Applied Research Group (Public Health) Faculty of Health and Life Sciences Coventry University

Transcription

1 Staying Healthy Care Pathway Group Public Health Skills and Careers Framework Project Staying Healthy Care Pathway Group Applied Research Group (Public Health) Faculty of Health and Life Sciences Coventry University Staying Healthy Care Pathway Group Public Health Skills & Careers Framework Final Report Appendix 3 Course Mapping Colin Thunhurst Honorary Principal Research Fellow Coventry University Nicola Riddick Research Assistant Applied Research Group in Public Health Coventry University Natalie Mills Head of CPD in Health and Social Care Coventry University

2 Appendix 3 Course Mapping Education Level Education Level HEIs: Please indicate the educational level of the course/module. If a module is taken at more than one level, e.g. by undergraduate and postgraduate students, please tick both boxes. Answer Options Percent Count Postgraduate 42.6% 26 Degree 41% 25 Foundation Degree 0.0% 0 Level 3 1.8% 1 Level 2 4.9% 3 Not leading to an award 1.8% 1 University Certificate 1.8% 1 Occasional/In-house Training 0.0% 0 Other 7.1% 4 The balance of education level at which teaching takes place is unremarkable. Public health teaching in Higher Education Institutes primarily takes place at the postgraduate or degree level. The apparent provision of degree level courses and modules is potentially misleading as these tend to be public health inputs into degrees provided for the wider public health workforce rather than provision for public health specialists. Education Level CFEs: Please indicate the educational level of the course/module. If a module is taken at more than one level, e.g. by undergraduate and postgraduate students, please tick both boxes. Answer Options Percent Count Postgraduate 2.4% 1 Degree 2.4% 1 Foundation Degree 12.2% 5 Level % 18 Level % 12 Not leading to an award 2.4% 1 Occasional/In-house Training 0.0% 0 Other 7.3% 3 Whereas, public health teaching in primarily takes place at the Foundation Degree level or at level 2 and/or level 3.

3 Role Level Framework Level HEIs: The PH Skills and Careers Framework lists illustrative roles at the various levels of the framework. Indicate role levels towards which the course/module is directed. Answer Options Percent Count Level 1 6.6% 10 Level 2 6.6% 10 Level 3 6.6% 10 Level 4 7.9% 12 Level % 34 Level % 37 Level % 23 Level 8 7.2% 11 Level 9 3.3% 5 HEI teaching is directed towards occupational roles at all levels with a focus on those at levels 5 to 7, the levels characterised by their relative autonomy of working. Framework Level CFEs: The PH Skills and Careers Framework lists illustrative roles at the various levels of the framework. Indicate role levels towards which the course/module is directed. Answer Options Percent Count Level % 8 Level % 18 Level % 22 Level 4 20% 14 Level 5 8.6% 6 Level 6 2.9% 2 Level 7 0.0% 0 Level 8 0.0% 0 Level 9 0.0% 0 In contrast, CFE teaching is more directed towards occupational levels 2 to 4 where staff will be working under guidance and supervision or with a limited level of individual responsibility.

4 Competency Areas Higher Education Institutes The distribution of the coverage of competencies across all framework areas exhibited a positive skew with lower level competencies being covered more exhaustively than higher level competencies. This skew is generally more marked for the CFEs than for the HEIs. This general pattern is less well-defined for competency area 1 where there is an absence of low level competences.

5 Competencies in Core Area 2, which are greater in number than competencies in Core Area 1, do show a limited coverage of higher level competencies in CFEs

6 By the nature of the competency area, there is a smaller number of competencies identified at the lower framework levels. Mid-range competencies, relating to strategic development get relatively good coverage within CFEs.

7 The positive skew of the distribution of coverage of leadership and collaborative working competencies is marked and perhaps unexpected. However, it will be noted that lower level competencies in this area tend to relate to collaborative working. Leadership training, particularly for higher level occupational roles, is provided more at a national than regional level.

8 Defined Areas, by virtue of their more specialist nature, may be expected to be covered more fully within HFEs than CFEs. Although this is generally the case the relatively high level of coverage within CFEs of lower level competencies in Health Improvement can be seen in the diagram above.

9 Health Protection Competencies were indicated the least for coverage, being the only competency area where less than forty indications of coverage were given. The greater coverage of lower level competencies is marked, particularly by CFEs.

10 Coverage of Public Health Intelligence competences was indicated for only a slightly higher number of courses/modules than were Health Protection competencies. The absence of coverage of higher order competencies is also similarly marked, particularly (though not surprisingly) by CFEs.

11 Coverage of Academic Public Health Competencies would be expected to be much greater in HEIs than CFEs. It is the defined competency area that shows the greatest coverage at higher levels within HEI modules and courses. Coverage within CFEs is sporadic and generally sparse though lower level competencies appear to be relatively well covered.

12 The coverage of Defined Area competencies demonstrates the most interesting (and perhaps unexpected) contrast between HEIs and CFEs. Only one HEI reported covering a single Level 9 competence whereas two CFEs reported coverage at this level. This is probably indicative of the wider social care coverage of CFEs over HEIs.

13 The numbers of responses do not allow further disaggregation, specifically between individual modules and whole courses, nor between courses/modules provided for public health specialists and those provided for the wider public health workforce. This conflation may provide a slightly misleading pattern of coverage of competencies at the mid framework levels