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Building Quality into Education

Building Quality into Education. Kathryn Fraser, Dietitian, NHS Forth Valley Mary Robertson, DSN, NHS Tayside. Overview of Education Programmes. Tayside Insulin Management Programme (TIM) run since 2006 25 courses to date Forth Valley’s NewDEAL programme run since March 2008

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Building Quality into Education

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  1. Building Quality into Education Kathryn Fraser, Dietitian, NHS Forth Valley Mary Robertson, DSN, NHS Tayside

  2. Overview of Education Programmes • Tayside Insulin Management Programme (TIM) • run since 2006 • 25 courses to date • Forth Valley’s NewDEAL programme • run since March 2008 • 7 courses to date

  3. Both based on BERTIE (Bournemouth’s intensive insulin management programme) • 1 day of education per week for 4 weeks • Week between allows for experiential learning

  4. Both teams have had BIDAC training from the Bournemouth team • Trained educators for the programme we run • Both have a philosophy and identified learning theories

  5. Programmes have a structured, written curriculum which has been evaluated by patients and professionals • The curriculum includes specific aims and learning outcomes • There is an educators guide on delivering the programmes

  6. Audit pre and post course to show the effect of the course on clinical markers and quality of life

  7. Programme covers • Role of insulins • Carbohydrate counting and dose adjustment • Hypoglycaemia • Hyperglycaemia and SDR • Exercise and activity • Complications of diabetes

  8. Why QA? • We want better outcomes for our patients • QA ensures that what we are doing is “fit for purpose” • QA ensures regulation of the quality of the service we provide • Quality is also determined by the people using our service

  9. Internal/External QA? • What’s the difference? - Purpose • Internal review - improvement of course/self • External - looking at the quality of the course when reviewer is not there

  10. Evidence is therefore required • Can be reported to others -some may see this as a threat

  11. Internal • Self/Peer review • Patient evaluations • Act on self/peer assessments, make changes • Keep a record of all reviews

  12. External • Service organisation to support programme delivery • Venue - ? Suitable/access • Curriculum - ? Reviewed for structure,process and content

  13. Materials used in the way described in curriculum? • Process for review of the programme/when last undertaken? • Examples of how peer/self review has influenced course development

  14. Review of patient evaluation process/how often is this undertaken/what changes have been made in light of patient feedback? • How does the audit process feed into programme development? • ? Process which review of audit data is used to alter the structure, process or outcome of the course

  15. What have we done so far? • Already had participant evaluation of each session and programme including written material used • Reviewed how we currently assessed our education sessions/each other • Reviewed/developed our peer assessment tool

  16. Reviewed teaching resources/identified improvements required/decided what to change • Ensured staff members delivering education undertook/were offered to undertake an educators module

  17. What do we still have to do? • Develop written statements describing the components of our internal/external QA/decide how often to do this • Agree criteria for external assessment • Identify trained, competent, independent assessors for external review

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