Development of Cancer Information Workforce Education and Training Strategy

1. Development of Cancer Information Workforce Education and Training Strategy Karin Lowson York Health Economics Consortium

2. Objectives of Project • Establish baseline profile of personnel working with cancer data or information • Identify core competencies • Identify core job descriptions • Identify skills gap • Develop education and training strategy

3. Outputs from Project • Baseline profile of staff working with cancer data and information, focusing on: • General information knowledge and competencies • Cancer information knowledge and competencies • Analysis of existing job descriptions against expected job profiles • Gap analysis produced by mapping of baseline results against expected competencies • Identification of those areas where gap analysis has revealed particular training needs

4. Background Comments • Project sponsors: four cancer networks • Hosted by NYCRIS • Steered by Expert Group • Informed by: • NHSIA Informatics Competency Survey 2002 • Health Informatics National Occupational Standards • Knowledge and Skills Framework • European Computer Driving Licence

5. Baseline Review: Questionnaire • Part one: About the person • Part two: Self assessment of competency level: • Scoring: • From 1-5 (1 = low: 5 = high) • Score 0 if not considered relevant • Seven sections: • Five map to HINOS • One based on ECDL: basic information skills • One about cancer data and services: devised by Expert Group • Part three: External assessment of competency: • Academic, professional and vocational qualifications • Membership of external bodies • Piloted in one acute trust and one SHA

6. Baseline Review: Questionnaire • Questions mapping to HINOS: • One HINOS may have many questions • One question may address more than one HINOS • Excluded HINOS areas not seen as relevant • HINOS areas covered: • Governance (6 questions) • Identify, collect, manage and analyse data and information (10) • Data sources and systems (5 questions) • Knowledge management (2 questions) • Provision of IT (2 questions) • Basic information: 9 questions • Cancer information: 15 questions

7. Response Rates by Organisation

8. Summary of Baseline Results by Staff Group

9. Summary of Not Relevant Responses • Basic information technology: • Range from 0.6% (basics) • To 7.6% (presentation skills) • Ensuring governance: • Range from 1.8% (standards) and 2.1% (local policies) • To 6.4% (Caldicott) • Collection and management of data: • Range from 7.0% (obtaining information) • To 19.2% (data audit) and 20.1% (decision-making) • Management of information: • Range from 16.4% (computerised records) • To 39.6% (coding) • Information and knowledge (26-29%) • Provision of IT (33-49%)

10. Summary of Cancer Information Responses by Staff Group

11. Summary of Cancer Information Responses by Staff Group

12. Summary of Cancer Information Not Relevant Responses by Staff Group

13. Summary of Cancer Information Not Relevant Responses by Staff Group

14. External Qualifications • ECDL: • From 23% (presentations) • To 33% (using the computer) • NVQs: • Mostly low: less than 12% • Except RSA: 23% • Academic and professional: • 16% professional (mostly nursing) • 79% (GCSE standard) and 36% (A level) • 34% first level degree • In-house courses: • 6% clinical audit and research • 14% clinical coding • 19% cancer specific and 28% anatomy and oncology

15. Typology of Jobs

16. Mapping of Skills and Competencies to Job Descriptions

17. Mismatch of Skills and Requirements: General Information • Presentation skills and communicating information • Ensuring governance • Accessing and using data and information from clinical and non-clinical systems and records

18. Mismatch of Skills and Requirements: Cancer Information • Scores across most staff groups lower for cancer than general information • Areas with highest knowledge levels: • Policies • Priorities • Service delivery • Medical terminology • Remaining areas scoring less than 3 • ‘Other’ staff groups have highest scores

19. Leading to Training and Education Strategy • As useful for general information as cancer information • Feed results back to organisations to inform local strategies • Have identified particular gaps • How to support training and education: • Organisations needing support: e.g. PCTs • Who can offer support: e.g. trusts, national, external • Who can facilitate or identify need and supply: WDCs, PHOs • Methods of delivery: e.g. on-line, in-house • To what level: vocational rather than academic • Role of Cancer Networks in raising of knowledge and skills