Guidance Tna Tools

Guidance for using the End of Life Care (EoLC) Training Needs Analysis (TNA) Tools
Contents
Introduction ......................................................................................................................... 2
The EoLC Tools .................................................................................................................... 3
EoLC Competences............................................................................................................... 4
EoLC is Everyones Business .............................................................................................. 4
Health and Social Care Career Frameworks ........................................................................ 5
Hints and tips for an effective TNA ........................................................................................ 6
Step 1 - Clarifying the purpose .......................................................................................... 7
Step 2 - Adapting the TNA Tools to your local need ............................................................ 8
Step 3 - Distribution, uptake and response rates ............................................................... 11
Step 4 - Data collection ................................................................................................... 13
Step 5 - Analysis ............................................................................................................. 13
Step 6 - Develop an education and training plan ............................................................... 13
The Scope, Target and Purpose of each EoLC TNA Tool ....................................................... 15
EoLC TNA Tool 1 Organisation ...................................................................................... 15
EoLC TNA Tool 2 Individual .......................................................................................... 16
EoLC TNA Tool 3 Education Providers ............................................................................ 17
Acknowledgements ............................................................................................................ 18
Bibliography ....................................................................................................................... 18
1
EoLC TNA Guidance Document August 2011
Introduction
A Training Needs Analysis (TNA) is the systematic gathering of information to find out employees
capabilities and to identify any gaps in the existing skills, knowledge and attitudes.
To do this, analysis of this information is matched against the organisations demands for these
skills now and in the future - to include new roles and changes in capability. This enables an
education and training plan to be developed that will ensure existing and new workers are
provided with opportunities to attain the skills and knowledge required.
An End of Life Care (EoLC) TNA can be used to survey all workers in health and social care regardless of discipline, grade, role, responsibility or setting - whose work includes care and
support for people approaching and at the end of their lives. The TNA will help identify the
common core EoLC competences that all workers need, whether their primary involvement is
related to health or social care and support.
TNA tools are practical solutions to help ensure a systematic approach to TNA. The TNA tools
discussed here are 3 questionnaires specific to EoLC, which, together with this guidance
document, are designed to help you get the best out of your EoLC TNA.
At the heart of any TNA is gap analysis which in this instance is an attempt to define the EoLC
competence that is needed to provide effective EoLC as defined by the EoLC Common Core
Competences and Principles (DH 2009) compared to the EoLC competence currently held. The
term normative need is used to define this gap between the desirable standard and the standard
that exists (Furze & Pearcey 1999).
Identification of the normative needs will come from the TNA process - which includes the use of
these TNA tools and also additional data. Additional data may include information from key
stakeholders (e.g. practitioners, key informants as experts and service users) and other local data
(e.g. complaints, service development plans and strategic objectives).
2
The EoLC Tools

These EoLC TNA tools were developed through the national communication skills pilot project
initiated by the National End of Life Care Programme and conducted by 12 centres in England
during 2009/2010. This guidance and the TNA tools should be read and used with reference to
the Common Competences and Principles: A guide for health and social care workers working
with adults at the end of life (DH 2009).
The findings and recommendations from the national pilot project have informed the review and
redevelopment of the EoLC TNA tools. The national pilot project indicated that a one size fits all
approach to EoLC TNA may not be applicable and that targeted TNAs may be required for certain
sectors/disciplines and to provide more detailed data. However, the results also showed that, even
within targeted TNAs, some core questions across common themes can still be used to correlate
data between questionnaires and between sites and settings. The pilot sites also recommended
that future EoLC TNAs should include all 5 EoLC competence areas to make use of the TNA
opportunity.
As a result the new tools:
Address all 5 EoLC competence areas
1. Communication Skills
2. Assessment and Care Planning
3. Symptom management, maintaining comfort and wellbeing
4. Advance care planning
5. Overarching values and knowledge
Are applicable to both health and social care workers and settings [NB: Pre-registration
student groups are not represented in this TNA].
Are designed to be used together or independently as required.
Provide off the shelf templates with common themes and questions in each tool that will, if
they remain largely unchanged, enable comparison and collation of results between settings
and between the 3 tools.
Offer scope for additional questions to be added to complement the core questions
provided in each tool in order to refine the tools to accommodate local variation and need.
The key principle of using these EoLC TNA tools is that by using the templates
unchanged, or with limited changes/adaptations for local need, will enable collation
and comparison of data between settings and between tools.
3
EoLC Competences
The National Common Core EoLC Competences and Principles (DH 2009) were designed to
support workforce development, in its broadest sense, to ensure all workers are confident and
able to work effectively with people at the end of their lives. Competence is having the
behaviour, underpinning knowledge and values expected to fulfil a specific role.
EoLC competences and principles, though specific to EoLC, are not considered specialist skills.
For people working as specialist palliative care practitioners there will be higher level expectations
around both performance and knowledge regarding EoLC, but these core competences and
principles will still be meaningful to them, and a good understanding of them will be helpful when
working with other organisations and/or other disciplines. Though some specialist competences
may also be required in addition to the core competences, even so, not all those working in
specialist palliative care will need advanced level competence in the core EoLC competences.
This TNA is not directed at sector specific or specialist EoLC competences over and above the core
EoLC competences, but can be adapted locally to include additional specialist and sector specific
skills if required - e.g. specialist palliative care competences or other sector specific competences
(such as dementia and EoLC or learning disability and EoLC).
EoLC is Everyones Business

During the course of a working life many people will at some time find themselves supporting an
individual who is in the final stages of their life. Even though this is not a key part of their day to
day role, it is important that they are prepared and able to make a positive contribution when it is
needed. Everyone involved in providing EoLC needs to be competent to work in this context. The
range of areas in which workers need to be competent, and the level of skill they need to
demonstrate, depends upon their work setting, their role and the level at which they would
normally be expected to perform.
Within the TNA tools reference is made to 3 groups - Group A, Group B and Group C ; these
groups were introduced in the National EoLC strategy (2008) and have been included in a variety
of end of life care documents since.
These groups are defined as:
Group A - EoLC is the organisations core business and the majority of work for most
workers - e.g. hospice or palliative care service
Group B - EoLC is a regular feature of work for many workers e.g. care home for older adults, Accident and Emergency department
Group C - EoLC is not a regular feature of work e.g. mental health services
In these TNA tools the 3 groups are only applied to indicate the extent to which EoLC is
encountered in different settings only; they are not used here to define the level of EoLC
competence workers in these settings would need.
4
The premise for this is that the level of EoLC competence is not necessarily a direct relationship to
setting or frequency of dealing with EoLC; nor is it directly related to seniority. There are different
expectations of different roles/staff groups, in different settings, and in different circumstances.
Therefore regarding TNA each competence should be interpreted and applied to the particular role
and circumstances of the worker or workers, and different levels of competence may be required.
Please also note that an individual worker may not need the same level of competence in all of the
EoLC competences.
This confirms that each competence should be interpreted and applied to the
particular role and circumstances of the worker or workers.
Health and Social Care Career Frameworks

This TNA is intended for use across both health and social care settings; however, the health and
social care career frameworks, though similar, do also have some differences. If joint TNA and
education and training provision are to be considered some correlation between roles and
responsibilities and career frameworks in health and social care is needed - please see table 1
below which attempts to provide a very brief overview of this.
Table 1 Correlation between roles and responsibilities and career frameworks in health and social
care
Roles
Senior Practitioner
Middle and senior management
Practitioners (e.g. registered
health or social work practitioners)
Assistant practitioners
Senior care workers
Administrators
Care and support workers
Ancillary support workers
Clerical admin
Volunteers
Social Care Career

Pathway
NHS Career
Framework & Agenda
for Change (AFC) pay
bands
Level 6 - 8
Level 6 - 9 (AfC 6-9)
Level 3-5
Level 3 - 5 (AfC 3-5)
Entry Level Level 2
Level 1 - 2 (AfC 1-2)
5
Hints and tips for an effective TNA

As stated in the Introduction the heart of any TNA is gap analysis - identifying the gap between
the desirable standard and the standard that exists (Furze & Pearcey 1999), the normative need.
A narrow approach to training needs assessment, e.g. taking just one view of the need or using a
single approach to needs assessment, can lead to important and unlooked for needs being missed.
However, a well-designed TNA that demonstrates flexibility and breadth (Grant 2002) and that
canvasses a range of stakeholders (to include service users) will help ensure that workers and
service users needs and wishes are considered alongside service/organisational needs. It should
also support inclusivity and reduce bias and value judgments.
The overall process of a TNA is shown in the diagram below.
Training Needs Analysis Process
6
Step 1 - Clarifying the purpose

The first step is to clarify the purpose of the EoLC TNA - why, what, who, when, where and how.
The following questions may help to frame and define a TNA:
A) What level do you wish to conduct the TNA at and why?
National
Regional
Local
Organisational
Departmental
For example:
The organisation/employer EoLC TNA Tool can, at its widest/broadest, include all
health and social care organisations in a region (LETB, LAT area), and at its
most discrete/specific can be directed at an individual ward, team or discipline.
There are of course a wide range of options in between - Strategic Clinical
Networks, sector specific (e.g. care homes in a region), within a single
organisation/provider (care or education), directorate/division/faculty within an
organisation (care/education).
B) What outcomes are you looking for?

More specifically the questions you may want answered might be:
Why do people need the education/training?
What knowledge, skills and competence are needed?
Who needs the education/training?
When will they need the new knowledge, skills and competence?
Who may deliver the education and training and where?
How are the new knowledge, skills and competence to be imparted?
How much will it cost, how might it be funded?
How will it be evaluated cost benefit?
The scope and purpose will help define:
Who will (could or should) conduct the EoLC TNA
How it will be conducted
When or over what period of time will it be conducted
Where will the data come from - i.e. what data sources will be needed (the people to be
surveyed , stakeholder and other information)
The scope, timescales, how it is conducted and the data sources used will be further determined
by what resources are available:
Time
People
The level of detail/accuracy/reliability needed
Accessibility of the data sources
Do not underestimate the dedicated time and equipment needed for data input and data
analysis. You may need to consider this as a limiting factor to the scope and distribution of
7
the TNA - i.e. are there the personnel and equipment available in the timescales specified
to handle large quantities of data?
If web hosted online TNA questionnaires are employed these will usually be associated to
dedicated survey software that will enable direct uploading of data to the database do
establish at the outset the capacity and functionality of any survey software to be used.
Paper versions of the TNA and versions distributed via email (either as an attached text
document or as an electronic form) will commonly need the development of an electronic
database (e.g. Microsoft access database) and manual data input.
Step 2 - Adapting the TNA Tools to your local need

Title
Some attention to the titles used for each Tool is advised to ensure uptake and understanding; the
title of the same Tool may need to vary between settings depending upon its target.
The 3 original TNA tools that were used in the national pilot were entitled
Employer
Employee
Trainer
However, these titles were interpreted differently in different settings and in many instances this
confusion contributed to them not reaching appropriate personnel.
For example:
In a care home the Employer may be the private owner of the care home who is not
involved in the day-to-day running of the home or managing workers, and as such is
not best placed to complete this questionnaire. In this instance the Care Home
manager or unit manager would be the more appropriate target.
Some senior managers in the NHS (e.g. head of a service, directorate or staff group),
only completed the employee questionnaire, which commented upon their own
competence. Whilst this was of interest, they were in fact also in a good position to
complete the Employer questionnaire as well or instead, but did not identify
themselves as employers.
Regarding Trainers, some senior workers in particular provide training to others as
part of their role but would not define themselves primarily as a Trainer, and so did
not complete this questionnaire.
Some
suggestions to overcome these problems are:

Direct specific Tools to specific named people/groups
Change the title of the Tools to match your target groups
Include some explanatory text or information sheet to provide clarity
The organisation/employer TNA could therefore be targeted at/directed to a range of different

people; for example:
Health - Director of services, Director of Nursing, Director of Therapies, Director of Human
Resources, Division/service managers, Matron, Education lead
8
Social Services - Director/Assistant Director/Head of Adult Services

Care homes - Owner/manager, Registered manager / unit manager
Social work - Operations manager/lead social worker
If distributing/making all 3 Tools available to all workers you will only get a good response if:
Workers are aware that they can complete more than one Tool (i.e. questionnaire) if more
than one is applicable to their role(s)
Workers can identify their role(s) within an organisation with the Tool title
Language
Every attempt has been made to ensure the language used in the TNA tools is applicable to and
recognised by workers in both health and social care settings. If amendments are made to the
Tools, e.g. additional questions, please consider the language used and its potential regarding
exclusivity/inclusivity.
The national pilot also revealed great variation in interpretation between workers and settings of
terms such as End of Life Care, Specialist Palliative Care, etc. and it is recommended that some
common agreed definitions are used; each TNA template contains the same EoLC definition (see
below):
End of Life Care (EoLC):
EoLC incorporates all elements of the daily lives of those people nearing the end
of their lives - whether from disease progression or old age. A wide group of
both health and social care workers are involved in this provision.
The care and support provided does not necessarily include medical or nursing
care but will include the management of all physical symptoms including pain,
and providing psychological, social, spiritual and practical support.
However, alternative definitions are available or you may have a local definition you
would like to use instead. Additional definitions regarding specialist palliative care or
competence may also be needed e.g.
End of Life Care (EoLC)
EoLC encompasses the person at the centre of the care plan (patient / client /
person / resident / service user), informal carers and family and friends, and may
include children and young people.
Specialist palliative care:
Specialist palliative care is highly-skilled and focused care and support provided
by those working as palliative care specialists, e.g. in a hospice.
9
Competent:
Having the behaviour, underpinning knowledge and values expected to fulfil a
specific role.
Competencies
The TNA tools are not sector specific, and do not address specialist EoLC competences over and
above the core EoLC competences. Local adaptation to include additional specialist and sector
specific skills can be added if required (e.g. specialist palliative care competences or other sector
specific competences such as dementia and EoLC or learning disability and EoLC), as can
adaptations to accommodate particular disciplines (GPs for example).
Additional questions
The key principle of using these EoLC TNA tools is that if the core questions remain largely
unchanged in each tool, this will enable collation and comparison of data between settings and
between tools. If alterations are made an attempt to provide some consistency between the 3
tools is also needed.
However, additional questions to supplement or complement the core questions can be added to
provide further detail.
It is also recommended that the number of free text questions are kept to a minimum and
instead adding more categories to a range of options / selection lists used in preference whenever
possible, as the latter are easier to collate and analyse than free text.
Organisation or setting:
Additional questions can be added to refine information about an organisation or setting for
example, to provide details of:
Geographical location, e.g. post code, address or catchments
Additional services/settings such as funeral directors and coroners offices or
bereavement services.
A TNA conducted in a specific sector or setting (e.g. care homes) could be limited to that
one setting but could also be further refined to provide additional detail as to its nature,
e.g. private, local authority, charitable, etc.
Staff groups:
Staff groups can be refined further by adding sub groups/categories under each heading or
using/asking for local role titles or pay bands. Equally higher level grouping can also be
adopted e.g. medical, nursing, social workers, social care workers etc. if required. In the
same vein a TNA conducted in a specific sector or setting (e.g. care homes) can be limited
to the role titles/staff groups relevant to that setting.
Achieving competence:
An additional question could be used to elicit more information from workers about how
they might want to attain new knowledge, skills and competences - e.g. study days, work
based skills development, academically accredited courses/qualifications, etc. but
provided as a choices list rather than a free text option. Another question that could be
asked would be if, in their opinion, there are any barriers to accessing education; again, a
10
choices list (e.g. transport, cost, lack of computer skills, difficulty getting study leave, etc.)
would be preferable to free text.
Educators/Trainers:
Additional questions can be added to the Educators/Trainers TNA Tool:
To ascertain from those where education is not their main role how much time they
spend teaching, and where that teaching takes place - in house or at university, etc.
Regarding their own experience/qualifications in EoLC
They could also be asked to comment upon their own professional development needs
regarding EoLC competence and EoLC education competence.
Further detail can be elicited regarding each education activity - e.g. duration, number
of students/attendees, how often the course runs, how it is funded, the qualification or
quantity of academic credits it confers, how it is taught/delivered, its learning outcomes,
how it is assessed, how it is evaluated. Educators could also be asked to indicate if the
education provided confers specialist EoLC knowledge and skills, i.e. suitable for
specialist EoLC/palliative practitioners only.
Educators could also be asked to comment upon where they feel the EoLC education /
competence gaps are locally and the level of these. They could even be asked to relate
these to particular staff groups and settings.
Educators could also indicate the type of education they feel would best fill the gaps
identified.
Educators could also be asked to comment upon how sector specific and specialist
EoLC/palliative care skills are provided.
Step 3 - Distribution, uptake and response rates

The TNA pilot suggests that the response to a TNA, be it distributed online or in a paper version,
will, on the whole, be relatively low, especially if a very wide distribution and broad scope is
employed. The broad scope and thus lack of specificity may restrict/reduce relevance to some
sectors and thus potential respondents may not identify their role/work with the content/purpose
of the TNA. Wide distribution, large distribution numbers and a snowball/indirect approach to
distribution precludes follow up of all non-respondents to encourage completion/engagement.
Smaller, targeted TNAs achieved better distribution and response as they can be tailored to the
sector, ensuring relevance and appropriate terminology, and they could be better supported with
persistent follow up.
A range of TNA tool formats may need to be made available to improve accessibility, rather than
relying on any one method, e.g. a web hosted online questionnaire; workers in some settings have
limited access to computers and/or the internet or have poor digital literacy/confidence.
However, a widely distributed, broad scope TNA may be required by commissioners for instance,
in which case a realistic assessment of the quality and quantity of data this will provide is needed.
Such a TNA may be best suited to the distribution of the Employer and Trainer Tools only. The
TNA Tools would need to be short, with easy to complete questions - i.e. restricted to the core
questions only.
Another method that can be adopted is called combination or mixed purposeful sampling. This
accommodates smaller distribution numbers but helps to ensure robustness. The sample of
11
individuals or organisations the TNA is distributed to and the additional data sources to be
investigated will be directed by a number of agreed predetermined factors that may include, for
example, convenience, typicality, uniqueness and variation. The criteria for sampling will be
established to ensure the TNA sample is representative of the current workforce and relevant
organisations and provides enough varied and detailed data to enable some meaningful analysis
and education and training need projection.
To increase uptake/response requires the following:
Some dedicated administration time and a dedicated project lead as well if possible this
would enable follow up of non-responders.
Stakeholder support and engagement at senior and middle management levels and
identified TNA champions.
Good quality contact details up to date and accurate.
Good quality supportive information information sheets or covering letters tailored to
specific groups as necessary.
Central electronic database for data collection.
Clear, consistent and timely marketing - avoid peak holiday periods, financial year ends or
predicted busy periods.
Effective distribution in the pilot there was also some evidence of cultural gate keeping
(often unintentional) within organisations - i.e. assumptions made by managers and
workers groups themselves that this questionnaire was intended for registered clinical
workers, and as a result the numbers of non-clinical and non-registered clinical workers
were not representative of the numbers of those workers employed in different settings.
Use of existing groups for distribution and completion, e.g. course or meeting attendees.
Opportunities to complete the TNA online, on paper or over the telephone.
Persistent follow up adopt a rationalised and targeted approach. It may be that just key
sectors are followed up to ensure some representation rather than blanket follow ups.
The best response rates came from face to face engagement on a one to one basis or with a
captive audience - e.g. learners attending a course, or attendees at a meeting. Persistent follow
up of initial invitation via email and especially via telephone calls that also enabled telephone
completion of questionnaires also increased responses.
TNA data can also be collected by other means alongside the deployment of the TNA tools - e.g.
focus groups, telephone interviews and service user involvement - but additional administration,
time and personnel may be required to conduct these.
In the pilot many sites allocated a 2 or 3 week window for distribution, completion and return of
questionnaires, and most found this timescale proved insufficient; therefore at least 4 weeks is
recommended. Some sites also found the data analysis more time consuming than first anticipated
and at least 4 weeks would need to be allocated for this aspect, depending upon the complexity of
the questionnaire and the numbers of completed questionnaires returned.
12
Step 4 - Data collection

Development of a computer based database is recommended and the number of free text
questions should be limited.
Online TNA tools, if adequately supported with survey software, should download direct to the
electronic database. Online questionnaires are for administrative ease the preferred mode, but as
mentioned earlier a range of methods will be needed.
Data from paper versions and documents circulated by email will need to be manually added to
the database.
Do not underestimate the time this may take.
Step 5 - Analysis
TNA questionnaire responses/results will need to be collated and analysed, and the results of this
analysis will then be reviewed in light of any additional data and information to enable gap
analysis regarding competence and education resources. Again do not underestimate the time this
may take
As stated above, free text questions should be limited especially when large numbers of
individuals/organisations are being surveyed. As collation of this data and subsequent analysis
can be particularly complex and time consuming.
At this time an evaluation of the TNA process is also advocated to inform future efforts.
Step 6 - Develop an education and training plan

An Education and Training plan can be used to inform education commissioning, education and
training resource development, education and training pathways, education and training
evaluation and the development of in house education and training (to include induction).
13
Individual EoLC TNAs (EoLC TNA Tool 2) can be used as part of appraisal to assess individual
EoLC training needs and provide each individual with an action plan for the forthcoming 12
months.
Individual EoLC TNAs collated departmentally (team/department/division) can identify the
collective EoLC skills and training needs for different staff groups as well as for the service.
Collation of departmental EoLC training needs can then be used to give a broad indication of an
employers or organisations EoLC training need. This can then be mapped to local education
provision, Education/Trainers TNA questionnaire (EOLC TNA Tool 3) allowing gaps to be identified
and analysed and education opportunities to fill the gaps can be defined and used to develop an
Education and Training Plan.
Regional collation of the Employers and Organisations EoLC TNAs (EoLC TNA Tool 1) can also be
undertaken to further inform workforce planning and development and education commissioning.
The next section provides a brief outline of the Scope, Target and Purpose of each of the EoLC
TNA Tools. See also Talking Needs Action
14
The Scope, Target and Purpose of each EoLC TNA Tool

EoLC TNA Tool 1 Organisation: Employer/Manager/Team leader
Scope
The organisation/employer questionnaire can, at its widest/broadest, include all health and social
care organisations in a region (e.g. within a Strategic Health Authority (SHA) or in the future
perhaps the scope assigned to GP consortia and skills networks), and at its most discrete/specific
can be directed at an individual ward, team or discipline. There are of course a wide range of
options in between - Regional Network/locality (e.g. cancer network), sector specific (e.g. care
homes in a region), within a single organisation/provider (care or education),
directorate/division/faculty within an organisation (care/education).
Target
The person completing this questionnaire must have the knowledge and understanding of their
organisation, workers and client groups and have the authority to be able to comment upon the
education needs for a range of workers and grades - e.g. senior organisational manager,
service/unit manager, team leader.
Purpose
The aim of this tool is to enable employers to make a broad estimate as to the nature and
quantity of EoLC training and education needed in a period, e.g. a year. The level of detail
attained will be reflected by the employer level completing the TNA.
This tool enables employers to indicate the EoLC competence they feel their workers need to
deliver high quality EoLC compared to existing employee capabilities, and thus identify any gaps in
the existing skills, knowledge and attitudes.
This employer TNA tool data will be informed further by Employee TNA tool results. The Employee
TNA tool provides more detailed information regarding EoLC training needs, as defined by the
employees themselves, in each area of competence by detailing the competence dimensions in
each area.
TNAs at this level should take into account staff movement (change of role and responsibilities)
within the organisation, workers leaving the organisation, recruitment of new workers and
potential/foreseeable changes in service provision. Staff turnover figures can be used to give some
indication of this. Your organisation may calculate and hold this data otherwise the latest National
average turnover figures for health and social care workers can be accessed from:
The NHS Information Centre http://www.ic.nhs.uk
The national minimum data sets for social care www.skillsforcare.org.uk.
The National Council for Palliative Care (NCPC) www.ncpc.org.uk has the minimum datasets
for the palliative care sector, but turnover figures are not provided.
Please also see the Social Services Workforce Review
http://www.dhsspsni.gov.uk/social_services_workforce_review_final_report__march_2011.pdf
The Education Providers TNA results will provide some indication of the nature and capacity of
local education and training provision, which can then be compared to the needs identified.
15
EoLC TNA Tool 2 Individual: Practitioner/Worker/Employee

Scope
The Individual practitioner/employee questionnaire is directed to front line workers, to ensure
accurate representation of their needs.
Target
This tool is not restricted to clinical or registered workers; representatives from all staff groups
(including clinical, non-clinical, paid workers and volunteers) should be canvassed.
This tool can be used as part of an existing appraisal or personal development review process, it
can be used as part of the evaluation of education and learning opportunities, or can be
conducted as a discrete TNA activity. It can be used to provide each individual with an action plan
for the forthcoming 12 months.
Purpose
The aim of this tool is to enable employees to assess their competence and confidence in EoLC
against nationally agreed criteria, and from this to indicate their education and training needs and
seek to influence the EoLC education and training provision.
It provides Employers and Trainers with some indication of the nature and location of local EoLC
education and training needs that can be used to inform future education and training efforts and
commissioning, and ensure that these are aligned to practice needs as well as to organisational
and strategic needs.
16
EoLC TNA Tool 3 Education Providers: Educators/Trainers/Clinical &

Work-based Educators
Scope
Similar to the organisation/employer questionnaire this tool can, at its widest/broadest, include all
education and training providers in a region (e.g. within a Strategic Health Authority (SHA) or in
the future perhaps the scope assigned to GP consortia and skills networks), or it can be more
discrete/specific being directed at an individual institution /faculty/department /team/discipline or
individual educator/trainer.
[NB: The tool could be amended so that details of each individual educationalist in that
organisation delivering EoLC and communications skills education and training could be provided].
Target
Preferably to be completed by the EoLC education lead in the organisation, or by someone who
can comment upon the EoLC and communication skills education provision in the organisation in
detail; this may someone who delivers formal or informal education and training for end of life
care and education/training may be their main role or part of a clinical or management role. EoLC
may be the main focus of the education provided or may be an element within it.
[NB: Vigilance will be needed to ensure that if more than one educator/trainer from the same
institution/provider responds, only unique data regarding education opportunities/courses is
included in the analysis].
Purpose
This tool can be used to identify the formal and informal EoLC and communication skills
opportunities available in the chosen locality. The QCF level that is being delivered and the focus
of the education target audience and EoLC competences can be identified. It will also provide
some indication of the provider and number of workers providing EoLC education and training and
the professional and educational qualifications of those delivering this education.
[NB: QCF level can be indicated even if the education is not academically accredited and
respondents should be encouraged to identify the QCF level. See table 2 below].
8
7
6
5
4
3
2
1
Entry Level
Doctorate (PhD)
Masters (MA, MSc) and post graduate certificates & diplomas)
Bachelor Degrees with honours (was level 3) (graduate certificates & diplomas)
Diplomas of Higher Education, Foundation degrees (was level 2)
Certificates of Higher Education (was level 1)
FHEQ
Levels
QCF Levels
Table 2: Qualifications and Credit Framework (QCF) & Framework for Higher Education
Qualifications (FHEQ)
An A level is equivalent to level 3

}
Foundation Learning
The qualification size Award, Certificate or Diploma tells you how long it will take, not how
difficult it is. The level tells you how difficult it is. More information about QCF can be accessed
from:
http://www.skillsforcare.org.uk/qualifications_and_training/qualificationsandcreditframeworkQCF/qu
alificationsandcreditframeworkQCF.aspx
http://www.skillsforhealth.org.uk/getting-the-right-qualifications/vocationalqualifications/qualifications-and-credit-framework-%28qcf%29-qualifications/
17
Acknowledgements
The TNA guidance and questionnaires were developed through the National Communication Skills
Pilot a joint project between the National End of Life Care Programme and Connected
established to explore the need and provision of communication skills training for staff delivering
end of life care.
Each pilot site carried out a training needs analysis and the learning from this has contributed to
the development of these TNA tools which have been extended to cover the four competence
areas for end of life care and the overarching values and knowledge.
Special thanks to:

The twelve communication skills pilot sites.
Skills for Care and Skills for Health for their guidance and support
Sally-Ann Spencer Grey (sally@saspencergrey.co.uk) who wrote the guidance and developed and
tested the questionnaires
18
Bibliography
Department of Health (2008) End of Life Care Strategy. Promoting high quality care for all adults
at the end of life.
Department of Health (2009) Common Competences and Principles: A guide for health and social
care workers working with adults at the end of life.
Department of Health (2010) A Framework of National Occupational Standards to support
common core competences and principles for health and social care workers working with adults
at the end of life.
East Midlands (2010) Evaluation toolkit: assessing outcomes of end of life care learning events
available via http://www.endoflifecareforadults.nhs.uk/case-studies/evaluation-toolkit-assessingoutcomes-of-end-of-life-care-learning-events
and http://www.mylearningspace.me.uk
Furze G and Pearcey P (1999) Continuing education in nursing: a review of the literature. Journal
of Advanced Nursing. 29, 2, 355-363.
Grant J (2002) Learning needs assessment: assessing the need British Medical Journal (BMJ)
324:156- 159.
Spencer Grey S A (2006) Wakefield, Pontefract and Dewsbury Palliative Care Education project
(WPDPCEP), Wakefield: The Mid Yorkshire Palliative Care Strategic Planning Group.
19

Guidance Tna Tools

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Guidance Tna Tools

Încărcat de

Drepturi de autor:

Formate disponibile

Guidance for using the End of Life Care (EoLC) Training Needs Analysis (TNA) Tools

The EoLC Tools

EoLC is Everyones Business

Health and Social Care Career Frameworks

Social Care Career

Level 6 - 9 (AfC 6-9)

Level 3 - 5 (AfC 3-5)

Entry Level Level 2

Level 1 - 2 (AfC 1-2)

Hints and tips for an effective TNA

The overall process of a TNA is shown in the diagram below.

Training Needs Analysis Process

Step 1 - Clarifying the purpose

B) What outcomes are you looking for?

Step 2 - Adapting the TNA Tools to your local need

suggestions to overcome these problems are:

The organisation/employer TNA could therefore be targeted at/directed to a range of different

Social Services - Director/Assistant Director/Head of Adult Services

Step 3 - Distribution, uptake and response rates

Step 4 - Data collection

Step 6 - Develop an education and training plan

The Scope, Target and Purpose of each EoLC TNA Tool

EoLC TNA Tool 2 Individual: Practitioner/Worker/Employee

EoLC TNA Tool 3 Education Providers: Educators/Trainers/Clinical &

An A level is equivalent to level 3

Special thanks to:

S-ar putea să vă placă și