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University of Bedfordshire: Professor Nasreen Ali (nasreen.ali@beds.ac.uk)

BLMK ICS (Integrated care system) Contacts: Martha Roberts (martha.roberts@nhs.net), Catherine Jackson (Catherine.jackson20@nhs.net), Bethan Billington (bethan.billington2@nhs.net)

Collaborative Targeted Outreach Programme (CTOP)

Study 1

Study team: Professor Nasreen Ali (nasreen.ali@beds.ac.uk), Nishani Jeyapalan (nishani.jeyapalan@beds.ac.uk), Fani Lapi (fani.liapi@beds.ac.uk), Emma Gill (emma.gill@beds.ac.uk), Dr Leona Fensome (leona.fensome@beds.ac.uk), Dr Lena Opfermann (lena.opfermann@beds.ac.uk), Rukia Saleem (rukia.saleem@beds.ac.uk) and Riffat Mahmood (riffat.mahmood@beds.ac.uk)

BLMK ICS priorities

User-centred health and social
Equality and diversity
Workforce capacity

Summary

The CTOP intervention eliminates stigma and misconceptions about health and social work jobs in the community, gives underrepresented groups a forum to discuss courses and careers in these fields, and offers opportunities and guidance for them to pursue higher education.

Expected Impact

To encourage and assist marginalised communities to enter the employment and health and social care sectors in BLMK
To fulfil the needs of the present and future health and social care staff, which will reflect the diversity of the population it serves in BLMK, we must expand our workforce and draw in the greatest talent
To help satisfy the need for a workforce that is both integrated and inclusive in the health and social care sectors
To deliver top-notch integrated health and care services to our BLMK people

Reducing avoidable use and frequent admissions to accident and emergency and avoiding frequent hospital admissions

Study 2

Study team: Dr Nishani Jeyapalan (nishani.jeyapalan@beds.ac.uk), Professor Nasreen Ali (nasreen.ali@beds.ac.uk), Dr Erica Cook (erica.cook@beds.ac.uk), Rukia Saleem (rukia.saleem@beds.ac.uk) and Professor Yannis Pappas (yannis.pappas@beds.ac.uk)

BLMK ICS priorities

User-centered health and social
Equality and diversity

Summary

The increase in patients arriving with "avoidable" problems that primary care providers (GPs) may have better control over has been linked to the rise in accident and emergency (A&E) attendance in the United Kingdom during the past 30 years. Both minor ailments that may be managed by primary care physicians and self-limiting issues that don't need medical attention are included in the avoidable usage of the A&E study.

Expected Impact

To gain a better knowledge of the sociodemographic characteristics that may be responsible for a patient's recurrence at A&E
To determine what kind of NHS interim support is available, particularly from physicians and navigation teams, once a patient is transferred from A&E to a ward
To determine the kinds of workplace stressors that patients who frequently visit the A&E can cause, such as a lack of beds or personnel working over capacity
To figure out how and what to co-create within these A&E structures to get beyond these obstacles

A feasibility intervention to expand placement capacity via the establishment of an integrated care placement experience for UoB Nursing Associate apprentices and Social Work Students

Study 3

Study team: Kirstie Allen (kirstie.allen@beds.ac.uk), Professor Nasreen Ali (nasreen.ali@beds.ac.uk), Professor Yannis Pappas (yannis.pappas@beds.ac.uk) and Charlotte Wake (charlotte.wake@beds.ac.uk)

BLMK ICS priorities

User-centered health and social
Equality and diversity
Workforce capacity

Summary

The goal of the University of Bedfordshire's (UoB) "Integrated Placement Experience" (IPE) program is to create a learning environment that integrates social work and health for nursing associates and student workers. Because of the role's flexibility and ability to operate in integrated environments, the Nursing Associate is an ideal professional to integrate into an IPE setting as a new placement experience.

Expected Impact

To develop a process for the expansion of placement opportunities in integrated care settings for different professional groups
To improve system-wide knowledge and understanding of professional practice and how this can be achieved in services using integrated health and social care model
To evaluate student and apprentice understanding of practice within integrated settings and the knowledge of staff groups of different student populations to identify educational needs
To explore service user feedback from receiving care from students in integrated settings to understand the advantages, challenges, and future development opportunities

Develop and offer an undergraduate integrated care curriculum at the University of Bedfordshire

Study 4

Study team: Kirstie Allen (kirstie.allen@beds.ac.uk) and Professor Nasreen Ali (nasreen.ali@beds.ac.uk)

BLMK ICS priorities

User-centred health and social
Innovation and sustainability
Equality and diversity
Workforce capacity

Summary

All health and social care curricula must be updated for the integration of services to become a statute in 2022. This is necessary to make sure that programs actively reflect the current shift towards integrated services and to adequately prepare recently qualified professionals for the increasingly integrated care systems they will work within. The goal of this project is to create a completely integrated curriculum model that is accessible to all undergraduates.

Expected Impact

To develop undergraduate teaching and pedagogy through the development of a bespoke integrated care curriculum
To produce a new model involving relevant stakeholders
To implement an evidence-based curriculum framework evaluated through its development and implementation
To provide an opportunity to review educational practices across the faculty and develop a novel intervention to reflect the changing practice contexts seen across the ICS
To offer a full evaluative cycle of the curriculum framework with anticipated outputs being relevant to the context of program delivery at UoB and on a national level

Giving voice to the lived experiences of Black, Asian and minority ethnic staff working in health and social care in BLMK progression

Study 5

Study team: Dr Leona Fensome (leona.fensome@beds.ac.uk), Professor Nasreen Ali (nasreen.ali@beds.ac.uk) and Emma Gill (emma.gill@beds.ac.uk)

BLMK ICS priorities

Equality and diversity
Workforce capacity

Summary

The number of Black, Asian, and other ethnic minority employees in senior band 8 and higher jobs appears to be declining. By using "homegrown" staff, the NHS was able to improve patient satisfaction and health outcomes. To better understand the barriers and enablers to career advancement, integrated care, and a diverse workforce in the health and social care sectors, this study will look at these issues. Additionally, using an oral history method, the study will record the career histories of social workers employed at BLMK and members of the NHS.

Expected Impact

To attract and support underrepresented groups into the health and social care education and workforce in BLMK
To grow the workforce and attract the very best talent to help meet the current and future health and social care workforce that represents the diversity of the community it serves in BLMK
To contribute to meeting the demand for an inclusive and integrated health and social care workforce.
To provide high-quality joined-up health and care for our residents in BLMK

What are the educational requirements of pre-registration students training within UK Integrated Care Systems to deliver fair and equitable health and social care for service users and carers in underserved communities?

What are the educational requirements of pre-registration students training within UK Integrated Care Systems to deliver fair and equitable health and social care for service users and carers in underserved communities?

Study 6

Study team: Kirstie Allen (kirstie.allen@beds.ac.uk), Professor Yannis Pappas (yannis.pappas@beds.ac.uk) and Professor Nasreen Ali (nasreen.ali@beds.ac.uk)

BLMK ICS priorities

User-centred health and social
People as partners in planning and delivering care
Resilient communities
Innovation and sustainability
Equality and diversity
Workforce capacity

Summary

The UK continues to face a critical need in the area of health inequality, and the implementation of integrated care systems has created a new avenue for delivering comprehensive, significant, and impactful treatments to local populations. The goal of this PhD is to investigate how Integrated Care Systems can provide underprivileged people with fair and equitable care and how this affects new professionals' educational needs.

Expected Impact

To understand the social benefits of Integrated Care Systems
Social justice enhances future policy and supports the advancement of caring interventions
To promote well-being in Underserved communities
To reduce burnout and raise job happiness, an improved understanding of the needs of the future workforce will increase professional program recruitment and retention
To support the NHS Workforce Plan to expand training provision and the future workforce

Leeds project - ARCH 'making it to the registers' project

Study 7

Study team: Professor Nasreen Ali (nasreen.ali@beds.ac.uk) and Rukia Saleem (rukia.saleem@beds.ac.uk)

BLMK ICS priorities

User-centred health and social
People as partners in planning and delivering
Resilient communities
Equality and diversity
Workforce capacity

Summary

This project will investigate the relationship between professional regulation and the structures of the UK's healthcare workforce. Collaborating with colleagues at Leeds University, the study will make use of desk-based and archival research, interviews, and user-engagement activities.

Expected Impact

To understand the Healthcare professionals' experiences in the past and present, along with archival histories of professional regulation, which will offer insights into navigating the UK's regulatory framework
To increase public awareness of the challenges faced by international healthcare professionals as well as the insights our participants have produced
To outline the main ideas for the future registration policy and Fitness to Practice (FtP) improvements in cooperation with partners (BAPIO, Refugees Council)

Provision of Functional Skills-Maths and English for CTOP, students and others

Study 8

Study team: Professor Nasreen Ali (nasreen.ali@beds.ac.uk) and Paul Thompson (paul.thompson1@beds.ac.uk)

BLMK ICS priorities

People as partners in planning and delivering
Resilient communities
Innovation and sustainability

Summary

A background in maths and English is required for many graduate-level jobs. Many newly admitted students to the university have not completed their GCSE or its equivalent with a passing mark. This harms graduate results and makes it more challenging to get into some courses that require it. This proposal offers a solution to this problem. By incorporating an internal Functional Skills level 2 Maths and English qualification validated by City and Guilds. The goal of functional skills is to assist individuals in gaining abilities that companies find valuable and are commonly recognised as being on par with GCSEs.

Expected Impact

To increase the number of students in UoB health and social care courses
To provide a platform to study these alternative courses to students with prerequisite degree subjects at the M level who do not have any support for achieving functional skills
To encourage adult learning, focused on building confidence and self-belief over time

Building resilience in the caring professions Schwartz Rounds

Study 9

Study team: Dr Lisa Bostock (lisa.bostock@beds.ac.uk), Professor Nasreen Ali (nasreen.ali@beds.ac.uk), Dr Louise Grant (louise.grant@beds.ac.uk), Professor Gail Kinman (gail.kinman@beds.ac.uk) Professor Yannis Pappas (yannis.pappas@beds.ac.uk), Dr Caroline Reid (caroline.reid@beds.ac.uk) and Kelly Clifford (kelly.clifford@beds.ac.uk) and Dr Alison Tresidder (alison.tresidder@beds.ac.uk)

BLMK ICS priorities

Equality and diversity
Workforce capacity
Resilient communities

Summary

The goal of the study is to help students and trained professionals "stay and stay well" in their chosen fields of work while navigating the reality of integrated care. To help students start and feel like they belong and staff members at all levels thrive and succeed in providing inclusive, compassionate, integrated care, the "stay and stay well framework" takes a "life cycle" approach that strives to promote emotional resilience, inter-professional reflexivity, and self-care strategies.

Expected Impact

Impact is expected to support retention of retention of a highly skilled, health and social care workforce
The impact will be captured via both process evaluation and validated measures to indicate intermediate outcomes or outcomes that contribute to wider workforce retention

The TLC Workforce Research Partnership (WRP)

Study 10

Study team: Professor Nasreen Ali (nasreen.ali@beds.ac.uk), Seher Bismillah (bismillah.sehar@beds.ac.uk), Dr Nishani Jeyapalan (nishani.jeyapalan@beds.ac.uk) and Dr Louise Grant (louise.grant@beds.ac.uk)

BLMK ICS priorities

Workforce capacity

Summary

Using information and knowledge from BLMK stakeholders, a WRP will be created by mapping important BLMK stakeholders, including researchers, policymakers, the multifaith and multiethnic community, professional associations, formal and informal community groups, and local businesses. This will lead to the establishment of a multidisciplinary WRP with a higher-level strategic picture of the topics that are essential for conducting research that will significantly influence the growth of an integrated and inclusive workforce. The workshops, which focus on the main themes and significant areas of concentration of the TLC Workforce Research Programme, will be open to stakeholders.

Expected Impact

To support and collaborate for all program activities/projects
To identify research gaps
To co-produce research applications for external funding
To deliver research impact on professional practice
To disseminate the knowledge, skills, and critical awareness of workforce-related research and practice

All Research Projects related to TLC-Talk Listen Change

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