N2PC GP Ready Programme
We are running a New to Primary Care (N2PC) GP Ready Programme for anyone working in primary care that has recently joined. Our second cohort launched in October 2023.
The N2PC Programme aims to embed colleagues into the multi-disciplinary teams that make up primary care with multi-professional teaching and cross professional networking opportunities.
Learners begin their learning journey with a Welcome and Induction to Primary Care Networking Day. This is an in-person event and an excellent opportunity to connect with other professionals beginning this journey. The N2PC Programme then consists of clinical and non-clinical teaching sessions. Non-clinical topics include Leadership, QI, systems management, patient engagement, change management, and NLP. Clinical knowledge sessions vary with a range of clinical skills and case study discussions. Sessions will be available to book based on identified learning needs/interests and most will be delivered virtually on Wednesday afternoons.
Expressions of interest will reopen soon. Places will be allocated as evenly as possible across the 10 GM localities, with priority given to the following professionals;
– First Contact Practitioners– PAs, ACPs, ANPs and other generalists – Pharmacists – Pharmacy Technicians
Please contact Heather Chadwick ([email protected]) for further information if required.
There will be 6 full day in–person sessions across the programme which include the welcome day, clinical skills day and the closing final day. All other classes will be held virtually.
Sessions will be held predominantly on a Wednesday afternoon for up to 3 hours with full day in person classes on Tuesdays or Wednesdays.
In a unique delivery style, the clinical classes will be delivered to all clinicians for the first hour and then for the following 2 hours learning, depending on the topic, learners will either be kept together in one group, split off into multidisciplinary break our rooms or split into their own professions’ breakout rooms 2 hours where they will discuss how they specifically deal with the subject matter.
Before starting the course all learners will complete a Learning Needs Analysis form. This helps inform us of each learners identified needs and shape the programme content to meet them.
We encourage consistent attendance at the sessions each week. However, learners can just attend sessions that are relevant to their professional learning journey, should this be necessary.
As many of our learners are experienced clinicians in their field, they may want and get the opportunity to support our team of educators and deliver sessions on a topic they are an expert in too. We encourage active participation in all sessions and welcome case study discussions.
A Typical Clinical Day
Interpretation of bloods and data as a diagnostic tool
MECC for Mental Health
Common Mental Health Difficulties
Metabolic problems, endocrinology and pharmacology
ENT and Allergy
Lumps and bumps
Children and young people
HRT and Menopause
Musculoskeletal & Rheumatology
Serious Mental Illness
Neurodevelopmental conditions and learning disabilities
Chronic conditions management
Complex Care, Frailty & De-prescribing
Oncology, Palliative care and Delivering Bad News
Roles and Responsibilities
Leadership – Part 1 and SDI
Leadership – Part 2
Systems Management and QOF
Introduction to QI
Handling difficult conversations using TA
Programme Reflection and your Primary Care future using NLP
*Please note all topics are subject to change
First Contact Practitioners
A First Contact Practitioner (FCP) is a non-medical diagnostic clinician working within the primary care setting. As a FCP, individuals will be working at the top of their clinical scope (or pillar) of practice at Masters level. Working at this level enables the FCP to assess and manage undifferentiated and undiagnosed presentations, managing complexity and uncertainty at the first point of contact. They can make carry out in depth clinical assessment, make diagnoses, rule out red flags, order further investigations and make referrals.
The FCP role is part of the Long-Term Plan to support increased access for patients and alleviate pressure on existing GP staff and funding to implement the roles has been made available to PCNs via the Additional Roles Reimbursement Scheme (ARRS). There are 5 multi-professional FCP roles recognised through this scheme: First contact – physiotherapists, dieticians, paramedics, occupational therapists and podiatrists.
Healthcare professionals appointed to these roles should have at least five years of postgraduate experience, including at least three years of postgraduate experience in their professional specialist area of practice (relevant field of expertise) and have completed a period of primary care specific training and assessment as outlined in Health Education England’s profession specific roadmaps:
FCPs will need to be able to demonstrate their capability of working at this level of practice through the provision of completed portfolios of evidence for both Stage 1 and 2 of the roadmap process.
Further details of the verification process are available via this link: Roadmap Verification Changes | Health Education England (hee.nhs.uk)
Support to complete both stages of the verification process, whether it is through a taught Masters programme, or portfolio route is now accessed through HEIs. NHSE have funded 8 HEIs to provide profession specific FCP Masters modules to enable FCPs to access Educational support with the roadmap process.
There are also additional HEI FCP Masters modules available from other HEIs, who have self-declared that their programmes map to the FCP roadmaps, but these courses are not NHSE funded.
For further information about Educational Providers of FCP training please see link: Education Providers of FCP training | Health Education England (hee.nhs.uk)
Our N2PC GP Ready Programme provides trainee FCPs/verified FCPs access to tutorials with context specific knowledge and information and practical tips about how to apply profession specific skills within the primary care setting.
It will enable individuals to evidence practice specific knowledge and learning or CPD, and provide a foundation upon which reflective practice can take place.