On behalf of the Executive Committee of the Federation of Healthcare Science I would like to present the response from our organisation to the draft Foundation Degree Framework for the Healthcare Sector.

The Federation for Healthcare Science (www.fedhcs.net) is an overarching body representing the interests of more than 40 professional organisations working in health care. It provides a collective voice for the 50,000 scientists working in health care to the Government, other professions and members of the public. It works closely with individual professions, the Chief Scientific Officer and other groups to ensure Healthcare Scientists help take forward national policy, workforce and professional issues. A major role of the Federation is to articulate the collective views of its member organisations on matters that are significant for the practice of healthcare science in all its many and diverse forms within the health service.

The Federation Executive welcomes the development of a Foundation Degree Framework for the Healthcare sector as we foresee significant impact on healthcare science services across the NHS. We view foundation degrees as an important educational component within the new career pathway for the healthcare science workforce.

The content of the framework document is well received although we have the following comments around three themes that we feel warrant particular consideration:

1. Training capacity of NHS services employing healthcare science staff and educational capacity of HE institutions. The healthcare science workforce is diverse with many disciplines and sub specialties. Historically training/educational provision and infrastructure development has been variable across the disciplines with some having only recently commenced developing specific Honours degrees, for example. Local services and relevant educational faculties are often under significant workload pressures. The provision of Foundation degrees therefore needs to be seen in the context of there being a limited capacity for practical training within the health services and universities to provide additional training. The point here is that any additional education and training provision at Foundation degree level needs to be provided efficiently, particularly in the context of evolving Honours degree provision, and to link to other training initiatives and programmes being undertaken locally, so that overall training capacity is not exceeded. Resourcing for training facilities and trainers is an important issue when implementing any elements of practical training.

We also consider that Foundation degrees should provide both the generic knowledge and skills/experiences required for employment in healthcare science¹, and also the discipline specific knowledge to enable individuals to perform effectively as associate level practitioners. We further believe that professional bodies should be closely involved with the accreditation of such courses, to ensure that they produce graduates fit for practice. However, pursuing efficiencies through adopting excessively generic courses at educational institutions should be avoided; we feel that this would work against acquiring the specific skills required for practice. These constraints and requirements point toward the development of foundation degrees by educational institutions responsible for Honours degree programmes, rather than their being handed over to separate or affiliated educational institutions, and that Foundation degrees could then be presented in a way which was integrated with the first two years of suitable Honours degree programmes.

2. Progression beyond Foundation degree. Clearly progression within the new career pathway should also be available for those individuals with aptitude and motivation. This will be an advantage to the individual and to the employer, and could be promoted to potential entrants. We therefore believe that Foundation degrees should be developed concurrently with courses that allow progress to Honours degree level and higher level practice. We suggest that further information and emphasis on progression should be provided within the framework, with a recommendation that the facility to convert to a higher degree be built into Foundation degree courses.

3. Alignment of the strategic priorities of healthcare and educational institutions with respect to the delivery of Foundation degrees. The partnership approach to development of the framework is welcomed. Given the limited number of institutions offering education in specific healthcare science disciplines, we believe it is vital that such educational institutions should embrace the development and delivery of Foundation degrees. We have evidence that some such institutions may not currently regard Foundation degrees (in any subject) as a priority. We believe the framework should include reference to the promotion of foundation degrees, to and within relevant educational institutions. More specifically we are interested to know how those institutions reluctant to become involved (and perhaps the higher education sector generally) may be encouraged to have a positive view of Foundation degrees and associated conversion/progression courses.

We look forward to acknowledgement of receipt or feedback on the points made. Should you require any clarification of the above please do not hesitate to contact me. Given the size and role of the healthcare science workforce across the NHS, the Federation would welcome the opportunity to participate in further development of the Foundation degree Framework.

John Day CS
Chair of the Physiological Sciences Section and
Member of the Executive Committee of the Federation for Healthcare Science

29th July 2005

¹ For example, use of the scientific method, calibration, quality and service improvement, interpreting results, giving advice and producing reports.

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