focus winter 2011-12€¦ · web viewfocus spring 2013. accessible word version a word from the...
TRANSCRIPT
NHS Education for ScotlandfOCUS spring 2013Accessible Word Version
A Word from the Chair & Chief Executive
A very warm welcome to our spring issue of fOCUS. We hope you enjoy this issue's snapshot of
some of the exciting and varied work underway in NES this spring.
Some highlights include…
We take a look at some of our partnerships at work. Firstly, NES and the Scottish Social Services
Council (SSSC) and their joint Sliding Doors project for health and social care staff. And secondly,
the second Memorandum of Understanding (MOU) we have signed with IRISS, to develop our
joint commitment to continuous improvement in Scotlands health and social services.
We also report on two new frameworks for learning disability nursing, launched in March by the
Minister for Health, Michael Matheson.
We also have an article on supporting individuals who use Augmentative and Alternative
Communication and NES's role in delivering 'A Right to Speak', the Scottish Government's 2012
report outlining a vision for Scotland in which people who use Augmentative and Alternative
Communication are fully included as active members of society.
This issue also features an article by a Turkish doctor explaining how neonatal safety training
packages developed by NES Scottish Multi-professional Maternity Development Programme
(SMMDP) will help to reduce neonatal deaths in Turkey.
As usual we are keen to hear what you think about this publication. We are currently running an
online survey to invite specific feedback on what you think of focus and any improvements you
think we can make. You can complete the survey here http://ow.ly/kipQg
And as always, you can join our conversation by liking on Facebook and following us on Twitter.
Learning Disabilities Nursing - New Educational Frameworks Launched
March 2013 saw Michael Matheson, Minister for Public Health, launch two new learning disabilities
nursing frameworks – NES’s Pre-registration Framework for Learning Disability Nursing and Post-
registration Career and Development Framework.
In addition he launched Scotland’s Action Plan to improve learning disabilities nursing services.
NES has been taking forward a range of activities to support the implementation of the educational
recommendations arising from the report of the UK Modernising Learning Disabilities Nursing
review , Strengthening the Commitment , published in 2012, and to inform and support
implementation of Scotland’s Action Plan for delivering these recommendations in the Scottish
context.
The activities include:
supporting the implementation of a sustainable national model of pre-registration learning
disabilities nursing education delivery in Scotland
development of a national framework for pre-registration learning disabilities nursing in
Scotland
development of a post-registration learning disabilities nursing national developmental
framework for Scotland, reflecting the key priorities set out in Strengthening the
Commitment and the subsequent delivery Action Plan for Scotland
development of a strategic learning disabilities nursing workforce development plan
Launching the frameworks, Michael Matheson, Minister for Public Health, said: “Learning
disabilities nursing is essential in our health and social care system. I am pleased to launch
Scotland’s Delivery Action Plan and NES Frameworks, which will help Learning Disabilities Nurses
deliver the safe, effective and person-centred care that people with learning disabilities and their
families and carers deserve.”
Reflecting on this work and on the launch of the new resources, Colette Ferguson, Director of
NMAHP for NES added: “I would like to reinforce the NES commitment to learning disabilities
nursing. We will continue to be ambassadors, and support education at undergraduate and
postgraduate levels to ensure sustainable career pathways for learning disability nurses.
“This work will enable practitioners and educationalists to deliver high quality, human rights based
education at pre-registration level and enable registered nurses to plan their development.”
Sliding Doors at the University of DundeeHelping health and social care staff think about turning points in older people’s lives.
NES and the Scottish Social Services Council (SSSC) have the lead role in workforce
development for health and social care and the SSSC is responsible for regulating education and
training for social services. This joint working between NES and SSSC recognises the close
relationship of health and social care in providing better outcomes for the people of Scotland.
In 2009 the SSSC and NES signed a memorandum of understanding (MOU) setting out both
organisations' commitment to preparing the health and social service workforce for the future of
increasing joint services. We signed up to a joint action plan which covers a range of themes and
work is well under way with employers, universities, colleges and other training providers, the
workforce, people who use services and a range of organisations to take forward the action plan.
http://www.sssc.uk.com/ewd/sssc-and-nes-working-in-partnership.html
One of the outcomes of SSSC and NES joint workforce development activities is the Sliding Doors
learning resource for health and social care staff across Scotland.
Sliding Doors is a metaphor based on the film of the same name. The metaphor is useful in
helping health and social care staff think about the various turning points in older people’s lives.
In the workshop, participants explore what they think is the ‘good life’ for themselves. In the course
of this personal reflection, Iain and Maggie enter the room and a drama unfolds revealing the lives
of an older couple coping with dementia. A series of discussion activities help participants think
differently about the role health and social care professionals can have in supporting the ‘good life’
for Iain and Maggie. It becomes clear in the discussion that professionals need to think differently
about and reshape the delivery of health and social care services.
A series of Sliding Doors events has taken place across Scotland for health and social care
professionals. SSSC and NES staff considered the applicability of the resource for students and
approached nursing and social work academics from the University of Dundee about the
possibility of testing the learning resource within a university setting. Academic staff from both
professions jumped at the chance for a number of reasons, including the desire to find ways of
working more closely together to support the integration agenda.
As in practice, academics can face systemic barriers to closer collaborative practice, but are keen
to overcome these. The Sliding Doors project began to overcome these barriers from the early
planning activities. For example, staff in leadership roles came together to work on an area of
shared concern. Problems in shared delivery were identified and solved. A sharing and blurring of
responsibilities and roles was negotiated. Then, in preparation for the Sliding Doors event for
students, five nursing and three social work academics were trained in the Sliding Doors approach
– broadening the initial collaborative activities. Even before students were involved, the venture
had created increased interdisciplinary working.
The joint teaching event took place in February, with 66 students from third year of social work and
adult nursing programmes attending the daylong event. The Sliding Doors programme was slightly
amended to sit more firmly within the curricular learning outcomes for students on professional
programmes, but the required changes were minimal.
Picture showing attendees at the event.
The drama and small group discussion activities helped social work and nursing students to talk
frankly about care for older people and their shared roles in reshaping that care. At the end of the
event students reported an increased commitment and confidence in working with the other
profession. They were also clearly saying that they wanted more joint learning opportunities, and
were eager to have participation from across the health and social care professions. Most health
and social work courses in Scotland already have an element of joint learning in them, and these
students were suggesting that they wanted more opportunities to learn together. Students said
that if they are going to need to work together in practice, they needed to start learning how to do
that well while in university.
The academic team is preparing a report on the event that will include the evaluation of the event,
resources for use with a university setting, and suggestions for improving university based Sliding
Doors events. These resources will be available through SSSC and NES.
For more information contact:
Gill Walker, NES [email protected]
Laura Gillies, SSSC [email protected]
And, from the University of Dundee:
John Lee [email protected] or Tim Kelly [email protected]
Partnership working – the key to driving continuous improvement in Scotland’s health and social services
In February this year NES signed a second Memorandum of Understanding (MOU) with IRISS -
the Institute for Research and Innovation in Social Services - to continue our joint commitment to
continuous improvement in Scotland’s health and social services. We do this via workforce
development, the promotion of organisational learning culture, and evidence-based practice and
policy.
The MOU sets out how we intend to work together to achieve this continuous improvement, avoid
duplication of effort and, wherever possible, foster collaboration between key stakeholders.
In working together, we will:
emphasise and strengthen our mutual commitment to promoting positive outcomes for
those who access health and social services support
provide a framework for the complementary development of programmes of work
increase the effectiveness of both organisations through a sharing of influence, information
and relevant intellectual and practical resources
We have identified and shared the following objectives and concerns:
equipping and empowering organisations, staff and service users with the resources, skills
and confidence to seek, access and share knowledge and put it into practice, when and
where it is needed
working in collaboration to implement national knowledge management strategy for health
and social care , with the common goal of translating knowledge into practice, policy and
planning
improving the evidence-base for policy, planning, management and practice in health and
social care by supporting development of evidence-informed practice and knowledge
exchange
supporting technology-enhanced learning, further integrating the resources and capabilities
of IRISS and NES through the Knowledge Network www.knowledge.scot.nhs.uk , Social
Services Knowledge Scotland www.ssks.org.uk and associated initiatives
strengthening inter-disciplinary professional education, supporting shared learning and
promoting new opportunities for learning to promote inter-agency practice in the delivery of
integrated health and social services, in line with the 20:20 strategic vision
improving opportunities for quality learning in the workplace to support and retain
practitioners at all levels within the health and social services workforces
supporting seamless sharing and application of knowledge across the continuum of
research, education and practice, through collaboration among Scotland’s universities and
colleges, health and social services employers, professional organisations and other
relevant bodies with educational responsibility for health and social services
promoting and supporting the direct involvement of those who use services and their carers
in all aspects of heath and social services design, delivery, education and evaluation
contributing to the development of professional leadership across the health and social
services sectors
through all of the above, applying knowledge to improve outcomes for those who use health
and social services and the people who care for them
What have we done so far?
Knowledge Services
A key area of the collaboration between NES and IRISS is with NES Knowledge Services
http://www.knowledge.scot.nhs.uk NES Knowledge Services lead and support delivery of the
national knowledge management strategy, provide national knowledge services and tools, and
help to build capacity and capability for application of knowledge at point of need to support the
20:20 vision of integrated health and social care, and the national Quality Outcomes.
NES will collaborate with IRISS to support the application of knowledge in all its forms to help
deliver better outcomes for the people and communities which rely on Scotland’s health and social
services.
Healthier Wealthier Children
Healthier Wealthier Children (HWC) is a Children & Families Financial Inclusion Project funded
initially by the Scottish Government within NHS Greater Glasgow and Clyde.
The purpose of the project is to test whether there are unmet financial inclusion needs for families
with children involved with the NHS and to mainstream an approach. Development workers (based
in Health Improvement Teams) and Income Maximisers (based in Money Advice Services) were
employed across NHS Greater Glasgow & Clyde.
NES and the Institute of Research and Social Services collaborated with HWC to develop
educational resources. Two podcasts were developed: a scripted scenario showing routine
enquiry around money worries and a local midwife's views on the benefits of HWC. In addition, a
mapping tool on national money advice services was developed and is being piloted at the Royal
Hospital for Sick Children, Glasgow.
If you would like to find out more about our joint work or make any comment, please contact:
Robert Parry, Associate Director, NMAHP, NES [email protected]
Alison Petch, Director, IRISS, [email protected]
A Right to Speak
Supporting Individuals who use Augmentative and Alternative Communication (Scottish Government 2012) – Making It Happen
What is ‘Augmentative and Alternative Communication (AAC)’?We all communicate in different ways, using speech, body language, gestures, words and pictures
to both make ourselves understood and to help us understand others and our environment.
The term Augmentative and Alternative Communication (AAC) is used to describe a wide range of
things that help people to communicate when they cannot always do so reliably using speech or
writing. For example, AAC includes things like symbols, photographs and communication aids.
What is the vision?In June 2012 the Scottish Government published ‘A Right to Speak’. This report outlines a vision
for Scotland in which people who use AAC are fully included as active members of society. Eight
recommendations are made in the report and the Scottish Government has committed £4 million
to help ensure the implementation of these between 2012 and 2015.
What is NES’s role?Reflecting the multi-agency nature of AAC, NES is supporting AAC developments across the
health, education, social care and voluntary sectors. NES has been allocated part of the funding
to:
Support the development of multi-agency partnerships
So far, in relation to partnerships, NES has supported applications for funding from across
Scotland for multi-agency consultation events, increased staffing capacity to develop partnerships
and a pilot project exploring new roles related to AAC.
Support learning and development
In ‘A Right to Speak’ it is made clear that everybody in society has a role to play in helping to
ensure that people who use AAC are fully included. So far, NES has commissioned the
development of an Education and Development Framework for AAC that will help everybody to
understand their AAC learning needs and how to meet them. NES has also commissioned a
scoping exercise to identify what learning opportunities already exist and has provided funding for
staff from across the health, education and voluntary sectors to access AAC-related training
opportunities.
Support research
So far, in relation to research, NES has commissioned four research projects that will support the
development of services for people who use AAC. These projects explore issues relating to data
collection, outcome measures, cost effectiveness and quality indicators.
What is next? The examples described above are a small snap shot of the developments being led and
supported by NES. The team (pictured) - comprising Morag Ferguson and Susan Shandley,
Educational Project Managers for the project, and Anna Girling, Project Coordinator – would
welcome any queries or questions regarding the project.
LinksA Right to Speak http://www.scotland.gov.uk/Publications/2012/06/8416
Communication Matters http://www.communicationmatters.org.uk/page/what-is-aac
For further information, please contact:
CS MEN 2012/13 Research and Development Award Winners
Seven R&D awards funded for 2012/13
The Clinical Skills Managed Educational Network (CS MEN) supports research and development
in clinical skills to provide health professionals across NHSScotland with the training and
education to deliver safe, effective and person-centred care.
The CS MEN has awarded seven small grants to support research and development in clinical
skills in Scotland 2012-13. Research was required to have demonstrable benefit to the patient
experience or patient safety, focusing around: human factors for patient safety; transferring skills
from simulation into practice; measuring the impact of skills education in the workplace;
accreditation of skills; inter-professional aspects of skills teaching, and partnership working. The
award winners are:
University of Dundee, Ian Thomas The use of a simulated ward round and its impact on medical error making among medical
undergraduates.
University of Dundee, Jane RitchDevelopment of a board game for clinical decision-making and human factors in clinical practice.
Queen Margaret University, Sara WoodClinical skills teaching for speech and language therapists – using the evidence-base to treat
sound disorders using electropalatography.
Edinburgh University, Frederic PenderThe use of storyboarding and digital storytelling to better represent the patient: a missed
opportunity to reinforce clinical skills?
Glasgow Caledonian University, Keith StevensonDeveloping interprofessional ‘Team Objective Structured Clinical Assessment’ within a simulated
environment to improve health and social care quality.
University of West of Scotland, Austyn SnowdenPsychometrics as a reflexive tool for partnership in the new dimensional approach to mental
health.
University of West of Scotland, Margaret BrownWalk in my shoes: Simulated learning and the care of the person with dementia.
For more information please contact Anne Stocks, CS MEN Administrator
01382 425735
www.csmen.nes.scot.nhs.uk
Enhancing a Special ResourceSAS Professional Development Project and NES
In 2010 the BMA and the RCPE surveyed Staff, Associate Specialist and Specialty Grade (SAS)
doctors and dentists working in Scotland and identified that approximately 2/3 of respondents
wished to extend expertise within their existing roles and improve service delivery to patients and
1/3 wished to undertake training which would enable them to enter the Specialist Register and
progress to a consultant appointment.
In January 2012, Scottish Government agreed to fund a professional development programme for
SAS clinicians. The fund will support SAS doctors and dentists to undertake significant training
and development opportunities, not normally delivered by employer study leave arrangements,
and so evidence benefit to the individual clinician and to patients through related service
improvements.
The NES Medical Directorate developed an outline business case to support the professional
development needs of SAS doctors and dentists in Scotland. Following its acceptance, the design,
development and implementation of the three-year funded pilot project of work (2012-2015)
commenced.
Work to date has involved:
establishing a Project Implementation Group with representation from our key stakeholders
establishing a small Project Delivery Team to coordinate operational aspects of this
complex distributed project
design and implementation of a Territorial Health Board-based SAS Educational Adviser
Network, managed by the Project Team
design and development of a scheme for managing funding applications from eligible
doctors and dentists across Scotland
Significant milestones achieved in the first year include the early growth of funding applications in
2012-13 which have demonstrated increased understanding of the purpose of the fund, and
recruitment of a committed and enthusiastic team of SAS Educational Advisors; the official
network launch for which took place on 13 and 14 March.
This adviser network will take forward a leadership development programme, co-designed with the
Project Team and communicate the project aims within each Health Board. The team look forward
to building on these important foundations to deliver further project success in 2013-14, for the
benefit of patient care, through the newly established SAS Educational Adviser network.
For more information please contact Gillian Campbell
Scottish Newborn Examination Course may help to prevent neonatal deaths in Turkey, Istanbul; but how?
Global burden of neonatal deathsEach year nearly 4 million neonates die all over the world (1). The majority of these neonatal
deaths tend to occur in first week of life, especially within the first 24 hours. These deaths globally
are attributed to neonatal infections, asphyxia and prematurity (2). Healthcare professionals worry
about such a huge number of babies lost during their first days of life, which encourages them to
study for possible future interventions and strategies re prevention. According to the Millenium
Development Goals, neonatal deaths should have reduced by 50%, by 2015(3). For this reason,
the ’prevention of neonatal deaths’ globally is one of the most important and essential health
issues in the world today.
Turkey’s recent status about neonatal deaths and what has been done, in the last 30 years?Turkey is one of the five Organisation for Economic Co-opreration and Development (OECD)
countries which has managed to reduce neonatal deaths the most in recent years. Many
strategies for prevention of neonatal and child deaths have been put into practice, which has led to
a dramatic decrease in under five mortality and neonatal mortality rates. Some of them are:
the programme for prevention of diarrheal disease
the baby friendly hospital initiative
extended vaccination programme
neonatal resuscitation programme
universal hypothyroidism-PKU screening
With the help of these programmes, the neonatal mortality rate was estimated to have reduced by
13% in 2010 (4).
Can we do more?I’m one of the doctors working in a Neonatal Intensive Care Unit (NICU) in Istanbul, Turkey. As a
member of the Committee for the Prevention of Maternal and Neonatal Deaths in Istanbul we
evaluated the data about neonatal mortality in Istanbul and searched for possible preventative
strategies, which we can implement universally both in rural and urban areas of our country. Our
committee concluded that we should spend more effort in issues presented below such as:
The Standardization of Newborn Physical Examination
The Organization of Maternal-neonatal transport system
Avoiding prematurity; to increase the rates of antenatal steroid use
Creation of Surgical centers for babies with congenital heart diseases, neural tube defects
and anomalies
What brought me to Glasgow?As a doctor caring for newborns and examining babies after birth, our main goal seems to be to
differentiate healthy babies from the ones who may have high risk conditions affecting their health
status. This can only be accomplished by a standard, easily performed, universally accepted
newborn physical examination procedure. The necessity for a standard and comprehensive
newborn examination course suitable for all healthcare providers brought our team to Glasgow.
A unique Course: Scottish Routine Examination of the Newborn CourseAs far as we know this is a unique Newborn Examination Course in the World, whose main goal is
to give detailed and practical issues of newborn exam for nurses, midwives and even doctors. The
difficult parts of newborn exam like hip examination, cardiovascular and ophtalmoscopic
examination are given to the attendants in a way that is understandable and easy to perform.
ConclusionOne of our Committee’s goal was ‘the standardisation of newborn physical examination’ in our
country. The valuable data and experience I gained via the Glasgow SRENC will help us to
conduct an affiliated course in Istanbul, Turkey. With a thorough and detailed examination
performed by general practitioners and family physicians from all remote parts of Turkey who
attend the course, we intend to differentiate high risk babies and refer them to suitable higher
medical centers which would help reduce neonatal deaths.
I, my team on behalf of the neonates of Turkey, yet to be born, wish to express our gratitude to
programme director Helene Marshall and all the members of the SRENC team for their valuable
collaboration with us.
By Serdar Comert, MD, Neonatologist, Süleymaniye Maternity Hospital, NICU, İstanbul,Turkey.
And, Prof. Nuhoglu, Chair of Committee for the Prevention of maternal and Neonatal
Deaths in Istanbul.
References1. Lawn JE, Cousens S, Zupan J; Lancet Neonatal Survival Steering Team. 4 million neonatal
deaths: when? Where? Why? Lancet. 2005 Mar 5-11;365(9462):891-900.
2. Liu L, Johnson HL, Cousens S, Perin J, Scott S, Lawn JE, Rudan I, Campbell H, Cibulskis
R, Li M, Mathers C, Black RE; Child Health Epidemiology Reference Group of WHO and
UNICEF.Global, regional, and national causes of child mortality: an updated systematic
analysis for 2010 with time trends since 2000. Lancet. 2012 Jun 9;379(9832):2151-61.
3. The Millenium Developmental Goal Report, 2010.
4. Turkish Vital Statistics, 2008.
For more information please contact Helene Marshal
Developing new roles in community pharmacy - the Pharmacist
Assistant
NES Pharmacy recently launched a brand new distance learning programme for Pharmacist
Assistants working in the community pharmacy setting.
This will be a key group of staff who help deliver frontline pharmaceutical services but have never
had education and training provided by NES before. This new distance learning programme has
had a warm reception from the pharmacy profession – Scottish Government, across Boards and
community pharmacy employers.
In January 2012 the Scottish Government Health Department (SGHD) set up a short life working
group, with representation from Community Pharmacy Scotland (CPS), the Royal Pharmaceutical
Society (RPS), NES, the National Pharmacy Association (NPA) and contractors, to consider the
content of a proposed training programme aimed at developing the concept of the pharmacist
assistant.
It was agreed that this new role will be undertaken by a trainee/medicines counter assistant
working under the direct supervision of a pharmacist, following standard operating procedures
(SOPs), to assist in the delivery of patient facing services within the community pharmacy
contract. They will be involved in undertaking appropriate functions to assist the pharmacist in
delivering the Minor Ailment Service (MAS), the Public Health Service (PHS) and the Chronic
Medication Service (CMS) in order to free up pharmacists’ time to provide direct pharmaceutical
care to patients.
NES Pharmacy commissioned the NPA to develop a training programme which covers a minimum
of 10 hours of learning and is offered in distance learning format. The trainee must already be
enrolled on the medicine counter assistant training as a minimum requirement and will be deemed
competent once they have been signed off by the responsible pharmacist and completed a
multiple choice questionnaire (MCQ) online.
On completion of the programme, the pharmacist assistant will be able to:
understand the services offered by community pharmacy in NHSScotland eg MAS, PHS
and CMS and how they fit into the NHS Quality Strategy
describe their role to support services within the community pharmacy
explain the services and the benefits to patients using suitable language
encourage patient registration with the pharmacy where appropriate
explain and obtain patient consent when appropriate
handle objections relevant to the service eg whether eligible to register for the Minor
Ailments Service or not
understand at what point patient referral is required and to whom
understand the administration tasks for the services as per the Standard Operating
Procedures
The new training programme became available in February 2013, with 500 copies requested
within the first few weeks of launch. The programme includes content to support trainees’ learning
outcomes with a separate support pack also produced for pharmacists. In addition, the Scottish
Government is providing financial support to community pharmacy contractors for this training.
Feedback already received from trainees has been extremely positive:
“…. Personally I got a lot from it in showing me how to better use my skills in order to assist the
pharmacist as best I can…”
“I found this course to be helpful. It covers and explains well each service the pharmacy provides”
For more information please contact Val Findlay:
0141 223 1538
Doctors to train on robot patients New hi-fidelity medical training centre officially opens
Scottish doctors and nurses are set to hone their techniques on robot patients, as a new medical
training centre opens.
The Scottish Clinical Simulation Centre, based at the Forth Valley Royal Hospital, allows NHS staff
and students from across the country to improve their skills by practising on life-like hi-fidelity
manikins in simulated operating theatres.
The family of six robots includes ‘Stan’, who is the only one of his kind in Scotland. He can
respond to anaesthetic gases and is used to train anaesthetists.
Another resident is ‘Reg’, who has a heartbeat, can give blood and describe his symptoms. Reg is
used to train emergency doctors and nurses. There is also a baby and a child manikin.
Health Secretary Alex Neil said: “Stan, Reg and the rest of the family are brilliant. Reg was even
able to tell me how he was feeling – we had a good chat and I am glad to hear the students here
are treating him well.
“Our NHS is moving with the times and taking advantage of new technologies so we can provide
the best care ever for patients.
“Scotland has some of the safest hospitals in the world and these new training techniques will
make them even safer.”
Dr Michael Moneypenny, Director of the Centre, said: “The Scottish Clinical Simulation Centre is
focused on improving patient safety using simulation–based education.
“Feedback from course participants has been extremely positive with staff reporting that they feel
more confident and skilled in how they apply their knowledge, particularly in managing medical
emergencies, which ultimately benefits patients.”
Dr Genevieve Lowe, Senior Special Registrar in Anaesthesia has benefitted from training in the
centre.
She said: "The Scottish Simulation Centre is a fantastic addition for medical training. Having
participated in many courses provided, simulation has benefitted me in both my technical and non-
technical skills, in a safe and non-threatening environment. Having this facility in Scotland is an
invaluable resource.”
The Scottish Clinical Simulation Centre is supported by funding from NES.
For further information please contact Christine Patch [email protected]
Board meetings
NES Board business meetings are held throughout the year and are open to the public. The
meetings normally begin at 10.45 am and last 2 - 3 hours.
Anyone interested in attending a Board business meeting should contact David Ferguson, Board
Services Manager, on 0131 656 3424 or via [email protected]
The Board business meeting dates from now until March 2014 are set out below. Details of the
venues will be publicised in due course, although the meetings normally take place at Westport
102, West Port, Edinburgh, which is NES’s Edinburgh office base.
2013
Thursday 27 June
Thursday 1 August
Thursday 12 September
Thursday 24 October
Thursday 5 December
2014Thursday 23 January
Thursday 13 March
Editorial GroupChristine Patch (Corporate Communications) [email protected]
David Ferguson (Board Services) [email protected]
Andrew Forgie (Dentistry) [email protected]
Rosemary Porter (Psychology) [email protected]
Karen Adams (Educational Development) [email protected]
Jennifer McColgan (Corporate Communications) [email protected]
Christine Clark (HR) [email protected]
Ann Rae (NMHAP) [email protected]
Val Findlay (Pharmacy) [email protected]
Anne Dickson (Medicine) [email protected]