Editorial
| Pages | 2-2 |
| DOI | https://doi.org/10.5042/jmhtep.2010.0359 |
| Published date | 19 July 2010 |
| Date | 19 July 2010 |
| Author | Christina Pond |
| Subject Matter | Health & social care |
2The Journal of Mental Health Training, Education and Practice Volume 5 Issue 2 June 2010 © Pier Professional Ltd
10.5042/jmhtep.2010.0359
Editorial
Following the recent formation of the new government
the coalition agreement clearly describes their aims for an
NHS free from political micromanagement, with increased
democratic participation and greater accountability to
patients. It is believed that this approach will ‘drive up
standards, support professional respons ibility, deliver
better value for money and create a healthier nation’.
These aims are underpinned by a commitment to
increased patient choice and involvement in decision-
making, and access to a broader range of healthcare
providers including those in the independent and voluntary
sectors. There is also a commitment to break down the
barriers between health and social care with a greater roll
out of personal health budgets and direct payments.
Taken together, these initiatives signal a different
context for the relationship between providers and those
in receipt of services, whether they are service users or
carers. They also represent significant opportunities for
workforce development to allow for new ways of working,
indicating a need for greater flexibility of roles and a shift
in traditional models of care.
The need for training and development remains
of central importance to delivery, a challenge in itself
given the current climate of increasing financial pressure
– the recurring experience of budgets for continuing
development often being the first to be reduced.
This issue presents a number of stimulating papers
that deal with a breadth of innovative approaches very
relevant to this agenda.
Articles by Odro and colleagues and El-Sayeh and
colleagues foc us on the student lear ner. Odro and
colleagues consider the transition from the role of student
to qualified practitioner, and how to support this process,
dealing with the often felt tension between theory and its
application in practice. El Sayeh and colleagues look at an
approach that encourages medical students to consider
careers in psychiatry in preference to other branches of
medicine.
The papers by Parker and Fadden and colleagues
discuss the need for men tal health professionals to
develop or extend their roles in order to support new
models of service delivery. Both examine the necessity of
undertaking additional training and explore the nature of
this and the impact that this has on the individual.
Finally Rachael and colleagues consider a new model
of care exploring the factors that influence service user
engagement within a framework of increased choice.
Underpinning all of these articles is an understanding
of the need to constantly re-examine and refresh our
approach to the design of services and to understand the
workforce skills and competences required to achieve this.
The learning from the various studies described in this
edition of the journal will offer valuable insights into the
continual challenge of ensuring staff and services that are
fit for purpose and equipped to meet political and public
expectation.
Christina Pond
Director of Standards and Qualifications, Skills for Health
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