Flexible Learning – A Moveable Feast?

1. Flexible Learning – A Moveable Feast? Sinead Mehigan – Middlesex University

2. Focus of presentation • Explore impact of partnership working which has led to a more flexible and innovative approach to developing healthcare staff

3. Context • Rapid and continuous changes to healthcare agendas and healthcare delivery • Constant need to develop new roles and competence in workforce • Education in healthcare has to be available when and where it is needed, be flexible, provided yesterday, in line with tomorrow’s service priorities and needs

4. What we had • Lots of blue sky thinking and crystal ball gazing to assess future service priorities / education needs • Trust commission education from University • University develop new provision, depending on market • If commissioned deliver depending on numbers arriving • Mainly modular / programme based provision in University focusing mainly on nursing staff • In-house study days by Trust, developed and delivered as needed to all staff

5. What we found • HEI validation processes complex and lengthy • Continuing viability of new HEI provision • With rapidity of changes, where is the best source of expertise? • Main focus on nursing education • In-house provision accessed piecemeal

6. Possible solution? • Develop flexible, cost-effective framework, incorporating Trust and University provision • Use to enable both Trust and University to respond to changes more rapidly

7. What we did • Development funds from Linking London • Identified specific Trust service needs linked to priorities in NHSL “Framework for Action” (2007) • Developed flexible framework to meet learning requirements • Used SfH tools to identify competencies relevant to development of two specific roles to assess impact of learning in practice • Evaluation of different approach to education development and provision

8. Whittington Hospital NHS Trust - focus • Clustering of in-house study days - different pathways reflecting current developmental needs for wide range of staff – initial focus on infection control and Health & Safety • Pathway potential as moveable feasts – can be modified or changed as needed • Linked to Knowledge and Skills Framework and SfH National Occupational Standards

9. Middlesex University • Staff gain accreditation of learning, by accessing Study Day Learning Review module • Emphasis on students developing and submitting portfolio of evidence of how they have applied what they have learnt in study days, to practice • Tap into and enhance use of work-based learning for wider group of healthcare staff than currently catered for

10. Possible benefits • Build staff competence in practice and confidence in study skills • Assessment designed to enhance improvements in patient care and services provided • Enhancing of reputation of Trust – to patients and future employees? • For University, experience used to work in similar way with other Trusts and healthcare providers

11. Challenges so far • Competence assessment tools - keeping it manageable • Getting students into the classroom - attitudes towards CPD, time, committment • Reflection - easier to talk about than to articulate in words • Assessment of use of competence tools - not yet started