OH Today Spring 2023

Partners of OH Today

From the President

Lynn Pratt

Welcome to this special edition of OH Today. We have dedicated this edition to Occupational Health education.

We know there is a significant shortage of OH practitioners across all the multidisciplinary fields. We have increasingly seen more inquiries from members requesting advice on how to navigate the different course choices available and for career advice. We hope that this special edition will give a flavour of what is on offer, whether you are considering OH as a career, you are in your early journey in OH, or looking to advance your OH skills and career.

Education is an expensive business, and this can be a huge barrier to personal development when practitioners are self -funding their studies. In the autumn, iOH will be offering member educational bursaries and an application process will be outlined shortly. Don’t forget to bookmark our members area for updates https://ioh.org.uk/members-area/ Meanwhile, the iOH board has been considering the future strategy of iOH and has restarted the application to apply to the Charities Commission for 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

features and other free resources to be able to support our members and keep our membership fee affordable for all. We invite any questions from members regarding the potential change of status to admin@ioh.org.uk.

It was wonderful to see and talk to so many of you at the Health and Wellbeing at Work conference at the NEC in March. We welcomed a record number of new members, bringing our membership to over 950. The iOH Ruth Alston Memorial Lecture and dinner was a relaxing evening with our guest speaker, Dr Richard Heron who surprised us all with his entertaining and informative presentation on tips for delivering OH Strategy via golf analogies.

We are delighted that our sponsorship with Vitalograph, a global leader in respiratory expertise, has been secured for a further year. We are also thrilled to welcome a new partnership with Cordell HealthOccupational Health and Wellbeing, a social enterprise specialising in workplace health and wellbeing.

Finally, our 2023 AGM will take place virtually on 4th July at 8 pm. Registration will be via our website link to Eventbrite – invitations to follow via email and social media.

Lynn Pratt President (acting) iOH

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

Occupational 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.

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

Many nurses discover occupational 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.”

Carmel Lillis is Director of Nursing and has worked as an occupational health 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

years ago and is now Director of Quality.

“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 the client.”

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 case and keep the person in work and be valuable in work.”

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 nurse, able to ensure people remain meaningful despite issues is incredibly rewarding.

nurse, being ensure remain in meaningful work health is incredibly rewarding.

forefront of your mind and understanding that employers do have to make commercial decisions. You're there to find a solution that's the best for all.”

Sharon also stresses the importance of independence. “It’s very much about having the skills to manage both the employer and the employee whilst given evidence-based advice and guidance. You can’t be swayed by the employee, by the employer or human resources. Keeping that very open mind but also using the evidence based that you've got, that’s really important.”

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 base where I did my certificate through a local college over two years. I’ve since worked in the NHS, in manufacturing,

utilities, airports. Occupational health has taken me to some amazing places and different environments.”

In a similar story, Sue started by hearing about a local provider. “I really liked the sound of occupational health, so I sent them my CV. There were no roles at the time, so I kept in touch and kept trying. That’s an important tip - to not give up. As a critical care nurse, I had no occupational health experience but eventually a role came up and fortunately they were a training organisation. Since then I’ve done a postgrad diploma in occupational 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 asking about training offered.”

Sue’s advice is to network as much as 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

have to find out who they are and just approach them all. That’s how I got into occupational health. And there are also agencies too.”

Dr Natalie Green is MD at Cordell Health and also sees the value in networking. “Talking to people and networking within this industry is so crucial. I've never come across another clinical specialty where just meeting others within it is so important. So I'd start that early on. I just signed up for society membership and started reading the journal and going to local group meetings so that I could just meet other people and talk about their career development. I would also sign up for membership to one of the organisations that support occupational health nurses. IOH is our partner, and their membership is 10 pounds a year. It's very affordable.”

Carmel suggests seeking out a trial or some experience first. “If you are interested in occupational health you can often try the role first. For example, most occupational health companies and the NHS will let you come in and work with them for a day or a week just to get more of an understanding. To find actual roles there are agencies that specialise in occupational health recruitment.”

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

programme for them. Whatever their level of experience, we support them all the way through and not just with fees but with study time as well, which is unheard of in occupational health.”

Natalie covers some of the key aspects of the Cordell Health training programme. “I think our nurses find that the professional development we do is genuinely different. For example, we have peer support groups where senior nurses support more junior nurses in terms of their professional development. As part of the programme our doctors might speak on specialist subjects, or we might do complex case discussion, which is facilitated by a doctor. We'll encourage nurses to develop an area of specialist expertise so each of them can go into roles based on their interests.”

Occupational health nursingvariety with a holistic approach

To sum up what the speciality has to offer nurses, Dr Nikki Cordell, CEO of Cordell Health shares her thoughts. “You are looking at the context of health almost in a holistic way. You can use your clinical knowledge and also bring a solution-focused consultation style to helping to find how to support an employee in work. You can do case management, 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.

As 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.

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.

What does it entail?

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

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.

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

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

• An Occupational Therapist’s perspective

• An Occupational Nurse’s Perspective In-house Training

• Health Partners

• PAM Academy

• BHSF Training Academy

in OH Pupa

Foundations in OH

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

By Lucy Kenyon

From caterpillar to pupa

My 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

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 community. By 2015, nothing had changed. The newly forming Faculty of Occupational Health Nursing (FOHN) had reported that “Occupational health nurses were graduating from NMC accredited courses with very mixed levels of experience, knowledge and skills”. (FOHN, 2015)

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 student.

To ensure my skill and confidence, I self -funded for the post-graduate OH and BOHS (British Occupational Hygiene Society) accredited hygiene qualification that taught the technical and scientific learning that I needed. From this, I developed and delivered my in-house professional training.

I was, delighted to be approached by the National Performance Advisory Group (NPAG) during the 2015 Health and Wellbeing at Work conference to review their existing sickness absence management workshop and develop and deliver a series of one-day ‘clinical professional development workshops on OH topics. The timing was also perfect to incorporate the learnings from AOHNP’s (now iOH) involvement in the 2016 NMC consultation to develop the reflective practice framework for revalidation.

Building the foundations

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

developed a series of 8 workshops that I believe fill the gaps in practical knowledge, competence and confidence of health professionals entering the field of OH. These continue to evolve through feedback and our inter-professional approach with distinctive learning outcomes that enable experienced delegates to participate in supervision 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 health conditions.

Occupational Health Risk Assessment examines the individual risks experienced by disabled and other vulnerable workers as defined by the HSE, systematic reviews and emerging evidence.

COSHH Health Surveillance & Case Management explores the evidence and criteria of statutory screening and testing techniques for health assessment, protection, education, reporting and monitoring from preplacement to post-exposure.

Noise and Vibration Health Surveillance & Case Management explores the application of evidence, criteria, and techniques for statutory health assessment, protection, education and reporting from pre-placement to postexposure.

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.

Foundations in OH

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 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.

Each of the workshops has its own reading list, agenda, case studies, practical sessions and course slides to enable each delegate to continue to reflect, research, and build confidence and competence to grow in their role.

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 diverse spectrum of multi-disciplinary professionals including nurses, occupational therapists, physiotherapists, psychologists and radiographers seeking a career in OH at 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.

Foundations in OH

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 Health (OH) have a lot in common, and it is not just in the titles! I have worked in occupational health and vocational rehabilitation in Australia and the UK for over 25 years. Using my skills in assessing an individual’s function, 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.

Although I have a long work history in occupational health, I have recently completed the Introductory Course to Occupational Medicine run by Newcastle Upon Tyne Hospitals NHS Foundation Trust, one of the four FOM -approved pre-requisite courses to sit the Diploma in Occupational Health Practice examinations. I have

appreciated the generosity and inclusiveness of Dr Elizabeth Murphy and Dr Kiera McDowall, the course directors, and their encouragement in opening the doors to this course to a wide variety of occupational health practitioners.

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 learning. The one-to-one tutoring was a key part of the course and was extremely helpful not only for my portfolio development (a requirement for the examination) but also for discussing and gaining an understanding of broader OH issues, which have benefited my clinical and business practice.

Coming into the course from a career in OH focused on Functional Capacity Evaluations, ergonomics, mental health, neurodiversity assessment and rehabilitation provision, learning about various occupational diseases, their causation and OH’s role in their assessment and management has been a highlight for me. Throughout the course, we were always brought back to the fundamentals of risk assessment/management and the hierarchy of risk controls to inform our analysis and decisionmaking. The synergy and mutualism of occupational 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 hopefully become outdated.

I was also fortunate enough to teach one of the course modules in vocational rehabilitation. As the course attendees had not worked with an occupational therapist in OH before, it enabled a greater understanding of the occupational therapy and vocational rehabilitation approach, our OT skills and knowledge and our potential impact on case resolution as part of a multi-disciplinary team.

Although occupational therapists have the skills to work in occupational health settings directly postqualifying, with so much recent focus on OH multidisciplinary and inter-disciplinary working and the need to grow the OH workforce, it makes sense for the introductory OH courses to be opened to a wide range of practitioners to be able to share knowledge, skills and perspectives, understand the breadth of occupational health and most importantly, to continue to improve OH practice. The Newcastle Upon Tyne NHS Trust Introductory course in Occupational Medicine is multiprofessional.

FOM Diploma Growing OH programan Occupational Nurse’s Perspective

By Lucy Ellis

Occupational Health is a growing field of specialist nursing and is a field I am relatively new to. I’m lucky to have supportive management who encourages individuals to excel in their field and develop their skills. Therefore, I was very eager to expand my knowledge base, so when the opportunity to do so through funding from Growing OH&WB was offered, I was thrilled. I accessed the Diploma in OH Practice via the Faculty of Medicine (FOM).

Prior to commencing the diploma, I was sent the course literature. My first thought on opening the box was, ‘Crikey, what have I got myself into?’ The folders were bulky and contained an extensive amount of information, but saying that, gave me everything I needed to prepare myself for the course. I obviously knew the course was going the be intense, because what other diploma can you complete in 2 weeks?

Mandy Kelly Occupational Therapist, Occupational Health, and productivity specialist Director Crest Health Group Ltd.

Foundations in OH

On the first day, I was slightly apprehensive, not knowing what to expect and worrying that I didn’t know anything about Occupational Health, but I was immediately put at ease by course leaders. The lecturers were engaging and supportive and provided us with a vast amount of information to 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

extensive. We were provided with a vast reading list to underpin what we had learnt and to carry forward into our dayto-day work.

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

In House Training Health Partners

By Chris Rhodes

We all recognise the challenge in recruitment in Occupational Health and the limited and diminishing pool of 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.

Although we hoped to hire experienced Case Managers for the business, we realised that we had internal opportunities needing to be tapped into.

We realised that some of our Case Managers did not have a formal OH qualification when entering Health Partners but subsequently had been trained 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.

Ample expertise and skill within our clinical team existed to develop and deliver a bespoke training package. We saw that there was much of the ‘art’ of good case management that we could teach a future generation of Case Managers.

Multidisciplinary case management had been trialled for some time at Health Partners to good success as we found that different disciplines bring varied and complementary skills and approaches to case management, with our teams comprised of OHAs and Registered Nurses with a background in OH, but also Occupational Therapists, Physiotherapists and Registered Mental Nurses.

Our recruitment strategy for the Academy programme had to broaden as well to meet this change. We focussed on holding face-to-face assessments where successful applicants would be invited to meet staff and learn more about working life at Health Partners and what it means to be a

Case Manager. Through interviews and assessment projects, the skills we look for include a genuine passion and interest in OH and excellent 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 condition treatment pathways, we felt that we could teach the remainder.

The assessment days provided us with an enthusiastic and talented group of mixed health professionals. Each time, we have had an excellent choice of candidates.

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 allowed us to spend time with the group, and allowed the trainees to form important relationships with their trainers and each other. The remainder of the training was delivered remotely, using a variety of training styles and methods to ensure it met the needs of different learning styles.

After the eight weeks, the training then moves more towards coaching, and trainees begin to gently carry out assessments, closely supported and supervised by our clinical team, before, during and after the appointments.

All Academy trainees are in a trainee role for 12 months as they work towards a full caseload, with comprehensive support and supervision throughout that year. The later months are punctuated with further training sessions, or follow -up sessions, to consolidate any learning. These sessions are invaluable, as the trainees begin to

Foundations in OH

have sometimes complex and interesting cases, and there is a fascinating learning journey for both trainee and the training team.

We now have our first cohort from 2022 set to graduate this May as OH Case Managers and a second cohort who will 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

excitement to our business, and our clients have been impressed by the innovative programme. I believe the words that describe the experience of 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.

In House Training

Pam Academy (PAM Group) -

From Theory to Practice to Reflection

By Stephanie Foster

We know that there is a significant shortage of experienced Occupational Health (OH) practitioners. A report 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.

When I joined PAM Academy as a Clinical Training Lead, I realized that I wanted my teaching practice to be as evidence-based as my nursing. I was fortunate that PAM sponsored me to study for a Post Graduate Certificate in Higher Education (PGCHE). This helped me to understand that how we design training can have a significant impact on how students learn. Especially in terms of 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.

PAM Group recognises the importance of training and career progression. As shown by the fact that 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

of OH. With an emphasis on providing trainees with a solid understanding of the basic principles of OH practice.

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 time given for self-led learning and reflection. We have actively worked to improve accessibility and inclusion, by considering how we present the course material. We have built-in practice-based learning to allow trainees to hone their consultation skills in a safe classroom environment. Highlighting it is ok to not get it 100% right, as reflecting on feedback and our performance is how we improve.

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 the development of confident and competent practitioners.

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

Foundations in OH

professionals, who all support each other. After gaining experience, our trainees can apply for sponsorship to gain a formal OH qualification at a

university. Supporting them on their journey from novice to expert and becoming a qualified OHA.

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

The BHSF Training Academy was formed in 2017 to develop 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.

Our 4 year, blended learning OHA program has worked best for our trainees but let’s hear from one of them about their experience of the BHSF program.

• “I have now worked for BHSF for 2 years and 7 months and I have to say I absolutely love working for the company. I started on the trainee programme and was keen to start my degree immediately but was advised that working for a year, prior to the start of the degree programme would be

more beneficial, and this is proved to be the case.

• I find BHSF to be an extremely supportive organisation, I have a great 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 work for two customers which allows me to develop a relationship and an understanding of the business needs, however sometimes I am required to provide OH services to other companies, which is challenging, but also quite a refreshing change.

• BHSF provide extra study leave days each year for the degree programme. The degree requires a lot of extra learning and input; however, it is

extremely enjoyable and made easier by the fact that it is a subject I enjoy.

• I have worked in many different environments and jobs, but occupational health is definitely my ‘best fit’, I love the fact that you can make a difference in people’s lives, and I have a good work-life balance. I am always learning new things in the job and the 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 have been with the company I have felt supported and appreciated and would recommend this….to anyone who is wishing to pursue a career in occupational health”.

Our trainees and fully qualified OHAs are growing their careers with some now in senior roles and others tracking into management. They are our best-kept secret and most important asset so

continuing to invest in our people and their futures is a win-win for all.

We keep abreast of the latest changes and developments in OH and provide ongoing CPD for all our staff. We are committed to developing and contributing to the field of OH and being part of the wider OH community of practitioners.

Looking forward we are busy planning for our September 2023 intake of trainees and look forward to welcoming them into the business. We know the benefits of investing in our clinicians and through this programme, we continue to build up our business resilience for the future. We now have a large, dynamic and enthusiastic team. Please do reach out if you would like some more information.

https://www.bhsf.co.uk/careers/

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.

Core Education

Technicians

• EOPH - Occupational Health Technician

• Ofqual Level 3 Certificate for OH Technicians

Nurses and AHP’s

• Why Choose Brunel

• Robert Gordon University Aberdeen Scotland Doctors

• Certificate of Eligibility for Specialist Registration

• Occupational Medicine as a Trainee consultant

• Occupational Health at the University of

Education

Course

Technicians

Scotland

Registration consultant of Manchester

Technicians

Ofqual Level 3 Certificate for OH Technicians

Open Awards is delighted to have partnered with the Society of Occupational Medicine (SOM) on the development of the Level 3 Certificate for Occupational Health Technicians (RQF).

The brand new Ofqual-regulated qualification was the brainchild of the SOM who originally approached Open Awards to create a ‘benchmark’ qualification for Occupational Health Technicians who conduct a range of health assessments to determine an employee’s current level of health in relation to their workplace environment. Previously, this particular branch of the healthcare sector did not have an established standardised qualification, with new entrants tending to be those over the age of 19 with some form of experience in healthcare. Furthermore, skills demand data derived from Lightcast demonstrates a steady increase in job postings over the past five years whilst the starting salary recently rose by £3,000 from £22,000 to £25,000 per annum.

The primary purpose of the Open Awards Level 3 Certificate for Occupational Health Technicians (RQF) is to enable learners to increase their skills and knowledge in the role of an Occupational Health Technician, combining principles and practice, it is also mapped to the SOM’s Occupational

Health Technician skills assessment. The qualification is designed to enhance the life of those seeking to enter a flourishing profession whilst enabling social mobility and encouraging progression to higher level courses. The Certificate is suitable for learners who are new to the role and more experienced technicians who would like to formalise their acquired knowledge and skills through the achievement of a recognised qualification.

Supported by the SOM, Public Health Wales, National School of Occupational Health and numerous practicing organisations such as Peritus Health, Phoenix Occupational Health and PAM Occupational Health Solutions; this Certificate is a very exciting addition to Open Awards’ growing portfolio of health-related vocational qualifications at Level 3 which also includes Substance Misuse, Maternity Support Work and Pharmaceutical offerings.

Open Awards is a National Awarding Organisation regulated by Ofqual and Access Validating Agency regulated by the Quality Assurance Agency for Higher Education. We are also an approved End-point Assessment Organisation and specialists in the delivery of Functional Skills, Alternative Education and flexible vocational qualifications.

Core Education

Nurses and AHP’s Why Choose Brunel

By Marjory Fish

Brunel offers Occupational Health (OH) students the opportunity of shared, evidence -based theory and practice learning with other Specialist Community Public Health Nurses (SCPHN) students for Health Visiting (HV) and School Nursing (SN). The course leads to registration on part 3 of the NMC Register. Brunel is one of the universities that is offering OH as part of the three SCPHN pathways simultaneously and has a long and successful track record in the education and training of the three pathways.

The simultaneous teaching is a demonstration of the existence of common, professional activities and skills that are considered essentially transferable in nature; whilst at the same time carefully preserving the identity and level of pathway specialist input as indicated in the NMC Standards of Proficiency SCPHN (2022). OH students learn about the physical, chemical, mental, environmental and ergonomic occupational health hazards and how to promote and maintain highest degree of physical, mental and social well-being of workers in all types of occupations and workplaces. Students are in university 50% and practice 50%. Brunel offers a part-time course over 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

SCPHNs with some still in practice as well as experts in other OH-related fields including Law. The lecturers possess many years of experience across different business sectors including oil and gas, construction, railways, the NHS and banking and finance amongst others. OH training at Brunel is within the rapidly growing College of Health, Medicine and Life Sciences (CHMLS). The information on CHMLS is available here.

Brunel’s CHMLS now has a growing portfolio which includes NMC approved pre-registration nurse training and a Brunel approved CPD course for clinical partners and collaborators who accept students on clinical placements. The growing portfolio enhances Brunel’s vision for the future of OH nurse training prior to, and beyond prenursing registration. The nursing leadership are currently part of a national project to open up OH for preregistration nursing student placements. Post graduate diploma (PGDip) SCPHN students can now prepare for their dissertation (MSc) during the PGDip study for evidencebased advice or improvement of their OH student placement area.

To further develop the taught evidencebased 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 Healtha Two-year distance learning degree Programme. Our curriculum covers a broad knowledge and understanding of theories, principles, and concepts relevant to occupational health (OH) including:

• Principles of Occupational health

• Workplace health risk management

• Health surveillance

• Workplace health promotion

• Mental wellbeing in the workplace

• Absence management

• Leadership

• Occupational Health Management

Overview of the course at:

RGU BSc Occupational Health

BSc OH Detailed Module Information

Entry Requirements

The entry requirement for this programme will normally be a qualification as a health professional 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.

Core Education

We are currently taking applications for the BSc Occupational Health 2023-2025 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 and accessible to suit shifts / work pattern. The students work through each module at their own pace within a recommended timeline. There are formative exercises to complete and

share on Moodle, the tutors provide feedback.

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

Core Education

Certificate of Eligibility for Specialist Registration

By Dr Jon Spiro

While specialty training, with the aim of obtaining a Certificate of Completion of Training (CCT), is the primary route to become a recognised medical specialist in any specialty, an alternative route to achieving this has existed for over fifteen years. It involves obtaining a Certificate of Eligibility for Specialist 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.

Those who wish to pursue this route still need to find work in Occupational Medicine (OM), ideally where they will be supported, mentored and supervised by more senior doctors. The essential requirement is to gather evidence which shows that they, like their trainee counterparts, have achieved the knowledge, experience, capabilities and learning outcomes of the Faculty of Occupational Medicine’s (FOM) 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

evidence is then submitted to the General Medical Council (GMC) who, in turn, pass it to FOM for evaluation to see if the applicant has met the criteria. (Should they not have done so, they are advised as to exactly what evidence they need to supply, in addition to that already provided, to succeed at a second attempt ).

The CESR route in OM has gained in popularity in recent years. The 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 on time make it more attractive to some. Many CESR candidates in the past took the step of making an application after a number of years working in OM, often more than ten. However, a number are now beginning this journey as soon as they enter the specialty, thus aiming for specialist registration at the same stage in their careers as CCT trainees.

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 what can be a long and challenging (and sometimes lonely) road and to be organised in gaining and storing the necessary evidence. Before making an actual CESR application, it is essential to have at least one more senior doctor 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

to engage with FOM for support, and to attend one of the FOM’s annual CESR Coaching Days. The Society of Occupational Medicine (SOM) also runs support networks and services for those interested in the CESR route, such as maintaining a voluntary register and running periodic Zoom meetings

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.

Doctors

Occupational Medicine as a Trainee consultant

By Professor Harj Kaul

Occupational Medicine-is the branch of medical practice that is concerned with the bidirectional relationship between work and health.

It is not regularly taught at a medical undergraduate level although you might have come across it in other modules such as GP, respiratory and dermatology. Some postgraduate doctors may have had some exposure in their foundation years.

On the other hand, some doctors/ medical students may have had some experience as a patient/client/employee/ student in accessing an opinion for continuation of their training/ employment through occupational health practitioners e.g., nurses and doctors.

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 Faculty of Occupational Medicine (FOM). Medical practitioners thinking about the speciality commonly make preliminary contact by email or

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 so that after completion of the training, they have the necessary skills to be an independent accredited specialist practitioner registered with the GMC to work across the UK plc employment environment. There are number of chief medical officer posts at board level for national and international companies as well.

A regional TPD/RSA will be happy to be personally contacted to guide individuals. Support with taster sessions is provided, including sitting in clinics and taking part in supervised educational workplace visits. This allows 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.

Regional TPD’s can advise on the training requirements and expectations of the GMC approved training programme. They’ll be happy to share the annual expectations of progression

through from ST3-ST6 mapped against the latest GMC curriculum.

The speciality has an above-average number of less than full-time postgraduate doctors, mainly in the NHS, but accommodated in industry training posts as well. There is also an above average culturally diverse and female intake into the speciality. Movement between the NHS and industrial training posts does occur to complete the full programme.

In 2023, there continues to be high level discussions by FOM and NIHR to explore setting up posts with academic and research opportunities.

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.

How do I enter the training programme – Requirements

All NHS posts are recruited through the National Recruitment Process, which is delivered by HEE twice per year. This will be advertised at https://

specialtytraining.hee.nhs.uk/Recruitment/ Recruitment-timelines and Oriel

Non-NHS posts can be advertised in various platform e.g., Society Occupational Medicine (SOM) or LinkedIn. The Employer of the post will have their own recruitment process however all applicants must also attend the national HEE recruitment to be “benchmarked”. The purpose of benchmarking is to ensure that all trainees entering the specialty are above an appointable threshold.

Those who wish to have an NHS post will be offered an available training post in the order they are 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/occupationalhealth/national-school-occupational-health Exams & Training (fom.ac.uk)

OM_OH_physician_career_2.docx (live.com)

BMA_the_occupational_physician_oct_2019.pdf

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.

Occupational Health at the University of Manchester

By Anne Clayson

At the University of Manchester, we have over 60 years of global influence in Occupational Health, with our department being the first Occupational Medicine department in the world. We are at the forefront of research, development and education in Occupational Health, Occupational Medicine and Occupational Hygiene.

Our key partner is the UK government Health and Safety Executive (HSE) for which we provide research and monitoring services in collaboration with the University’s Thomas Ashton Institute for Risk and Regulatory Research. We also have research partnerships with universities throughout the UK, as well as the UK government, European partners and professional bodies in occupational health. Via the Thomas Ashton Institute and the department’s world-leading occupational health monitoring project, The Health and Occupational Research (THOR) network, we bring new knowledge on hazardous substances and their exposure alongside other emerging threats in the workplace. This informs future policy and regulatory practices. As a university in a city with a long history of progressive social thinking about work and health, we maintain traditions of progressive and inclusive research-informed teaching and

learning. We Nurture student progression towards chosen career paths supported by professional bodies, including the Faculty of Occupational Medicine (FOHN) and the British Occupational Hygiene Society.

Occupational health demands interdisciplinary learning involving multi-professional teams. This is reflected in our approach to teaching and learning, our teaching staff, and our use of technology. Our teaching staff include clinically trained doctors, occupational physicians, chartered occupational hygienists, occupational health nurses and physiotherapists. By joining our online blended courses in occupational health, occupational medicine or occupational hygiene, students join a large community of fellow professional learners working in a variety of contexts. These range from oil and gas installations and military occupations to hospitals and GP practices. By embracing new technologies and keeping up to date with the latest industry challenges, our online, blended Master’s courses in Occupational Health, Occupational Medicine and Occupational Hygiene bring opportunities to make connections between different stakeholders in occupational health. This may be regulatory science, medicine, or the

many facets of work and organisation. On-campus practical events in occupational hygiene and medicine are available to all our students, which will enhance opportunities to connect to 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 National Research Libraries. Full and part-time study pathways are available, and it is also possible 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 component within our Masters’ programmes and to

offer masters’ level CPD credits in Occupational Hygiene. Depending on experience and qualifications study could be one of the following courses:

MSc/MPH Occupational Health

MSc Occupational Medicine – including CPD in Occupational Medicine FOM-approved

MSc Occupational Hygiene – BOHS-approved course

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

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.

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

Training

Workplace Health

Interprofessional

Training

Expanding horizons with an MSc in Workplace Health and Wellbeing

By Janet O’Neill & Samantha Langford

Iwas a stage in my Occupational Health career where I felt I was no longer growing or improving. I 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. I was a single parent and working full

time meant attendance would be more difficult. This MSc seemed to be a happy medium.

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.

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

While working in Learning and Development in a Civil Service department, I developed a passion for understanding, and improving, workplace health and wellbeing. Having worked as a Crime Scene Investigator, where I was exposed to potentially traumatic events daily, and in roles where the negative effects of psychosocial stressors were evident in colleagues, I wanted to dedicate my career to ensuring workplaces and working practices are not making people unwell, emotionally, physically, or mentally.

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

wellbeing, to be able to immerse yourself in your studies. But with it being a part-time distance learning course, it’s quite easy to study alongside work and other commitments. Covering key topics such as work-related stress, absence, rehabilitation and retention, contemporary issues in workplace health and the management and promotion of workplace health and wellbeing, it’s designed for learners to develop a deeper understanding of the theory and evidence that informs the management of workplace health and wellbeing, as well as skills for evidence-based practice. I found it to be 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

Exciting New Online PG Cert Leading Interprofessional Practice Education

By Neil Loach

The Queen’s Nursing Institute has published new Standards of Education and Practice for Community Practice Teaching. The new Standards were developed over 2021-22 involving numerous stakeholders from a wide range of key organisations, including occupational health (OH) nurses.

The new standards comprise a set of benchmarks and guidance outlining the transition from a Practice Supervisor and Practice Assessor role to that of a Community Practice Teacher, the attributes required for practice teaching, and the support and 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 practice setting. The Standards align with the four pillars (domains) of advanced practice of the Health Education England Advanced Practice Toolkit Framework (2017).

In recent years it has been increasingly difficult to get the support of a Practice Teacher within the field of Occupational Health and therefore Universities have had to rely upon the services of SCPHN Part 3 registered nurses without the Practice Teacher qualification as either Practice Supervisor or separate Assessor. Whilst the support to attain suitable skills is there from the

University and the Nursing & Midwifery Council it does not equal the quality of teaching and learning offered by a suitably qualified Practice Teacher and Educator.

As the focus is now on ‘Growing Occupational Health’ it seems fitting that there is a suitable offering that will assist the quality of teaching and learning within an Occupational Health setting. OH, Learners need high levels of support within their learning and this course is designed to ensure that you are ready and equipped to provide a quality learning environment.

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

The online programme is accredited by Advance HE. The online programme is designed to help you, as a health, social care or allied health, professionally registered practitioner, to support higher education learning, teaching, and assessment across the occupational health service provision, as well as other community settings effectively and confidently.

The programme will be available as an apprenticeship or non-apprenticeship but only the non-apprenticeship application is currently open for application. (Please look out for updates

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.

A postgraduate qualification that enables you to develop your skills and knowledge in education within your practice setting, putting you at the forefront of professional practice education.

The course can be completed in one or two years of part-time online study, making it ideal for your professional development and career advancement.

You will benefit from learning alongside a range of health, social care, and allied health professionals to help you to develop the interprofessional academic

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.

What you will study

The Postgraduate Certificate Leading Interprofessional Practice Education can be obtained upon passing two core level 7 modules totalling 60 credits (one 20-credit and one 40-credit module).

The first module (20 credits) introduces you to teaching, learning and assessment theories while exploring your value base and role toward supporting Higher Education students across the

Training

broad range of Health and Social Care learning environments. Assessment plays an important role in the caring professions and is specifically explored, as protecting service users is imperative.

The second module (40 credits) investigates the concept of curriculum, the design and quality mechanisms toward the maintenance of currency and credibility.

A focus on interprofessional education toward improving service user outcomes and the application of learning to practice is integral to this programme.

Entry Requirements

You should normally have:

a degree qualification in a health or social care-related subject 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 application, but you will still need to secure protected practice-based study time.

the availability of a suitably qualified, annotated mentor/practice teacher/ practice educator to support you during

the programme and formally 'sign off' your practice on completion.

We will also consider your application if you have evidence of level 6 study (minimum 20 credits) plus at least 6-12 months experience of working in a relevant field.

Who will Teach you?

Suzanne Le Blond:

Suzanne is a Senior Lecturer in the Discipline area of Midwifery, Children and Professional Practice within the School of Nursing and College of Health, Psychology and Social Care. As an experienced educator, in higher education and a Senior Fellow of Advance HE, Suzanne is passionate about facilitating student progression.

Neil Loach:

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 and Evaluating the Curriculum.

For further information please email s.leblond@derby.ac.uk or n.loach@derby.ac.uk

PG Cert Leading Interprofessional Practice Education (LIPPE)

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

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.

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.

The National School of Occupational Health (NSOH)

The NSOH was founded in 2014 as a 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.

The school is headed up by Dr Ali 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.

The Multi and interdisciplinary team (MDT)

We have long recognised the need for other appropriate health specialists in OH (CWH 2014. There are tasks only some clinicians can do and tasks several clinicians can do, leading to interdisciplinary working. It may be that alternative health professionals meet a specific need for that organisation or are

part of a wider team looking at various aspects of health and wellbeing. 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.

Collaboration in education and training

As a small school, collaboration, and 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.

SOM supports the school with a careers day for doctors and 2023 will see the first Nurse and AHP (Allied Health Professional) careers day which includes information on training and education (27th September 2023). SOM has supported the development of a shadow scheme for those wishing to have a taster day in OH and the development of a mentoring scheme for those new to OH. A recorded webinar on career progression in OH was supported by

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

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.

NSOH Strategy

Figure 1

Current Training & Education

The NSOH are the central body for OH 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 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 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 showing promise with the highest number of applicants in the last year and standardised quality. 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 training.

A recent development in education and training strategy is the Growing OH&WB people strategy, an NHS people promise. Improving the knowledge and skills of existing OH staff will create quality and therefore a movement upwards, providing space at the bottom for more people to move into OH as a career. Recognising and encouraging talent supports the development of an MDT workforce and provides attractive career pathways. Made possible with accessible training, good-quality

education, and leadership development. This focus is encouraging new people into OH. A research project, mapping the skill fit of the MDT team into OH will support the development of future education and training needs.

Where are we now:

Baseline OH knowledge and understanding

There is no awareness of OH via pre-registration institutions! Therefore, the current NSOH project to increase the number of OH departments providing pre-registration students with placements is an essential element (Queens Nursing Institute QNI 2023). The SOM shadow scheme is another baseline opportunity as is the mentoring scheme to support those wishing to enter OH, with basic industry knowledge. A few universities, for example, London Metropolitan and Nottingham University, are building undergraduate courses which have an element of OH, both nursing and physiotherapy, which bodes well for the future. Incorporating OH into all undergraduate health qualifications, as well as relevant college and secondary education students will be the ideal.

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.

A fortunate development in OH education has been the introduction of the FOM diploma in OH practice for nurses to go alongside the FOM Dip Occ Med for Doctors. To be opened to the MDT by the end of the year. This foundation-level but comprehensive qualification will be excellent for those 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.

BACP has a set of core competencies for workplace psychotherapists and counsellors, however no course has yet 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

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 registered with the HSE. Several OH Nurses are specialist in Travel Health and a number are specialist in mental health or other aspects of health pertinent to OH.

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 research in the student’s particular areas of interest.

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

to exploring other avenues for multidisciplinary OH education so is likely to develop their offering.

The number of universities delivering formal OH nurse qualifications has dropped with Derby, Brunel, Chester and the University of Western England being the last outposts for the SCPHN (Specialist Community Public Health Nurse) course. The NMC recognised the lack of confidence in the course and has published a new framework which is due to be delivered in 2024, at master's level. Nurses do not need to have worked in OH to be included in the course, however, approximately 50% is practical and therefore assessment and 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. These are mostly attended by nurses but are open to the MDT. At present they are not at 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

title if they meet the competency requirements.

Leadership is built into these courses; however, leadership is a specialist skill and may be seen as Niche.

Niche

There are so many opportunities within OH&WB with many OH clinicians going on to undertake qualifications in psychology, business, compliance, public health, education and even undertake research.

Many OH clinicians go on to own their 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.

The future

Recent Work within the joint NSOH and 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 promote multidisciplinary routes into the OH profession. i.e., increasing the choice of training routes and opportunities into OH, including flexible training and portfolio pathways, was also recognised. Innovation in OH education has been called for, especially as the skill profile in OH come 2028 will be different, with the potential for training to become skill and competency based.

Expanding the portfolio route to more than just doctors is an option to explore. Having a set of competencies will be helpful for this which FOHN are building 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 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

funding program is an exciting development for those looking to enter OH, and as a proofof-concept research project, there is the possibility this will spark further support.

Consequently, we need:

Additional training providers with greater visibility at all levels and all disciplines

Training providers for the Ofqual technician course

Apprenticeships for technicians,

An advanced practitioner public health HEI course

An accredited technician training course

Portfolio and skill-based learning with 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

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

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.