Developing a multi-professional learning environment in general practice: Supporting learners today to be the workforce of tomorrow
Esther Lomas, GP Partner, Cwm Taf Morgannwg University Health Board
Introduction
Recruiting qualified candidates for clinical and non-clinical roles in our practice was challenging, with most applicants lacking primary care experience and requiring significant training. Merging with a local practice facing similar recruitment issues posed additional risks. The ageing GP nursing workforce further exacerbated the problem, leaving fewer experienced professionals available. Recognising the need for a different approach, we leveraged our strengths as a GP specialty training practice to focus on building a multi-professional team.
Our aim was to improve workforce sustainability by developing a training environment for five key general practice roles over two years, ensuring safe, effective, and person-centred care through education and leadership.
Methods
We appointed a training lead to map out education and training processes for all general practice roles. In October 2022, we assessed our capacity to host placements and identified opportunities to expand our training remit. We decided to host nursing trainees, administration apprenticeships, and other healthcare students, collaborating with universities and health boards.
A multi-professional training team was established, with dedicated leads for each group of learners. The entire practice team was engaged in creating a supportive learning environment, ensuring the program met all requirements, and incorporating feedback from patients, learners, and educators.
Outcomes
- Supervisor days increased from 860 (22/23) to 1505 (23/24).
- Increased interest in recruitment and retention.
- Supervisor days increased from 860 (22/23) to 1505 (23/24).
- Increased interest in recruitment and retention.
Learnings
- Creating a multi-professional learning environment required deliberate planning and process mapping.
- Supervision and mentoring with protected time was crucial for effective learning and patient safety.
- Early interprofessional learning opportunities, i.e. MDT sessions, could have been timetabled earlier.
- Recruitment challenges in one role impacted the ability to train others; involving the entire team brought valuable contributions.
- Improvements include early strategic planning, prioritising key roles, and building relationships with partner organisations sooner.
- Success factors: regular partnership meetings, clear vision, reviewing placements, and increasing supervisors.
What next?
- Develop nursing student and GPN foundation trainee programmes with HEIW and University of South Wales.
- Evaluate MDT meetings for their impact on interprofessional learning.
- Develop practice manager and administrator workforce with HEIW and Primary and Community Care partnerships.
- Mentoring new educators and expanding the training model to other practices.
