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**IMPORTANT NOTICE** please read the attached poster

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**IMPORTANT NOTICE** please read the attached poster

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Please note that we are not currently accepting applications for future cohorts of the Excellence in Practice programme.

This is because the programme is undergoing a planned review and update.

The programme will be returning, however at this time, we do not know when this will be. Any updates will be communicated widely.

Best wishes

The Professional Development Team

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Poster - Excellence in Practice - review

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A model, tools and resources designed to develop and support non-clinical and clinical leaders and aspiring leaders

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A model, tools and resources designed to develop and support non-clinical and clinical leaders and aspiring leaders

Explore the Healthcare Leadership Model

The Model helps people develop as leaders by discovering and exploring their behaviours Find out about the Model
360 degree Feedback Tool

A Tool to give you insight into other people's perception of your leadership abilities and behaviour Find out more about the Tool
Healthcare Leadership Model App

Our journaling App enables you to record and reflect on observations about your leadership behaviours and others around you
Find out more and download the App
Supporting library

Our library includes information about how the Model was developed and personal qualities at its core

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A model, tools and resources designed to develop and support non-clinical and clinical leaders and aspiring leaders The Model helps people develop as leaders by discovering and exploring their behaviours Find out about the Model A Tool to give you insight into other people's perception of your leadership abilities and behaviour Find out more about the Tool Our journaling App enables you to record and reflect on observations about your leadership behaviours and others around you Find out more and download the App Our library includes information about how the Model was developed and personal qualities at its core

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A fantastic resource for new or experienced leaders - containing bitesize learning courses, inspiration library and learning spaces.

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Welcome

Welcome to our NHS Leadership Academy learning hub. This site hosts a range of short learning solutions designed by experts for the development of NHS staff of all levels to work though at their own pace. The content of many of these learning materials is taken from elements of our Leadership Academy core programmes and is designed using the feedback and contributions of our learners.

Bitesize learning courses

We've worked with a team of experts to develop a series of short courses to help support you build on your skills and discover new ways to improve your experience of work. Our bitesize learning courses cover topics such as personal resilience, courageous conversations, motivation, authentic leadership and much more

Inspiration Library

Our library of 'inspiration' learning materials includes short snippets of learning such videos, articles and podcasts. Many of these have been used as part of our social media campaigns such as #ProjectM

These short snippets of learning can usually be completed between 5 - 15 minutes and are ideal for learning on the go so why not explore today what our inspiration library has to offer.

Learning spaces

Our learning spaces page hosts learning content for campaigns and initiatives specially designed for health care leaders and managers to connect, share and learn together.

The content hosted here includes #ProjectM for mid level leaders and managers and Executive Suite for Executive leaders.

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Welcome to our NHS Leadership Academy learning hub. This site hosts a range of short learning solutions designed by experts for the development of NHS staff of all levels to work though at their own pace.

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Example personal development plan (PDP) in leadership

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Example personal development plan (PDP) in leadership

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Feel free to use this template as a guide if you are completing the leadership competencies.

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Gather your goals and aspirations and use this table to put together a simple leadership development plan.

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https://leedsth.xapimed.co.uk

You can access through any device - home or at work. MS Edge or Google Chrome browsers work best (sometimes it does not work well on Safari if accessing on an iPhone or Mac).

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Start the completion of your portfolio by signing the learning contract with your line manager (this is listed as a separate task on Xapimed and can be found under the "My Tasks" tab). This is important as this learning contract is evidence between you and your manager, that you will be supported to complete the programme.

You will need to set time aside to undertake the self directed learning within each section. You and your line manager will agree how you take the 15 hours study time that you are entitled to, as part of the programme.

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We recognise that both this padlet and the core programme of three days may pose difficulties for some participants with neurodivergence.

If you would like to discuss any barriers or needs for accessing the material then please contact us via email for further exploration of how we may be able to help.

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Use the TIMWOODS acronym to remember the 8 common wastes, when thinking about improving value and efficiency in your area.
T - Transportation - moving items such as transferring, picking up, setting down, piling up
I - Inventory - having too much or not enough of what you need
M - Motion - people moving, often walking to get thinks they need
W - Waiting - waiting for people of services
O - Overprocessing - unnecessary steps in processes
O - Overproduction - making or doing more than is needed
D - Defects - a mistake passed on to someone else
S - Skills - not recognising the skills of our workforce or patients

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You may want to consider coaching via the Yorkshire and Humber MYECOACH network (free of charge).

Coaching | Health Education Yorkshire and Humber (yorksandhumberdeanery.nhs.uk)

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Coaching is time for you to think. Your coach won't judge you, or give you advice. This means it is ok to talk about anything that you feel gets in the way of you doing your best at work. You can really think things through in a way that is different to talking things over with a friend, partner, TPD or Educational Supervisor - all people who tend to have another agenda for you. Your coach will support you, and challenge you if necessary, to help you reach a conclusion that is helpful and meaningful to you.

You can have up to six sessions of free coaching with a coach. It tends to work best if you have all your sessions within a 6 month window: this isn't a hard and fast rule, we just notice that people get more out of coaching if they commit to it, rather than let it drift. Please see the menu below for further details.

If you decide that you would like to participate in our coaching programme, click to register your interest. You can contact your preferred coach directly once your account registration has been approved.

Once you have registered as a Coachee and your account has been approved please click here to log in to your account. You will be able to choose a coach using the filters (eg, speciality, gender, geography, trust/employer and search for key-words relevant to you eg, career choice, leadership, part-time working, IMG). Coaching works best if you pick someone outside your specialty.

You can find a quick start guide

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Coaching | Health Education Yorkshire and Humber

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Coaching is time for you to think. Your coach won't judge you, or give you advice. This means it is ok to talk about anything that you feel gets in the way of you doing your best at work.

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You will receive a link to an electronic feedback form following your study day. Please take a few minutes to fill this out and share your views - this will help us get things right, and inform the future of the Excellence in Practice programme.

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Following your study day, you will receive an email containing a post study guide. This includes a useful checklist with information to guide you through the programme from start to finish. It will also contain the joining links for the study support sessions, which you are very welcome (& encouraged) to access.

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Development of a Hospital Acquired Pressure Ulcer: The Patients Perspective (page 14/15)

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Development of a Hospital Acquired Pressure Ulcer: The Patients Perspective (page 14/15)

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The development of a hospital acquired Pressure Ulcer: the patients perspective

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Leeds Teaching Hospitals Excellence in Practice Program

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As a participant of Excellence in Practice, you are part of the #EIPcommunity.

We are a diverse community with shared interests and passions. Together we can strengthen our journey to excellence, which runs through everything we do, and is who we are as LTHT staff.

We are working on developing this concept. Please stay tuned for more...!

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As part of the Excellence in Practice Programme, you can access up to 6 hours of study support from one of our team. These sessions are not mandatory, but we are here to help provide support and guidance should you need it.

These sessions are held via Teams. The links to access these will be sent out to you in a post study guide, which you will receive via email, after your study day.

The sessions will be held on the following dates/times:

COHORT 8: (April/May 2024)

21/05/2024

03/06/2024

06/06/2024

11/06/2024

08/07/2024

15/07/2024

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Compassionate and inclusive leadership: Michael West

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Compassionate and inclusive leadership: Michael West

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Michael West: Compassionate and inclusive leadership

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As of June 2023, we are no longer providing physical copies of the Excellence in Practice portfolio. You will complete your portfolio electronically, on our new learning management system called Xapimed.

You will receive full instructions on how to access this via email, however you can also find some useful information on this Padlet. It is super quick and easy, you log in using your NHS email credentials.

Please ensure you access Xapimed BEFORE your study day.

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Web cams are mandatory
Your participation will be terminated if you do not have a webcam or if leave your camera off. If you do not have a webcam at home or at work please ask your manager to help you source one in your work area.
We consider a blank screen as absenteeism, therefore we cannot be assured you have participated.

1. Please arrive a few minutes early to ensure you do not have any tech issues and we are able to start the session punctually
2. Participation is expected and we know your fellow delegates appreciate everyone's input, especially in breakout rooms.
3.  Remember to stay on mute unless speaking

4. Please use the raised hand function to ask questions during a taught session

5. If you have any general questions please use the chat function. (You can either message everyone or directly message the Host).

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NHS England - guide for practice based learning for neurodivergent students

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NHS England - guide for practice based learning for neurodivergent students

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First Contact Practitioners and Advanced Practitioners in Primary Care: (Musculoskeletal) A Roadmap to PracticeFirst Contact Practitioners and Advanced Practitioners in Primary Care: (Musculoskeletal) A Roadmap to Practice (hee.nhs.uk)

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The personal impact of reflective practice

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The personal impact of reflective practice

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The Personal Impact of Reflective Practice

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As well as your post study guide, you will receive a link to a digital feedback form. Please take 5 minutes to complete this, as your views are really important to us and the future of the programme.

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*Adult services only* Eman's Story (page 16)

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*Adult services only* Eman's Story (page 16)

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Mental health, physical health and culture

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I am delighted to welcome you to this fantastic programme, which celebrates the competency and achievements of our valued workforce here in Leeds, whilst also attracting the very best staff to work in our organisation.

The programme involves:
- Attendance at one study day (you have a choice of 3 when you complete your enrolment form)
- Learning what it is to demonstrate clinical excellence, compassionate leadership and develop your skills in the Leeds Improvement Method
- Completion of a portfolio of evidence, and an invitation to the celebration ceremony.

The programme is a great opportunity to:
- Showcase your skills
- Provide evidence for professional revalidation
- Be celebrated for the excellent, high quality care you provide & everything you do

My name is Elfie, I am the Senior Project Nurse for this programme. My role is to manage and facilitate the delivery of the EIP whilst being with you every step of the way throughout your journey through the programme. I am incredibly proud to be a part of a programme which helps you to feel valued and appreciated for what you do, challenge you to think further, motivates you to be the best version of yourself, and uses the Leeds Way values to deliver consistently high quality patient centred care.

I look forward to meeting you!

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COHORT 8 (April/May 2024):

Group A - 12th July 2024

Group B - 26th July 2024

Group C - 2nd August 2024

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Covid-19: why compassionate leadership matters in a crisis

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Covid-19: why compassionate leadership matters in a crisis

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The Covid-19 situation is full of uncertainties. Leaders are struggling to find the right solutions as the context changes almost hour by hour. Now more than ever, leaders need to draw upon all available resources, most particularly their people, utilising the collective intelligence of experience and knowledge while adapting and revising solutions as the situation unfolds.

NHS staff are highly skilled and motivated. They have great wisdom, experience and profound values of compassion. They can all be leaders if the right conditions exist for them to be able to do what they know to be the right thing. Unleashing their collective wisdom requires compassionate leadership. That means paying attention to all staff, truly listening to them and being present with them. It means truly understanding the challenges they face, rather than seeking to impose understanding. Empathising with them, feeling their fears, stresses, uncertainties, anxieties and exhaustion, provides the motivation to always ask the question 'how can I help you?', the most important task of leadership. Compassion should also be guided by appreciating and meeting the core 'ABC' of human needs at work.

A: autonomy and control

People instinctively want to have control and not feel coerced or directed, particularly when under huge pressures in a crisis. Staff must have voice and influence over decisions that affect their delivery of care and their own workplace environments. They need to be trusted to make the best decision they can. Taking away autonomy in a high- demand situation creates stress. Ensuring autonomy and control means listening to staff every day and taking account of their knowledge, skills and experience to make crucial decisions.

Control also means being able to take regular breaks from the inevitably high workload to ensure staff do not make mistakes, get sick or patient care suffers. Staff need access to food and drink to meet their basic biological needs and they need time to care for their health and wellbeing.

The key role of leaders is to provide the resources and clear away obstacles to fulfilling these needs on the path to successful management of the pandemic. Leaders also need to be honest when resources are in limited supply and involve staff openly and honestly in both assessing the impact and risks involved and in making difficult decisions.

B: belonging

Belonging is fundamental to human wellbeing and the need to belong is greater during a crisis. Everyone can feel frightened and overwhelmed in the situation we now face. We cope by feeling supported, loved, cared for and building a sense of belonging as part of a larger, caring whole. And our immediate work group, team, department is critical. Not only must leaders ensure a positive, caring and supportive climate but also encourage and enable sustained multidisciplinary team-working where everyone is clear about each other's roles.

This means everyone being a member of a 'home team' (preferably multidisciplinary) that provides support, enables a shared focus on the task and provides the medium for collective learning and innovation. Such team-working leads to better care, better staff wellbeing and more innovation. And working flexibly, supportively and collectively across boundaries is the way forward in this crisis and for the future. This can only be successful in the context of a compassionate and collective organisational culture.

C: competence

All staff desperately want to deliver high-quality care during this pandemic. Leaders will need to enable and support staff to work effectively during what will be a very testing and prolonged period. Work overload is only sustainable for so long - a saturated sponge cannot take in more water. Leaders must ensure that workloads are manageable if the NHS is to respond to this crisis effectively over the months ahead and not lose staff in the process to a preventable work-related illness, breakdown or a sense of helplessness.

Time is very pressured, but staff need to meet with their fellow team members regularly to review, to share learning, to develop innovative responses to the crisis and to simply recover together. Time spent in meeting like this is associated with a 35 per cent improvement in productivity and innovation and similarly large increases in wellbeing. Building short team reviews (even of just a few minutes) in to daily work will establish a rhythm to facilitate greater learning and support to all staff. Regular supportive supervision for all teams and individuals is needed so that their work can be sustained. And it is vital to constantly seek out and share learning from organisations and health care systems around the world about how to deal with the pandemic.

These are the hands, and this is the moment. By working compassionately, courageously and honestly, leaders can support and care for their staff so that they can save thousands of lives across our communities.

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Covid-19: why compassionate leadership matters in a crisis

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Suzie Bailey and Michael West examine why compassionate leadership matters now, in a time of global crisis, more than ever before and how leaders can best support those health workers and carers risking their own health and wellbeing in the fight against Covid-19 (coronavirus).

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Complete one of these modules on health promotion 

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Complete one of these modules on health promotion 

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e-LfH is a Health Education England Programme in partnership with the NHS and Professional Bodies

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This is a quick demo to show how to access and navigate through your portfolio on Xapimed.

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IT suite building has been decommissioned due to heath and safety issues.  It currently has no provision to support users accessing equipment on work sites.
Libraries have IT suites of which there are 2.
One is in Bexley Wing at SJUH, available 24/7 with 7 PC workstations.
The other is in the Old site at LGI, available 8:30-16:30 on weekdays with 8 workstations. Please contact www.leedslibraries.nhs.uk  should you with to use trust IT stations.
The clinical areas often have equipment you can access. Please enquire with your ward manager/clinical educator/preceptorship lead for further information in your area.

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The Trust is looking at how we can introduce software which may be of benefit to some staff who are neurodivergent. Further information when available will be shared here including how to request access via:

https://intranet.leedsth.nhs.uk/departments/human-resources-hr/equality-diversity/neurodivergent-staff-leeds-teaching-hospitals-trust-nhs-supporting-information/

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Listen to a group of healthcare professionals talking about how they reflect. You may pick up some inspiration!

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*Adult services only* Jason's story (page 16)

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*Adult services only* Jason's story (page 16)

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Jason's story - Leeds Society for Deaf and Blind

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On completion of the programme, you will receive an invitation to a face-to-face celebration event, where you will be presented with a certificate and pin-badge to wear with pride. This signifies your entry to the #CommunityofExcellence and a valued member of LTHT.

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Recovery and then renewal: the innovation imperative for health and care

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Recovery and then renewal: the innovation imperative for health and care

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Since the turn of the year, staff have been battling a second wave of Covid-19, even bigger than the first. This second wave has threatened to break systems and staff across the UK with its force.

Staff were already exhausted and, in many cases, deeply wounded by their experiences over the past year. They have had to dig down to the limit of their reserves. The system relies on them doing yet more to care for the vast numbers of people hospitalised and also to cope with death as an everyday event. When they have used up their reserves and yet are required to do more, they can break. They get sick, they experience mental health problems, and many already report they are planning to quit.

When the pandemic eases what will happen to the care workers, ambulance staff, GPs, community nurses, acute and mental health staff, including porters and managers who have been on the front line of the crisis? There will be a huge number of people waiting for treatment but the context will be reduced staff numbers through sickness, exhaustion and the 'moral injury' of not being able to provide the care they wanted to. What can be done to help staff hollowed out by witnessing so much suffering, fear and high levels of death?

Now and in the future we must remember that back in January 2020, before the pandemic, the NHS was already in the middle of a workforce crisis with the highest-ever stress levels, numbers of staff vacancies and turnover of nurses, health visitors, care home staff, midwives and doctors. The system was cracking... and then the pandemic struck.

There can be no return to where the health and care system was in 2020 and certainly not to 'business as usual'. There is an urgent need to prioritise compassionate support for those on the front line before we can hope to address the huge backlog of non-Covid work. As Don Berwick , an international visiting fellow at The King's Fund, wrote when reflecting on choice for the ' new normal ', 'Without a physically and psychologically safe and healthy workforce, excellent health care is not possible.'

The first imperative will be giving staff the space and time to rest and recover. They will need breathing space. And that will take months rather than days or weeks. Leaders across our health and care systems must start planning now to create the space to help staff heal and replenish their reserves. It will require creative thinking, courage and persistence to put in place enlightened practices to retain and sustain a healthy, caring and compassionate workforce. The support needs of leaders are also important in this planning, as they have also had to contend with the relentless pressures of recent months.

The second imperative then will be to seek to transform the way health and social care are delivered because demand for services will be unrelenting, given both the backlog and the wider mental and physical health problems that have developed over these past months. The health and care system has witnessed innovation in the delivery of services at a scale and pace during the pandemic that would have been beyond imagination just a year ago.

So how can we replicate, support and sustain the conditions that enabled innovation during the pandemic? Fundamentally, this will need to include meeting the ABC of core needs of staff ( see Figure).

For autonomy and control (A) this will mean removing unnecessary hierarchies and regulation that prevent innovation. The voice of staff must be heard loudly in determining and driving transformation of services at every level. But first there needs to be a collective drive to transform their working lives by improving basic work conditions. This includes spaces and time to rest on long shifts, access to nutritious food on night shifts, control over rotas, and teams working to create supportive cultures with values of learning, compassion and support rather than values of control, fear and blame. The aim must be for staff to experience joy at work and a sense of fulfilling engagement every day, rather than exhaustion and burnout, to ensure their health and the health of the services they provide. When teams feel safe and engaged at work, they innovate at scale and pace.

Employers must meet the needs of staff for belonging and support (B) by ensuring everyone is part of a 'home' team where they experience strong, caring collegial support. These teams must be given time and space to meet for reflection and learning. For the sceptics, to be clear, this is not some soft cushions and scented candles intervention. Such teamworking practice leads to impressive improvements in services and productivity via the innovations effective teams repeatedly generate. And such teamwork is powerfully protective of staff health and wellbeing and thereby care quality.

Multidisciplinary teams where diversity is valued are fountains of innovation. Nurturing supportive and inclusive cultures that prioritise high-quality, continually improving and compassionate care for patients and staff can seed innovation and transcend fixation on externally imposed targets by ensuring organisations achieve high standards of care and productivity.

And organisations must meet the need for competence or contribution (C), particularly after the tragic moral injury that has scarred health and care staff over the past year. That means tackling the blight of chronic excessive workloads on staff stress, intention to quit and patient safety. This must be named and confronted head on. This fundamentally is the role of line managers and leaders but requires the active engagement of people and teams every day at every level. That focus and commitment will be a powerful force for innovation as staff get rid of unnecessary activities, deploy new technologies, develop new roles, and improve team and inter-team co-operation.

All leaders including those in national organisations with an oversight role must help this transformation by actively modelling compassionate leadership. This will not happen overnight or easily. It will require important shifts in how leaders deeply listen to those they lead, understanding the challenges they face, empathising and helping them. This means removing the obstacles that prevent staff from having autonomy and control and providing the resources they need - the right staffing levels, the right equipment, effective IT systems, personal protective equipment (PPE), and training to enable them to do their jobs effectively and confidently. This will help to strengthen climates of psychological safety in teams and release innovation.

The determined, successful and sustained implementation of enlightened people-support processes underpinned by national policies is vital to support these culture changes. This will take time and will need national leaders and politicians to remain committed for the tough decisions and investment of time and money that will be required.

As a country we must address the causes of much ill health, including inequality, poverty and discrimination, if our health and care services are not to buckle and break. As Michael Marmot and colleagues recently concluded, 'It is essential to have a better resourced, flourishing public health system. Without this it will be impossible for England to build back fairer.' Covid-19 has tested our local and national systems to their limits so we cannot pretend a 'return to normal' is even possible let alone desirable.

There are great examples such as the Nuka system in Alaska and the Wigan Deal in north-west England where communities and agencies have come together as equal partners to transform services. When our communities genuinely co-own and co-design care, we will see transformational change and radical innovation. The model of the benevolent state doling out care to compliant or increasingly demanding supplicants is no longer relevant.

Leaders must have the courage to plan now to make our health and care services a crucible for innovation by releasing the energy, skill and motivation of their workforce as we emerge from the worst of the pandemic. But first they must provide the space and support for them to heal.

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Recovery and then renewal: the innovation imperative for health and care

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Since the turn of the year, staff have been battling a second wave of Covid-19, even bigger than the first. This second wave has threatened to break systems and staff across the UK with its force. Staff were already exhausted and, in many cases, deeply wounded by their experiences over the past year.

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"Infection Prevention and Control" by Rose Gallagher

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"Infection Prevention and Control" by Rose Gallagher

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Nursing Support

During the COVID-19 pandemic, we want to support all students undertaking clinical practice and anyone joining the (NMC) COVID-19 temporary register. To do this, we have put together a collection of free chaptersfrom our leading textbooks that tackle the most pressing issues you may face during the pandemic.

From biological and pathological chapters, to how to care for adults with respiratory diseases, infection control, and also how to manage the transition to professional practice, with reference to working under pressure and mindfulness, we hope these chapters will be useful for you and help you to feel fully prepared when you step onto the ward.
Click on the icons or titles below to download individual chapters. Download all 12 chapters
Managing the transition from Student to Registered Nurse

To download all 12 chapters in one combined document,

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Nursing Support During the COVID-19 pandemic, we want to support all students undertaking clinical practice and anyone joining the (NMC) COVID-19 temporary register. To do this, we have put together a collection of free chapters from our leading textbooks that tackle the most pressing issues you may face during the pandemic.

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Sign off managers guide to the portfolio

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Sign off managers guide to the portfolio

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A quick demo video which helps you navigate the portfolio, and which section to sign off.

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Peter Doolittle: How the working memory can help us make sense of the world

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Peter Doolittle: How the working memory can help us make sense of the world

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Want to know why we forget things? Here's a short video on how our working memory helps us make sense of the world.

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How your “working memory” makes sense of the world

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“Life comes at us very quickly, and what we need to do is take that amorphous flow of experience and somehow extract meaning from it.” In this funny, enlightening talk, educational psychologist Peter Doolittle details the importance -- and limitations -- of your “working memory,” that part of the brain that allows us to make sense of what’s happening right now.

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*Children's services only* Consider my feelings (page 16)

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*Children's services only* Consider my feelings (page 16)

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The video is approx. half way down the page

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Emotional regulatory systems (Paul Gilbert)

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Emotional regulatory systems (Paul Gilbert)

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According to Paul Gilbert, PhD, we have three types of emotion regulation systems - we've got the Threat System, the Drive System, and the Soothing System.

Now when a client is stuck in a painful cycle of self-criticism and shame, it's often because these three systems are out of balance.

You see, many clients spend the majority of their time caught in the threat and drive systems - and this can lead to distress.

So how can we help our clients get a better sense of where they might be out of balance, and begin to notice whether their soothing system might be underdeveloped?

We thought it would be helpful for you to have this infographic to use with your clients. (Feel free to make a copy of this to share).

Click the image to enlarge

Click here for the text-only version of the infographic

Three Circles of Emotional Regulation
According to Paul Gilbert's model, people often switch between three different systems to manage their emotions.

Sharing Dr. Gilbert's three circles model could be a good way to help clients become more aware of when they are in a state of threat. Not only that, it can help them learn how to shift out of the threat system and into safeness and connection.

If you'd like to print a copy to share, just click here: Color or Print-friendly

(Please be sure to include the NICABM logo as well as the credit to Paul Gilbert. We put a lot of work into creating these resources for you. Thanks!)

To hear more from Dr. Gilbert, please join us for the master series on The Clinical Application of Compassion - here's the link where you can sign up.

Now we'd like to hear from you. How will you use this in your work with clients? Please leave a comment below.

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Applying the 3 Circles Model of Emotion to Help Clients Heal Shame

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Here's an infographic tool you can use to help clients overcome shame, based on Paul Gilbert's theory on the three types of emotion regulation systems.

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National infection prevention and control manual for England

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National infection prevention and control manual for England

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This is an evidence-based practice manual for use by all those involved in care provision in England. It should be adopted as mandatory guidance in NHS settings or settings where NHS services are delivered, and the principles should be applied in all care settings.

Introduction

The UK Antimicrobial five-year national action plan, published in January 2019 stated that the Scottish national infection prevention and control manual (NIPCM) will be adopted in England as national standards, to be measured by the regulators.

The NIPCM has been adapted for use within England to support and facilitate healthcare providers to demonstrate compliance with the ten criteria of the 'Health and Social Care Act 2008, Code of practice on the prevention and control of infections and related guidance (hereafter referred to as The " Code of Practice").

Aims

The NIPCM has been produced to:

provide an evidence-based practice manual for use by all those involved in care provision in England and should be adopted as guidance in NHS settings or settings where NHS services are delivered and the principles should be applied in all care settings.

ensure a consistent UK wide approach to infection prevention and control, however some operational and organisational details may differ across the nations.

In all non-NHS care settings, to support with health and social care integration, the content of this manual is considered best practice. The manual aims to:

make it easy for care staff to apply effective infection prevention and control precautions

reduce variation and optimise infection prevention and control practices across care settings in England

improve the application of knowledge and skills in infection prevention and control

help reduce the risk of Healthcare Associated Infection (HCAI)

help with alignment of practice, education, monitoring, quality improvement and scrutiny.

Pathogen specific guidance is out of remit of the NIPCM, which is not pathogen-specific. Pathogen-specific guidance appropriate to England, is produced by other agencies, for example, UK Health Security Agency (UKHSA), and can be found in the A-Z of pathogens resource. The NIPCM outlines evidence-based standards and transmission-based infection and prevention mitigations. The literature reviews that underpin and inform the practical application of the NIPCM and highlight implications for research are available via the NIPCM Scotland website.

Audience and target groups

This manual is guidance for the NHS and as such should be applied by all NHS staff involved in patient care. Furthermore, the principles in this manual should be applied across all care settings (including acute, community and social care), complementing specific guidance produced for these settings.

Scope

Guidance contained within this manual relates to infection prevention and control practice with a primary focus on healthcare (NHS) settings, however, the principles set out are relevant to all settings where care is delivered. This manual is complemented by setting and organism specific guidance, produced by agencies such as UKHSA, and links to other relevant guidance and legislation are provided for reference.

Responsibilities for the content of this manual

NHS England will ensure that there is appropriate consultation with key stakeholders, to ensure that the NIPCM recommendations are appropriate to the system and aligned with the relevant pathogen specific guidance, legislation, and mandatory requirements for England.

Responsibilities for adopting and implementing this manual

All registered care providers must demonstrate compliance with the Health and Social Care Act 2008: Code of practice on the prevention and control of infections and related guidance which outlines ten criteria which care organisations must demonstrate compliance against.

Responsibilities of organisation by role
Chief executives/executive board (or equivalent) are responsible for ensuring:

systems and resources available to implement and monitor compliance with infection prevention and control (Criteria 1, Code of Practice) as specified in this guidance in all care areas; compliance monitoring includes all staff (permanent, agency and, where required, external contractors)

there is a culture that promotes incident reporting, including near misses, while focusing on improving systemic failures and encouraging safe working practices, that is, that any workplace risk(s) are mitigated maximally for everyone. This may entail local risk assessments based on the measures as prioritised in the hierarchy of controls in the context of managing infectious agents*.

safe systems of work, including managing the risk associated with infectious agents through the completion of risk assessments (outlined in Control of Substances Hazardous to Health (COSSH) regulations) and approved through local governance procedures, for example integrated care system level. This is for the protection of all healthcare workers, patients, and visitors. This national guidance outlines the recommended principles to support local decision making within individual organisations.

*Guidance on the hierarchy of controls (HoC) is under development using the defined NIPCM methodology and will be included in the NIPCM content as a priority. Setting-specific risk assessment tools are available to support organisations in applying the HoC.

Chief Operating Officers (COOs) are responsible for:

directing the conduct of operational activities in relation to this guidance

providing leadership, support, direction and assistance.

Directors of infection prevention and control (DIPC) are responsible for ensuring:

adoption and implementation of this guidance in accordance with local governance processes

a workforce that is competent in infection prevention and control practice; (Criteria 6, Health and Social Care Act Code of Practice).

Managers/employers of all services must ensure that staff:

are aware of and have access to this guidance, including the measures required to protect themselves and their employees from infection risk

have had instruction/education on infection prevention and control by attending events and/or completing training; (Criteria 1 and 9, Health and Social Care Act Code of Practice)

have adequate support and resources to implement, monitor and take corrective action to comply with this guidance; and a risk assessment is undertaken and approved through local governance procedures

who may be at high risk of complications from infection (including pregnancy) have an individual risk assessment

who have had an occupational exposure are referred promptly to the relevant agency, eg GP, occupational health or accident and emergency, and understand immediate actions eg first aid, following an occupational exposure including process for reporting (refer to section 1.10)

have had the required health checks, immunisations and clearance undertaken by a competent advisor (including those undertaking exposure prone procedures (EPPs); (Criteria 10, Health and Social Care Act Code of Practice)

include infection prevention and control as an objective in their personal development plans (or equivalent) (Criteria 6, Health and Social Care Act Code of Practice)

refer to infection prevention and control in all job descriptions.

Staff providing care must:

show their understanding by applying the infection prevention and control principles in this guidance

maintain competence, skills and knowledge in infection prevention and control by attending education events and/or completing training

communicate the infection prevention and control practices to be carried out by colleagues, those being cared for, relatives and visitors, without breaching confidentiality

have up-to-date occupational immunisations, health checks and clearance requirements as appropriate

report to line managers, document and action any deficits in knowledge, resources, equipment and facilities or incidents that may result in transmitting infection including near misses, eg PPE failures

apply the principles of good practice for uniform and workwear as set out in the NHS England uniforms and workwear guidance, eg, bare below the elbow

not provide care while at risk of transmitting infectious agents to others; if in doubt, they must consult their line manager, occupational health department, and or their infection prevention and control team (IPCT)

inform the IPCT and local UKHSA health protection team of any outbreaks or serious incident relating to an outbreak in a timely manner and in accordance with local policies and procedures.

Infection prevention and control teams must:

engage with staff to develop systems and processes that lead to sustainable and reliable improvements in applying infection prevention and control practices

have suitably qualified infection prevention and control staff who can provide expert advice on applying infection prevention and control in all care settings and on individual risk assessments, ensuring action is taken as required

must maintain competence, knowledge and skills in infection prevention and control practices

have epidemiological/surveillance systems capable of distinguishing patient case(s) requiring investigation and control.

When an organisation eg, an NHS trust, uses products or adopts practices that differ from those stated in this manual, it is responsible for ensuring safe systems of work, including the completion of a risk assessment approved through local governance procedures.

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National infection prevention and control manual (NIPCM) for England

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This is an evidence-based practice manual for use by all those involved in care provision in England. It should be adopted as mandatory guidance in NHS settings or settings where NHS services are delivered, and the principles should be applied in all care settings.

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A line managers guide to the learning contract

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A line managers guide to the learning contract

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*Children's services only* Lisa's story (page 16)

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*Children's services only* Lisa's story (page 16)

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Scroll down to the bottom of the page - Lisa's story is the last video

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Our strategic triangle & respectful behaviours

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Our strategic triangle & respectful behaviours

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Leeds Improvement Method - Respectful Behaviours

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Use this form to work with your team to identify waste in your area.

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Excellent piece of micro-learning on Kolb's theory - which may help support you with your reflective accounts.

He provides a different perspective to Gibbs, or Johns models for example.

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*All Practitioners* Lucy Watts: "The one sentence that changed my life"

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*All Practitioners* Lucy Watts: "The one sentence that changed my life"

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One sentence that transformed my life | Lucy Watts | TEDxNHS

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Kristen Neff TED Talk on Self Compassion

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Kristen Neff TED Talk on Self Compassion

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The Space Between Self-Esteem and Self Compassion: Kristin Neff at TEDxCentennialParkWomen

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#treatmewell Reasonable Adjustments at Leeds Teaching Hospitals

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The self-compassion test (Dr Kristin Neff)

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The self-compassion test (Dr Kristin Neff)

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Welcome to the Self-Compassion Test!
Please read each statement carefully before answering. To the left of each item, indicate how often you behave in the stated manner, using the following scale:

Self-Compassion Test Score interpretations:

Average overall self-compassion scores tend to be around 3.0 on the 1-5 scale, so you can interpret your overall score accordingly.
As a rough guide:1-2.5 for your overall self-compassion score indicates you are low in self-compassion.
2.5-3.5 indicates you are moderate.
3.5-5.0 means you are high.

Remember that higher scores for the Self-Judgment, Isolation, and Over-Identification subscales indicate less self-compassion, while lower scores on these dimensions are indicative of more self-compassion (these subscales are automatically reverse-coded when your overall self-compassion score is calculated.)
Here are some self-compassion practices you can try now.

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Welcome to the Self-Compassion Test! Please read each statement carefully before answering. To the left of each item, indicate how often you behave in the stated manner, using the following scale: ...

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Person-centred care made simple - The Health foundation 2016

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Person-centred care made simple - The Health foundation 2016

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Unfortunately, your browser is too old to work on this website. Please upgrade your browser

This seeks to provide a quick overview of person-centred care, offering a clear explanation of the principles, why it is important, how it has developed, and some examples to help those considering putting person-centred care into practice.

It's written for anyone interested in health and health care, including health care professionals and those who use the NHS.

The challenges facing the NHS are well understood. There are growing numbers of older people and people living with long-term conditions and disabilities. At the same time, health and social care budgets are under increasing pressure.

If we are to provide high-quality care that affords people the best possible quality of life, we need to rethink the relationship between people and the services that provide their care.

In person-centred care, health and social care professionals work collaboratively with people who use services. Person-centred care supports people to develop the knowledge, skills and confidence they need to more effectively manage and make informed decisions about their own health and health care. It is coordinated and tailored to the needs of the individual. And, crucially, it ensures that people are always treated with dignity, compassion and respect.

Cite this publication

Person-centred care made simple. The Health Foundation; 2014 (www.health.org.uk/publications/person-centred-care-made-simple).

Further reading

Tim Horton and Tom Hardie explore empathy and person-centredness in the context of technology and AI...

About 24 mins to read

Which improvement approaches have the potential to increase productivity in the NHS? Tim Horton,...

The Health Foundation's Improvement team share some findings from their mapping of the health care...

A rapid review of research about measuring the extent to which care is person-centred.

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Heather Wilson reflects on the unrelenting pressures facing nurses at the moment.

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Work with us

We look for talented and passionate individuals as everyone at the Health Foundation has an important role to play.

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The Q community

Q is an initiative connecting people with improvement expertise across the UK.

Find out more

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This guide is a quick overview of person-centred care, offering a clear explanation of the principles, why it is important, how it has developed, and some examples to help those considering putting person-centred care into practice.

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Listening to understand: A core leadership skill

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Listening to understand: A core leadership skill

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Listening to Understand: A Core Leadership Skill : Journal of Public Health Management and Practice

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NB: some may find this an emotive video

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The empathy switch | Sammy Batt-Rawden | TEDxNHS

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The Kings Fund: Five Myths of Compassionate Leadership

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The Kings Fund: Five Myths of Compassionate Leadership

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Lets understand the value of compassionate leadership by challenging some of the myths.

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The most important starting point is compassion - a core value of the NHS as a whole and its NHS staff. Sustaining the NHS as a culture of high-quality compassionate care requires compassionate leadership at every level and in interactions between all parts of the system - from national leaders to local teams. Compassionate leadership in practice means leaders listening with fascination to those they lead, arriving at a shared (rather than imposed) understanding of the challenges they face, empathising with and caring for them, and then taking action to help or support them. Such leadership will help us begin to address the problems the service faces because top down national solutions are not working. Meanwhile, patient care and staff health are being undermined.

But there are some myths that must be addressed to ensure people see the value of compassionate leadership. These are that compassionate leadership will mean:

loss of commitment to purpose and high-quality performance

tough performance management and conversations won't be allowed or will be labelled as bullying

always taking the easy, consensus way forward rather than putting patients and communities first

not being able to challenge the status quo and make the radical changes our patients and communities need

team work and system working will be controlled by whoever has the most power and is most ruthless.

Virtually all NHS staff are committed to providing high quality and compassionate care. They represent probably the most motivated and skilled workforce in the whole of industry. However, we impose on them a dominant command and control style that has the effect of silencing their voices, suppressing their ideas for new and better ways of delivering patient care and suffocating their intrinsic motivation and fundamental altruism. Released, their motivation and creativity will ensure commitment to purpose and performance. Their voices are needed to tell us how care can best be improved as the endless remote top-down plans often fail because they ignore the reality of day to day care.

Compassionate leadership means creating the conditions - through consistently listening, understanding, empathising and helping - to make it possible to have tough performance management and tough conversations when needed. Staff complain they only see their leaders when something goes wrong and that even if they do listen, nothing changes after the conversation. Compassionate leadership ensures a collective focus and a greater likelihood of collective responsibility for ensuring high-quality care.

At The King's Fund's annual leadership and management summit in July, the distinguished Harvard professor Amy C Edmondson will reflect on her work linking compassionate leadership with what she calls 'psychological safety' in health care teams. This helps staff feel safe to talk about their errors and near misses, to address concerns about work overload, to talk about worries over lack of competence, and to call out bullying, harassment and discrimination, all of which leads to health care team innovation and effectiveness, as Amy's research demonstrates.

The only way to respond to the challenges that face us in the NHS is through radical innovation - transformational change. That can only come through releasing staff from the rigidities of bureaucracies, command and control hierarchies, and relentless top-down scrutiny and control. And the evidence from research is clear that compassionate leadership is the vital cultural element for innovation in organisations.

Compassionate leadership creates the conditions where the collective good - the needs of patients and communities and staff wellbeing and development - are prioritised over individual agendas, regardless of status, aggression, or undermining. Such leadership creates the conditions where it is possible to identify and challenge inappropriate use of power, hierarchy or control over resources that are inconsistent with the values and vision of our health services.

As Don Berwick, Prerana Issar (new Chief People Officer) and Sam Allen (CEO of Sussex Partnership Trust) commented in the recent King's Fund online event, compassionate leadership requires courage. The courage to listen to tough messages from those we lead. The courage to explore their understanding of the challenges they face and to have our own interpretations challenged and rejected. The courage to feel how draining it is to work a 70-hour week, to not have time to go to the toilet on a shift, to have no access to food and drink on a night shift, or to be on the receiving end of violence or abuse from members of the public. And the courage to accept that practicing compassionate leadership will first and foremost address the most apparently intractable workplace challenges such as excessive workload, staff shortages and ever-increasing demand.

We hear some saying 'let's just talk about positive leadership rather than compassionate leadership'. But that's a cop-out. Positive leadership means all things to all people. And it can be a fig leaf for pretending that problems don't exist and then failing to address the endemic problems of bullying, harassment, discrimination, lack of equal opportunities and an increasingly beleaguered and damaged workforce. And it is meaningless - it doesn't identify what the key leadership behaviours that constitute positivity are.

Compassionate leadership requires huge courage, resilience and belief - it requires a commitment by you as a leader (and all staff should be considered leaders in the NHS) to be the best that you can be. It begins with self-compassion so that by attending to yourself, understanding the challenges you face in your own work (and life more generally), empathising or caring for yourself, and then taking wise action to help yourself, you are able to stay close to the core values that give our lives and work meaning - compassion, wisdom, courage, justice - we are able to have deeper, more authentic and more effective interactions with all those we work with and offer care for. Putting such leadership into action demonstrates not the myths, but the magic of compassionate leadership.

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Compassionate leadership is needed now more than ever in the NHS, but there is a reluctance to put it into practice. Michael West and Suzie Bailey dispel five common myths surrounding compassionate leadership and explain how it is essential for alleviating the current workforce crisis.

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Cohort 7 & 8 - please save the date for the EIP Celebration Event 2024! 

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Cohort 7 & 8 - please save the date for the EIP Celebration Event 2024! 

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If you have any questions, or queries over the course of the programme, please contact the Excellence in Practice team at:

leedsth-tr.professionaldevelopmentteam@nhs.net

This inbox is monitored Monday - Friday between 9am - 5pm.

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I have completed my portfolio...what do I do now?

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I have completed my portfolio...what do I do now?

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Most of you will be completing the portfolio on Xapimed. When you have completed your portfolio, remember to click 'SUBMIT' to send it to your line manager for review and sign off.

When your line manager has digitally signed off your portfolio, you will be automatically marked as completed. You will receive a confirmation email from us, but please be aware that this might not be immediate.

In the rare circumstance that you have completed your portfolio either by hand or PDF, please take a screenshot or a photo of the "Line Manager Sign Off" page and send it as an attachment to leedsth-tr.professionaldevelopmentteam@nhs.net.

We will respond within 48 hours with an acknowledgement that this has been received.

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Here you will find lots of resources aimed at helping you implementing improvement in your work area.

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COHORT 8: use this form to provide feedback

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COHORT 8: use this form to provide feedback

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Thank you for attending your Excellence in Practice study day. We hope you found the day engaging, and useful for your future development.

We recognise that it is challenging in practice at the moment. We very much value your attendance and contribution to the study day, and your personal commitment to your professional development.

We want to hear your feedback so we can keep improving the programme. Please fill this quick survey and let us know your thoughts (your answers will be anonymous).

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Excellence in Practice - Cohort 8 course evaluation

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Thank you for attending your Excellence in Practice study day. We hope you found the day engaging, and useful for your future development. We recognise that it is challenging in practice at the moment. We very much value your attendance and contribution to the study day, and your personal commitment to your professional development.