NHS: Reflective Pieces
Since its creation, NHS England has committed itself to the principle of developing national health strategies with the voluntary, non-governmental sectors and the citizens. NHS England, being an independent body, it is responsible for setting priorities and giving directions of the Health sector and improving the health care to the citizens of England (England N. H. S, 2015). NHS is composed of different sections with various professional groups as explained below (England N. H. S, 2015);
NHS: Reflective pieces
The Secretary of State for Health: The Secretary of State has an oversight responsibility for everything that is undertaken in the Department of Health. That includes providing strategic leadership for the health sector and social care in England.
Department of Health: The Department provides strategic leadership and funding to both social care and health in England. It is a ministerial department and thus receives funds from the government.
Clinical Commissioning Groups (CCGs): This is clinically guided statutory NHS groups that are responsible for the development and commissioning of healthcare activities in their local area. The CCG members include the GPS and other professional clinicians like the consultants and the nurses. They are allocated more than 60% of the NHS budget because they play a big part in the secondary care and the establishment of GP services. The secondary care they undertake includes Community health services, rehabilitative care, emergency care, mental health services, hospital care and health and Wellbeing Boards.
Reflective Pieces: Professional skills
For students to understand professional skills, they must attend work based training. The relevance of joint learning is highlighted by the government NHS plan where they provide a one-day training to the students so that they can interact with the professionals. IPE acts as a platform for the commissioners in the social care and public health to interact. I attended the IPE that worked on enhancing the confidence of pre-registration of the health care professionals as they are enrolled in their workplace.
This is especially important to students who consider entering in placement areas where public health sectors where ethos are poor. The aim of these training is to foster professional interactions to improve their confidence level. Personally, from the interaction, my confidence level has improved. Through this inter-professional learning activity, I have learnt strategies to enhance democratic decisions in the health sector and strategies to strengthen the working environment and relationship between the health system and social care (Jackson 2014).
I also learnt the expert services and leadership skills vital to public health. From this experience, I can comfortably co-ordinate national health services and to guide the public to make healthier choices. I also learnt some aspects on the health sector are shared amongst various bodies. For instance, NHS Improvement- is an umbrella organization tasked with bringing together Patient Safety, NHS Development Authority, quality care, and intensive Support teams which similar responsibilities are provided by individual professional regulatory bodies such as the bodies such as General Medical Council, Nursing and Midwifery Council, and General Dental Council.
The provision of quality healthcare for the patients relies on the cooperation of the high, different professionals. For healthcare to be considered complete, the contribution of each of the above bodies must be considered and implemented. Embracing teamwork is therefore of paramount concern (England N. H. S, 2015).
Reflective pieces: Lessons learnt
From this experience, I have learnt that communication underpins everything in professionalism. For instance, it affects the quality of care and can result in bad patient experiences. Also, good communication skills encourage teamwork; poor communication is the greatest barrier towards co-operation of various members of staff or professional bodies. Some of the factors that affect communication include excessive use of professional jargons and unnecessary abbreviations. Staff members with poor skills of communication create breakdowns that work against quality interaction amongst various groups (Jackson, 2014).
Informal interactions between the students and professional group strengthen their IPE experience as they move into proactive. I feel the experience strengthened by including perspective which acts as a link of theory to practice. Good communication also helps the team to develop clear objective and also encourages the cooperation amongst members in the department as the goal will act as a unifying factor. A department with unclear goals will have its members concentrating on various activities that only concerns them and thus causes a breakdown in the relationships (Jackson, 2014).
I now understand the importance of fostering teamwork in their departments. One aspect that I have not well mastered is managerial skills. Managers are expected to foster teamwork in their departments. A good manager can take his or her members through a common task giving them the motivation to achieve what is required of them. I feel my managerial skills are inadequate and will enrol in professional programs that promote proper managerial skills (Jackson, 2014).
References
England, N. H. S. (2015). NHS England launches new framework for commissioning support services.
Jackson, D., Sibson, R., & Riebe, L. (2014). Undergraduate perceptions of the development of team-working skills. Education+ Training, 56(1), 7-20.
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