatives. Development of an assessment framework for evaluation of the use of PPI in curriculum development and delivery. Including PPI skills development in the train the trainers programme for the STP; to encourage a greater awareness of the importance of PPI in both the academic and workplace settings. The report has developed a framework for understanding the embedding of patient and public involvement in higher education institution - delivered healthcare science training that may be used as a resource for HEIs, accreditors and others. It also provides a review of current PPI practices taken from both the research and education arenas. Resources for recruitment of PPI representatives are included along with a plan for training workplace supervisors to facilitate PPI within the NHS.Detailed recommendations for delivering and embedding PPI are given in the report but the key areas to emphasise include: The importance of an institutional strategic approach to support, develop and embed PPI. The framework developed here is intended to give HEIs a clear set of assessment criteria, based on core values and principles, to guide the development and embedding of PPI which is integral to continuous improvement. It is important for HEIs to demonstrate an action plan, with appropriate milestones and timelines, based on the framework to support the delivery and embedding of PPI. A mechanism is needed to improve the ways in which HEIs can communicate and share information and practice about ‘what works’ in public involvement, and what doesn’t, to minimise duplication and develop and test different approaches. As part of continual improvement, HEIs should consider the processes and practicalities they have in place to support the effective delivery of PPI, including considering the reach of recruitment policies for HEIs to improve the extent to which people and communities are engaged, participating and involved in the STP programme. Healthcare science training takes place in both HEIs and the workplace. Thus, there is a need to ensure consistency in application by all involved of core PPI principles and processes across the whole training and assessment landscape. Effective PPI is resource intensive and consideration needs to be given to this going forward.
Author(s): Hirst B, Padfield P, Corner L, Down K, Williams H, Williams S, Stubbs M
Publication type: Report
Publication status: Published
Series Title:
Year: 2015
Pages: 100
Print publication date: 29/06/2015
Online publication date: 01/03/2016
Acceptance date: 29/06/2015
Institution: Health Education England
Place Published: Birmingham, UK
URL: https://nshcs.hee.nhs.uk/wp-content/uploads/2019/08/hcs-pathways-and-ppi-report.pdf
