OH Today Spring 2023

SPECIAL EDITION

Partners of OH Today

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OH TODAY

Spring 2023

CONTENTS From the President

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A career in occupational health nursing

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Accreditation

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JANET O’NEILL

Foundations in OH

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Production Editor

MetamOrpHosis

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IAN GARNER

FOM Diploma In-house Training

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Editor LYNN PRATT Assistant Editor

Core Education Technicians Copyright © iOH 2023

Published by iOH, The Association of Occupational Health and Wellbeing Professionals

ioh.org.uk

email: admin@ioh.org.uk

Views expressed in OH Today are those of the contributors and not necessarily those of iOH.

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Nurses and AHP’s

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Doctors

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Additional Training

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MSc in Workplace Health

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And Wellbeing PG Cert Leading Interprofessional Practice Education (LIPPE)

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NSOH and the Progression of OH Education and Training

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The Interview-Debbie Easby Director iOH Student Affairs

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Nor does iOH necessarily endorse any of the products or services mentioned or advertised in the publication. ioh.org.uk

OH TODAY

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From the President Lynn Pratt

W

elcome to this special edition of

features and other free resources to be able to

OH Today. We have dedicated

support our members and keep our

this edition to Occupational Health

membership fee affordable for all. We invite

education.

any questions from members regarding the

We know there is a significant shortage of OH practitioners across all the multi-

It was wonderful to see and talk to so many of

seen more inquiries from members

you at the Health and Wellbeing at Work

requesting advice on how to navigate

conference at the NEC in March. We welcomed

the different course choices available

a record number of new members, bringing

and for career advice. We hope that this

our membership to over 950. The iOH Ruth

special edition will give a flavour of

Alston Memorial Lecture and dinner was a

what is on offer, whether you are

relaxing evening with our guest speaker, Dr

considering OH as a career, you are in

Richard Heron who surprised us all with his

your early journey in OH, or looking to

entertaining and informative presentation on

advance your OH skills and career.

tips for delivering OH Strategy via golf analogies.

this can be a huge barrier to personal

We are delighted that our sponsorship with

development when practitioners are self

Vitalograph, a global leader in respiratory

-funding their studies. In the autumn,

expertise, has been secured for a further year.

iOH will be offering member educational

We are also thrilled to welcome a new

bursaries and an application process will

partnership with Cordell Health -

be outlined shortly. Don’t forget to

Occupational Health and Wellbeing, a social

bookmark our members area for updates

enterprise specialising in workplace health

https://ioh.org.uk/members-area/

and wellbeing.

Meanwhile, the iOH board has been

Finally, our 2023 AGM will take place virtually

considering the future strategy of iOH

on 4th July at 8 pm. Registration will be via our

and has restarted the application to

website link to Eventbrite – invitations to

apply to the Charities Commission for

follow via email and social media.

charitable status. The pros and cons of

this have been thoroughly considered by the board with our legal adviser. If successful, the charitable status will help us to access grants, accessibility OH TODAY

admin@ioh.org.uk.

disciplinary fields. We have increasingly

Education is an expensive business, and

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potential change of status to

Spring 2023

Lynn Pratt President (acting) iOH

A career in occupational health nursing - as told by our own nurses

O

ccupational health is perhaps uniquely placed to offer nurses a career where they can see the impact of their care, while enjoying work-life balance. It’s a role that helps make a huge difference to the lives of those that are able to remain in or return to work, and it helps ensure that employers can retain valuable skills.

Cordell Health is a Social Enterprise delivering quality multi-disciplinary occupational health services to support people with long term health problems in work. The business employs and develops a growing number of occupational health nurses to deliver workplace health and wellbeing programmes.

To find out more about their thoughts on occupational health as a career option, we spoke to some of their nursing and leadership team. They cover what they find rewarding about the sector, the attributes needed and offer their tips to get into occupational health nursing.

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What is rewarding about a career in occupational health nursing compared to general nursing?

years ago and is now Director of Quality.

Many nurses discover occupational

the client.”

health after spending time in other areas of nursing.

Sue Bedford started her career as a

critical care nurse and moved into occupational health nursing over 15 years ago and is now Director of Engagement. As she explains, working in occupational health demonstrates how vital a sense of purpose is for our health and wellbeing. “As a nurse, being able to ensure people remain in meaningful work despite health issues is incredibly rewarding. There is also a

work-life balance benefit, there’s no shift work involved and it’s largely office hours. While it shouldn’t be the sole reason why people go into occupational health, it’s certainly one of the advantages.”

“One of the things I love about the profession is that we really look at the whole person. It’s a whole holistic approach that gives you the autonomy to take that consultation where you think it might benefit the customer and

What attributes are needed for occupational health nursing?

Being an occupational health nurse requires a degree of independence and the realisation that there are different opinions and interests at play. As Carmel explains, this requires a number of skillsets. “You need to be flexible and adaptable and respond to situations and clients quickly. And it’s important to be able to give an independent evidencebased opinion and sometimes tread a fine line. We're not there for the employer's agenda and neither are we there for the employee's wish-list. We're there to give independent advice, to help the manager progress a particular

Carmel Lillis is Director of Nursing and

case and keep the person in work and be

has worked as an occupational health

valuable in work.”

nurse for most of her career.

“Occupational health nursing offers lots

of autonomy, as a nurse you can use many of your skills and experience within a completely different setting.

The reward comes in helping the employee and the manager understand the functional aspects of the condition an employee may be experiencing. We can put adjustments in place that help keep people in work so that they can stay and do a good job.”

Autonomy is also something valued by Sharon Woodhouse, who moved into occupational health nursing over 20

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Sue also feels it’s essential to bring balance to the role. “You've got to make the transition from being wholly your patient's advocate to actually being impartial and understanding that you are now essentially in a tripartite relationship. It's you, it's the employee, and it's the employer. And you've got to ensure that impartiality is at the

As a nur able to e people r meanin despite issues is incredib rewardi

rse, being ensure remain in ngful work health s bly ing.

forefront of your mind and

utilities, airports. Occupational health

understanding that employers do have

has taken me to some amazing places

to make commercial decisions. You're

and different environments.”

there to find a solution that's the best for all.”

In a similar story, Sue started by hearing about a local provider. “I really liked the

Sharon also stresses the importance of

sound of occupational health, so I sent

independence. “It’s very much about

them my CV. There were no roles at the

having the skills to manage both the

time, so I kept in touch and kept trying.

employer and the employee whilst given

That’s an important tip - to not give up.

evidence-based advice and guidance.

As a critical care nurse, I had no

You can’t be swayed by the employee, by

occupational health experience but

the employer or human resources.

eventually a role came up and

Keeping that very open mind but also

fortunately they were a training

using the evidence based that you've

organisation. Since then I’ve done a

got, that’s really important.”

postgrad diploma in occupational

How did you go about transitioning to occupational health nursing?

Like many nurses who discover occupational health, it’s often a field they move into rather than start their career. This was certainly Carmel’s experience. “People are often not aware of what occupational health does and there's such a wide remit to what we do.

I just love the variety and wish someone had told me about occupational health as a student nurse. When I did discover

it, it was as a holiday cover role. It just fired me up completely and I've never lost that enthusiasm for occupational health from that point onwards. I then got a training post in Portsmouth naval

health.”

Advice to get into occupational health nursing?

In many ways, getting into occupational health nursing is like any career move.

You need to do your research. Like Carmel, Sharon feels that nurses may not be aware of just how much variety goes into the role. “It’s a highly rewarding field but it doesn’t have the profile it should. So this means many probably don't understand the level of specialist practice you can achieve and the level you can reach within occupational health. If you do want to transition into occupational health, the training support you’ll need is important so I would certainly suggest

base where I did my certificate through a

asking about training offered.”

local college over two years. I’ve since

Sue’s advice is to network as much as

worked in the NHS, in manufacturing,

possible. “I would join the various Facebook pages. I would also consider joining an occupational-health-specific

group for nursing, such as the IOH or the Faculty of Occupational Health Nursing. There are providers out there that offer training posts and you just

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have to find out who they are and just approach them

programme for them. Whatever their level of

all. That’s how I got into occupational health. And

experience, we support them all the way through

there are also agencies too.”

and not just with fees but with study time as well,

Dr Natalie Green is MD at Cordell Health and also

which is unheard of in occupational health.”

sees the value in networking. “Talking to people and

Natalie covers some of the key aspects of the

networking within this industry is so crucial. I've

Cordell Health training programme. “I think our

never come across another clinical specialty where

nurses find that the professional development we

just meeting others within it is so important. So I'd

do is genuinely different. For example, we have peer

start that early on. I just signed up for society

support groups where senior nurses support more

membership and started reading the journal and

junior nurses in terms of their professional

going to local group meetings so that I could just

development. As part of the programme our doctors

meet other people and talk about their career

might speak on specialist subjects, or we might do

development. I would also sign up for membership to

complex case discussion, which is facilitated by a

one of the organisations that support occupational

doctor. We'll encourage nurses to develop an area of

health nurses. IOH is our partner, and their

specialist expertise so each of them can go into

membership is 10 pounds a year. It's very

roles based on their interests.”

affordable.”

Carmel suggests seeking out a trial or some experience first. “If you are interested in

Occupational health nursing variety with a holistic approach

occupational health you can often try the role first.

To sum up what the speciality has to offer nurses,

For example, most occupational health companies

Dr Nikki Cordell, CEO of Cordell Health shares her

and the NHS will let you come in and work with them

thoughts. “You are looking at the context of health

for a day or a week just to get more of an

almost in a holistic way. You can use your clinical

understanding. To find actual roles there are

knowledge and also bring a solution-focused

agencies that specialise in occupational health

consultation style to helping to find how to support

recruitment.”

an employee in work. You can do case management,

How do Cordell Health develop their occupational health nurses?

For any nurse who might be considering transitioning into occupational health, personal and career development will be an important consideration. Carmel shares her thoughts. “Our training is tailored to each person and their past experience. If they haven't worked in occupational health previously, then we tailor a specific

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you can do some screening, you can do vaccinations, you can go on work sites, you can do health promotion and health coaching. The variety is huge. That’s what makes it such an interesting direction for a career in nursing.”

If you are interested in a career as an Occupational Health Nurse, please contact Tania Sayle tania.sayle@cordellhealth.co.uk for an informal chat. We look forward to hearing from you.

The Whys and Wherefores of Accreditation within Occupational Health Nursing

By Christina Butterworth

A

s the Faculty of Occupational Health Nursing (FOHN) accreditation scheme gets closer to its launch, Christina Butterworth, Chair of the FOHN explains the whys and wherefores of accreditation.

The value of an accreditation scheme lies in both the structure of the scheme and the outcomes. The FOHN assessment process has clear criteria for each level of accreditation, a competency checklist to demonstrate professional practice and assessors who work closely to achieve consistency and quality of approach. Achieving accreditation allows for entry onto the Specialist Register for occupational health nursing. The register will provide a list of OH (Occupational Health) nurses across a broad spectrum of backgrounds and achievement and allow those who commission OH nursing services to conduct a search.

What is accreditation?

Accreditation provides an assessment and recognition of knowledge and experience in an area of practice.

The FOHN accreditation scheme provides an opportunity for occupational health nurses and advisers to develop, sustain and enhance their practice, expertise, knowledge, skills, and professional values. It provides a framework to support reflective, accomplished, and enquiring professionals who can engage with the complexities of occupational health and the changing world of work. The accreditation process and criteria for entry into the ‘specialist register’ are closely aligned to the NMC post registration standards for practice and education.

Why has it been developed?

For many years nurses working in an occupational health setting have raised concerns about getting recognised for their knowledge and experience and the positive impact they have on the working population and the organisations who employ them.

The three key issues are NMC Registration, access to higher education and competency. Not all specialist training courses for occupational health nurses, past and present, allow entry to the NMC Specialist Community Public Health Nurse (SCPHN) Register. The number of post-registration specialist OH nursing courses has reduced in the last five-ten years and funding opportunities for these courses have also been hampered by cost constraints for individuals and their employers.

Finally, nurses working in an occupational health setting are not required to work to any agreed set of competencies, those elements that translate Standards into Practice, resulting in varying levels of quality of services being delivered, which can and does have a fundamental impact on the reputation of the profession.

Who is it for?

All nurses working in occupational health can apply for accreditation. They just need to meet the criteria for whichever level you are applying for.

The accreditation scheme is aimed at career progression from those new to the specialty, who we call a Practitioner, then onto Specialist Practitioner and Advanced Specialist. FOHN will also have annual fellowship awards that recognise excellence in our amazing discipline.

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We recognise that there is already a register for SCPHN nurses, but the numbers are going down each year and it is not inclusive of all nurses working in occupational health. As nurses we have a commitment to those who follow us and to maintain quality in the specialty, for all.

significant contribution to the practice of occupational health nursing or contributed significantly to the work of FOHN. Each category has a unique set of requirements in terms of experience, knowledge, competency, and other attributes.

What does it entail?

Accreditation lasts for three years, with the requirements for an annual declaration.

Accreditation is part of FOHN professional membership, like other specialist accreditation schemes.

There are four categories:

Practitioner (PFOHN)

Practitioners of the Faculty of Occupational Health Nursing (PFOHN (Practitioners of the Faculty of Occupational Health Nursing)) are recognised as a key part of the occupational health nursing workforce. Being a Practitioner offers a professional pathway for registered nurses who are experienced in occupational health but have not completed specialist training.

Specialist Practitioner (SFOHN)

Specialist Practitioner membership of the Faculty of Occupational Health Nursing (SFOHN) is conferred on nurses who have successfully completed FOHN approved specialty training.

Specialty Practitioner membership can also be achieved by an application based on portfolio submission. The portfolio route to specialist accreditation is aimed at nurses who have not completed a faculty approved training programme (or were otherwise unable to finalise specialist registration at the end of training) but who can show that they have undertaken similar training.

They must demonstrate that they meet the requirements, regarding training, qualifications, and experience, by submitting their evidence of this to the Faculty Accreditation Board.

Advanced Specialist (ASFOHN)

Advanced Specialist membership of the Faculty of Occupational Health Nursing (ASFOHN (Advanced Specialist membership of the Faculty of Occupational Health Nursing)) is conferred on specialist nurses who can demonstrate advance levels of knowledge, experience, and skills, with a tangible commitment to occupational health nursing.

Fellowship (FFOHN)

Election of Members of the Faculty to Fellowship (conferring the postnominals FFOM) is FOHN’s way of recognising those who have made a particularly 12

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Where can I find out more?

The FOHN website is being developed to include all the information needed for those interested in accreditation. https://www.fohn.org.uk/ accreditation-2/ Accreditation complements professional registration and all the requirements of the NMC revalidation must be met by all professional members. Those who achieve accreditation must demonstrate a clear commitment to the NMC Code and the FOHN Code of Conduct.

Christina Butterworth RN SCPHN Hon. Fellow FOM, is the Chair of the FOHN

References FOHN/NSOH joint statement: occupational health nursing qualifications and roles.

Nursing and Midwifery Council (2018) The Code: Professional standards of practice and behaviours for nurses, midwifes and nursing associates, London: NMC. Faculty of Occupational Medicine. Categories of membership https://www.fom.ac.uk/membership/ categories-of-membership (Last viewed 25.02.23) Faculty of Occupational Medicine. CESR entry to specialist register https://www.fom.ac.uk/ education/cesr (Last viewed 25.02.23) Royal College of Nursing. ANLP Credentialling: recognising advanced level practice in nursing. https://www.rcn.org.uk/ProfessionalDevelopment/Professional-services/Credentialing (Last viewed 25.02.23) Chartered Institute of Ergonomics and Human Factors. Accreditation: getting the recognition you deserve. https://ergonomics.org.uk/ accreditation.html (Last viewed 25.02.23)

Foundations i

MetamOrpHosis From Caterpillar to P FOM Diploma • An Occupational Therapist’s perspective • An Occupational Nurse’s Perspective

In-house Training • Health Partners • PAM Academy • BHSF Training Academy

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in OH

Pupa

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Foundations in OH

MetamOrpHosis How a series of workshops became a Foundation programme in Occupational Health

By Lucy Kenyon From caterpillar to pupa

M

y journey to developing and delivering the ‘Foundation in Occupational Health’

course for the NHS National Performance Advisory Group (NPAG) has mirrored Kahlil Gibran’s quote: “A traveller I am, and a navigator, and every day I discover a new region within my soul”. (Gibran, 1923) Like so many OH nurses of my generation, I ‘fell’ into the speciality when I took a foundry health surveillance and treatment role in the Midlands, on leaving London for Madchester in 1992 - Rave on! It was here that I first experienced professional mentorship and practice teaching from an inspirational manager. She supported me when management questioned my well-intentioned response to a threatened midnight walk-out in the ‘melt’ area during the heat wave of 1995.

Having read through the instruction leaflet on our vintage wooden whirling hygrometer, I visited and measured the ambient temperature in the area. She also encouraged me to write a report to head office when I noticed a sudden

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increase in shoulder injuries in the loading bay. I met my husband over the corporate binding machine.

During the 1980s and ’90s, despite evidence that promoting health reduced healthcare costs (O’Brien, 1995),

employers started to question the economic merits of OH and demanded a more commercial focus from OH. The OH activities in demand included recommending cost-efficient activities and alternate programs such as budgeting and cost-benefit analysis (Martin, 1993; Lusk, 1988). Nurses needed to upskill in the commercial aspects of workplace health! Arguments

for efficiency alongside safeguarding clinical autonomy are counterproductive for patient outcomes. This led to a push for a new focus on professional education.

Despite the evidence that apparent threats to employees’ job security can have harmful health effects (Kuhnert, 1992), OH activities increasingly became integrated into employers’ sickness

absence management policies and practices. Employers’ expectations of health outcomes have been endearingly named ‘sprinkling of fairy dust’ and

‘crystal ball gazing’ by the OH

developed a series of 8 workshops that I

community. By 2015, nothing had

believe fill the gaps in practical

changed. The newly forming Faculty of

knowledge, competence and confidence

Occupational Health Nursing (FOHN)

of health professionals entering the field

had reported that “Occupational health

of OH. These continue to evolve through

nurses were graduating from NMC

feedback and our inter-professional

accredited courses with very mixed

approach with distinctive learning

levels of experience, knowledge and

outcomes that enable experienced

skills”. (FOHN, 2015)

delegates to participate in supervision

From pupa to butterfly Since 1996 I have had the privilege of teaching and mentoring pre- and postregistration and post-graduate students in OH, across a range of professional and academic institutions. I still treasure the letter – feedback - I received from my very first practice

and mentorship.

Employment & Pre-Placement Health

Assessment seeks to improve job-person fit and reduce the risk of failed probationary periods.

Fitness for Work explores the statutory and evidence-based risk reduction measures associated with underlying

student.

health conditions.

To ensure my skill and confidence, I self

Occupational Health Risk Assessment

-funded for the post-graduate OH and

BOHS (British Occupational Hygiene Society) accredited hygiene qualification that taught the technical and scientific

examines the individual risks

experienced by disabled and other vulnerable workers as defined by the HSE, systematic reviews and emerging

learning that I needed. From this, I

evidence.

developed and delivered my in-house

COSHH Health Surveillance & Case

professional training.

Management explores the evidence and

I was, delighted to be approached by the

criteria of statutory screening and

National Performance Advisory Group (NPAG) during the 2015 Health and Wellbeing at Work conference to review

testing techniques for health assessment, protection, education, reporting and monitoring from pre-

their existing sickness absence

placement to post-exposure.

management workshop and develop and

Noise and Vibration Health Surveillance

deliver a series of one-day ‘clinical

& Case Management explores the

professional development workshops on

application of evidence, criteria, and

OH topics. The timing was also perfect

techniques for statutory health

to incorporate the learnings from

assessment, protection, education and

AOHNP’s (now iOH) involvement in the

reporting from pre-placement to post-

2016 NMC consultation to develop the

exposure.

reflective practice framework for revalidation.

Building the foundations To get started, I reviewed the availability of skills-based courses and

Human Factors in OH, Ergonomic Assessment & Adjustments investigates the common workplaces and activities where OH assessments are likely to have a beneficial impact on health outcomes.

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Long-Term Condition, Health &

Disability Management explores the high prevalence impairments within the working population and supported-self management approaches to reduce risk.

Performance & attendance at work

Foundations in OH

explores the hidden disabilities that can cause impairments within the workplace or the context of work and strategies that individuals and employers can apply to reduce or remove the disadvantage caused by those impairments.

Conclusion I’m excited for the future of OH as the National School of Occupational Health focuses on developing the OH workforce and the opportunity to consolidate the experiences and learnings of the last 8 years with NPAG. My ability to flex and adapt to future needs has been tested when migrating from an in-person to a virtual learning environment overnight in 2020. I have enjoyed learning and growing from meeting fellow OH nurses taking part in participatory CPD and the

Each of the workshops has its own

diverse spectrum of multi-disciplinary

reading list, agenda, case studies,

professionals including nurses,

practical sessions and course slides to

occupational therapists,

enable each delegate to continue to

physiotherapists, psychologists and

reflect, research, and build confidence

radiographers seeking a career in OH at

and competence to grow in their role.

all stages of practice joining or serving NHS and private sector employers across the compass of the UK.

Lucy Kenyon is a Specialist OH Nurse Consultant who has been teaching and mentoring Occupational Health since 1996 for the RCN, Universities of Birmingham, Coventry, Derby and West of Scotland. She delivers professional development courses for the National Performance Advisory Group, Cordell Health and employers, for whom she researches and develops evidencebased practice.

She has been a member of the iOH board since 2014 and became VP before accepting the role of President in 2017 till 2020. She has been a Non-Executive Director since 2021.

Lucy is an independent OH practitioner and is primarily involved in delivering OH services to small and medium-sized companies. She has a special interest in applying modern technologies to improve employee health, safety and wellbeing outcomes. She has a Master of Medical Science and an International Certificate in Occupational Hygiene from Birmingham, where she has taught and worked on research projects.

Lucy is a keen singer and musician and has served as a school governor, community charity trustee and volunteer for local youth, fostering and neuro-diversity groups.

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Foundations in OH 20

OH TODAY

FOM Diploma Completing the Pre-requisite Course for the Diploma in Occupational Health Practice – an Occupational Therapist’s perspective

By Mandy Kelly Occupational Therapy and Occupational

appreciated the generosity and

Health (OH) have a lot in common, and

inclusiveness of Dr Elizabeth Murphy

it is not just in the titles! I have worked

and Dr Kiera McDowall, the course

in occupational health and vocational

directors, and their encouragement in

rehabilitation in Australia and the UK

opening the doors to this course to a

for over 25 years. Using my skills in

wide variety of occupational health

assessing an individual’s function,

practitioners.

assessing job demands and then using ergonomic solutions and rehabilitation techniques (particularly using work as a therapeutic tool) to bring about matches between function and demands has been extremely rewarding. The reward has been to help enable individuals to retain/gain a meaningful and purposeful role and educate and support employers to retain/gain valuable company assets and increase workforce health, productivity, and safety.

The focus of the course was clearly on learning and converting that learning into improved OH practice. As well as the knowledge provided by the specialist subject lecturers, I found that due to the mixed professional backgrounds of the participants in the

NUTH course and our varied work experiences, the group-based discussions and small-group problemsolving sessions enhanced our clinical understanding and the embedding of

Although I have a long work history in

learning. The one-to-one tutoring was a

occupational health, I have recently

key part of the course and was

completed the Introductory Course to

extremely helpful not only for my

Occupational Medicine run by

portfolio development (a requirement

Newcastle Upon Tyne Hospitals NHS

for the examination) but also for

Foundation Trust, one of the four FOM

discussing and gaining an

-approved pre-requisite courses to sit

understanding of broader OH issues,

the Diploma in Occupational Health

which have benefited my clinical and

Practice examinations. I have

business practice.

Spring 2023

Coming into the course from a career in OH focused

Although occupational therapists have the skills to

on Functional Capacity Evaluations, ergonomics,

work in occupational health settings directly post-

mental health, neurodiversity assessment and

qualifying, with so much recent focus on OH multi-

rehabilitation provision, learning about various

disciplinary and inter-disciplinary working and the

occupational diseases, their causation and OH’s role

need to grow the OH workforce, it makes sense for

in their assessment and management has been a

the introductory OH courses to be opened to a wide

highlight for me. Throughout the course, we were

range of practitioners to be able to share

always brought back to the fundamentals of risk

knowledge, skills and perspectives, understand the

assessment/management and the hierarchy of risk

breadth of occupational health and most

controls to inform our analysis and decision-

importantly, to continue to improve OH practice.

making. The synergy and mutualism of occupational

The Newcastle Upon Tyne NHS Trust Introductory

health and workplace health and safety has become even clearer for me. The days of the siloed approach between the two arms within an organisation will

course in Occupational Medicine is multiprofessional.

hopefully become outdated.

I was also fortunate enough to teach one of the

Mandy Kelly Occupational

course modules in vocational rehabilitation. As the

Therapist, Occupational

course attendees had not worked with an

Health, and productivity

occupational therapist in OH before, it enabled a

specialist

greater understanding of the occupational therapy and vocational rehabilitation approach, our OT

Director Crest Health

skills and knowledge and our potential impact on

Group Ltd.

case resolution as part of a multi-disciplinary team.

FOM Diploma Growing OH programan Occupational Nurse’s Perspective

By Lucy Ellis

O

ccupational Health is a growing field of

Prior to commencing the diploma, I was sent the

specialist nursing and is a field I am

course literature. My first thought on opening the

relatively new to. I’m lucky to have

box was, ‘Crikey, what have I got myself into?’ The

supportive management who encourages individuals

folders were bulky and contained an extensive

to excel in their field and develop their skills.

amount of information, but saying that, gave me

Therefore, I was very eager to expand my knowledge

everything I needed to prepare myself for the

base, so when the opportunity to do so through

course. I obviously knew the course was going the

funding from Growing OH&WB was offered, I was

be intense, because what other diploma can you

thrilled. I accessed the Diploma in OH Practice via

complete in 2 weeks?

the Faculty of Medicine (FOM).

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On the first day, I was slightly

extensive. We were provided with a vast

apprehensive, not knowing what to

reading list to underpin what we had

expect and worrying that I didn’t know

learnt and to carry forward into our day-

anything about Occupational Health,

to-day work.

but I was immediately put at ease by course leaders. The lecturers were engaging and supportive and provided

Foundations in OH

us with a vast amount of information to

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OH TODAY

reinforce the purpose of Occupational Health.

The course was easily accessible. Sat

comfortably at home on my sofa, allowed me to absorb all the information at my own pace. For someone like me, who doesn’t like putting their hand up in a crowded lecture theatre o answer questions, it was perfect.

As much as I found the intensity of the course challenging, the knowledge I have taken away from it is quite

I can honestly say I have learned so much and was excited to return to work after the course and implement changes in our department and complete workplace assessments. Geeky, I know!

My own personal experience of

Occupational Health Nursing is from working within my NHS trust; therefore, it was fantastic to gain awareness of the health needs of workers outside the NHS. All I can say, for anyone who is given the opportunity to do this course, do it!

My department and I have gained so much from it!

Lucy Ellis East Occupational Health Nurse Team LeaderLancashire Hospitals NHS Trust

Lucy completed the At Work Partnership Diploma which is generally undertaken over 2 intensive weeks. The course provides a solid introduction to OH practice and offers effective preparation for the FOM examinations. The diploma involves three examinations: • an online multiple-choice question paper; • a portfolio written assessment, made up of two parts: a workplace risk assessment and a clinical case seen and examined by the student • an online oral (viva) examination based on your written portfolio

Spring 2023

In House Training Health Partners

By Chris Rhodes

W

e all recognise the challenge in

Case Manager. Through interviews and assessment

recruitment in Occupational Health and

projects, the skills we look for include a genuine

the limited and diminishing pool of

passion and interest in OH and excellent

qualified OH Advisors. Given the challenging circumstances in the sector as a whole and the pressing need to grow our team of OH Advisors, we looked at how we could creatively solve this issue.

communication and writing skills.

With these base skills and at least three years of post-registration experience to ensure there would be a reasonable grounding in health conditions and

Although we hoped to hire experienced Case

condition treatment pathways, we felt that we

Managers for the business, we realised that we had

could teach the remainder.

internal opportunities needing to be tapped into.

The assessment days provided us with an

We realised that some of our Case Managers did not

enthusiastic and talented group of mixed health

have a formal OH qualification when entering Health

professionals. Each time, we have had an excellent

Partners but subsequently had been trained

choice of candidates.

exceptionally well in OH by our clinical teams. From there, the idea to train our own Case Managers in an in-house academy to meet our planned growth sprouted. The Health Partners Academy.

The Academy training launched with eight weeks of blended training, full-time, led by a Clinical Training Manager and Clinical Trainer, beginning with a two-day in-person introduction, which

Ample expertise and skill within our clinical team

allowed us to spend time with the group, and

existed to develop and deliver a bespoke training

allowed the trainees to form important

package. We saw that there was much of the ‘art’ of

relationships with their trainers and each other.

good case management that we could teach a future

The remainder of the training was delivered

generation of Case Managers.

remotely, using a variety of training styles and

Multidisciplinary case management had been trialled for some time at Health Partners to good success as

methods to ensure it met the needs of different learning styles.

we found that different disciplines bring varied and

After the eight weeks, the training then moves

complementary skills and approaches to case

more towards coaching, and trainees begin to

management, with our teams comprised of OHAs

gently carry out assessments, closely supported

and Registered Nurses with a background in OH, but

and supervised by our clinical team, before, during

also Occupational Therapists, Physiotherapists and

and after the appointments.

Registered Mental Nurses.

All Academy trainees are in a trainee role for 12

Our recruitment strategy for the Academy

months as they work towards a full caseload, with

programme had to broaden as well to meet this

comprehensive support and supervision

change. We focussed on holding face-to-face

throughout that year. The later months are

assessments where successful applicants would be

punctuated with further training sessions, or follow

invited to meet staff and learn more about working

-up sessions, to consolidate any learning. These

life at Health Partners and what it means to be a

sessions are invaluable, as the trainees begin to ioh.org.uk

OH TODAY

23

have sometimes complex and

excitement to our business, and our

interesting cases, and there is a

clients have been impressed by the

fascinating learning journey for both

innovative programme. I believe the

trainee and the training team.

words that describe the experience of

We now have our first cohort from 2022 set to graduate this May as OH Case

Foundations in OH

Managers and a second cohort who will

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OH TODAY

graduate in September. We have just recruited for our third cohort in July this year.

The Health Partners Academy programme has brought real energy and

the Academy journey better than any other are those of one of our first cohort of trainees, Jenny Swift, who works for us on one of our Retail client teams and has been a stellar addition to our business. https://www.healthpartnersgroup.com/ careers/health-partners-academy

“I feel so lucky to have had the opportunity to be part of the Health Partners Academy programme. I had no prior Occupational Health experience and the programme has provided me with all the necessary skills and knowledge to begin my occupational health journey and to perform the role of a remove case manager successfully. I have really enjoyed being part of the Academy family, learning from the extremely knowledgeable and experienced teachers who are available to support you every step of the way.”

Jennie Swift, Trainee Remote Case Manager

Chris Rhodes, RN, BSc, MSc, SCPHN, CMIOSH

Chris has over 30 years of experience in Occupational Health across a wide range of industries including transport, media, construction and utilities. Prior to working in Occupational Health, she worked in general nursing in a number of settings including the Falkland Islands. Her special interest is tropical disease, and has undertaken doctoral study at the University of Bath. Chris is passionate about quality and professionalism within OH and also supports the working groups for SEQOHS.

Spring 2023

In House Training Pam Academy (PAM Group) From Theory to Practice to Reflection

By Stephanie Foster

W

e know that there is a significant

of OH. With an emphasis on providing trainees with

shortage of experienced Occupational

a solid understanding of the basic principles of OH

Health (OH) practitioners. A report

practice.

for the Work and Health Unit showed that 47% of OH providers were unable to fill vacancies (Tindle et. al. 2020). Recent research points out the importance people place on personal development when considering a new job (Moot, 2023).

Professional development and growth are therefore becoming key factors in attracting and retaining staff.

The course consists of a full-time 4-week theorybased module, followed by 8 weeks of mentoring and supervised clinical practice (or the equivalent for those working part-time). We have a team of experienced OHAs dedicated solely to supporting those on the course. The high ratio of mentors to students means we can give individualised support.

Our training is delivered via live webinars, with

When I joined PAM Academy as a Clinical Training

time given for self-led learning and reflection. We

Lead, I realized that I wanted my teaching practice

have actively worked to improve accessibility and

to be as evidence-based as my nursing. I was

inclusion, by considering how we present the course

fortunate that PAM sponsored me to study for a

material. We have built-in practice-based learning

Post Graduate Certificate in Higher Education

to allow trainees to hone their consultation skills in

(PGCHE). This helped me to understand that how

a safe classroom environment. Highlighting it is ok

we design training can have a significant impact

to not get it 100% right, as reflecting on feedback

on how students learn. Especially in terms of

and our performance is how we improve.

students’ engagement, depth of understanding, retention of knowledge and the ability to put it into practice. We have tried to focus on how our trainees learn, rather than purely on sharing knowledge.

I am extremely proud of our trainees and the quality

of their work. For example, recently a trainee, 7 weeks into the course, correctly identified a case of cauda equina. The employee’s heartfelt email of thanks highlighted that our approach is supporting

PAM Group recognises the importance of training

the development of confident and competent

and career progression. As shown by the fact that

practitioners.

several of our directors joined the company as Trainee OHA’s. Consequently, we have explored how we can attract and support those looking to start a new career in OH. The result has been the

development of the Trainee OH Adviser (TOHA) Foundation Course, delivered by the company’s well-established PAM Academy. Our course is aimed at those who have no or limited knowledge

The successful completion of the foundation course is only the start of our trainee’s development. On graduating PAM provides ongoing preceptorship and learning with additional training sessions

alongside CPD. We have a clear framework for escalating cases and a culture where seeking guidance is encouraged. Through our digital platforms, we have access to a community of ioh.org.uk

OH TODAY

25

professionals, who all support each

university. Supporting them on their

other. After gaining experience, our

journey from novice to expert and

trainees can apply for sponsorship to

becoming a qualified OHA.

gain a formal OH qualification at a

Foundations in OH

Stephanie Foster LinkedIn Profile Stephanie has been working in Occupational Health for over 16 years and is a Clinical Training Lead for PAM Academy. She is a member of the FOHN board and an examiner for the FOM’s Diploma in Occupational Health Practice. She has a keen interest in supporting OH Education.

In House Training BHSF Training Academy

By Fiona McGill

T

he BHSF Training Academy

more beneficial, and this is proved to

was formed in 2017 to develop

be the case.

exciting new talent in the OH

profession by assisting those looking to break into OH or those already working in OH to access formal qualifications and

competencies in all areas.

manager and Mentor who encourages

me to step out of my comfort zone, while at the same time providing excellent advice and guidance. I mainly

program has worked best for our trainees

work for two customers which allows

but let’s hear from one of them about

me to develop a relationship and an

their experience of the BHSF program.

understanding of the business needs,

• “I have now worked for BHSF for 2

however sometimes I am required to

absolutely love working for the company. I started on the trainee

OH TODAY

supportive organisation, I have a great

Our 4 year, blended learning OHA

years and 7 months and I have to say I

26

• I find BHSF to be an extremely

provide OH services to other companies, which is challenging, but also quite a refreshing change.

programme and was keen to start my

• BHSF provide extra study leave days

degree immediately but was advised

each year for the degree programme.

that working for a year, prior to the

The degree requires a lot of extra

start of the degree programme would be

learning and input; however, it is

Spring 2023

extremely enjoyable and made easier by the fact

continuing to invest in our people and their futures

that it is a subject I enjoy.

is a win-win for all.

• I have worked in many different environments and

We keep abreast of the latest changes and

jobs, but occupational health is definitely my ‘best

developments in OH and provide ongoing CPD for

fit’, I love the fact that you can make a difference in

all our staff. We are committed to developing and

people’s lives, and I have a good work-life balance.

contributing to the field of OH and being part of

I am always learning new things in the job and the

the wider OH community of practitioners.

interaction with others is rewarding, and the scope to offer advice and input is limitless.

• BHSF feels like a family, and in the time that I

Looking forward we are busy planning for our September 2023 intake of trainees and look forward to welcoming them into the business. We

have been with the company I have felt supported

know the benefits of investing in our clinicians and

and appreciated and would recommend this….to

through this programme, we continue to build up

anyone who is wishing to pursue a career in

our business resilience for the future. We now

occupational health”.

have a large, dynamic and enthusiastic team.

Our trainees and fully qualified OHAs are growing their careers with some now in senior roles and others tracking into management. They are our

Please do reach out if you would like some more information. https://www.bhsf.co.uk/careers/

best-kept secret and most important asset so

Fiona McGill Head of Clinical Services.

I have been in OH for 17 years. I entered as a trainee having never worked in this field and came directly from an NHS setting. I am now the head of clinical services for a nationwide OH provider. I completed my formal qualification from Robert Gordon University and have worked in many different industries in my OH Career. I am passionate about supporting, encouraging and developing those in OH and those who want to break into OH and pursue a very rewarding career path.

ioh.org.uk

OH TODAY

27

Core Educatio Technicians • EOPH - Occupational Health Technician

• Ofqual Level 3 Certificate for OH Technic

Nurses and AHP’s • Why Choose Brunel

• Robert Gordon University Aberdeen Sco

Doctors

• Certificate of Eligibility for Specialist Reg

• Occupational Medicine as a Trainee cons

• Occupational Health at the University of

28

OH TODAY

Spring 2023

on Course

cians

otland

gistration

sultant

f Manchester

ioh.org.uk

OH TODAY

29

30

OH TODAY

Spring 2023

Technicians

Core Education

Ofqual Level 3 Certificate for OH Technicians

O

pen Awards is delighted to

Health Technician skills assessment.

have partnered with the

The qualification is designed to enhance

Society of Occupational

Medicine (SOM) on the development of the Level 3 Certificate for Occupational Health Technicians (RQF).

the life of those seeking to enter a flourishing profession whilst enabling social mobility and encouraging progression to higher level courses. The

The brand new Ofqual-regulated

Certificate is suitable for learners who

qualification was the brainchild of the

are new to the role and more

SOM who originally approached Open

experienced technicians who would like

Awards to create a ‘benchmark’

to formalise their acquired knowledge

qualification for Occupational Health

and skills through the achievement of a

Technicians who conduct a range of

recognised qualification.

health assessments to determine an

Supported by the SOM, Public Health

employee’s current level of health in relation to their workplace environment.

Wales, National School of Occupational Health and numerous practicing

Previously, this particular branch of the

organisations such as Peritus Health,

healthcare sector did not have an

Phoenix Occupational Health and PAM

established standardised qualification,

Occupational Health Solutions; this

with new entrants tending to be those

Certificate is a very exciting addition to

over the age of 19 with some form of

Open Awards’ growing portfolio of

experience in healthcare. Furthermore,

health-related vocational qualifications

skills demand data derived from

at Level 3 which also includes Substance

Lightcast demonstrates a steady

Misuse, Maternity Support Work and

increase in job postings over the past

Pharmaceutical offerings.

five years whilst the starting salary

Open Awards is a National Awarding

recently rose by £3,000 from £22,000 to £25,000 per annum.

Organisation regulated by Ofqual and Access Validating Agency regulated by

The primary purpose of the Open

the Quality Assurance Agency for

Awards Level 3 Certificate for

Higher Education. We are also an

Occupational Health Technicians (RQF)

approved End-point Assessment

is to enable learners to increase their

Organisation and specialists in the

skills and knowledge in the role of an

delivery of Functional Skills, Alternative

Occupational Health Technician,

Education and flexible vocational

combining principles and practice, it is

qualifications.

also mapped to the SOM’s Occupational

ioh.org.uk

OH TODAY

31

Nurses and AHP’s Why Choose Brunel

Core Education

By Marjory Fish

B

runel offers Occupational

SCPHNs with some still in practice as

Health (OH) students the

well as experts in other OH-related

opportunity of shared, evidence

fields including Law. The lecturers

-based theory and practice learning with

possess many years of experience across

other Specialist Community Public

different business sectors including oil

Health Nurses (SCPHN) students for

and gas, construction, railways, the NHS

Health Visiting (HV) and School Nursing

and banking and finance amongst

(SN). The course leads to registration on

others. OH training at Brunel is within

part 3 of the NMC Register. Brunel is

the rapidly growing College of Health,

one of the universities that is offering

Medicine and Life Sciences (CHMLS).

OH as part of the three SCPHN pathways

The information on CHMLS is available

simultaneously and has a long and

here.

successful track record in the education and training of the three pathways.

pre-registration nurse training and a

demonstration of the existence of

Brunel approved CPD course for clinical

common, professional activities and

partners and collaborators who accept

skills that are considered essentially

students on clinical placements. The

transferable in nature; whilst at the

growing portfolio enhances Brunel’s

same time carefully preserving the

vision for the future of OH nurse

identity and level of pathway specialist

training prior to, and beyond pre-

input as indicated in the NMC Standards

nursing registration. The nursing

of Proficiency SCPHN (2022). OH

leadership are currently part of a

students learn about the physical,

national project to open up OH for pre-

chemical, mental, environmental and

registration nursing student

ergonomic occupational health hazards

placements. Post graduate diploma

and how to promote and maintain

(PGDip) SCPHN students can now

highest degree of physical, mental and

prepare for their dissertation (MSc)

social well-being of workers in all types

during the PGDip study for evidence-

of occupations and workplaces. Students

based advice or improvement of their

are in university 50% and practice 50%.

OH student placement area.

two years with one day a week in university or full-time course with two days a week in university over one year.

Our expert lecturers are experienced OH OH TODAY

portfolio which includes NMC approved

The simultaneous teaching is a

Brunel offers a part-time course over

32

Brunel’s CHMLS now has a growing

Spring 2023

To further develop the taught evidence-

based OH knowledge, Brunel endorses the content and supports courses organised by The At Work Partnership (AWP), publishers of an OH journal and

one of the leading providers of occupational health information and training. The lecturers take part in OH

related networking platforms and forums to enhance their knowledge.

Brunel is proud to share a track record of employability and stability in employment of previous Brunel OH students of the last twenty years leading some large London NHS OH departments or are successfully selfemployed in OH nationally.

Marjory Fish SCPHN Lecturer, Occupational Health Module Lead Occupational Health (OH) Lead on the Specialist Community Public Health Nursing (SCPHN) course at Brunel University London. Module Lead for the SCPHN Different Fields of Practice and the MSc programme on Facilitating Learning and Teaching in Clinical Practice. Supervisor for OH MSc dissertation students.

Fellow of the Higher Education Academy (FHEA)

Nurses and AHP’s Robert Gordon University Aberdeen Scotland

By Lynda Bruce BSc in Occupational Health-

• Occupational Health Management

a Two-year distance learning degree Programme.

Overview of the course at:

Our curriculum covers a broad knowledge and

RGU BSc Occupational Health

understanding of theories, principles, and concepts relevant to occupational health (OH) including:

BSc OH Detailed Module Information

• Principles of Occupational health

Entry Requirements

• Workplace health risk management

The entry requirement for this programme will

• Health surveillance

normally be a qualification as a health professional

• Workplace health promotion

• Mental wellbeing in the workplace • Absence management • Leadership

in a relevant topic, with a minimum of 240 credits at SCQF level 8 or equivalent. In addition, students are

required to be working within occupational health practice part or full time. However, we are happy to discuss alternate access to learning options.

ioh.org.uk

OH TODAY

33

We are currently taking applications for

share on Moodle, the tutors provide

the BSc Occupational Health 2023-2025

feedback.

see link below. The course commences 18th Sept 2023.

Apply Online

Course Information The course is available on a university database called Moodle. All the modules / course program is fully online

Core Education

and accessible to suit shifts / work

34

OH TODAY

pattern. The students work through each module at their own pace within a recommended timeline. There are formative exercises to complete and

Spring 2023

RGU offer virtual classroom sessions in the evenings. These sessions usually start at 7pm, (although some sessions especially with external speakers can last 2 hours) allow students face to face interaction with other students and tutors and provide opportunity for collaboration and engagement with external speakers as well as discussion

of module content and time for assignment support. We record these sessions for anyone unable to attend.

Students are encouraged to participate

in offline student groups through social media, so they have peer support.

There are eight modules in total over a two-year period allowing for summer break. Each module runs for roughly 7.5 weeks. The course commences annually mid -Sept 2023 and interviews started in January 2023. The last submission is usually late May followed by a summer break.

We anticipate that during each module (32 weeks annually) the student will require as a minimum 10-hour study

time a week some employers will allocate study time.

RGU has three Occupational Health lecturers supported by other lecturers, associate lecturers and subject experts who offer additional insights.

The Academic programme begins with an invitation to a virtual orientation welcome meeting the week before the course commences at 7pm to meet the OH team.

Each student is allocated a personal tutor who will speak to each student at least once every term and additional appointments with any of the lecturers are always available. We use Microsoft

TEAMS for communication.

If you have any queries. Please contact me Lynda Bruce at l.m.bruce2@rgu.ac.uk

Lynda Bruce Occupational Health lecturer, NEBOSH trainer, Occupational Health Consultant

ioh.org.uk

OH TODAY

35

Doctors Certificate of Eligibility for Specialist Registration

Core Education

By Dr Jon Spiro

W

hile specialty training, with

evidence is then submitted to the

the aim of obtaining a

General Medical Council (GMC) who, in

Certificate of Completion of

turn, pass it to FOM for evaluation to

Training (CCT), is the primary route to

see if the applicant has met the criteria.

become a recognised medical specialist

(Should they not have done so, they are

in any specialty, an alternative route to

advised as to exactly what evidence they

achieving this has existed for over

need to supply, in addition to that

fifteen years. It involves obtaining a

already provided, to succeed at a second

Certificate of Eligibility for Specialist

attempt ).

Registration (CESR). This route is different from the CCT route, notably that there is no need to complete it in four years (if working full time), nor to have to work in GMC-approved training posts.

flexibility to choose your own work and workplaces, although these still need to offer the necessary experience and opportunity to be mentored or supervised, and the lack of restrictions

need to find work in Occupational

on time make it more attractive to some.

Medicine (OM), ideally where they will

Many CESR candidates in the past took

be supported, mentored and supervised

the step of making an application after a

by more senior doctors. The essential

number of years working in OM, often

requirement is to gather evidence which

more than ten. However, a number are

shows that they, like their trainee

now beginning this journey as soon as

counterparts, have achieved the

they enter the specialty, thus aiming for

knowledge, experience, capabilities and

specialist registration at the same stage

learning outcomes of the Faculty of

in their careers as CCT trainees.

specialty training curriculum. This includes passing FOM exams and undertaking research or researchrelated work. In addition, CESR applicants are required to nominate at least four referees, who supply structured reports on them. The resulting portfolio of accumulated

OH TODAY

popularity in recent years. The

Those who wish to pursue this route still

Occupational Medicine’s (FOM)

36

The CESR route in OM has gained in

Spring 2023

There are certain requirements to pursue the CESR route in OM. As with trainees, those interested still need to have suitable experience in medicine prior to working in OM. This is generally

at least two years following their foundation years in any of a variety of recognised specialties, with evidence of having gained competencies. There are

also more overarching needs to be able to commit

to engage with FOM for support, and to attend one

to what can be a long and challenging (and

of the FOM’s annual CESR Coaching Days. The

sometimes lonely) road and to be organised in

Society of Occupational Medicine (SOM) also runs

gaining and storing the necessary evidence.

support networks and services for those interested

Before making an actual CESR application, it is

in the CESR route, such as maintaining a voluntary

essential to have at least one more senior doctor

register and running periodic Zoom meetings

to review this evidence to ensure it meets the standards of quantity and quality. Taking time and not rushing are crucial. Guidance is available on both FOM and GMC websites to inform all those involved about the necessary details of what

is required. Potential applicants are encouraged

In the end, the question is do you want to become a GMC-registered specialist (Consultant), with the added benefit of being able to become a Member of the FOM (MFOM), and if you do, the next step is to decide what the pros and cons of either route are for you.

As a CESR candidate and SOM CESR representative, I have found the overall option of CESR suitable to my personal and working life. Having confirmed with FOM that my pre-occupational medicine experience was suitable for CESR application, I embarked on evidence gathering to largely mirror the CCT route and am now in my ‘4th Year’ of doing so. I passed my MFOM part 2 exam and this is the equivalent of becoming an Associate Member of the FOM (AFOM). This was achievable through the support network both within my work network but also outside of it with SOM. Evidence gathering may seem like a daunting process as it should mirror four years full-time equivalent of CCT. However, there are many who have successfully achieved this and I am personally aware of others who are close to getting there themselves. I have found several ways to collate the evidence through online or bespoke methods, both paper and electronically. There is an abundance of resources out there as potential templates or checklists to help you, in addition to senior support from an MFOM/FFOM. I would encourage anyone who has an interest to become a Consultant and GMC Accredited Specialist in Occupational Medicine to consider this alternative route, as you may find it is just the path that is for you! – Dr Sarwar Chowdhury SOM CESR representative.

Dr Jon Spiro trained in Occupational Medicine within the nuclear industry. He is now an Independent Specialist in Occupational Medicine. He has been involved in training of specialists in Occupational Medicine and is the Faculty of Occupational Medicine (FOM)’s Regional Specialty Advisor for the Oxford/Thames Valley region and Training Programme Director for Occupational Medicine for the Thames Valley and Wessex Local Education and Training Boards. He is also the FOM Lead for CESR applications and Deputy Director of training. He is a Fellow of the Faculty and of the Royal College of Physicians of London.

ioh.org.uk

OH TODAY

37

Doctors Occupational Medicine as a Trainee consultant

Core Education

By Professor Harj Kaul

O

ccupational Medicine-is the branch of medical practice that is concerned with the bi-

directional relationship between work and health.

telephone call.

Medical Practitioners need to appreciate that this is an intensive training programme, over four years full-time.

This equips individuals with broad skills

It is not regularly taught at a medical

so that after completion of the training,

undergraduate level although you might

they have the necessary skills to be an

have come across it in other modules

independent accredited specialist

such as GP, respiratory and

practitioner registered with the GMC to

dermatology. Some postgraduate

work across the UK plc employment

doctors may have had some exposure in

environment. There are number of chief

their foundation years.

medical officer posts at board level for

On the other hand, some doctors/ medical students may have had some

national and international companies as well.

experience as a patient/client/employee/

A regional TPD/RSA will be happy to be

student in accessing an opinion for

personally contacted to guide

continuation of their training/

individuals. Support with taster sessions

employment through occupational

is provided, including sitting in clinics

health practitioners e.g., nurses and

and taking part in supervised

doctors.

educational workplace visits. This allows

It is important that before embarking on this potential career pathway, background reading and making some speciality contact is undertaken.

Initially, it may well be with a regional Training Programme Director (TPD), a representative of Health Education England (HEE) or Regional Speciality Adviser (RSA), a representative of the

individuals to ask questions and explore what normally constitutes “a Day in the life of an occupational health physician”. Active trainers will have postgraduate doctors in training (PGDiT) within their departments who can be shadowed. This can be very varied depending on the industry and geographical location that they work in.

Faculty of Occupational Medicine

Regional TPD’s can advise on the

(FOM). Medical practitioners thinking

training requirements and expectations

about the speciality commonly make

of the GMC approved training

preliminary contact by email or

programme. They’ll be happy to share the annual expectations of progression

38

OH TODAY

Spring 2023

through from ST3-ST6 mapped against the latest

specialtytraining.hee.nhs.uk/Recruitment/

GMC curriculum.

Recruitment-timelines and Oriel.

The speciality has an above-average number of less

Non-NHS posts can be advertised in various

than full-time postgraduate doctors, mainly in the

platform e.g., Society Occupational Medicine (SOM)

NHS, but accommodated in industry training posts

or LinkedIn. The Employer of the post will have

as well. There is also an above average culturally

their own recruitment process however all

diverse and female intake into the speciality.

applicants must also attend the national HEE

Movement between the NHS and industrial training

recruitment to be “benchmarked”. The purpose of

posts does occur to complete the full programme.

benchmarking is to ensure that all trainees entering

In 2023, there continues to be high level

the specialty are above an appointable threshold.

discussions by FOM and NIHR to explore setting up

Those who wish to have an NHS post will be offered

posts with academic and research opportunities.

an available training post in the order they are

The current recruitment ratio varies between 5:1 to 8:1 applicant to an ST3 post, although in 2023 it was 11:1 On average, there are 10 to 12 trainees that finish the training programme per year.

Most training posts are in the NHS, approximately 30-35, with 10-14 in industry within England/ Wales. Scotland has between 5-8 active training posts. There is ongoing significant interest in 2023

to deliver hybrid shared training e.g., split responsibility between the NHS and the private sector and such a post exists between the NHS and Ford UK in the East Midlands. This should improve the numbers going forward and the exposure to different training, employment environments simultaneously. Some of these posts are already being delivered between the NHS and the defence Deanery.

ranked in the national interview, until all posts are filled. Those who wish to enter a non-NHS training post only, need to be benchmarked but do not enter the ranking and will be appointed directly by the training provider. Those who successfully benchmark but are not successful in finding a training post can retain their benchmark status for 6 to 12 months depending on which post they apply for next. The National School of OH may contact them if a non-NHS training post becomes available to seek their permission to put them in touch with the training provider. Otherwise, these appointable OM PGDiT’s (Post Graduate Doctors in training) need to regular contact the National School of OH to see if posts become available.

Additional Information https://eastmidlandsdeanery.nhs.uk/occupational-

How do I enter the training programme – Requirements All NHS posts are recruited through the National Recruitment Process, which is delivered by HEE

health/national-school-occupational-health Exams & Training (fom.ac.uk) OM_OH_physician_career_2.docx (live.com) BMA_the_occupational_physician_oct_2019.pdf

twice per year. This will be advertised at https://

Professor Harj Kaul has been the national training programme director at the National School of Occupational Health since 2016. He has been a trainer and TPD in the East Midlands since 2007 and currently supervises 3 CCT PGDiT in Occupational medicine. In the recent past he was a Part 2 MFOM examiner and is a current dissertation assessor.

ioh.org.uk

OH TODAY

39

Doctors Occupational Health at the University of Manchester

Core Education

By Anne Clayson

40

OH TODAY

A

t the University of Manchester,

learning. We Nurture student

we have over 60 years of global

progression towards chosen career paths

influence in Occupational

supported by professional bodies,

Health, with our department being the

including the Faculty of Occupational

first Occupational Medicine department

Medicine (FOHN) and the British

in the world. We are at the forefront of

Occupational Hygiene Society.

research, development and education in Occupational Health, Occupational Medicine and Occupational Hygiene.

Occupational health demands interdisciplinary learning involving multi-professional teams. This is

Our key partner is the UK government

reflected in our approach to teaching

Health and Safety Executive (HSE) for

and learning, our teaching staff, and our

which we provide research and

use of technology. Our teaching staff

monitoring services in collaboration

include clinically trained doctors,

with the University’s Thomas Ashton

occupational physicians, chartered

Institute for Risk and Regulatory

occupational hygienists, occupational

Research. We also have research

health nurses and physiotherapists. By

partnerships with universities

joining our online blended courses in

throughout the UK, as well as the UK

occupational health, occupational

government, European partners and

medicine or occupational hygiene,

professional bodies in occupational

students join a large community of

health. Via the Thomas Ashton Institute

fellow professional learners working in a

and the department’s world-leading

variety of contexts. These range from oil

occupational health monitoring project,

and gas installations and military

The Health and Occupational Research

occupations to hospitals and GP

(THOR) network, we bring new

practices. By embracing new

knowledge on hazardous substances and

technologies and keeping up to date

their exposure alongside other emerging

with the latest industry challenges, our

threats in the workplace. This informs

online, blended Master’s courses in

future policy and regulatory practices.

Occupational Health, Occupational

As a university in a city with a long

Medicine and Occupational Hygiene

history of progressive social thinking

bring opportunities to make connections

about work and health, we maintain

between different stakeholders in

traditions of progressive and inclusive

occupational health. This may be

research-informed teaching and

regulatory science, medicine, or the

Spring 2023

many facets of work and organisation. On-campus

offer masters’ level CPD credits in Occupational

practical events in occupational hygiene and

Hygiene. Depending on experience and

medicine are available to all our students, which

qualifications study could be one of the following

will enhance opportunities to connect to

courses:

practitioners worldwide.

As members of the University, students have access to all the resources of the University of Manchester John Rylands Research Institute and Library and our University of Manchester Library, one of 5 UK

MSc/MPH Occupational Health MSc Occupational Medicine – including CPD in Occupational Medicine FOM-approved MSc Occupational Hygiene – BOHS-approved

National Research Libraries. Full and part-time

course

study pathways are available, and it is also possible

Scholarship opportunities for eligible candidates

to study elements of our MSc courses as CPD units with taught components leading to DOccMed and MFOM (part 2) certification. From Sept 2023 we are expecting to offer the DipOccHealthPrac CPD

include the University’s Equity and Merit Scholarships and for former students at the University of Manchester, other alumni benefits are available.

component within our Masters’ programmes and to

Anne Clayson, Senior Lecturer, Centre for Occupational and Environmental Health, University of Manchester

My background is in occupational and environmental health teaching and research, qualifying in Manchester in 1995, where I went on to specialise in microbiological risk assessment. I represented the Food Standards Agency on the Expert Committee for Pesticide Residues in Food and have recently completed my rotation as UK representative on the Joint FAO/WHO Expert Meetings on Microbiological Risk Assessment (JEMRA). Recent research activity includes the UK National Core Study PROTECT collaboration with HSE and University of Manchester, examining occupational and environmental transition of Covid19, specifically leading the Thematic Analysis of UK HSE Outbreak investigation work package. Other Covid-related work includes evaluating Legionella trends in commercial and workplace buildings before and during the pandemic. Past research examples include occupational health service evaluations in mining, and qualitative research on occupational ill health and return to work practices. I have over 20 years’ experience of leading and teaching on undergraduate and postgraduate health science programmes, in several UK universities. I develop curriculum frameworks and deliver MSc courses in occupational and environmental health aligning to our professional bodies BOHS and FOM, along with recent experience of IOSH and CIEH curriculum implementation. I am a member of the International Society of Exposure Science Education and Training working group, which aims to develop a European wide curriculum framework for exposure science. My current position is Postgraduate Teaching Lead for the Division of Population Health, Health Services Research and Primary Care in the School of Health Sciences at the University of Manchester. I am the Programme Director for MSc Occupational Hygiene and codirector for MPH Occupational Health.

ioh.org.uk

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41

Additional Tra

Expanding horizons with an MSc in Wo and Wellbeing

Exciting New Online PG Cert Leading I Practice Education

42

OH TODAY

Spring 2023

aining

orkplace Health

Interprofessional

ioh.org.uk

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43

Additional Training

Expanding horizons with an MSc in Workplace Health and Wellbeing

By Janet O’Neill & Samantha Langford

I

was a stage in my Occupational

time meant attendance would be more

Health career where I felt I was no

difficult. This MSc seemed to be a happy

longer growing or improving. I

medium.

started to look at alternate roles and jobs which came to the attention of my boss at time. She introduced me to the idea of undertaking further education with a view to being promoted. I shall forever be grateful for this conversation and strongly advise those who are feeling a little lost or at a crossroads in their career to have a discussion with their senior or leader. It can make all the difference. I had already completed 2 qualifications in OH, a certificate and a diploma (a very good diploma with Cynthia Atwell OBE) and therefore did not want to cover similar ground by going for the obvious choice, a SCPHNOH degree course. I chose the Nottingham University MSc course in Workplace Health and wellbeing

because I did not have a degree (quite a few diplomas though) and a MSc sounded really challenging, if this didn’t stretch me, what would? But also because of the distance learning aspect.

At our first get together (the first 3 days were face-to-face), I could tell this was going to be exciting. A mixed class from a number of different professions but all focusing on Health and Wellbeing (about a handful of OH professionals) and a number from overseas added an extra layer of awareness to

conversations. I loved the topics but also the way we were able to align them with what we wanted to learn and develop.

I can safely say that undertaking this MSc course was not a walk in the path, but it absolutely allowed me to grow as a person and a clinician. I gained the confidence to grow my career and I firmly believe I would not be where I am

today without this course. The subjects are transferable, but it also taught us how to question, the value of research and the value of the multidisciplinary team within workplace health.

I was a single parent and working full

Janet is Clinical Director of PAM Academy and Deputy Head of the National School of Occupational Health. LinkedIn profile

44

OH TODAY

Spring 2023

W

hile working in Learning and

wellbeing, to be able to immerse yourself in your

Development in a Civil Service

studies. But with it being a part-time distance

department, I developed a passion for

learning course, it’s quite easy to study alongside

understanding, and improving, workplace health

work and other commitments. Covering key topics

and wellbeing. Having worked as a Crime Scene

such as work-related stress, absence, rehabilitation

Investigator, where I was exposed to potentially

and retention, contemporary issues in workplace

traumatic events daily, and in roles where the

health and the management and promotion of

negative effects of psychosocial stressors were

workplace health and wellbeing, it’s designed for

evident in colleagues, I wanted to dedicate my

learners to develop a deeper understanding of the

career to ensuring workplaces and working

theory and evidence that informs the management

practices are not making people unwell,

of workplace health and wellbeing, as well as skills

emotionally, physically, or mentally.

for evidence-based practice. I found it to be

I found out about the Masters in Workplace Health and Wellbeing through a Police Learning event.

The MSc Course Director, Jonathan’s Houdmont’s, research was discussed which led to me wanting to know more. Following a conversation with Jonathan I became convinced that this was exactly the course I needed to build on the passion I had.

Ultimately, it was the prospect of learning the theory that underpins great workplace wellbeing

that drew me in. Supplementing my passion with theory and research to apply in my own workplace.

Jonathan’s enthusiasm definitely helped!

It is not an easy course, and you certainly need to have more than a passing interest in health and

fantastic, and career changing experience; there wasn’t anything I disliked. You come away with a much broader comprehension of why workplace health and wellbeing is so important. You develop the ability to rationalise approaches within a work environment, with sound theoretical arguments.

Of course, you also have an opportunity to pull all of your learning together to undertake your own research, which not only provides you with

evidence of your understanding, but also of the application of that knowledge; and, quite possibly, the opportunity to have your research published.

Samantha Langford MSc. BSc. Director, Gaia Workplace Wellbeing Ltd.

Samantha has twenty years’ experience in public service, a NEBOSH national certificate in the Management of Workplace Health and Wellbeing and founded Gaia Workplace Wellbeing Ltd in November 2022, to bring my expertise to small businesses and charities. She is also a member of the Leadership Team of the Let’s Improve Workplace Wellbeing CIC. LinkedIn profile

To find out more, visit https://www.nottingham.ac.uk/pgstudy/course/ taught/workplace-health-and-wellbeing-msc

ioh.org.uk

OH TODAY

45

Additional Training

Exciting New Online PG Cert Leading Interprofessional Practice Education

By Neil Loach The Queen’s Nursing Institute has

University and the Nursing & Midwifery

published new Standards of Education

Council it does not equal the quality of

and Practice for Community Practice

teaching and learning offered by a

Teaching. The new Standards were

suitably qualified Practice Teacher and

developed over 2021-22 involving

Educator.

numerous stakeholders from a wide range of key organisations, including occupational health (OH) nurses.

that there is a suitable offering that will assist the quality of teaching and

benchmarks and guidance outlining the

learning within an Occupational Health

transition from a Practice Supervisor

setting. OH, Learners need high levels

and Practice Assessor role to that of a

of support within their learning and this

Community Practice Teacher, the

course is designed to ensure that you

attributes required for practice

are ready and equipped to provide a

teaching, and the support and

quality learning environment.

educational framework needed for learners undertaking the SCPHN (Specialist Community Public Health Nurse) or indeed any type of course that requires robust learning support within

The University of Derby has responded to this with its latest offering. PG Cert Leading Interprofessional Practice Education (LIPPE).

the practice setting. The Standards align

The online programme is accredited by

with the four pillars (domains) of

Advance HE. The online programme is

advanced practice of the Health

designed to help you, as a health, social

Education England Advanced Practice

care or allied health, professionally

Toolkit Framework (2017).

registered practitioner, to support

In recent years it has been increasingly difficult to get the support of a Practice Teacher within the field of Occupational had to rely upon the services of SCPHN

OH TODAY

Occupational Health’ it seems fitting

The new standards comprise a set of

Health and therefore Universities have

46

As the focus is now on ‘Growing

higher education learning, teaching, and assessment across the occupational health service provision, as well as other community settings effectively and confidently.

Part 3 registered nurses without the

The programme will be available as an

Practice Teacher qualification as either

apprenticeship or non-apprenticeship

Practice Supervisor or separate

but only the non-apprenticeship

Assessor. Whilst the support to attain

application is currently open for

suitable skills is there from the

application. (Please look out for updates

Spring 2023

on the apprenticeship route.)

PG Cert Leading Interprofessional Practice Education (which is the Non-Apprenticeship route) PG Cert Leading Interprofessional Practice Education-Academic Professional Apprenticeship (Specialist Role in Teaching) Both programmes are 60 credits with two modules.

The first module will carry Associate Fellowship with Advance HE a national and international quality teaching kitemark organisation. 7NU617 Innovating learning, teaching, and assessment toward enhanced professional practice (20 credits) (– It is possible to step off at this point and resume studies within 2 years to complete the programme.

A certificate of completion will be awarded only.)

And the second module will give Fellowship Accreditation with Advance HE. 7NU618 Leading and Evaluating the Curriculum (40 Credits).

There is a minimum of hours that will need to be

demonstrated for Hours of Teaching and Associated Teaching Activity for both modules so there must be a requirement to teach within your role to complete the programme.

The highlights This unique online course is accredited by Advance HE, formerly the Higher Education Academy (HEA), as meeting the UK Professional Standards Framework (PSF) for teaching and supporting

learning, meaning you will be eligible to apply for Associate Fellowship or Fellowship of Advance HE when you graduate from the course.

and personal skills needed in future-focused

educational practice.

This course provides the opportunity to develop leadership skills and specialise in the teaching and support of undergraduate and postgraduate learners towards, during and following assessment, through constructive feedback.

You will develop the ability to support diverse groups of learners with an ‘anti-exclusionary’ approach underpinned by a sound understanding of

equality and accessibility.

Increase your digital capabilities through online study, while demonstrating digital technologies in the facilitation of learning, the promotion of independent learning skills and other teaching techniques.

The University has 20 years of experience in successfully delivering this programme under a variety of iterations, to meet the needs of the evolutionary Health and Social Care landscape.

Alongside your online studies, you will also engage in learning through your current workplace. To join this course, you will need to be able to facilitate learning in your practice environment and have full support from your employer. You will also need the support of a Practice Education Facilitator (PEF) within your working environment, who will sign off your evidence and hours accrued towards meeting the programme requirements. The University of Derby may be able to help with this. Your PEF must hold the same accreditation you will be applying for with Advance HE.

A postgraduate qualification that enables you to

What you will study

develop your skills and knowledge in education

The Postgraduate Certificate Leading

within your practice setting, putting you at the forefront of professional practice education.

Interprofessional Practice Education can be obtained upon passing two core level 7 modules

The course can be completed in one or two years of

totalling 60 credits (one 20-credit and one 40-credit

part-time online study, making it ideal for your

module).

professional development and career advancement.

The first module (20 credits) introduces you to

You will benefit from learning alongside a range of

teaching, learning and assessment theories while

health, social care, and allied health professionals to

exploring your value base and role toward

help you to develop the interprofessional academic

supporting Higher Education students across the

ioh.org.uk

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47

broad range of Health and Social Care

the programme and formally 'sign off'

learning environments. Assessment

your practice on completion.

plays an important role in the caring professions and is specifically explored, as protecting service users is imperative.

you have evidence of level 6 study (minimum 20 credits) plus at least 6-12 months experience of working in a

The second module (40 credits)

Additional Training

We will also consider your application if

investigates the concept of curriculum, the design and quality mechanisms toward the maintenance of currency and credibility.

relevant field.

Who will Teach you?

Suzanne Le Blond: Suzanne is a Senior Lecturer in the

A focus on interprofessional education

Discipline area of Midwifery, Children

toward improving service user outcomes

and Professional Practice within the

and the application of learning to

School of Nursing and College of

practice is integral to this programme.

Health, Psychology and Social Care. As

Entry Requirements

an experienced educator, in higher

You should normally have:

Advance HE, Suzanne is passionate

a degree qualification in a health or

about facilitating student progression.

social care-related subject

Neil Loach:

demonstrating successful previous study.

A teaching aspect to your role and be a registered professional working within the health or social care setting. a written statement from your employer / sponsor committing to financial support and protected practice -based study time. If you are selffunding, this will need to be clear in the

education and a Senior Fellow of

Neil is an experienced Occupational Health Nurse who moved into the academic setting 5 years ago. He is a Senior Lecturer on the Specialist Community Public Health Programme and is Occupational Health Pathway Lead. He is a Fellow of the Higher Education Academy and a Fellow of the Royal Society for Public Health. He will lead the 2nd 40-credit module Leading

application, but you will still need to

and Evaluating the Curriculum.

secure protected practice-based study

For further information please email

time.

s.leblond@derby.ac.uk or

the availability of a suitably qualified,

n.loach@derby.ac.uk

annotated mentor/practice teacher/

PG Cert Leading Interprofessional

practice educator to support you during

Practice Education (LIPPE).

Neil Loach Senior Lecturer University of Derby SCPHN OH Pathway Lead.

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OH TODAY

Spring 2023

NSOH and the Progression of OH Education and Training

By Janet O’Neill, Deputy Head NSOH

Exploring new ideas within Occupational Health (OH) and wellbeing training and education has already begun. We need to build on this momentum to meet future needs.

50

OH TODAY

Spring 2023

ioh.org.uk

OH TODAY

51

The Progression of OH (Occupational Health) education and training today Exploring current ideas within Occupational Health (OH) and wellbeing training and education has already begun. We need to build on this momentum to meet future needs.

We like to see ourselves as a catalyst in the OH world for training and development

Whatever the case, we need to be mindful of a fractured service with lots of pockets of advice and support.

Therefore, there needs to be a catalyst or a hub to spokes of the service. This is usually the nurse or doctor especially if they are qualified in OH, however, as education expands to other specialists and education in leadership increases,

this may change.

The NSOH was founded in 2014 as a

As a small school, collaboration, and

collaboration between Health Education Englans (HEE), now NHS England, and the Faculty of Occupational Medicine (FOM) to tackle the shortage of skilled OH Physicians and was soon expanded

to OH Nurses and the multidisciplinary team, the only school in HEE to do so.

Hashtroudi and is supported by Professor Harjinder Kaur, National Trainee Program Director. The NSOH, a major stakeholder and leader in the OH arena, has the vision of optimising the health of the workforce, focusing on the right professionals, with the right skills

and values providing OH services.

OH TODAY

aspects of health and wellbeing.

The National School of Occupational Health (NSOH)

The school is headed up by Dr Ali

52

part of a wider team looking at various

Collaboration in education and training partnerships with our stakeholders, including those in the MDT are essential. We like to see ourselves as a catalyst in the OH world for training and development, working in partnership on

strategic initiatives is our unique approach; Over the last year, the NSOH has led a task-and-finish group with the Work and Health Unit (WHU), focused on the Government response: Health is everyone’s business. An exciting project reviewing how we can increase the OH workforce to meet future demands by increasing access to training and

education.

The Multi and interdisciplinary team (MDT)

SOM supports the school with a careers

We have long recognised the need for

information on training and education

other appropriate health specialists in

(27th September 2023). SOM has

OH (CWH 2014. There are tasks only

supported the development of a shadow

some clinicians can do and tasks several

scheme for those wishing to have a

clinicians can do, leading to

taster day in OH and the development of

interdisciplinary working. It may be that

a mentoring scheme for those new to

alternative health professionals meet a

OH. A recorded webinar on career

specific need for that organisation or are

progression in OH was supported by

Spring 2023

day for doctors and 2023 will see the first Nurse and AHP (Allied Health Professional) careers day which includes

SOM and a webinar on student placements in OH was held in May and recorded, not forgetting the SOM OH

careers week.

The school has worked closely with the FOM supporting the new curriculum and development of the new FOMaccredited OH Diploma in OH practice for nurses, which should be extended to AHP by the end of 2023.

Work with the FOHN (Faculty of OH Nursing) education committee led to the 2016 Education standards for OH, the basis of OH Education for some Higher Education Institutions (HEIs). Other work included a career progression framework and a trailblazer group for the NMC SCPHN OH Nurse apprenticeship qualification now being mapped to the new NMC standards for SCPHN-OH going live in 2024. Collaboration to develop consistency in titles for OH Nurses is soon to be published.

A research project working on a multidisciplinary (MDT) with training and education, is underway with Growing

OH & Wellbeing and the London Centre for Work and Health. Included is an interdisciplinary workshop which will be held at the FOM/SOM workshop in June this year.

Work with other organisations such as BOHS, VRA, ACPOHE, RCOT and of course iOH on other topics is in progress.

Figure 1 NSOH Strategy ioh.org.uk

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53

Current Training & Education

education, and leadership development. This focus is

The NSOH are the central body for OH

development of future education and training needs.

encouraging new people into OH. A research project, mapping the skill fit of the MDT team into OH will support the

to advise on training the OH &W workforce.

The school’s role in the development of the workforce includes encouraging the development of new courses, quality-

Where are we now: NSOH pyramid of OH education

assuring courses, and standards, increasing posts and applicants for

training, and assisting apprenticeships.

This includes quality assurance consultants training, accrediting training posts and supervisors, supporting trainees and trainers and the FOM in decision-making relating to training. The development of hybrid training posts for OHP trainees is a new initiative, working within both the NHS and the private sector in some

circumstances. The school’s work is showing promise with the highest number of applicants in the last year and standardised quality. Webinars for trainees are delivered with the recordings available. A compilation of all known OH courses, including for the MDT is being worked on and will be published in the next few months. A one -stop shop for all OH education and

Baseline OH knowledge and understanding

training.

There is no awareness of OH via pre-registration institutions!

A recent development in education and

Therefore, the current NSOH project to increase the number of

training strategy is the Growing

OH departments providing pre-registration students with

OH&WB people strategy, an NHS people

placements is an essential element (Queens Nursing Institute

promise. Improving the knowledge and

QNI 2023). The SOM shadow scheme is another baseline

skills of existing OH staff will create

opportunity as is the mentoring scheme to support those

quality and therefore a movement

wishing to enter OH, with basic industry knowledge. A few

upwards, providing space at the bottom

universities, for example, London Metropolitan and Nottingham

for more people to move into OH as a

University, are building undergraduate courses which have an

career. Recognising and encouraging

element of OH, both nursing and physiotherapy, which bodes

talent supports the development of an

well for the future. Incorporating OH into all undergraduate

MDT workforce and provides attractive

health qualifications, as well as relevant college and secondary

career pathways. Made possible with

education students will be the ideal.

accessible training, good-quality 54

OH TODAY

Spring 2023

To support organisations, a one-day introduction to OH course

has been built by the RSPH which is an innovation and a positive step towards more formal awareness of OH. More training at this level is needed.

Core foundation knowledge is a specific area of education and training growth Several OH providers including the NHS, have commenced their in-house “grow their own” clinicians training courses. This supports the growth of the workforce, necessary if they are going to service their commitments and grow. An NSOH and COHPA

initiative is looking to develop a working group across providers for consistency and quality.

Newcastle NHS trust has a 2-week introduction to OH course, sold out till the latter half of this year.

Specific Industry knowledge OH, is unique in that industry knowledge can vary quite significantly.

There has been a singular lack of specific industry training, other than on the job, however that is going to change. The rail sector has developed a 5-day training program which should be rolled out shortly and the college of policing is looking to develop a similar type of course.

Many OH physicians also choose industry-specific specialisms such as offshore medicals; ionising radiation; HAVS; lead etc. and are usually

A fortunate development in OH education has been the

registered with the HSE. Several OH

introduction of the FOM diploma in OH practice for nurses to go

Nurses are specialist in Travel Health

alongside the FOM Dip Occ Med for Doctors. To be opened to the

and a number are specialist in mental

MDT by the end of the year. This foundation-level but

health or other aspects of health

comprehensive qualification will be excellent for those

pertinent to OH.

professionals wanting to increase their knowledge and gain a qualification without attending HE. It is also an ideal steppingstone to a more formal qualification for those who want to ease themselves in. Another comprehensive suite of courses, to consider at this stage, is the NPAG clinical professional development in OH for nurses.

Nottingham University Workplace Health and Wellbeing PG course including MSc is an excellent multidisciplinary course for developing skills in a particular arena including wellbeing as the course encourages

BACP has a set of core competencies for workplace

research in the student’s particular

psychotherapists and counsellors, however no course has yet

areas of interest.

been created to deliver these.

Physiotherapists have access to ACPOHE courses which are an

excellent foundation in core OH MSK-specific knowledge.

The Vocational Rehabilitation Association (VRA) suggest several courses including a 2-day vocational rehabilitation course for case managers involved in OH. Educating technicians has been a concern as training programs for this cohort have dried up over the last few years and some may not have the level of education that lends itself to a degree or MSc. However, following a 2-year stint with a working group, Cordell Health has built an online theoretical-based OHT course which matches the SOM online competency standards and Open Awards are due to launch their OFQAL accredited level 3 technician award. The hope is that this can lead to an apprenticeship allowing employers to make the most of the levy

This is an area of growth in education and training.

Specialists Physician training posts are increasing as are the number of applicants.

Recently the NSOH supported the FOM with a new curriculum and is committed to supporting those undertaking formal training and going through the CESR or portfolio route to becoming specialists.

Manchester University continues to

provide a popular Occupational Medicine (OM) MSc and public health in OH MSc with nurses, hygienists and Doctors attending. They are committed ioh.org.uk

OH TODAY

55

to exploring other avenues for

title if they meet the competency

multidisciplinary OH education so is likely to

requirements.

develop their offering.

The number of universities delivering formal

however, leadership is a specialist skill

OH nurse qualifications has dropped with

and may be seen as Niche.

Derby, Brunel, Chester and the University of Western England being the last outposts for

There are so many opportunities within

Health Nurse) course. The NMC recognised the

OH&WB with many OH clinicians going

lack of confidence in the course and has

on to undertake qualifications in

published a new framework which is due to be

psychology, business, compliance,

delivered in 2024, at master's level. Nurses do

public health, education and even

not need to have worked in OH to be included

undertake research.

in the course, however, approximately 50% is

Many OH clinicians go on to own their

supervision standards must be followed. These have been augmented by the QNI pathwayspecific standards for SCPHN practice teachers. Most that qualify without having a job in OH are likely to require a year of preceptorship to cement their learning and 2

years to be considered a specialist (FOHN).

An apprenticeship, supported by NSOH, aligned to these standards, has been built and is being mapped with at least three universities committing to deliver.

Considering the employment apprenticeship levy, this may encourage employers who are not currently funding OH education for nurses, to do so. The NHS currently not only fund OH qualifications in some instances but also

backfills salary may benefit particularly.

There are 2 other popular University courses, Robert Gordon and Cumbria that deliver occupational health policy and practice courses, based on the PHE 2016 framework.

businesses or become consultants, advising businesses, and providing services. Having leadership skills and a clear understanding of business is essential.

Leadership is a key element to the role

of OH. Some may not see it as Niche, however specific leadership training is usually a further qualification that is obtained via a variety of avenues. This may be via an MBA, or leadership courses that are run by NHS Leadership Academy, Cordell Health, and the At Work Partnership amongst others.

Research is another niche but necessary aspect of OH (SOM 2019). The

University of Glasgow within Healthy Working Lives and the London Centre for Work and Health, often supported by the Colt Foundation are two such OH centres for research.

These are mostly attended by nurses but are

The future

open to the MDT. At present they are not at

Recent Work within the joint NSOH and

MSc level, making them a little more accessible. They do not carry a specialist title; however, the FOHN is publishing an accreditation scheme (OHW+ 2023) where non -SCPHN postgraduate diploma or degree clinicians will be able to obtain a specialist

OH TODAY

Niche

the SCPHN (Specialist Community Public

practical and therefore assessment and

56

Leadership is built into these courses;

Spring 2023

WHU task and finish group identified 2 themes required for the OH Workforce;

one focused on the lack of sufficient and diverse training opportunities and the need to Identify barriers and enablers to new training opportunities whilst

maximising existing ones. A need to

funding program is an exciting development

promote multidisciplinary routes into

for those looking to enter OH, and as a proof-

the OH profession. i.e., increasing the

of-concept research project, there is the

choice of training routes and

possibility this will spark further support.

opportunities into OH, including flexible training and portfolio pathways, was also recognised. Innovation in OH

Consequently, we need: Additional training providers with greater

education has been called for, especially

visibility at all levels and all disciplines

as the skill profile in OH come 2028 will

Training providers for the Ofqual technician

be different, with the potential for

course

training to become skill and competency

based.

Expanding the portfolio route to more than just doctors is an option to explore.

Apprenticeships for technicians, An advanced practitioner public health HEI course

Having a set of competencies will be

An accredited technician training course

helpful for this which FOHN are building

Portfolio and skill-based learning with

for nurses. The current MDT and interdisciplinary research will go a long way to support this for other OH specialists.

Hot off the press is the publication of a multi-professional Advanced Practitioner capability and curriculum framework (2023) syllabus in public health. The potential is to develop multi and interdisciplinary working in

competency frameworks Interdisciplinary working and learning

In conclusion We have come a long way; we have still got a way to go but the future for OH training and education is bright.

Janet O’Neill is an OH Nurse Advisor and Deputy Head of NSOH

Occupational Health, building on the strategic public health leadership built during the COVID period.

Developing the multidisciplinary team will bring new skills into all OH and broaden horizons, with further MDT educational opportunities arising. The school is committed to competency frameworks that reflect new ways of working with a wider range of professionals.

Excellent uptake of the SOM and Growing OHWB scholarship program demonstrates the need for training to be

funded. There is little consistency in funding at present. The NHS does provide, as do a few OH providers but many still self-funds. The WHU/NSOH

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OH TODAY

57

The Interview Feature Interview with Debbie Easby

By Lynn Pratt I had the pleasure of catching up with Debbie Easby, iOH Director of Student Affairs.

How did you get into OH? I qualified as a nurse 10 years ago as a mature student following time working for

the MOD in Germany, I have had a varied career in the prison service, A&E and fell into OH after almost leaving nursing. Having worked in manufacturing, I am currently an OH manager working in the rail industry. I completed my studies as a SCPHN OH at Derby University last year.

What challenges have you faced as a student?

I have been a perpetual student now for many years but must say undertaking my SCPHN studies throughout a global pandemic was the biggest challenge to date.

My family have been my backbone throughout my studies. Being a role model to my children has encouraged them to strive to achieve to the best of their abilities.

My youngest son is 18 and currently training to be a paramedic. A huge achievement!

What is your role as Director of Student Affairs?

With my recent student experience, I can support current and future students undertaking their studies, offering guidance and helping potential students with course options. There are so many course options available now which have the flexibility of online study but the choice can be overwhelming to navigate.

Members will often reach out for advice on where to start the journey. If I can’t help, I can put them in touch with someone who can. That’s the benefit of having

such a diverse iOH membership within a multi-disciplinary team.

I also advise on placements for students who are looking for practical experience for their courses. I have recently hosted a student from Derby university with more

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planned in the future. The exposure to varying OH environments is pivotal as many have only

ever worked in an OH department.

What do you enjoy outside work?

When not busy with my family and iOH role, I support a local community fundraising for local DEFIB’s whilst providing the community with CPR training. My family is very important to me so spending quality time with my family is my way of unwinding.

Do you have any advice for those considering a career in OH or considering further academic study?

My advice for anyone thinking about undertaking additional studies is to go for it. You will never look back! OH is a hugely rewarding speciality where no two days are the same and the continued learning is immensely rewarding. If you need guidance reach out and talk to people who have studied a qualification within OH. If you are an iOH member and would like support in choosing a course, please get in touch –debbie.easby@ioh.org.uk.

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