To add to Karen's posting.
We are in the process of developing a new portfolio of OH programmes for
delivery next academic year. The position paper has been core to our
curriculum development.

Anne
Anne Harriss
Associate Professor - occupational health
LODNON SOUTH BANK UNIVERSITY


On 07/12/2015 21:15, "Karen Coomer" <[log in to unmask]> wrote:

> HI Catherine
> Thank you for your comprehensive reply. I am just back from our last FOHN
> meeting of the year and can certainly tell you we have achieved what we wanted
> to do this year and there is now a momentum and energy to now get on with the
> next phase which will be consulting with everyone to collate views about the
> issues in the position paper and the new FOHN - this will be spring next year.
> This will help inform an organisational model, different charitable status and
> the governance that underpins a sustainable and credible organisation - so
> lots to do. 
> 
> I agree the time is right for us to do this and the development team is
> certainly committed to the actions that will make it happen. We have had some
> very supportive e-mails sent to us and offers of help etc - next year we will
> be calling on the whole of the OHN professions support to help us collate the
> evidence we need to help make it a reality. I will send out information nearer
> the time on all of this, first a x-mas breather!
> 
> Best regards
> Karen 
> 
> 
> 
> -----Original Message-----
> From: [log in to unmask] [mailto:[log in to unmask]] On Behalf
> Of Catherine Tye
> Sent: 07 December 2015 13:46
> To: [log in to unmask]
> Subject: Re: [OCC-HEALTH] FOHN - Position Paper on OH education, registration
> and funding
> 
> Dear All,
> 
> Finally read the paper in full - it is good. I think it reflects both what I
> personally experienced back in 2002 as an experienced, unqualified OH nurse
> trying to 1) get on the OH course and 2) get an OH job without the bit of
> paper. 
> 
> As a recruiter, I am less bothered by the 'part 3' aspect more about do they
> have appropriate:
> 
> 1) people skills, verbal (questioning, advising and negotiation) and written
> English & IT skills for decent risk assessment, report, education and email
> writing plus understanding of IT security and data protection
> 2) experience and in-depth knowledge for being able to advise appropriately
> regarding health screening and mandatory health surveillance (I recently went
> to a factory where there were FLTs and it was visibly dusty (wood)-the
> previous OHA had advised that no health screening or surveillance was required
> so only reactive absence management was being completed
> 3) knowledge (or 'transferrable' knowledge) regarding the industry they wish
> to work in and the type of issues they are likely to have to needs assess and
> manage
> 4) qualification (helps but the combined above can be more important to
> finding the right person to fit the culture of an organisation).
> 
> I am not sure that the course should only be at 'degree' level as by its very
> nature it has the potential to be too academically focused leaving individuals
> unable to competently complete basic skills and to interpret the results, give
> advice, referring if required and reassurance. This is particularly applicable
> to individuals who have limited or no experience pre-accessing the course. It
> also has the potential to limit the job roles accessible to newly qualified
> and OHAs without a variety of experience and has the potential to create a
> shortage of knowledgeable OHAs within areas requiring more specialist
> knowledge such as manufacturing industry for example. The degree or above
> approach risks alienating those who cannot afford or are not so academically
> minded. I still prefer the older model of 50/50 practical/theoretical skills
> based on principles with the option to do further academic study at a higher
> level. In my opinion part of the challenges for the OH profession go back to
> general nurse training.
> 
> I mainly use the (limited) evidence base more for advising employers or health
> promotion. However, I have to argue that most of the advice given in my day to
> day work is based on pragmatism, the individual being encouraged and empowered
> to take responsibility for their own health and very often a trial and error
> approach is recommended to resolving them. There is the potential for too much
> risk averse behaviour advised by OHAs due to perceived Equality Act worries
> and they risk disempowering rather than help remove barriers for individuals
> and their employers.
> 
> Too much key activity is left for the practice placement element which is too
> much pressure on the organisations concerned unless the student is in a
> teaching post. The students expectations can be difficult to manage as those
> that have no or limited experience in OH seem to think that being able to
> complete a questionnaire makes them competent and that they can move from
> beginner to competent in a number of days. It is the OHN/A's approach and
> consideration as to what is foreseeable; preventable and the problem-solving
> skills of the OH practitioner that in my opinion makes a 'good' practitioner
> whether they are qualified or not. The language used on the practice placement
> paperwork is ridiculously unhelpful and off-putting to the student and
> practice teacher. I think the end aim needs to be competency and confidence
> based i.e. practical and theoretical competency and the ability to reach this
> on 'practice placements alone'.
> 
> When I look back over my (gulp) 23 years of nursing I am grateful for the
> following which have helped me become the competent and confident OH
> specialist practitioner (who is actually very much a generalist, knowing a
> little about an awful lot of OH things):
> - being a first aid at work and manual handling trainer for the Red Cross
> (commercial)
> 
> - diploma level general nurse training - 50-50% split of theoretical and
> practical - on shift, minimal supernumery from the start (P2K who came after
> did 60-40% or less I think and more supernumery practice, off-shift)
> 
> - C&G 7307 (self-funded) - teachers and further education teachers certificate
> (instead of ENB998) - for understanding learning
> 
> - the steel industry (every hazard going - noise, vibration, heat, driving
> (cranes, trucks, locos), dust, lead, radiation, COSHH, manual handling, PPE,
> WAH, confined spaces .......) working as part of a team to learn from each
> other
> 
> - the steel company that funded my NEBOSH certificate (absolutely the BEST and
> most used knowledge in my career in industry) and going back to Anne's email
> earlier, I think should be part of the OH qualification. It really helps you
> gain a working understanding of principles of hazard and risk
> 
> - post-grad' diploma OH (part self-funded, limited study leave) at Uni Surrey
> as it was modular and non-exam based (exams do not suit my personal learning
> needs)
> 
> - working in different small companies via a nurse led OH provider with an
> 'old school' mentor and manager
> 
> - working in a blue chip with a national team setup (and hence national get
> together study days) and backup of off-site OHP
> 
> - all the employees, OHA, OHPs, HR and safety advisors that I have worked with
> over the years who have willingly shared their knowledge and views and robust
> discussions.
> 
> As a self-employed OHA who has my own contracts and also sub-contracts work
> off other providers it can feel a little lonely so I welcome a robust
> organisation like the FOHN. It should help promote the development of the
> profession as long as it can keep up the momentum AND the OH profession in the
> UK get behind it. I think that with the changes elsewhere in the profession
> with the NSOH and NHS structure change for workforce planning, strategically
> the time is right and the FOHN has more than a good chance of succeeding in
> its aims.
> 
> Kind Regards,
> Catherine
> 
> Catherine Tye
> Health, Safety and Wellbeing Practitioner Harmony Health and Wellbeing Limited
> | mobile: 07730 985926
> 
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