QOF Plus Year 1 - Imperial College London
QOF Plus Year 1 - Imperial College London QOF Plus Year 1 - Imperial College London
Patient experienceLearning disabilities awareness training, carers awareness training, cultural awareness trainingand training in communication skills and customer care skills will further support delivery of theseindicators.Proposed training resource(s)Training in communication skillsIt is proposed that primary care practitioners have access to training in enhancedcommunication skills. This may include training in motivational interviewing skills and inapproaches such as neuro-linguistic programming (NLP) and the cognitive behaviouralmodel (an approach based on cognitive behaviour therapy and adapted for use inprimary care.)Information on self-directed online training resources1 Training in Cultural Awareness - see section on Ethnicity and First Language Section 14.3.5, p93.2 The self assessment toolkit ‘Good Practice Guide: to Highlight the Needs ofCarers’ enables practices to assess themselves against criteria for the servicesthey provide for patients and their carers.http://www.carers.org/data/files/a-good-practice-guide-to-highlight-the-needsof-carers-2865.pdf3 The NHS Core Learning Unit provides a curriculum of online work-based trainingcourses. The courses address a range of topics including The courses aretransferable, accredited, nationally endorsed, as well as being mapped to theKnowledge and Skills Framework (KSF), NHS Litigation Authority (NHSLA),Healthcare Commission (HCC) and sector skills competencies. E-learning andwork-based training modules for Equality and Diversity, Disability Awareness andCustomer Care are freely available to those working in the NHS. Automaticallygenerated certificates of completion are awarded for each completed module.The courses can be accessed through the website of the NHS Core Learning Unit.Relevant modules include Equality and Diversity, Disability Awareness andCustomer Care.http://www.corelearningunit.com98
Patient safetyTraining relating to patient safety generally (including reporting mechanisms and SignificantEvent Analysis) and for protection of children and vulnerable adults will be an integral aspect ofdelivery of these indicators.Proposed training resource(s)Provision of relevant guidelines1 The guidance “Significant Event Audit: Guidance for Primary Care Teams”provides a tool for practices to help conduct an effective Significant Event Audit(SEA).http://www.npsa.nhs.uk/nrls/improvingpatientsafety/primarycare/significantevent-audit/2 The toolkit “Safeguarding Children and Young People in General Practice: AToolkit” has been produced jointly by the Royal College of General Practitionersand by the NSPCC. It provides guidance notes, templates of child protectionpolicies, procedures and a good practice code. The document also containsfurther guidance related to caring for children and young people in generalpractice.http://www.rcgp.org.uk/PDF/CIR_Toolkit%20document%20final%20edit.pdfSelf-directed online training resourcesThe NHS Core Learning Unit provides a free E-learning training module on Patient Safety.This is transferable, accredited, nationally endorsed, as well as being mapped to theKnowledge and Skills Framework (KSF), NHS Litigation Authority (NHSLA), HealthcareCommission (HCC) and sector skills competencies.These can be accessed through the website of the NHS Core Learning Unit.http://www.corelearningunit.comAn automatically generated certificate of completion is awarded on completion of themodule. The Core Learning Unit will shortly be making available e-learning modulesrelating to the protection of children and vulnerable adults.14.6 ReferencesOxman AD TMDDHRB (1995) No magic bullets: a systematic review of 102 trials of interventions toimprove professional practice. Canadian Medical Association Journal 153(10):1423-31.99
- Page 67 and 68: Local contextIn 2006/7, the percent
- Page 69 and 70: Degree of perceived professional co
- Page 71 and 72: QOF+ report on ethnicityProposed In
- Page 73 and 74: Associated Morbidity and MortalityT
- Page 75: Workload and training implicationsP
- Page 78 and 79: Priority and relevance to national
- Page 80 and 81: Specific reasons for this framework
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- Page 85 and 86: QOF+ report on newpatient screening
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- Page 89 and 90: QOF+ report onpatient informationPr
- Page 91 and 92: Priority and relevance to national
- Page 93 and 94: Degree of perceived support from pa
- Page 95 and 96: ReferencesCarpenter A and Mayers A
- Page 97 and 98: QOF+ report onpatient experiencePro
- Page 99 and 100: Rosen et al. (2001) categorised ini
- Page 101 and 102: The National 2007 Quality and Outco
- Page 103: ReferencesBaker, R (2007) Quality a
- Page 106 and 107: BackgroundThe United Nations Conven
- Page 108 and 109: In March 2008, a PCT audit of signi
- Page 110 and 111: Impact on health inequalitiesPovert
- Page 112 and 113: Training and support requirements f
- Page 114 and 115: Information on self-directed online
- Page 116 and 117: New patient screeningProposed train
- Page 120 and 121: Appendix 1Background to the QOF+ de
- Page 122 and 123: Appendix 2Methodology for the exten
- Page 124 and 125: PrevalenceRegistersizeAsthma 5.75%
- Page 126 and 127: While both threshold types are remu
- Page 128 and 129: The low level of remuneration for c
- Page 130 and 131: Exception reportingMany QOF (and a
- Page 132 and 133: indicators compared to national rat
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- Page 136 and 137: Appendix 3Current levels of attainm
- Page 138 and 139: Percentage of practices at or below
- Page 140 and 141: Percentage of practices at or below
- Page 142 and 143: Percentage of practices at or below
- Page 144 and 145: Percentage of practices at or below
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- Page 150 and 151: Appendix 4Methodology for the desig
- Page 152 and 153: As a result of the prioritisation p
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- Page 156 and 157: Assessment of new clinical and reco
- Page 158 and 159: Communication with the PCT’s heal
- Page 160 and 161: Appendix 5Methodology for the devel
- Page 162 and 163: Appendix 6Summary of the QOF+ schem
Patient safetyTraining relating to patient safety generally (including reporting mechanisms and SignificantEvent Analysis) and for protection of children and vulnerable adults will be an integral aspect ofdelivery of these indicators.Proposed training resource(s)Provision of relevant guidelines1 The guidance “Significant Event Audit: Guidance for Primary Care Teams”provides a tool for practices to help conduct an effective Significant Event Audit(SEA).http://www.npsa.nhs.uk/nrls/improvingpatientsafety/primarycare/significantevent-audit/2 The toolkit “Safeguarding Children and Young People in General Practice: AToolkit” has been produced jointly by the Royal <strong>College</strong> of General Practitionersand by the NSPCC. It provides guidance notes, templates of child protectionpolicies, procedures and a good practice code. The document also containsfurther guidance related to caring for children and young people in generalpractice.http://www.rcgp.org.uk/PDF/CIR_Toolkit%20document%20final%20edit.pdfSelf-directed online training resourcesThe NHS Core Learning Unit provides a free E-learning training module on Patient Safety.This is transferable, accredited, nationally endorsed, as well as being mapped to theKnowledge and Skills Framework (KSF), NHS Litigation Authority (NHSLA), HealthcareCommission (HCC) and sector skills competencies.These can be accessed through the website of the NHS Core Learning Unit.http://www.corelearningunit.comAn automatically generated certificate of completion is awarded on completion of themodule. The Core Learning Unit will shortly be making available e-learning modulesrelating to the protection of children and vulnerable adults.14.6 ReferencesOxman AD TMDDHRB (1995) No magic bullets: a systematic review of 102 trials of interventions toimprove professional practice. Canadian Medical Association Journal 153(10):1423-31.99
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