Mental Health Waiting Times Toolkit

Transcription

1 Mental Health Waiting Times Toolkit

2 ABOUT THIS TOOLKIT Aim of this Toolkit The aim of this Toolkit is to share an approach to implementing high quality, effective and timely mental health services which meet national guidelines and targets (where applicable). Who this Toolkit is for This Toolkit is for anyone involved in designing, delivering, providing or commissioning mental health services. Using this Toolkit This Toolkit is split into two parts: Part 1: Improving Mental Health Services. This focuses on a number of areas which should be considered when aiming to improve mental health services: Developing partnerships to promote integrated approaches which meet an individual s needs Increase efficiency of the referral process from all sources Improve access to screening and assessment Reduce variation within pathway processes Increase effectiveness by implementing evidence based interventions Part 2: Additional Improvement Resources. Although there are improvement tools and techniques outlined within the relevant sections in Part 1, where an improvement tool/technique is used/referred to in more than one section information is contained within Part 2. You will also see throughout this Toolkit a number of icons: Key pieces of information Questions to answer Tools, templates and resources which you can download from the AQuA Website (you need to be logged in to do this) 2

3 ABOUT THIS TOOLKIT cont. Using this Toolkit You can access each of the sections in this Toolkit by clicking on the relevant element in the diagram below Develop partnerships to promote integrated approaches which meet an individual s needs Improve access to screening and assessment Increase effectiveness by implementing evidence based interventions Additional Improvement Resources Increase efficiency of the referral process from all sources Reduce variation within pathway processes Further Information At the bottom of each page in this Toolkit you will see the box below. Clicking on this will bring you back to this page. Main Menu The links in this document are not fully supported by all PDF viewers It is recommended that you use Abode Acrobat Reader to benefit from the full functionality within this Toolkit. 3

4 Part 1: Improving Mental Health Services Although there are improvement tools and techniques outlined within Part 1, where an improvement tool/technique is used/referred to in more than one section information on this is contained within Part 2. Main menu 4

5 Develop partnerships to promote integrated approaches which meet an individual s needs Main Menu 5

6 Develop partnerships to promote integrated approaches which meet an individual s needs This section covers: The importance of planning 7 Establishing a core group 8 Engaging/involving service users, carers and the wider public 11 Governance arrangements 11 Creating a Driver Diagram 12 Creating a Plan on a Page 15 Developing a Communication Strategy 17 Putting theory into practice 18 Main Menu 6

7 Develop partnerships to promote integrated approaches which meet an individual s needs The importance of planning If you fail to plan, you are planning to fail! (Benjamin Franklin) This quote is particularly important to consider as: 70% of improvement projects fail to deliver the promised results (Daft, R and Noe, R., Organisational Behavior, 2000, LONDON: Harcourt) f This means that only 30% of improvement projects deliver on what they set out to achieve. However, with careful planning and the application of a small number of quality improvement tools and techniques you can considerably increase your chances of achieving success. Main menu 7

8 Develop partnerships to promote integrated approaches which meet an individual s needs Establishing a core group Why have a group? All improvement projects need a core group to champion, troubleshoot and drive work forward. What is the purpose/remit of your group? What else needs to be considered? How often should the group meet? Have the dates of meetings been booked in diaries? How will the group communicate between meetings? Who should be involved? Sometimes groups are established to achieve a particular aim, with little thought being given to who needs to be involved and why. Things to consider are: Who will be the overall lead? You may want to consider here a tripartite model of leadership which is shown opposite. Who else needs to be involved? Think about the system levels outlined in the triangle opposite. What is the role of each member within the group? What knowledge/skills will they bring? Stakeholder Analysis and the use of Benefits Wheel are great tools to help with establishing a core group. See pages 9 and 10. Project Lead Clinical Lead Executive Sponsor Tripartite Model of Leadership For the day-to-day running of the project to keep it on track For clinical input and expertise A senior executive/director who is responsible for the success of the project Board System level: Clinical and Network Directors and ADs Team leaders operational and clinical Everyone Main menu 8

9 Develop partnerships to promote integrated approaches which meet an individual s needs Establishing a core group: Stakeholder analysis Stakeholder analysis This tool can really help you: 1) identify who needs to be on your group, or 2) help sense check those people you have already identified. Write down on sticky notes all the names of the people who you feel should be involved and why (one sticky note per person), and then plot them on the matrix in terms of their interest and their power (influence). This should highlight any gaps. The key points to think about here are: Ideally you need some members of the group to be in the high power/high interest quadrant (top right) as these individuals can drive work forward and are usually willing to do so because of their interest So long are there are people of high power/high interest on the group it is really helpful to have a number of people who have high interest, even if their power is low. The reason for this is because these individuals make sure actions happen Main menu 9

10 Develop partnerships to promote integrated approaches which meet an individual s needs Establishing a core group: Benefits wheel Just because someone has been identified to be part of the group does not mean that they will want to be. This is where the Benefits Wheel comes in. Step 1: Name of improvement project Before approaching potential group members it is useful to use the Benefits Wheel to focus your thinking about why each potential group member would want to be involved. Draw the diagram shown opposite on a large sheet of paper. In the centre write the name of the improvement project. In each coloured band write the name of a potential group member. Inside the respective triangle write why you think they should/would like to be involved. Ask yourself what is in it for them from a work and personal perspective. Sometimes this is harder than you think! Once you have this information you can speak to potential group members, clearly articulating why they may wish to be involved. Step 2: Name of person who you want involved Step 3: How does the person benefit from being involved? What is in it for them? Main menu 10

11 Develop partnerships to promote integrated approaches which meet an individual s needs Engaging/involving service users, carers and the wider public At times it can be challenging to engage service users, carers and the wider public when changing services. It is often thought that the only way to achieve this is through face-to-face meetings/discussions. This is an option for those service users and carers who are accessing services, but you do run the risk of only a small number of views being sought, and this approach also does not gain the views of those who should, but don t, access services. Therefore, a variety of options for engagement/involvement should be considered. f See Part 2: Additional Improvement Resources - Continuum of options for engagement and involvement, on page 11 for ideas. Governance arrangements To keep the project on track don t forget about governance arrangements. Things to consider are: Who is accountable and who is responsible for ensuring the improvement project succeeds? The same individual often ends up being both accountable and responsible but this should not always be the case. The person accountable might be your Chief Executive or a Director within your organisation, whereas many people should be responsible (i.e. the members of the core group). It is worth documenting who is accountable and who is responsible so people understand their roles and required level of commitment. What should happen if something isn t going to plan? What are the reporting mechanisms and escalation procedures should a deadline slip or if something goes wrong? Communicate the agreed process to all involved so they can act quickly should a problem arise. f Main menu 11

12 Develop partnerships to promote integrated approaches which meet an individual s needs Creating a Driver Diagram Put simply a Driver Diagram is a strategy on a page. A Driver Diagram outlines: Overarching aim Primary drivers Secondary drivers The overall outcome you plan to achieve The areas of the system which need to be changed Areas of work which need to be completed to ensure delivery on the primary drivers It is advised that your team/organisation develop its own Driver Diagram as this will help achieve your aim/s. You should take some time to do this. This is important because the Driver Diagram represents the strategy of what you are aiming to achieve. If the strategy is wrong you will not achieve your aim/s. The next page shows you an example of a driver diagram. This relates to this Toolkit, but it should provide you with an overview of how a Driver Diagram can help you achieve your aims. This page through to page 14 shares information on how to build your own. Main menu 12

13 Develop partnerships to promote integrated approaches which meet an individual s needs Creating a Driver Diagram cont. Develop partnerships to promote integrated approaches which meet an individual s needs The importance of planning Establish a core group Engage and involve service users, carers and the wider public Implement governance arrangements Create a Driver Diagram Create a Plan on a Page Develop a communication strategy Putting theory into practice Improvement Resources Stakeholder Analysis Benefits Wheel Continuum of options for engagement and involvement Driver Diagram Plan on a Page Implement high quality effective and timely Mental Health Services which meet national guidelines and targets (where applicable) Increase the efficiency of the referral process from all sources Improve access to screening and assessment Understand where referrals come from Understand how long referrals take to process Identify efficiencies in the current referral process Putting theory into practice Understand what we currently do and how we do it Clarity on skillmix Understand bottlenecks Understand unused appointment slots and DNAs Consider how the process could be changed Putting theory into practice Bar charts and line graphs Capacity and demand Process mapping Measurement The Model for Improvement Sustainability Model and Guide Process mapping Capacity and demand Process and functional bottlenecks Measurement Model for Improvement Sustainability Model and Guide Reduce variation within pathway processes and increase reliability Understand variation Putting theory into practice SPC and variation Measurement Model for Improvement Sustainability Model and Guide Increase effectiveness by implementing evidence based interventions Resources Putting theory into practice Measurement Model for Improvement Sustainability Model and Guide PRIMARY DRIVERS SECONDARY DRIVERS Main menu 13

14 Develop partnerships to promote integrated approaches which meet an individual s needs Creating a Driver Diagram cont. The Overarching Aim Many improvement projects are started with a simple desire to improve things. However, this means you never really know whether you have reached where you need or want to be. It is advisable to take some time to understand what you need/want to achieve and develop this into the improvement project aim. Aims should be SMART: Specific, Measurable, Achievable, Relevant and Time-bound An example of a SMART aim is outlined below: Primary Drivers Reduce waiting times to psychological therapies (IAPT) by [insert number] to [insert number] by [insert date] in [geographical area] These are the areas of the system which you need to focus on to achieve your aim. Examples of Primary Drivers are shown in the Driver Diagram on page 13. Secondary Drivers These are the areas of work which will actually make your primary drivers happen, which in turn will enable you to meet your overarching aim/s. So, as you can see from the Driver Diagram on page 13 there are a number of secondary drivers which need to be undertaken to help achieve the aim of providing high quality, effective and timely Mental Health Services. A Driver Diagram blank template can be downloaded from the AQuA website by clicking here. Please note: you need to be logged in to do this. Main menu 14

15 Develop partnerships to promote integrated approaches which meet an individual s needs Creating a Plan on a Page A Plan on a Page is a one page document which defines the improvement project, thereby demonstrating how the strategy (outlined in the Driver Diagram) will be delivered. Anyone looking at the Plan on a Page document should be able to understand the improvement project aim/s and what is involved. A Plan on a Page template is shown on the next page. The Plan on a Page is often supported by additional documentation such as a Stakeholder Analysis (page 9) and a communication strategy (page 17). It is advisable at this stage to start developing a Plan on a Page because it: clearly outlines the improvement project in a concise way (which is also useful when explaining the improvement project to others) can be used as a sense check to ensure all key areas have been considered should help keep the improvement project focused on what it aims to achieve as it should be used as a reference point throughout the lifespan of the improvement project can support in improvement project authorisation (if needed) A Plan on a Page template can be downloaded from the AQuA website by clicking here. Please note: you need to be logged in to do this. Main menu 15

16 Develop partnerships to promote integrated approaches which meet an individual s needs Creating a Plan on a Page cont. Main menu 16

17 Develop partnerships to promote integrated approaches which meet an individual s needs Developing a communication strategy Communication is key when involved in any improvement project. It is important to be able to answer the following questions: Which stakeholders need to be kept informed? (for example, staff groups, service users, carers) What communication channels will be used? For further information refer to Part 2: Additional Improvement Resources Continuum of options for engagement and involvement page 51. What information needs to be communicated? How often does information need to be communicated? Who has overall responsibility for ensuring this information will be communicated? Think about using a number of communication methods tailored to meet the needs of each stakeholder group so they receive the right amount of information they need. f It is very easy for people to become disengaged by receiving too much or too little information, so it is useful to write a communication strategy so it is clear to everyone what is required. Main menu 17

18 Develop partnerships to promote integrated approaches which meet an individual s needs Putting theory into practice Questions to answer 1. What is the remit of your core group? 2. Who needs to be involved? 3. What is the role of each member within the group? What knowledge/skills will they bring? 4. How will you gain sign-up from those individuals who you feel should be on the core group? 5. How will you engage/involve service users, carers and the wider public? 6. What governance arrangements are in place? 7. Have you developed your Driver Diagram? 8. Have you developed a Plan on a Page? 9. Have you developed a communication strategy? Main menu 18

19 Increase efficiency of the referral process from all sources Main menu 19

20 Increase efficiency of the referral process from all sources This section covers: Understanding where referrals come from 21 Understanding how long referrals take to process 23 Identifying inefficiencies in the current referral process 25 Putting theory into practice 25 Main menu 20

21 Increase efficiency of the referral process from all sources Understanding where referrals come from Referrals often come from various sources. It is recommended that data is collected to understand: Total number of referrals Where referrals come from (and where they don t) What the referrals are for Inappropriate referrals Ideally you should have between 6-12 months of data to identify changes in referral patterns This data should be available, even if it takes some time to pull together. Total number of referrals Where referrals come from By understanding the total number of referrals you are able to ascertain whether the service/s you provide have the capacity to cope with demand. Part 2: Additional Improvement Resources Understanding capacity and demand, from page 52, provides further information as to how to analyse capacity and demand. It is important to understand who refers and who does not. However, before looking at this data in detail firstly consider where you feel referrals should come from. Once you have done this look at the data you have collected to see if this matches your expectations. This helps you understand who uses your services and who does not (even if they should) Bar chart example Sept Oct Nov Dec Jan Feb Line graph example Sept Oct Nov Dec Jan Feb If it becomes clear from this that there are some gaps, consider: Which services/individuals are not referring? Why is this? You may need to contact them to discuss this further. It is also useful to understand how many referrals are coming from which referral source/s. It is recommended you graph the following: Total number of referrals from each referral source over the past 12 months, so all sources would be visible on one graph. Use a simple bar chart for this. For each source, graph the number of referrals on a month-by-month or week-by-week basis. Each referral source would therefore have its own graph. Use a simple bar chart of line graph for this. Once this information is graphed analyse the data. Is it showing you what you expected? If not, why not? Main menu 21

22 Increase efficiency of the referral process from all sources Understanding where referrals come from cont. What the referrals are for This links to capacity and demand. See Part 2: Additional Improvement Resources from page 52. Do you have the capacity to deal with the demand? If not, could services be delivered in a different way? Inappropriate referrals Inappropriate referrals take time to process, and the time spent on this should be reduced as much as possible. Questions to answer here are: How many inappropriate referrals are received? Why are they inappropriate? Are inappropriate referrals received from the same source/s? What can be done to reduce the number of inappropriate referrals? Is the referral criteria as clear as it could be? How do referrers access the referral criteria? Is there anything further you can do to decrease the number of inappropriate referrals? Main menu 22

23 Increase efficiency of the referral process from all sources Understanding how long referrals take to process To help increase efficiency in the referral process it is important to understand how long referrals take to process from receipt through to when a service user accesses services. You may already have within your organisation a system for doing this. Some organisations have developed these themselves, particularly for First Episode Psychosis, although NHS England did send out a template of a sample tracker for this as well. Trackers are very useful for easily viewing: Who has been referred When they commenced treatment When targets have been breached Trackers can also be used as a source of data for measuring waiting times to help with service improvement, as well as for collecting data for submissions to NHS England when required. Trackers are best used when they are connected to a data source, such as an electronic referral system. This means that as new referrals are inputted onto the system the tracker can be refreshed and show these new referrals. This way it is possible for people working in the service to see live waiting times. See the next page for an example tracker. Main menu 23

24 Increase efficiency of the referral process from all sources Understanding how long referrals take to process cont. Below is a tracker developed by Greater Manchester. As you can see, near the top there are several buttons and filters which make the tracker more interactive for the user. Main menu 24

25 Increase efficiency of the referral process from all sources Identifying inefficiencies in the current referral process You will now have a considerable amount of information which informs you about your current service. The next step is to process map the referral process, adding to the process map all the information you have collected, and consider any changes. See Part 2: Additional Improvement Resources Process Mapping, from page 54. Putting theory into practice Questions to answer 1. What does your referral data tell you? 2. How long do referrals take to process? 3. Can anything be changed to increase the efficiency of the referral process? 4. How are you going to measure the success of your changes? See Part 2: Additional Improvement Resources - Use of data to inform practice in Part 2: Additional Improvement Resources from page 60. Next steps Use the Model for Improvement shown in Part 2: Additional Improvement Resources, from page 62, to implement your changes, and use the Sustainability Model and Guide also in Part 2: Additional Improvement Resources, from page 64, to make sure your changes are sustained. Main menu 25

26 Improve access to screening and assessment Main menu 26

27 Improve access to screening and assessment This section covers: Understanding what you currently do and how you do it 28 Clarity on skillmix 28 Understanding bottlenecks 28 Understanding unused appointment slots and DNAs 29 How the process could be changed to improve access to screening and assessment 29 Putting theory into practice 30 Main menu 27

28 Improve access to screening and assessment Understanding what you currently do and how you do it The best way of understanding what you currently do and how you do it is to map the process. Details on how to do this are in Part 2: Additional Improvement Resources Process mapping, from page 54. Add onto the map all the data you collected outlined in section Increase efficiency of the referral process from all sources, from page 19. Clarity on skillmix It is useful to consider if you have the appropriate skillmix within the team to support screening and assessment. highlighted through looking at Part 2: Additional Resources - Capacity and demand, from page 52. This will have been If capacity and demand are not aligned consideration should be given to either: redesigning how screening and assessment is currently undertaken training/increasing number of staff to provide screening and assessment Understanding bottlenecks Information taken from the Improvement Leaders Guide Matching Capacity and Demand by the Institute for Innovation and Improvement There two types of bottlenecks: Process bottlenecks and functional bottlenecks. Process bottlenecks are that stage in the process that takes the longest time to complete. Process bottlenecks are often referred to as the rate limiting step or task in a process. Functional bottlenecks are caused by services that have to cope with demand from several sources, such as urgent and routine demand for services. For example, a member of staff being called away from routine demand to deal with something urgent. Functional bottlenecks can cause disruption to the flow of processes as they stop the flow of one process because another is viewed as more important. You should highlight on your process map both process and functional bottlenecks. It would also be useful here to capture the following data: Process bottlenecks: o o How many people are affected? How long do service users wait in the bottleneck? Functional bottlenecks: o How often does this happen? o How much time does this take? Consideration should then be given as to how to deal with bottlenecks, with a view to either removing them completely or reducing their impact. Main menu 28

29 Improve access to screening and assessment Unused appointment slots and DNAs Clarity should be gained on the: number of unused appointments (those appointment slots where service users could have had appointments but appointments were not made), and how much time has been lost as a result of this. o If there are unused appointment slots identify the reasons for this. number of DNAs and how much time has been lost as a result of this. Consider contacting service users who DNA and ask the reasons why. o Often service users simply forget, and if this is the case discuss how you could reduce this, such as sending reminder texts, calling service users or members of their family on the day of their appointments by way of a reminder. Sometimes this data can provide food for thought as to how to reduce the impact of these. How the process can be changed to improve access to screening and assessment Take all the information you have collected so far, including all the wastes and opportunities you have identified, and redesign your process. See Part 2: Additional Improvement Resources Process mapping, from page 54, on how to do this. Main menu 29

30 Improve access to screening and assessment Putting theory into practice Questions to answer 1. What does your current state process map tell you? 2. Is skillmix appropriate? If not, why not? What can be done about this? 3. Where are the bottlenecks? What can be done to remove or reduce the impact of these? 4. What impact do unused appointment slots and DNAs have on your service? What can be done to reduce this? 5. How are you going to measure the success of your changes? See Part 2: Additional Improvement Resources - Use of data to inform practice in Part 2: Additional Improvement Resources from page 60. Next steps Use the Model for Improvement shown in Part 2: Additional Improvement Resources, from page 62, to implement your changes, and use the Sustainability Model and Guide also in Part 2: Additional Improvement Resources, from page 64, to make sure your changes are sustained. Main menu 30

31 Reduce variation within pathway processes Main menu 31

32 Reduce variation within pathway processes This section covers: Understanding variation 32 Special cause variation 36 Putting theory into practice 43 Main Menu 32

33 Reduce variation within pathway processes Understanding variation A great way to understand variation is through the use of SPC (statistical process control), specifically control charts. Control charts help you: recognise variation evaluate and improve the underlying process prove/disprove assumptions and (mis)conceptions help drive improvement use data to make predictions and help planning reduce data overload AQuA has developed a guide on using SPC which can be downloaded from the AQuA website by clicking here. Please note: you need to be logged in to do this. f Your organisation may well have access to its own SPC software, but if not give AQuA a call and a member of staff will be able to organise you access to SPC. An example of a control chart is shown on the next page. As you can see from this there is an Upper Control Limit (UCL) and a Lower Control Limit (LCL). The centreline is calculated by the mean. Main Menu 33

34 Reduce variation within pathway processes Understanding variation cont. Upper control limit (UCL) Mean Lower control limit (LCL) Main Menu 34

35 Reduce variation within pathway processes Understanding variation cont. There are two types of variation: Type of variation Common cause Special cause What it is If the process is stable and predictable any variation is known as common cause variation. A process is in control if it only displays common cause variation. If the process is unstable or out of control any variation is known as special cause variation. This means that it is not an inherent part of the process. Special cause variation highlights that something unusual has occurred within the process and is attributable to factors that were not within the original process design. A control chart enables the monitoring of the process levels and identification of the type of variation in the process over time, with additional rules associated with the control limits. It is advisable to have a minimum of 10 data points of baseline data to create a valid chart. However, there is increased reliability when using 20 or more data points. Some people do find data collection confusing. If you struggle with some of the information within the following pages don t worry, just give AQuA a call and a member of staff will explain in further detail. Main Menu 35

36 Reduce variation within pathway processes Special cause variation If you can see any of the following it means that there is a special cause variation Name Shift Trend Zig-Zag Cyclical Pattern Control Limits Middle Third How to identify special cause variation Seven or more successive data points falling on the same side of the centreline Seven or more successive data points heading in the same direction (either increasing or decreasing) Fourteen or more successive data points decreasing and increasing alternatively (creating a zig-zag pattern) A regular pattern occurring over time One or more data points falling outside the control limits The number of points within the middle third of the region between the control limits differs markedly from twothirds of the total number of points Confused? The following pages should help as they illustrate each of these rules. Main Menu 36

37 Reduce variation within pathway processes Special cause variation cont. Shift Main Menu 37

38 Reduce variation within pathway processes Special cause variation cont. Trend Main Menu 38

39 Reduce variation within pathway processes Special cause variation cont. Zig-Zag Main Menu 39

40 Reduce variation within pathway processes Special cause variation cont. Cyclical Pattern Main Menu 40

41 Reduce variation within pathway processes Special cause variation cont. Control Limits Main Menu 41

42 Reduce variation within pathway processes Special cause variation cont. Middle Thirds Main Menu 42

43 Reduce variation within pathway processes Putting theory into practice Questions to answer 1. Where is there common cause in the pathway processes? 2. Where is there special cause variation in the pathway processes? 3. Can you identify the reasons behind any special cause variation? If so, what are they and what can be done to prevent or reduce this happening again in the future? 4. How are you going to measure the success of your changes? See Part 2: Additional Improvement Resources - Use of data to inform practice in Part 2: Additional Improvement Resources from page 60. Next steps Use the Model for Improvement shown in Part 2: Additional Improvement Resources, from page 62, to implement your changes, and use the Sustainability Model and Guide also in Part 2: Additional Improvement Resources, from page 64, to make sure your changes are sustained. Main menu 43

44 Increase effectiveness by implementing evidence based interventions Main menu 44

45 Increase effectiveness by implementing evidence based interventions This section covers: Resources 46 Putting theory into practice 48 Resources The following pages include a number of resources which you may find useful. This is not an exhaustive list so please also undertake some additional searches yourself. In addition, don t forget to tap into your own contacts to find out how others are approaching a particular area/issue. Usually organisations are very happy to share their progress, including what has worked well and what, on hindsight, they would do differently. Main Menu 45

46 Increase effectiveness by implementing evidence based interventions Resources Achieving Better Access to 24/7 Urgent and Emergency Mental Health Care - Part 2: Implementing the Evidence-based Treatment Pathway for Urgent and Emergency Liaison Mental Health Services for Adults and Older Adults Guidance (NICE, November 2016) Transition between inpatient mental health settings and community or care home settings (NICE, August 2016) Crisis Care Concordat (website) Mental Health Crisis Care Concordat: Improving outcomes for people experiencing mental health crisis (HM Government, February 2014) Guidance for commissioners of liaison mental health services to acute hospitals: Volume Two: Practical mental health commissioning (Joint Commissioning Panel for Mental Health, 2012) Guidance to support the introduction of access and waiting time standards for mental health services in 2015/16 (NHS England, 2015) 10 High Impact Changes for Mental Health Services (CSIP & National Institute for Mental Health in England, June 2006) Implementing the Early Intervention in Psychosis Access and Waiting Time Standard: Guidance (NICE, April 2016) Psychiatric Liaison Teams (Royal College of Psychiatrists) Standards for Early Intervention in Psychosis Services: Pilot Edition (Early Intervention in Psychosis Network & Royal College of Psychiatrists, August 2016) Main menu 46

47 Increase effectiveness by implementing evidence based interventions Resources cont. Psychosis and schizophrenia in adults: Quality standard [QS80] (NICE, February 2015) The Five Year Forward View for Mental Health (Independent Mental Health Taskforce to the NHS in England, February 2016) Mental Health Recovery Star Mental Health Act 2007 (Legislation.gov.uk) The PANSS Institute The Mental State of the North West (AQuA Analytics, March 2014) Please note: you need to be logged into the AQuA website to access this. Main menu 47

48 Increase effectiveness by implementing evidence based interventions Putting theory into practice Questions to answer 1. Are you clear about what evidence based interventions should be implemented? 2. Have you identified other organisations who have implemented, or are in the process of implementing, the evidence based interventions? If so, how can you learn from them (such as arranging a visit)? 3. How are you going to measure the success of any changes you decide to make? See Part 2: Additional Improvement Resources - Use of data to inform practice in Part 2: Additional Improvement Resources from page 60. Next steps Use the Model for Improvement shown in Part 2: Additional Improvement Resources, from page 62, to implement your changes, and use the Sustainability Model and Guide also in Part 2: Additional Improvement Resources, from page 64, to make sure your changes are sustained. Main menu 48

49 Part 2: Additional Improvement Resources Although there are improvement tools and techniques outlined within Part 1, where an improvement tool/technique is used/referred to in more than one section information on this is within Part 2. Main menu 49

50 Additional improvement resources This section covers: Continuum of options for engagement and involvement 51 Capacity and demand 52 Process mapping 54 Use of data to inform practice 60 Implementing change using the Model for Improvement 62 Sustainability Model and Guide 65 Main Menu 50

51 Additional improvement resources Continuum of options for engagement and involvement The diagram below demonstrates the different types of engagement/involvement. This continuum is useful when considering staff and service user engagement. Direct mail ( and post) Factsheets, newsletters and leaflets Advertising Exhibitions Public meetings Websites Informationgiving Informationgathering User groups Surveys/opinion polls (quantitative research) Public meetings Focus groups/interviews Online forums Webchats (social media) Consultation Written consultation Online consultation Outreach Public meetings Participatory appraisal Involvement Advisory panel/ committee Deliberative enquiry Workshops Online forums Webchats (social media) Partnership Decision making committee Deliberative enquiry Workshops Main Menu 51

52 Additional improvement resources Capacity and demand The majority of the information in this section is taken from the Improvement Leader s Guide: Matching capacity and demand (Institute for Innovation and Improvement) Measure demand, capacity, backlog and activity in the same units for the same period of time. You can measure demand, capacity, backlog and activity either in service user numbers or in minutes. If service users take different times to process, then it is often easier to calculate everything in minutes or hours. Demand Definition Demand is all the requests and referrals coming in from all sources. Measuring demand Multiply the number of service users referred by the time in minutes it takes to process (see or treat) the service user. Example 20 referrals x consultation time of 30 minutes each = 600 minutes (10 hours) of demand each day. Make sure all demand is measured: Include all requests that come in by letter, phone call, fax, etc. Do not forget hidden demand, including those who are not referred but should be Capacity Definition Capacity is the resources available to do the work. This includes all equipment and staff hours available to see/treat the service users. Measuring capacity Divide the number of appointments available by the number of staff hours available to do the work. Example If a service user takes 20 minutes to process, and two members of staff provide 480 minutes (8 hours of session time) per week each, this means there is 960 minutes (16 hours) of capacity each week. If you divide the staff availability by the time an appointment takes (so, 960/20), this means 48 patients can be seen in that time. Main Menu 52

53 Additional improvement resources Capacity and demand cont. Backlog Activity Definition Backlog is the previous demand that has not yet been dealt with, showing itself as a queue or waiting list. Measuring backlog Multiply the number of service users waiting by the time in minutes it will take to process the service user. Example 100 service users on the waiting list x 30 minute treatment time each = 3,000 minutes (50 hours) backlog. Definition Activity is all the work done. It is the actual work, carried out by staff including the time spent with service users, carers and liaising with colleagues. Measuring activity Multiply the number of service users processed by the time in minutes it took to process each service user. Example 100 service users processed x 15 minutes = 1,500 minutes (25 hours) of work done each day. Measures of activity numbers are misleading as this does not necessarily reflect demand or capacity: the activity in the month of June may well include demand carried over from May, April or even March staff may have not been fully utilised. They may have been kept waiting by the service user, specialised pieces of equipment or test results Main Menu 53

54 Additional improvement resources Process Mapping: What is process mapping? Removes as much waste as possible, and enables a better way of working to be developed From the service user perspective 4) Enables the process to be remapped to show what it will look like in the future (future state) 1) Helps you understand the current process (current state) 3) Captures what works well and where improvements can be made 2) Identifies each step/action in the current process Identifies wastes (steps/actions which do not add value) and opportunities Not only what happens but also how it happens Main Menu 54

55 Additional improvement resources Process Mapping: What does a mapped process look like? This is an example of a current state process map, so represents what happens now. In this example the pink sticky notes are steps in the process and yellow sticky notes are actions in the process. This is an example of a future state process map for the same process as above. By mapping the current sate (shown above) wastes and opportunities were identified, and therefore the future state process map: includes fewer steps makes the process quicker improves the quality of the process Once the process is implemented the service user should receive a better experience than they do now. Main Menu 55

56 Additional improvement resources Process Mapping: The 10 step process Step 1: Preparation Step 2: Identify scope Step 4: Identify every action Step 3: Identify every step Step 5: Identify wastes and opportunities Step 6 Analyse the map Step 8 Develop the future state map Step 7 Question if anything is missing Step 9 Develop action plan Step 10 Communicate Main Menu 56

57 Additional improvement resources Process Mapping: The 10 step process cont. 1. Preparation Identify the group Date and Time Data/information Resources Decide who needs to be involved Ideally you need to involve representatives from all stakeholder groups who are currently involved in the process or who may be affected by any changes Invite representation from service users Involve a decision maker who can sign off any changes Identify a date and time when everyone can come together Allow plenty of time as it is important to discuss the process in detail Consider what data/information you will need to share on the day If this data/information is already available then great, but if not this may need to be collected before the group meets. Always remember that making changes based on assumptions and inaccurate data can at best result in you not achieving your aims and at worst having disastrous impacts to the services you are trying to improve Things you need to take Roll of lining paper Pens Sticky notes in four different colours to identify: 1. start and end points of the process 2. steps in the process 3. actions in the process 4. wastes and opportunities in the process Main Menu 57

58 Additional improvement resources Process Mapping: The 10 step process cont. Step 2: Identify scope for your current state process map This relates to the point at which the process starts and the point at which the process ends. Once the scope has been clearly defined write the start and end points on coloured sticky notes and place them on the lining paper. The plan is to map what happens 80% of the time At this stage it is important to map what actually happens, and not what people would like to happen Add to the map any data and relevant information you have Step 4: Identify every action which takes place under each step Write each action on a sticky note. Also write on the same sticky note how the action is done, who does the action, and how long the action takes. Once complete, place the action sticky notes on the lining paper in the order they happen under each relevant step. Waste or opportunity Waste or opportunity Step 3: Identify every step in the process Write these key headings on sticky notes and place them on the lining paper in the order they happen, between the start and end points. Step 5: Identify wastes (steps and actions which do not add value) and opportunities This should be very much viewed from the service user perspective. Write on sticky notes any wastes and opportunities and place these on the current state process map near to the relevant step/action sticky note. Main Menu 58

59 Additional improvement resources Process Mapping: The 10 step process cont. Step 6: Analyse the map step by step, action by action This is a crucial part of current state process mapping as you really need to understand what the map is telling you. Consider the following if they haven t already been discussed: How long are the waits are between the steps and actions in the process? Is this time appropriate? Information flows is the way information is received or sent the most effective/efficient/user friendly way? If not, what is the alternative? Is each action right first time? If not, why not? What can be done about this? Are there targets/legal requirements attached to any of the steps in the process? If so, what are they? Are you meeting them? What is happening elsewhere? Is there anything which you could learn from others? Add the outcomes of these discussions to the current state map. Step 10: Communicate Communicate the changes to all those affected. Refer to sections Developing a communication strategy (page 17) and Continuum of options for engagement and involvement (page 51). Step 7: Question if anything is missing from your current state map Does additional data/information need to be collected? If so, collect this before moving on to developing the future state process map, even if this means ending the meeting and rearranging another time. Always remember that making changes based on assumptions and inaccurate data can at best result in you not achieving your aims and at worst having disastrous impacts to the services you are trying to improve. Step 8: Develop the future state process map This is developed in exactly the same way as the current state process map, but rather than focusing on what currently happens, you take everything which you have learned, and develop a future state process map outlining what the process will look like in the future, ensuring it will meet your aim/s (page 14). Step 9: Develop an action plan Develop an action plan as to how the new process will be implemented, clearly outlining the timescales for implementation and who is responsible for each action. Do not forget to agree how you are going to measure the success (or otherwise) of the new process. See Part 2: Additional Improvement Resources Use of data to inform practice, from page 60. Main Menu 59

60 Additional improvement resources Use of data to inform practice: Types of data Data can be quantitative or qualitative. Quantitative Is typically descriptive data such as number of patients with a particular mental health problem Qualitative Gathers information that is not in numerical form. For example, open-ended questionnaires, unstructured interviews and unstructured observations Some people do find data collection confusing. If you struggle with some of the information within the following pages don t worry, just give AQuA a call and a member of staff will explain in further detail. Use of data to inform practice: Example measures Information sharing protocols/joint working across place shared budgets/user/carer feedback/use of Mental Health Act Timeliness, quality of information, number of bounce backs, DUP, awareness of referees, safety Mental Health Act Number, conversion, timeliness, care programme, breeches, length of waits Process measure (reduction of variation) Fidelity of NICE guidance/recovery star/social function/proms/arms/panss f Main Menu 60

61 Additional improvement resources Use of data to inform practice: Defining measures and developing your baseline Developing a baseline and collecting data on a regular basis is key to using data to inform practice. Obviously, you want to collect the right data. However, it is surprising how many people/teams/organisations collect the wrong data only to find that it doesn t provided them with the information they need to make the right decisions. To ensure this doesn t happen to you make sure you can clearly answer the questions below: What population are we focusing on? i.e. which staff/which groups are affected? What are we trying to achieve? What is the definition of each measure? How will the data be collected? Is this data already collected or do you need to implement a process for collecting this? How often will it be collected? Who has overall responsibility for making data collection happen? Who will collect the data? Who will analyse the data? How will decisions then be made on next steps? Once you are clear about what your measures are, and the process of how this is going to be managed, you need to develop your baseline. You develop your baseline by gathering historical data. f It is advisable to have 6 months 1 year s data as a minimum. It is vital that you understand your baseline before making any changes. Making changes based on assumptions and inaccurate data can at best result in you not achieving your aims and at worst having disastrous impacts on the services you wish to improve. Main Menu 61

62 Additional improvement resources Implementing change using the Model for Improvement The Model for Improvement Aim: What are we trying to accomplish? The Model for Improvement is a nationally recognised improvement tool which is used in many countries around the world. It provides a great framework for developing, testing and implementing changes that lead to sustainable improvements. Measures: How will we know if a change is an improvement? Change: What changes can we make that will result in an improvement? Act Study Plan Do Main Menu 62

63 Additional improvement resources Implementing change using the Model for Improvement cont. The use of PDSA cycles is part of The Model for Improvement. It is useful to use PDSA cycles to test out in bite sized chunks your ideas, refining each PDSA until you reach the point where you are sure that your idea will definitely deliver your aims. Act Study Plan Do Success! Improvement ready for wider implementation The diagram here demonstrates the point that it is likely that a number of PDSAs will need to be completed before your improvement is ready to implement fully. Act Plan Study Do Act Study Plan Do Aim: What are we trying to accomplish? Act Plan Measures: How will we know if a change is an improvement? Change: What changes can we make that will result in an improvement? Act Study Plan Do Study Do PDSA Guidance and Worksheet can be downloaded from the AQuA website by clicking here. Please note: you need to be logged in to do this. Main Menu

64 Additional improvement resources Sustainability Model and Guide It is recommended that you and your organisation use the Sustainability Model and Guide (developed by the Institute for Innovation and Improvement). This Model and Guide was developed as a easy-to-use tool to help teams: self-assess against a number of key criteria for sustaining change recognise and understand key barriers for sustainability, relating to the specific local context identify strengths in sustaining improvement plan for sustainability of improvement efforts monitor progress over time A diagram demonstrating the Model is shown on the next page. As you can see from this there are 10 factors it recommends should be considered. The Guide enables you to assess how well you are performing against these, which therefore helps you in deciding where you need to concentrate your efforts to ensure sustainability is maintained in the long term. The Sustainability Model and Guide can be downloaded from the AQuA website by clicking here. Please note: you need to be logged in to do this. Main Menu 64

65 Additional improvement resources Sustainability Model and Guide cont. (Institute for Innovation and Improvement Sustainability Model and Guide, 2010) Main Menu 65

66 For further information please contact AQuA: Telephone: Advancing Quality Alliance (AQuA) 3 rd Floor Crossgate House Sale M33 7FT Main Menu 66

67 Produced by Advancing Quality Alliance (AQuA) 3 rd Floor Crossgate House Sale M33 7FT Advancing Quality Alliance (AQuA) 2017 All information contained in this Toolkit is, as far as we are aware, correct at the time of going to press. AQuA cannot accept any responsibility for errors or inaccuracy in the information within. No part of this Toolkit may be reproduced in whole or in part without written permission from AQuA. 67