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Biomedical subjects

R Elkan

Publications and source records attributed to R Elkan.

7 recordsLinked to original sources

The use of targets to improve the performance of health care providers: a discussion of government policy.

The aim of this discussion paper is to examine the advantages and drawbacks of employing targets, or performance indicators, to improve the performance of those delivering health care services. The paper is based on an examination of two target-setting policies initiated by Government: the 1992 Health of the Nation strategy and the 1990 General Practitioners' Contract. It is argued that the introduction of both the General Practitioners' Contract and the Health of the Nation have indeed been accompanied by improvements in performance, however, there are a number of problems with targets. They tend to focus on those things that are most easily measured, and they may foster complacency on the part of providers who have already achieved upper target limits, and defensiveness on the part of those performing badly. National targets may skew local priorities; they may also be unrealistic and unattainable for particular, less privileged population groups. They may serve to widen inequalities in health, and can exacerbate the 'inverse care law' by encouraging providers to direct their efforts at the more advantaged sections of society, where such efforts are more likely to pay off in terms of overall improvements in the target level achieved. Finally, the achievement of some targets will not necessarily result in better health outcomes. The paper concludes that a target-setting approach to improving the quality of care must be based on the use of appropriate indicators, and must take account of differences between more and less advantaged sections of society.

Contract Services

Project 2000: a review of published research.

The findings of research into the implementation of the Project 2000 reforms of nurse education in England and Wales are reviewed in this paper. The work of nine research teams who have published their findings between 1990 and 1994 is reviewed. Following a brief summary of the major Project 2000 recommendations, the findings of the various research teams are presented. Both successes and difficulties in implementing Project 2000 are highlighted. The findings are discussed in the light of the original Project 2000 proposals, and it is concluded that, notwithstanding 'teething' difficulties, the Project 2000 reforms are proving workable in practice.

Curriculum

Project 2000 and the replacement of the traditional student workforce.

This paper reports on part of a 4-year study monitoring the implementation of Project 2000 in one health authority. Its focus is on the consequences for the nursing service of replacing traditional, pre-Project 2000 students with permanent staff. It is argued that the Department of Health, who have been responsible for funding the replacement programme, have underestimated the numbers of permanent staff required to replace the traditional student workforce, and that the Project 2000 replacement exercise has contributed to a deterioration in staffing levels and skill mix.

Delivery of Health Care

Project 2000: the gap between theory and practice.

This article explores the theory-practice gap in the context of Project 2000. Drawing on the findings of empirical research into the implementation of Project 2000 in one district health authority, we conclude that tensions between education and service staff have far from disappeared with the advent of Project 2000. The article discusses firstly the difference in emphasis between education and service staff over the question of equipping students with practical skills during their Common Foundation Programme. Secondly, we discuss the fact that whilst educationalists are intent on fostering self-directed learning in students, service staff are more concerned with producing safe practitioners. The article concludes on an optimistic note, suggesting that although service and education staff may differ in the relative importance they attach to teaching students particular types of skill; and although they may be operating on different timescales, fundamental disagreements between the two groups are absent.

Clinical Competence