Using digital technologies to prepare healthcare staff
Download as PPTX, PDF1 like329 views
Innovative educational technologies like e-learning, simulation, and smartphones provide unprecedented opportunities for health and social care students, trainees, and staff to acquire and develop the essential knowledge, skills, and behaviors needed for safe and effective patient care. These technologies can deliver training that meets learners' needs when it suits them, meets workforce pressures, and can be accessed just in time at the point of need. However, getting digital learning right requires using familiar formats so trainees learn the content and not the system, ensuring usability, leveraging existing resources, and evaluating both delivery and content to avoid using technology just for its own sake.
Using digital technologies to prepare healthcare staff
- 1. “Innovative educational technologies, such as e-learning, simulation and smart-phones, provide unprecedented opportunities for health and social care students, trainees and staff to acquire, develop and maintain the essential knowledge, skills, values and behaviours needed for safe and effective patient care.” (DH TEL Framework) @NHS_HealthEdEng @HEE_TEL #HEETEL
- 2. Using digital technologies to prepare healthcare staff for the future
- 3. The spectrum of learning Old style face-to-face Collaborative online learning • Set timing for course - Interaction between learners Synchronised online learning • Set timing for course - but no real-time interaction Learner- driven timing • Structured course, Individual chooses timing and pace ‘Just in time’ • Accessed at ‘point of need’ • These elements can be blended in a training intervention to maximise impact • This delivers an intervention that ‘meets the learner’ when it suits them and meets workforce pressures and management requirements @NHS_HealthEdEng @HEE_TEL #HEETEL
- 4. The Technology Enhanced Learning Landscape @NHS_HealthEdEng @HEE_TEL #HEETEL
- 5. The definition “Digital literacies are the capabilities which fit someone for living, learning, working, participating and thriving in a digital society.” Health Education England Definition @NHS_HealthEdEng @HEE_TEL #HEETEL
- 6. NIB work areas Board level Leaders (organisations and STPs) – Driving culture change Existing digital experts - educating and leading locally Supported workforce Leadership Professionalism Digital Literacy supported through professional bodies (e.g. RCN) Work area Example product/ service Example of formal training Workforce area Key: @NHS_HealthEdEng @HEE_TEL #HEETEL
- 7. 200520062007200820092010201120122013201420152016 e-Learning for Healthcare @NHS_HealthEdEng @HEE_TEL #HEETEL
- 8. e-Learning for Healthcare 544 years of learning 4,765,440 hours of learning @NHS_HealthEdEng @HEE_TEL #HEETEL
- 9. @genomicsedu #genomes100k www.genomicseducation.hee.nhs.uk HEE Genomics Education Programme Strategy and Aims • Embed genomics into education: current & future healthcare workforce • Integrate whole-genome sequencing (WGS) & functional genomics into mainstream care - benefit patients & the public • Build capacity & capability - world-leading response to the genomic medicine revolution • Legacy of the 100,000 Genomes Project – embedded in the healthcare system & wider economic contribution
- 10. @genomicsedu #genomes100k www.genomicseducation.hee.nhs.uk Interventions to support workforce transformation across the NHS • clinical and laboratory genetics, molecular pathology, molecular haematology, bioinformatics Highly Specialised workforce • Eg cancer surgery & medicine,cardiovascular, diabetes, neurology and other specialist teams Specialist clinical workforce • general practice, all healthcare professionals General workforce • including managers & commissioners, patients and public Wider awareness raising
- 11. @genomicsedu #genomes100k www.genomicseducation.hee.nhs.uk Our resources HEI taught courses Short online courses Training tools ‘Just-in- time’ resources Videos, images & animations MOOC
- 12. @genomicsedu #genomes100k www.genomicseducation.hee.nhs.uk How do these resources look and feel?
- 13. @genomicsedu #genomes100k www.genomicseducation.hee.nhs.uk Analytics to shape learning • Capture demographics – monitor reach and impact • Tell us about both learner behaviour and course efficacy • Allows ongoing review and fine-tuning • VfM of approach Unit 1 Unit 2 Unit 3
- 14. Getting digital learning right • Use familiar formats - trainees learn the content, not the system • Get the usability right • Don’t reinvent the wheel • Tap in to networks • Reformatted and repurposed resources • Value of mimicking the clinical environment • Mix of approaches is very important • Need to evaluate delivery as well as course content – don’t use tech for tech’s sake • Scope what’s already out there! @NHS_HealthEdEng @HEE_TEL #HEETEL
- 15. Questions Using digital technologies to prepare healthcare staff for the future
Editor's Notes
- #2: - Technology and techniques provide real opportunities to enhance learning. - They extend beyond the reach of traditional training and education interventions and offer new ways to train and learn safely, to enhance knowledge, skills, values and behaviour, for safe and effective patient care.
- #4: Ensure we are talking about the programmes mentioned in the presentation within the context of the spectrum of learning and emphasise their importance to HEE (our flagship programmes in this area) – and specific reference to the importance of blended learning and the reach of teach compared with other training interventions Old style face-to-face Collaborative online learning - interaction Synchronised online learning- at the same pace, no real-time interaction Learner-driven timing ‘Just in time’ (continuum) Can blend elements to maximise Meet the learner- when suits them Meet workforce pressures and management requirements
- #5: - The landscape is busy – there are a plethora of tools, platforms, training techniques that use TEL – with different approaches and styles being employed across the country. - We want to be to harness these opportunities and resources and share and spread them on a national level so that the benefits are realised across the system.
- #6: The agreed definition builds on the work of experts in the field of Digital Literacy and covers 6 domains as illustrated. The next steps are around developing a competency framework covering all who work and train in the NHS. Digital literacies are the capabilities which fit someone for living, learning, working, participating and thriving in a digital society.
- #7: Ref – working with system leaders to deliver this work
- #8: e-LfH is an HEE programme that develops and delivers e-learning to the health and social care workforce free of charge 24/7. Started in 2005 with R-ITI partnered with RCR Sir Liam Donaldson CMO called it “one of the most positive developments in medical education in 20 years” Subjects now range from audiology to anaesthesia, dentistry to dermatology, endoscopy to end of life care, safeguarding to sepsis. Over 100 programmes and over 10,000 unique pieces of content
- #9: We work in partnership with the NHS and professional bodies, so we have access to fantastic resources to populate the content and create high quality e-learning 544 years or 4,765,440 hours of learning This is activity that has already happened, so this is working already and is only going to get bigger The way we book flights, read newspapers, listen to music has changed, so why should learning be different? The answer is that it isn’t. Success story is Dementia training – in 2013, commitment to train 100,000 by March 2014, only training intervention that can reach that figure is through e-learning
- #10: Key question
- #11: For workforce transformation to be effective we need to reach the full workforce. We also need to make sure our resources are appropriate to the different areas of the workforce. We are therefore aligning our work to this pyramid structure