poster abstracts: day 2 - higher education academy · 2013; o’neil 2013; storey and holti 2013;...

Poster abstracts:

Day 2

2

Contents

D2A1: Simulation@Salford: Creating an immersive clinical simulation suite 4

D2A2: Leading compassionate excellence in nursing and midwifery: An innovative in-

house accredited teaching program 5

D2A3: Scenario development for primary care simulation: A student nurse experience

6

D2A4: Co-creating a ‘Community of Practice’ during the Health Visitor Implementation

Plan 7

D2A5: Using technology enhanced learning (TEL) and virtual reality to enrich the

development of clinical and non-technical skills in healthcare undergraduates 8

D2A6: Using expertise from Norway to improve healthcare education in the UK 9

D2A7: “How do pre-registration learning disability nursing students respond to a formal

“one page profile” to support the personal tutor relationship”. 11

D2B1: Trans-Atlantic partnership working in developing a UK physician associate

programme: Reflections and lessons learnt 13

D2B2: Higher education admissions interviews with inclusivity at the heart of their

design foster diversity in Physiotherapy cohorts 14

D2B3: The value for nurse academics of using learning technologies which promote

face-to-face interactions 15

D2B4: Near-peer to peer simulation teaching as an introduction to the clinical

environment for undergraduate medical students 16

D2B5: ‘Flipping’ interprofessional education: The use of SIM case studies to facilitate

development of teamwork and understanding of MDT management. 17

D2C1: Creative teaching to enhance student understanding: Empowerment in nursing

18

D2C2: Development of an association to support to those working in pre-registration

mental health nurse training 19

D2C3: The use of High Fidelity Simulation in undergraduate physiotherapy education.

20

D2C4: Becoming a professional: Supporting students to transition from student to

graduate nurse 20

D2C5: Specialist nurse education and competence in remote telemonitoring of heart

failure patients with implanted heart devices. 22

D2C6: Pushing the boundaries of interprofessional education 23

D2D1: Implementing academic support for health professional students 24

3

D2D2: A transformational approach to clinical skills training. 26

D2D3: The value of public partnership: Interpreting the UK Professional Standards

Framework (UKPSF) dimensions for service users and carers contributing to health and

social care education and training. 27

D2D4: Don’t believe the hype #TEL 28

4

D2A1: Simulation@Salford: Creating an immersive clinical simulation suite

Poster authors

Amanda Miller (Clinical Simulation Lead and Lecturer in Nursing, University of Salford)

Neil Withnell (Associate Dean Academic Enhancement, University of Salford)

Louise Yuill (Lecturer in Midwifery, University of Salford)

Main focus/theme of, or issues addressed by, the poster

Simulation-based education is embedded in numerous undergraduate, postgraduate and post-

qualifying modules at the University of Salford (UoS) and is embraced as an innovative method of

teaching and learning in health and social care curricula.

In 2015, at the UoS, a project to develop a state-of-the-art clinical simulation suite commenced. The

aim of the project was to develop a multi-functional suite to replicate a real hospital environment and

provide a supportive learning environment for students. A team of academics in the School of Nursing,

Midwifery, Social Work and Social Sciences worked in partnership with architects with experience in

creating healthcare settings, with the objective of designing a realistic environment to enable learners

to become fully immersed in a clinical scenario. David Gaba, the proponent of simulation, advocates

that simulation should replicate significant elements of the real world in a fully interactive manner

(Gaba 2004).

Two self-contained, swipe access suites were created: the nursing suite and the midwifery suite. The

nursing suite consists of an adult bay, children and young people’s bay, two side rooms, bathroom,

treatment room, day room and nurse’s station. The midwifery suite comprises two ward areas, a

delivery room and home birthing area. All the fixtures, fittings and décor are in keeping with those

found in modern hospital and include emergency and nurse call buzzers, simulated oxygen and

suction ports and bed lights. The nine human patient simulators (HPS) are operated by experienced

technicians from spacious control rooms within the suite. The highly advanced audio-visual system

enables observation throughout all the areas of the suite and the remote provision for the voice of the

HPS’.

Implications for healthcare education

The AV system is networked to enable streaming to classrooms which facilitates peer review and

scenarios can be recorded and played back, particularly useful during the debriefing process.

Debriefing is an essential component of simulation based education and Dreifuerst (2009) suggests

that debriefing draws out student thinking and assists in the development of complex decision-making

skills. The dedicated debriefing room is also equipped with the AV system and thus allows for

facilitators to review the debriefing. In turn, an immersive interactive system in the suite enables any

environment to be created by projecting images/videos on to the walls and floor, further enhancing

the learning opportunities within the suite.

Nursing students who have used the suite have responded positively to the environment. All

simulation sessions are evaluated and students have commented positively about the authenticity of

the environment and the positive impact that this has had on the learning experience.

References

Dreifuerst, K.T (2009) The essentials of debriefing in simulation learning: a concept analysis. Nurse

Education Perspectives. 30 (2) 109-14

Gaba, D.M (2004) The future vision of simulation in health care. Quality and Safety in Health Care. 13

(1) 2-10

5

D2A2: Leading compassionate excellence in nursing and midwifery:

An innovative in-house accredited teaching program

Poster authors

Fiona Creed

Alex West Oram

Dawn Gilkes


Oxford University Hospitals Foundation Trust strives towards excellence in healthcare. Our overriding

aim is “to provide excellent care with compassion and respect”. Over the past few years National

drivers have had a significant impact upon Patient centred Leadership within the Organisation (Francis

2013; O’Neil 2013; Storey and Holti 2013; NHS England 2014). Alongside this the Trust is aiming to gain

Magnet accreditation which will provide recognition for and celebrate excellence in Nursing and

Midwifery standards (Weir Hughes 2016).

A significant local development within the organisation is “The Oxford Model of Exemplary Nursing and

Midwifery Practice” (Weir Hughes 2015). The adaptation of this inspirational nursing and midwifery

model clearly requires visionary and expert Nursing and Midwifery Leadership.

To enable the development of new inspirational leaders the Trust began partnership work with

Northampton University to develop a post graduate programme in “Leading Compassionate Excellence

in Nursing and Midwifery”.

The overarching aim of the programme is to recognise the potential in all of our ward managers to

transform care by developing exceptional leadership skills, encouraging others and driving changes in

clinical practice (Doody and Doody 2012). The programme is designed to provide the tools that will

enable our leaders to develop and lead compassionate and excellent Nursing and Midwifery care.

The programme is taught over one academic year and comprises three modules:

Quality Improvement and Innovation in Nursing and Midwifery Practice

Leadership for Nursing and Midwifery

Organisational Culture and Change management in Nursing and Midwifery

Throughout the programme students are encouraged to actively reflect upon practice within their own

clinical area and explore issues pertaining to quality, improvement and innovation, leadership and

change.

Assignments are directed to encouraging innovation and excellence in clinical practice, enabling

students to transform care utilising effective leadership and change management skills. Partnership

working with Northampton has enabled students who successfully complete the programme to be

awarded a Post Graduate Certificate in Leading Compassionate Excellence in Nursing and Midwifery.

Two cohorts of students are currently progressing through the course with the aim to evaluate and

aim to publish a paper at the end of this year.


Key implications in clinical practice are:

Working in partnership with Northampton University to enhance care

Developing and supporting clinically focused leaders

Transformational leadership

Patient centred

Innovations in clinical practice

6

References

Doody, O. and Doody, C. (2012) Transformational leadership in nursing practice. British Journal of

Nursing. 21 (20) 1212-8

Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry – Volume 3:

Present and future. London: The Stationery Office

King’s Fund (2012) Leadership and Engagement for Improvement in the NHS: Together we can.

London: The King’s Fund

NHS England (2014) Building and strengthening leadership: Leading with compassion. Available from:

https://www.england.nhs.uk/wp-content/uploads/2014/12/london-nursing-accessible.pdf [Accessed

23/01/2017]

O’Neil, K. (2013) Patient Centred Leadership: Rediscovering our purpose. London: Kings Fund

Storey, S. and Holti, R. (2013) Towards a model of leadership for the NHS Coventry: NHS Leadership

Academy

Weir Hughes, D. (2015) The Oxford model of exemplary Nursing and Midwifery. Available from:

http://www.ouh.nhs.uk/working-for-us/nursing-midwifery/ppm/default.aspx [Accessed 23/01/20127]

Weir Hughes, D. and Jackson D. (2016) Magnet recognition in the United Kingdom: Recognising

international evidence or remaining in splendid isolation? Journal of Nursing Management. 24 (2)

D2A3: Scenario development for primary care simulation: A student nurse experience

Poster authors

Robert Neil: Part 3 Adult Nursing Student, UWS, Hamilton Campus

James Matthews: Part 3 Adult Nursing Student, UWS, Hamilton Campus

Supported by:

Caroline Adam, Lecturer: Adult Nursing, UWS, Hamilton Campus

Winifred McGarry, Lecturer: Adult Nursing, UWS, Hamilton Campus


Within UWS students are learning primary care nursing skills in an environment that gives them a

realistic experience of the patient journey. Primary Care simulation in nurse education is a relatively

under researched area. UWS, is recognised by the Scottish Clinical Skills Strategy as a Higher Education

Institution (HEI) that provides an effective programme of clinical skills training to undergraduate

nursing students (NHS Scotland, 2010).

Simulation offers the opportunity for students to replicate the same experience within a controlled

environment to validate the student’s progression from novice to expert. Students reflect on clinical

practice and from this build a structured scenario which is used for teaching and learning in the

undergraduate programmes.

With the increasing shift of care from acute hospitals to the community setting, UWS staff have

developed ACORN (A Community Orientated Resource for Nursing) Primary Care simulation suite.

This immersive simulation suite allows pre and post registration students the opportunity to

experience, the importance of delivering safe, timely and quality care within the primary care

environment developed from personal experience. Evidence suggests that effective management of

patients within the primary care setting helps reduce unnecessary hospital admissions .

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Research approaches and underlying evaluation

Evaluation:

Student scenario development is a natural progression within the primary care suite, which

allows the student to learn through reflection and develop knowledge, skills and graduateness

Student evaluation overwhelmingly positive


Primary care simulation in HEIs is limited. This primary care development complements existing acute

simulation technologies to provide a unique environment for students where they have ownership of

their own learning achieved through reflection.

The ability for the student to reflect on personal experience and build a structured scenario allows

them to:

Constructively reflect on practice

Critically analyse personal performance through reflection and feedback

Re-enact the scenario and engage in peer review

Enhance teaching technical, cognitive and non-technical skills of team working and

communication (RCN, 2013).

Develop competent, skilled and safe practitioners

Develop graduate skills.

References

NHS Scotland (2010) Scottish Clinical Skills Strategy Partnerships for Care. Edinburgh: NHS

Royal College of Nursing (2013) Moving care to the community: an international perspective RCN Policy

and International Department Policy briefing 12/13. London: RCN

D2A4: Co-creating a ‘Community of Practice’ during the Health

Visitor Implementation Plan

Poster authors

Claire Roberts, Karen Walker, Catrina Hartle and Pippa Waterman

Senior lecturers at Birmingham City University


How the three elements of a successful community of practice (Lave and Wenger, 2002) were applied

in order to unlock individuals’ potential to enhance the education and training of Health Visitors during

the Governments “Call to Action” (DH, 2011).


Wenger (2007) highlights that a Community of Practice, where a group of people share, learn and

interact together must have three essential elements – the domain, the community and the practice.

As a team, we have applied this concept and the poster will highlight how each of these three elements

were crucial in enhancing working in partnership, whilst overcoming challenges we faced to ensure

success for us, our partners and our students.


Whilst the debate surrounding working within Communities of Practice continues both in education

and nursing (Andrew et al. 2007; Barton and Tusting 2005; Li et al. 2009) and is largely positive, whilst

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Kerno (2008) Roberts (2006) discusses limitations of working within Communities of Practice. In our

experience, this approach led to success and Wenger (2007) highlights that CoPs can be applied in

various situations is perhaps one that could be nurtured and fostered in differing health education

settings.

References

Andrew, N., Tolson, D. and Ferguson, D. (2008) Building on Wenger: Communities of Practice in

Nursing. Nurse Education Today. 28, 246-52

Barton, D. and Tusting, K. (2005) Beyond Communities of Practice. Language, Power and Social

Context. Cambridge: Cambridge University Press

Department of Health (DH) (2011) Health Visitor Implementation Plan 2011–15: A Call to Action.

London: DH

Lave, J. and Wenger, E. (2002) Legitimate peripheral participation in communities of practice. In: Clarke,

J., Hanson, A., Harrison, R. and Reeve, F. (2002) Supporting Lifelong Learning: Volume 1: Perspectives

on learning. London: Routledge

Li, L.C., Grimshaw, J.M., Nielson, C., Judd, M., Coyte, P.C. and Graham, I.A. (2009) Evolution of Wenger’s

concept of community of practice. Implementation Science. 4 (11) 1- 8

Kerno, S. J. (2008) Limitations of Communities of Practice. A Consideration of Unresolved Issues and

Difficulties in the Approach. Journal of Leadership and Organizational Studies. 15 (1) 69-78

Roberts, J. (2006) Limits to Communities of Practice. Journal of Management Studies. 43 (3) 623–9

Wenger, E. (2007) Communities of practice: A brief introduction. Available from:

https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20

to%20CoP.pdf?sequence=%201 [Accessed 21.01.16]

Wenger, E., McDermott, R., and Snyder, W. M. (2002) Cultivating Communities of Practice. Boston:

Harvard Business School Press

D2A5: Using technology enhanced learning (TEL) and virtual reality to enrich the

development of clinical and non-technical skills in healthcare undergraduates

Poster authors

Mrs Claire Ford, Graduate Tutor, Northumbria University

Miss Laura Park, Graduate Tutor, Northumbria University


In academic institutions, the use of web-based technologies to support is gaining global momentum

(Kirkwood and Price 2014). As technological advances increasingly offer effective, efficient and flexible

learning approaches, and as students are becoming more technologically astute, there is a need to

further encourage the use of TEL (Walker, Voce and Jenkins 2013). Additionally, by incorporating virtual

reality videos into the website, it reinforces practical knowledge and offers real life immersive learning

environments for repeated skill development, and gaining experience of situational awareness and

human factors, which are essential within healthcare (Minocha 2015; RCN 2016).

Multiple media is utilised to capture, deconstruct and rebuild clinical skills activities, as well as acting as

a platform for resources focusing on non–technical skills. The material developed is housed in a central

repository, which can be accessed and revisited on any media device at any time or location.


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Eye-catching images have been incorporated into posters and videos, reinforcing the systematic step-

by-step approaches used to convey the mechanics of skills activities. Additionally, videos utilising

virtual reality technologies have been created for a deeper appreciation of situational awareness and

human factors. Evaluations from students highlight the effectiveness and the benefit for repeated

practice, especially for clinical skill examinations. The website houses over 100 skills, is embedded

within 12 healthcare modules. The website has become a popular learning resource with over 6000

views in the last 12 months.


The WHO (2009) states that when caring for patients, relying solely on memory is dangerous;

therefore, this website offers students the opportunity to optimise their performance, reducing the risk

of errors by providing a range of up-to-date evidence-based materials on skills prior to carrying them

out in practice.

A research project aiming to evaluate the impact of the website on students’ learning is planned. The

results of this research will inform the future development of the website, and will be disseminated to

inform development and initiatives in the wider TEL community.

References

Kirkwood, A. and Price, L. (2014) Technology-enhanced learning and teaching in higher education: What

is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology. 39 (1)

6-36

Minocha, S. (2015) The state of virtual reality in education – the shape of things to come. International

Journal of Engineering Research. 4 (11) 596-8

Royal College of Nursing (2016) Patient safety and Human factors. Available from:

https://www.rcn.org.uk/clinical-topics/patient-safety-and-human-factors [Accessed 09/01/2017]

Walker, R., Voce, J. and Jenkins, M. (2013) Charting the development of technology-enhanced learning

developments across the UK higher education sector: A longitudinal perspective (2001-2012). London:

Taylor and Francis

World Health Organisation (2009) Human Factors in patient safety review of topics and tools. Report

for Methods and Measures Working Group of WHO Patient Safety. Available from:

http://www.who.int/patientsafety/research/methods_measures/human_factors/human_factors_review.

pdf [Accessed 09/01/2017]

D2A6: Using expertise from Norway to improve healthcare education in the UK

Poster authors

Elaine Hill, Senior Lecturer, School of Health Sciences, University of Central Lancashire (UCLan)


Simulation has wide applications within healthcare education; its value is centred around three related

issues, with the overall aim of improving patient safety:

Developing and maintaining clinical competencies

Developing and assessing non-technical skills (NTS) and human factors

Interdisciplinary education

NTS are the cognitive, social and personal resource skills that complement technical skills and

contribute to safe and efficient task performance (Flin, O’Connor and Crichton, 2008). Healthcare

students must practice and develop these to become safe and effective practitioners (Brooks, Moriarty

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and Welyczko 2010) but standard teaching approaches do not always facilitate their development

(Lapkin et al. 2010).

Patient safety is high on both the NHS and educational agendas. NTS have been integrated into the

WHO Patient Safety Curriculum (WHO, 2011) and recent reports from Health Education England (HEE)

(CETPS 2016; HEE 2016; Yu, Fontana and Darzi 2016) emphasise the importance of NTS education

alongside embedding these principles within healthcare curricula. There will be a need for many

healthcare programmes, and delivery methods, to change in order to accommodate these

recommendations.

Simulation is already established as an integral part of medical education (BMA, 2008) and it forms the

basis of the National Patient Safety Agency (NPSA 2010) programme to improve patient safety and

patient care. Both clinical competencies and NTS can be developed more rapidly using simulated

learning than through traditional approaches (Dickinson 2011). Simulation is also rated highly by

students (e.g. Richardson et al. 2016).


The author visited the Norwegian University of Science and Technology (NTNU), Trondheim, Norway in

November 2016. The objective was to learn how NTS education and simulation were used and

integrated into undergraduate healthcare programmes and to identify areas of good practice which

could be developed within the author’s own institution. Both universities face similar healthcare

education challenges, including large student numbers and limited skills/simulation facilities, but these

have not proved a barrier to developing simulated learning at NTNU.


An academic post in simulated learning has now been created to embed simulation into pre-

registration healthcare programmes. This has the potential to improve healthcare education through:

1. More effective use of skills/simulation facilities.

2. Better student engagement with teaching and learning.

3. More rapid development of students’ clinical competencies and NTS.

4. Developing multi-professional education.

5. Addressing the patient safety agenda.

References

British Medical Association (BMA) (2008) The role of the patient in medical education. London: BMA

Brooks, N., Moriarty, A. and Welyczko, N. (2010) Implementing simulated practice learning for nursing

students. Nursing Standard. 24 (20) 41-5

Flin, R., O’Connor, P. and Crichton, M. (2008) Safety at the sharp end: A guide to non-technical skills.

Farnham, Surrey: Ashgate Publishing Ltd

Commission on Education and Training for Patient Safety (CETPS) (2016) Improving safety through

education and training. London: Health Education England

Dickinson, D. (2011) Human patient simulation training: the journal for nurses in general practice.

Practice Nurse. 41 (1) 27-9

Health Education England (HEE) (2016) Expert and advisory group recommendations. London: Health

Education England

Lapkin, S., Fernandez, R., Levett-Jones, T. and Bellchambers, H. (2010) The effectiveness of using human

patient simulation manikins in the teaching of clinical reasoning skills to undergraduate nursing

students: a systematic review. Adelaide, Australia: The Joanna Briggs Institute

National Patient Safety Agency (NPSA) (2010) Patient safety and simulation: Using learning from

national review of serious incidents. London: NPSA

11

Richardson, R., Hill, E., Blake, K. and Stein, D. (2016) Using simulation to replace practice hours: Project

report for Health Education North West. College of Health and Wellbeing, University of Central

Lancashire April 2015 – March 2016. Manchester: Health Education North West

World Health Organisation (WHO) (2011) Patient safety curriculum guide. Geneva: WHO

Yu, A., Fontana, G. and Darzi, A. (2016) Evaluations of education and patient training interventions for

patient safety. London: Centre for Health Policy, Imperial College

D2A7: “How do pre-registration learning disability nursing students respond to a

formal “one page profile” to support the personal tutor relationship”.

Poster author

James Ridley – Senior Lecturer (Nurse Education, Learning Disability)


There is a demand for nurses who are knowledgeable, confident and able to work independently with

complex patients (Davies 2008); alongside this is employers requesting a skilled workforce (NICHE

1997; Collins 2011). This skilled workforce is seen as massively important to the growing demands on

health and social care provision; especially with the increasing complexity of an ageing population

(Betlehem et al. 2009; Fagerstrom 2009).

Personal tutoring is regarded as a core element within academic and industry related development

(Powell 1997), as it can support role modelling for students who are preparing to practice (Ottewill

2001). Student development is much more than just completing learning goals, but also links to how

they experience support (Dobinson-Harrington 2006). A successful student who develops skills to offer

care is likely to be enhanced where they can recognise how being “cared for” feels (Dobinson-

Harrington 2006). The personal tutor role can be less clear for new academic tutors (Ellison 1976;

McKellar 1986); therefore they are likely to use skills from practice to develop and maintain this new

role (Rhodes and Jinks 2005).

The use of “One page profiles” (Sanderson 2014:19) can offer a simple and concise way of

communicating important information, identifying strengths and attributes, as well as identifying

support techniques (Sanderson 2014). Bailey (2014) identified that one page profiles offer information

richness which can be used to help frame conversations and support the delivery of care. When

considering this in relation to the development of the personal tutor role then it can enable both tutor

and tutee to identify what information is important to them. Overall these points seem to support the

view given by Stephen et al. (2008) who identified that what students and staff wanted in relation to

personal tutoring was for contacts to be meaningful.

Aligned to conference themes:

Developing the future healthcare education workforce;

Humanising healthcare education;

Partnership working;

Student experience and engagement.


Qualitative study involving the use of a focus group with 2nd and 3rd year pre-registration nursing

students.

Thematic analysis completed.

12


Evans (2012) refers to the fact that if quality support is offered to students then it can improve

retention rates, and support a student’s transition into higher education.

The personal tutor role within higher education has developed from its paternalistic origins (Dobinson

–Harrington 2006). The personal tutor for pre-registration nursing students is expected to encompass

support around clinical placements, the offering of pastoral care, as well as academic support (Gidman

2001). Dobinson-Harrington (2006) found that students valued access to their tutors, felt it a trusting

relationship, and got a feeling of equality; in contrast the things they felt didn’t work was when tutors

were deemed to be inaccessible. Personal tutors mirrored some of these views; wanting to sustain

access for students, offering pastoral support and encouraging empathy being important to them

(Dobinson-Harrington 2006), but also identifying that boundaries were needed, and wished for some

understanding of work load which therefore impacted on their accessibility (Dobinson-Harrington

2006).

With an increasing demand for nurses to show that they are knowledgeable, confident and able to

work independently with an increasingly complex patient population then the ability to maximise their

learning experiences and ensure appropriate support continues to be seen as a crucial element,

(Davies 2008). Recognising that where students/future nurses feel cared for and valued then they are

more likely to transfer this experience into their role as professional care providers (Dobinson-

Harrington 2006).

References

Bailey, G. (2014) Respecting what matters most. Nursing Older People. 26 (1) 11

Collins, S.B. (2011) Model for a reproducible curriculum infrastructure to provide international nurse

anaesthesia continuing education. AANA (American Association of Nurse Anesthetist) Journal. 79 (6)

491–6

Davies, R. (2008) The Bologna Process: The quiet revolution in Higher Education. Nurse Education

Today. 28, 935-42

Dobinson-Harrington, A. (2006) Personal tutor encounters: Understanding the experience. Nursing

Standard. 20 (50) 35-42

Ellison, D.G. (1976) Tutoring. In: Gage, N.L. (ed.) The psychology of teaching methods. Chicago, IL:

University of Chicago Press, cited by Schmidt, H. (2011) Communication Patterns that define the role of

the university-level tutor. Journal of College Reading and Learning. 42 (1) 45-60

Evans, J. (2012) Personal tutor support from the start reduces attrition. Nursing Standard. 27 (2) 6

Fagerstrom, L. (2009) Developing the scope of practice and education for advanced practice nurses in

Finland. International Nursing Review. 56, 269-72

Gidman, J. (2001) The role of the personal tutor: a literature review. Nurse Education Today. 21 (5) 401–

7

McKellar, N.A. (1986) Behaviours used in peer tutoring. Journal of Experimental Education. 54, 158-69,

cited by Schmidt, H. (2011) Communication Patterns that define the role of the university-level tutor.

Journal of College Reading and Learning. 42 (1) 45-60

NICHE (1997) Higher education in the learning society: Report of the national committee of inquiry into

higher education (The Dearing Report). Norwich, HMSO.

Ottewill, R. (2001) Tutors as Professional Role Models, With Particular Reference to Undergraduate

Business Education. Higher Education Quarterly. 52 (4) 436-51

Powell, M. (1997) Personal tutoring in a Vocation Discipline. Innovations in Education and Training

International. 34 (2) 92-5

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Rhodes, S. and Jinks, A. (2005) Personal tutors’ views of their role with pre-registration nursing

students: An exploratory study. Nurse Education Today. 25, 390-7

Sanderson, H. (2014) One page profiles to personalise care. Nursing Times. 110 (23) 19-20

Stephen, D.E., O’Connell, P. and Hall, M. (2008) ‘Going the extra mile’, ‘fire-fighting’ or laissez faire? Re-

evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education.

13 (4) 449–60

D2B1: Trans-Atlantic partnership working in developing a UK physician associate

programme: Reflections and lessons learnt

Poster authors

Dr. Fiona Lawrence, Director of CPD and Educational Partnerships, University of the West of England,

Bristol, UK

Janice St. John-Matthews, Associate Head of Department- Allied Health Professions, University of the

West of England, Bristol, UK

Alex Stevens, Programme Leader, MSc. physician Associate Studies, University of the West of England,

Bristol, UK

Associate Professor, Rex Hobbs, Associate Director, Physician Assistant Program, Lincoln Memorial

University Tennessee. US


The Physician Associate profession is an emergent role in the modern UK healthcare system. There are

currently 350 PAs working in the UK in a variety of medical fields across the primary and secondary

care sectors. However the profession is set to grow rapidly in the coming years with the Government

pledging at least 1000 Physician Associates in primary care by 2020 (Hunt 2015). This has meant

growth in UK Physician Associate education providers from three higher education institutes in 2014 to

an estimated thirty in 2017 (FPARCP 2017).

The number of qualified UK Physician Associate practitioners contrasts the 105,000 Physician

assistants certified to practice in the US. Here the profession has existed for 50 years and there are

more than 170 accredited educational programmes. PAs in the US consistently report high job

satisfaction and the PA Master’s degree is regarded as the most valuable Master’s degree in the US

economy (Piemme et al. 2013).

This poster offers a unique perspective into how partnership working between Lincoln Memorial

University, Tennessee and the University of the West of England, Bristol has supported the pedagogical

design and delivery of a new curriculum. The poster also explores how links between the two institutes

have been maintained including adjunct staffing, social media links and webinars.

It offers insight into how the partnership is evolving and how the “lessons learnt” from a country which

has been developing this profession for five decades has supported stakeholder engagement and the

cultivation of clinical placement provision for the UWE, Bristol programme.

Finally the poster highlights how the partnership has supported the first cohort of UWE PA learners

understanding of the role of the PA within the multi-disciplinary healthcare team. This is important

given that many of the other healthcare professions i.e. nursing, medicine, radiography, physiotherapy

etc. have a long tradition in practice and subsequently learners have a strong professional identity.

14


This poster demonstrates how limited national expertise in the training of an emergent healthcare

profession can be supported through international collaboration. It also highlights examples of good

practice in developing professional identity.

References

FPARCP (2017) Physician Associate Programmes. Available from:

http://www.fparcp.co.uk/ukphysicianassociateprogrammes/

Hunt, J. (2015) A New Deal for General Practice. Available from:

https://www.gov.uk/government/speeches/new-deal-for-general-practice

Piemme, T.E., Sadler, A. M., Carter, R.D. and Ballweg, R. (2013) The Physician Assistant: An Illustrated

History. Arizona, US: Acacia Publishing Inc

D2B2: Higher education admissions interviews with inclusivity at the heart of their

design foster diversity in Physiotherapy cohorts

Poster author

Jill Morgan (Lecturer and Physiotherapy Admissions Tutor, Cardiff University)


Recent scandals relating to care failings within the NHS have led the UK government to recommend

that providers examine the recruitment methods for healthcare professional education programmes

and initiate better screening of those entering the professions (Francis 2013). The School of Healthcare

Sciences at Cardiff University has committed to interviewing all applicants prior to enrolment and has

instigated a multiple mini-interview (MMI) structure to do so.

In MMIs candidates have many opportunities to make a first impression, meeting different assessors at

each station, suggesting the process is fairer and more consistent when compared to traditional panel

interviews (Eva et al. 2004). However, if MMIs are designed to select for specific attributes and

personalities, do they result in a homogenous student population and thus reduce the diversity of

experiences, thoughts and behaviours within? Is the process which is thought to be ‘fair’ actually

fraught with bias?

This project aimed to investigate bias within the MMI structure for Physiotherapy recruitment at Cardiff

University. It considers the design and scoring of interview stations and their inclusivity, through the

monitoring of performance at each station by applicants with differing characteristics.


A retrospective review of 306 applicants interviewed during the 2016 admissions cycle and mapped

characteristics against scores at each station, with ethical approval via Cardiff University.

Detailed scrutiny performed using Mann Whitney U, Kruskal-Wallis tests and pairwise comparisons

revealed the following key findings:

26-29 year olds out-perform 18-21 year olds

Those with and without a disability performed equally well.

Applicants who had already attended higher education scored significantly higher than those

who had been schooled in further education, comprehensive, independent and academy

environments

15

With the exception of Grammar schools, the male candidates perform consistently less well

compared to their female counterparts from the same educational background provider.


This study contributes evidence to suggest that the MMI process is not inherently biased however

further work is needed to facilitate improved performance from male candidates with regards to the

design of MMI stations to promote inclusivity, and allow the physiotherapy profession to explore issues

of equality and diversity within its ranks.

Within the Physiotherapy profession there is under-representation of males, black and minority ethnic

(BME) backgrounds and those from socially deprived areas (Yeowell 2013). An absence of exposure in

the profession itself may lead to a lack of empathy and a failure to meet the needs of those particular

groups.

References

Eva, K.W., Reiter, H.I., Rosenfeld, J. and Norman, G. (2004) The relationship between interviewers’

characteristics and ratings assigned during a multiple mini-interview. Academic Medicine. 79 (6) 602-9

Francis, R. (2013) The Mid Staffordshire Foundation NHS Trust Public Inquiry. Available from:

http://webarchive.nationalarchives.gov.uk/20150407084003/http://www.midstaffspublicinquiry.com/re

port [Accessed 09/09/2016]

Yeowell, G. (2013) ‘Isn’t it all Whites?’ Ethnic diversity and the physiotherapy profession. Physiotherapy.

99, 341-6

D2B3: The value for nurse academics of using learning technologies which promote

face-to-face interactions

Poster author

Jo Lidster, Principle Lecturer/Research Innovation Lead, Nursing and Midwifery Department, Sheffield

Hallam University


Studies about engagement with learning technologies usually focus on learner or student engagement.

This research involves interviews with a range of nurse academics that varied in their educational

experiences and demographics. The findings show that nurse academics increasingly use technologies

for many purposes within their work role which often causes conflict with their academic and

professional identities. Nurse academics value face to face interaction above other methods of

communication. Those learning technologies which support face-to-face interaction are seen as

beneficial and worthwhile, and nurse academics are most likely to engage with these. They are also

able to create innovative ways and opportunities to use these types of technologies within their

working environment.


This poster presents findings from research undertaken as part of an educational doctorate and

adopts a constructivist grounded theory approach where the findings which emerged are co-

constructed as opposed to generated (Charmaz 2008). The aim of this study was to explore the

experiences of nurse academics using technologies within the workplace, the concerns nurse

academics had in relation to technology use in their role and how they managed these concerns.

Individual, intense and in-depth interviews were undertaken to get 'up close' to the phenomenon

16

(Charmaz 2008). This approach elicited rich detail from participants as well as providing a safe arena to

discuss any issues of particular sensitivity or concern.


These findings mirror some of the wider professional values that nurses commonly identify with. This

can help when planning future curriculum and learner support initiatives. It can also help focus staff

development activities and provision of resources

References

Charmaz, K. (2008) Constructionism and the grounded theory method. In: Holstein, J.A. and Gubrium,

J.F. (eds.) Handbook of constructionist research. London: The Guilford Press, pp 397-412

D2B4: Near-peer to peer simulation teaching as an introduction to the clinical

environment for undergraduate medical students

Poster authors

Dr Kellie Bateman, Torbay and South Devon NHS Foundation Trust

Dr Bethannie McIntyre and Sarah Sibley, Bristol Medical Simulation Centre, University Hospitals Bristol

NHS Foundation Trust.


The use of near-peer teaching and simulation to introduce medical students to the clinical

environment and the management of an acutely unwell patient in a safe and controlled environment


Methodology: A three-hour simulation programme was devised to incorporate introduction to clinical

simulation, assessment and management of an unwell patient and communication skills including

effective handover. Two asthma simulation scenarios were developed with a more unwell patient in

the second scenario. 22 second year medical students were taught over two sessions. Assessment was

carried out using pre- and post- simulation confidence with ratings from 1-5, 5 being highly confident.

Results: Overall confidence ratings improved from an average score of 2.3 pre-simulation to 3.8 post

simulation. Improvement in confidence ratings was seen across all objectives measured particularly in

assessing asthma and using SBAR. Constructive feedback from the students focused on the ‘realistic

experience’ and the opportunity for ‘use of clinical equipment’.


Simulation is a useful medium for introducing students to acutely unwell patients and the increased

confidence ratings demonstrated post-simulation could help improve confidence in clinical

placements. Enabling students through near-peer to peer simulation programme provides a non-

threatening, realistic learning environment whilst supporting the development of ‘the doctor as a

teacher’, as recommended by GMC guidance in ‘Tomorrows Doctors’.1

References

General Medical Council (2009) Tomorrows Doctors. London: GMC

17

D2B5: ‘Flipping’ interprofessional education: The use of SIM case studies to facilitate

development of teamwork and understanding of MDT management.

Poster authors

Kirsty Hyndes, Associate Professor, Director Centre for Interprofessional Education and Learning,

Faculty of Medicine and Health Sciences, University of Nottingham

Susan Plows, MPH, Administrator, Centre for Interprofessional Education and Learning


The importance of interprofessional education (IPE) for healthcare students is acknowledged

(Hammick, Freeth, Koppel et al. 2009; Abu-Rish, Kim, Choe et al 2012) in order to develop a workforce

that can put the patient at the centre and provide optimal care for each person (DoH 2012).

In the early phase of undergraduate education, healthcare students need to learn with, from and

about each other in order to improve the quality of care for their patients (Barr, Grey, Helme et al.

2016). At first, this is completed in the safe environment of the university before they commence

clinical practice. In the University of Nottingham students from medicine, pharmacy, physiotherapy,

midwifery, nursing, dietetics, and sport rehabilitation come together in interprofessional small groups

to discuss the development of a management plan for a simulated case study. During this activity it is

hoped that they develop skills of teamwork, collaboration, problem solving and communication, and at

the same time learn from, with and about each other to improve the management of their future

patients.

The poster will describe the ‘flipped’ classroom technique and demonstrate some of the posters

developed by the students. Student experiences will be included.


The aim of the study is to evaluate the effect of IPE on the students’ ability to work as a team using the

‘Interprofessional Socialisation and Valuing Scale’ (ISVS-21) (King, Orchard and Khalili 2106). The

hypothesis is that student’s attitudes towards health care teams will be positively affected by the

educational activity. However the purpose of the poster will be to describe the development of the

educational event and not report the analysis of data, which is in the process of being gathered.


There is emerging evidence that IPE can improve collaboration in practice, improve service delivery and

demonstrates a link between IPE and interprofessional working (Darlow, Coleman, McKinlay et al.

2015). In this activity students work in collaboration with professionals that they will work with

naturally in clinical practice in the safe environment of the classroom to develop the skills named

above.

References

Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A., Craddick, K., Blondon, K., Robins, L.,

Nagasawa, P., Thigpen, A., Chen, L., Rich, J. and Zierler, B. (2112) Current trends in interprofessional

education of health sciences students: A literature review. Journal of Interprofessional Care. 26, 444-51

Barr, H., Gray, R., Helme, M., Low, H. and Reeves, S. (2016) Interprofessional Education Guidelines.

CAIPE

Darlow, B., Coleman, K., McKinlay, E., Donovan, S., Beckingscale, L., Gray, B., Neser, H., Perry, M.,

Stanley, S. and Pullon, S. (2015) The positive impact of interprofessional education- A controlled trial to

evaluate a programme for health professional students. BMC Medical Education. 2015, 15:98

18

DoH (2012) Liberating the NHS: Developing the Healthcare Workforce. From Design to Delivery.

London: DoH

Hammick, M., Freeth, D., Koppel, I., Reeves, S. and Barr, H. (2009) A best evidence systematic review of

interprofessional education: BEME Guide No. 9. Medical Teacher. 29 (8) 735-51

King, G., Orchard, C., Khalili, H. and Avery, L. (2016) Refinement of the Interprofessional Socialization

and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. Journal of Continuing

Education in the Health Professions. 36 (3) 171-7

D2C1: Creative teaching to enhance student understanding: Empowerment in nursing

Poster author

Kirsty Henry, Lecturer in Learning Disability Nursing, University of East Anglia


Using interactive drama to enhance conceptual understanding in nursing undergraduates.

Higher levels of engagement enhance student enjoyment and deepen theoretical understanding.

Creativity inspires creativity, an attribute that enhances problem solving skills in nursing.


Literature review plus Semi-structured questionnaires: nursing students (all fields) were invited to

provide feedback via semi-structured questionnaires at two points in their second year, initially

immediately after the drama production, and three months later following submission of their

Empowerment Assignment.

Quantitative and Qualitative feedback were evaluated.

Ethics approval granted.


This study advocates that creative approaches to teaching enhance conceptual understanding,

application to practice, student engagement and innovation.

Many studies illustrate that student nurses often struggle to bridge the theory-practice gap; in giving

student nurses a ‘safe place’ to explore the issues that they may come across in practice via the

medium of interactive and engaging drama, students are themselves empowered to empower others.

The use of creative teaching methods enhances student engagement, leading to an emotional

exploration of key nursing issues and a development of deep experiential learning. Students are as

such empowered to use their own creativity to develop innovative approaches to problem solving,

improving engagement with patients and enhancing overall patient care.

References

Still be developed as project runs Sept 2016 – June 2017, to date include:

Arveklev, S.H., Wigert, H., Berg, L., Burton, B. and Lepp, M. (2015) The use and application of drama in

nursing education - An integrative review of the literature. Nurse Education Today. 35 (7) e12-e17

Batdi, V. and Batdi, H. (2015) Effect of Creative Drama on Academic Achievement: A Meta-analytic and

Thematic Analysis. Educational Sciences: Theory and Practice. 15 (6) 1-12

Bravo, P., Edwards, A., Barr, P.J., Scholl, I., Elwyn, G. and McAllister, M. (2015) Conceptualising patient

empowerment: A mixed methods study. BMC health service research. 2015 (15) 252

19

Chally P. (1992) Empowerment Through Teaching. Journal of Nurse Education. 31 (3) 117-20

Chan, Z. (2013) A systematic review of creative thinking/creativity in nursing education. Nurse

Education Today. 33 (11) 1382-7

Chan, Z. (2013). Critical Thinking and Creativity in Nursing: Learner's Perspectives. Nurse Education

Today. 33 (5) 558-63

McClimens, A. and Scott, R. (2007) Lights, camera, education! The potentials of forum theatre in a

learning disability nursing program. Nurse Education Today. 27 (3) 203-9

Nguyen, M., Miranda, J., Lapum, J. and Donald, F. (2016) Arts-Based Learning: A New Approach to

Nursing Education Using Andragogy. Journal of Nurse Education. 55 (7) 407-10

Rae, J. (2013) Facilitating Learning Spaces in Forum Theatre. European Journal of Training and

Development. 37 (2) 220-36

D2C2: Development of an association to support to those working in pre-registration

mental health nurse training

Poster authors

Laura Pisaneschi (RMN. PG Diploma, BA), LAMP Project Lead and Clozapine Clinic Manager, East

London Foundation Trust.


The London Association of Mental Health Nursing Practice (LAMP) is an association set up in 2013, to

give those working in pre-registration mental health nurse training, a forum to come together, share

ideas and work collaboratively across areas where we have a common interest.

LAMP is hosted by the East London NHS Foundation Trust and City University London and supported

by HENCEL, the Local education board for North central and East London.

Since its launch, the LAMP association have found collaborative team work, has been more effective

when working on a particular theme over a project year, as the association has become better known,

the membership and collaborative team work has started to extend beyond the immediate boundaries

of London. The conferences have become very popular with delegates and requests to increase

delegate capacity have been received, with the last conference seeing an attendance of 200 nursing

mentors from across London, coming together to share their experiences and ideas.


The LAMP team have a bottom up approach, we have found a glass ceiling exists in getting articles

published in journals that have an academic focus and whose readership are more based in academic

settings, it is therefore difficult to share ideas and good practice across organisations, in order to share

the work of LAMP and share the project outcomes, LAMP has developed an online presence through

twitter and wordpress site.

The collaborative nature of the work has allowed a number of projects to be completed at low cost, in

a short period of time.

The overarching aim of the association is to improve the student nurse experience in clinical practice

and to support Mentors and Sign off Mentors in their teaching and assessment of student nurses.

20

D2C3: The use of High Fidelity Simulation in undergraduate physiotherapy education.

Poster authors

Louise Henstock – Physiotherapy Lecturer at The University of Salford

Helen Carruthers – Physiotherapy Lecturer at The University of Salford


Newly qualified physiotherapists working within secondary care in the UK are expected to complete

respiratory ‘on-call’ duties. Respiratory on-call practice involves assessing, treating and managing

deteriorating and/or critically ill patients. The prospect of entering this field of work is a source of

anxiety for graduating students as they may have limited opportunity to practice this critical decision

making.

High fidelity patient simulation (HFPS) is an innovative teaching method which facilitates a real life

learning environment that can provide a unique opportunity in a controlled setting. It promotes skills

acquisition, aids development of clinical judgment, and teaches students about complex clinical

situations with lifelike examples. HFPS provides an invaluable safety net for learning, allowing students

to acquire and develop critical-thinking and decision-making skills without exposing patients to

unnecessary risk. It uses life-like manikins which can talk, breath, can be wired to monitors for

physiological observations which can be altered as the scenarios unfolds. HFPS is not currently used as

a standard component of training in undergraduate physiotherapy in the UK.

Alongside skills required for respiratory assessment, treatment and management of the acutely unwell

patient, physiotherapy students are all required to be trained in Cardiopulmonary Resuscitation (CPR).

These High Fidelity Patient Simulators (HFPS) can also be made to emulate a ‘real-life’ emergency

respiratory arrest and/ or cardiac arrest. These aspects give students great experience in a safe and

controlled environment with technological feedback through iPads (e.g. to allow knowledge of depth

and positioning of hands during CPR), interactive ‘real-life’ learning, live video streaming for critical

appraisal and peer reflection.


High Fidelity Patient Simulation is being shown to be a valuable resource for undergraduate

physiotherapists to experience the role and responsibility of being in an emergency situation either on-

call respiratory practice or a cardiopulmonary training in a safe environment with the aim to improve

their confidence levels and ultimately patient safety. This innovative teaching method has implications

for future training in areas such as respiratory physiotherapy and CPR, and as such has currently been

integrated into the undergraduate Physiotherapy BSc at The University of Salford. Student feedback is

overwhelmingly positive and this method of teaching has currently been further developed using the

Multidisciplinary team (MDT) teaching approach – including other health professionals such as nurses,

occupational therapists and midwives.

D2C4: Becoming a professional: Supporting students to transition from student to

graduate nurse

Poster authors

Maggie N. Carson, Lecturer, Nursing Studies, The University of Edinburgh and Dr Rosie Stenhouse,

Lecturer, Nursing Studies, The University of Edinburgh

21


Research: Student experience and engagement.

In conversations, recently graduated nursing students spoke about the stresses they encounter on a

daily basis. These include ‘being thrown in at the deep end’, pressure from managers, lack of support

and the disparity between their expectations and the reality they encounter. These sentiments are

echoed in the literature on reality shock and newly qualified nurses (Ross and Clifford 2002; Duchscher

2009; Castledine 2011; Christensen et al. 2016).


A participatory action research approach is used. Participants are newly qualified nurses, university

and NHS educators and senior students. The project has three distinct phases:

Phase 1: Investigation of the experience of moving into the workforce

Written narratives of their experience as newly qualified nurses forms the basis for loosely structured

interviews with 4-5 students who graduated in July 2016. Interviews are holistically analysed and

themes identified across these analyses.

Phase 2: Development of a curricular intervention

A small working group consisting of educators and newly qualified participants will work with findings

of phase 1 to develop an online resource to support students in preparing for the transition into the

workforce.

Phase 3: Evaluation of the curricular intervention

Evaluation of the impact of the online resource on the newly qualified nurses’ expectations will be

carried out with senior students graduating in July 2017 and who have entered the workforce.


The project has the potential to make a measurable impact on student transitions as it will directly

inform how we support our current exiting students. In addition, it will help to inform our thinking as

we revalidate our undergraduate nursing curriculum giving us the opportunity to build in sessions to

better support our students as they transition to and from the clinical areas during the programme.

References

Castledine, G. (2011) Modern students suffer from acute reality shock. British Journal of Nursing. 11

(15) 1047

Christensen, M., Aubeeluck, A., Fergusson, D., Craft, J., Knight, J., Wirihana, L. and Stupple, E. (2016) Do

student nurses experience Imposter Phenomenon? An international comparison of Final Year

Undergraduate Nursing Students readiness for registration. Journal of Advanced Nursing. 72 (11) 2784-

93

Duchscher, J.E.B. (2009) Transition shock: The initial stages of role adaptation for newly graduated

Registered Nurses. Journal of Advanced Nursing. 65 (5) 1103-13

Ross, H. and Clifford, K. (2002) Research as a catalyst for change: the transition from student to

registered nurse. Journal of Clinical Nursing. 11 (4) 545–53

22

D2C5: Specialist nurse education and competence in remote telemonitoring of heart

failure patients with implanted heart devices.

Poster authors

Michela Barisone, PhD Student in Nursing, MSN, RN*

Annamaria Bagnasco, Assistant Professor, PhD, MSN, RN*

Giuseppe Aleo, Research Fellow and Lecturer, PhD, MA*

Milko Zanini, Research Fellow and Lecturer, PhD, MSN, MSoc, RN*

Gianluca Catania, Research Fellow and Lecturer, PhD, MSN, RN*

Nicoletta Dasso, Research Assistant, MSN, RN*

Loredana Sasso, Associate Professor, MSN, MEdSc, RN, FAAN*

*Department of Health Sciences, University of Genoa, Italy.


The number of patients affected by chronic heart failure is increasing. Heart failure is a disorder that

has an enormous impact in terms of mortality, morbidity, and costs for the healthcare organisations

and systems of industrialised countries. Indications for implanted heart devices, such as pacemakers

or implantable cardioverter defibrillators (ICDs) are constantly increasing, and about 40% of patients

affected by heart failure die within 12 months from the diagnosis. With the arrival of Internet and new

technology nurses play a very important role with regard to the provision of healthcare and education

for the self-management of chronic heart diseases. In fact, nurses require specific competencies to

conduct the remote telemonitoring of patients and data, in communicating the most critical cases to

physicians, and checking the compliance and benefits of treatment. The main purpose of this new

competence performed by nurses is to reduce readmissions to hospital and improve the quality of life

in patients affected by heart failure through educational interventions that improve patient self-

management.

The purpose of this study was to describe the educational experiences of nurses who deal with remote

telemonitoring of patients that have an implanted heart device.


Our sample consisted of 12 nurses working in six cardiology outpatients’ clinics who performed remote

telemonitoring of heart failure patients with an implanted heart device, such as a pacemaker or an

implantable cardioverter defibrillator. With each of these twelve nurses we conducted a semi-

structured interview to understand what type of education and practical training they had received in

relation to their current practice in the field of cardiac nursing.


The study is still under way, but from a preliminary analysis we can deduce that currently in Italy there

is no standardised and well-defined course for nurses who perform remote telemonitoring activities

for heart failure patients that have an implanted heart device. This is a very delicate activity because if

wrong or misleading information is sent to patients this can be very destabilizing for the quality of life

of these patients who instead need to lead a very calm life.

We found that the nurses included in our sample had different educational curricula and learning

experiences. The majority of our sample reported that they gained their competencies directly through

their experience in the field and after attending a specific course in electrophysiology and

23

electrostimulation.

Therefore, what emerged from our data was that nurses who perform remote telemonitoring activities

do not all receive the same type of education and training. In Italy, to the best of our knowledge, there

are no nurses that receive specific education and training in this field. Instead, in many North

European countries there is a long-standing educational and cultural tradition with regard to remote

telemonitoring, where in fact there are many heart failure clinics that are totally run and led by nurses.

Despite the small sample size of this study, it shows how specific education and training in the field of

remote telemonitoring is still not implemented, and yet it is instrumental to have appropriate

knowledge and training to effectively perform this type of activity and care, especially in the field of

cardiac nursing.

References

Ricci, R. and Morichelli, L. (2013) Workflow, time and patient satisfaction from the perspectives of

Home Monitoring. Europace. 15 (Suppl. 1) i49-i53

Verma, A. and Yu, C.M. (2015) HRS Expert Consensus Statement on remote interrogation and

monitoring for cardiovascular implantable electronic devices. Heart Rhythm. 12 (7) e70.

D2C6: Pushing the boundaries of interprofessional education

Poster authors

Nicky Westwood – Principal Lecturer- Head of Learning, Teaching, Assessment and Interprofessional

Education - University of Wolverhampton

Sarah Sherwin - Principal Lecturer- Head of Community Nursing – University of Wolverhampton

Sally Strurge - Senior Lecturer – Adult Nursing – University of Wolverhampton

Donna Lewis - Senior Lecturer – Adult Nursing- University of Wolverhampton


Pushing the boundaries of Interprofessional Education across Faculty through innovative strategy

development supported by a newly devised model of interprofessional education – IPEx

(Interprofessional Experience) model (Sherwin, Sturge and Westwood 2016).

Programmes across the Faculty of Education, Health and Wellbeing offer students opportunities for

inter-professional learning experiences at both undergraduate and postgraduate level, including full-

time, part-time and international students. The IPEx model facilitates the development of

interprofessional education (IPE) not only across health and social care but through the identification

of common themes to include other professional groups, such as, Pharmacists, Education, Public

Health, Allied Healthcare professionals, Physician Associates, Sport and Psychology students.

The aim of our strategy and IPEx model is to support and prepare students with the knowledge,

understanding and skills to enhance their development and employability opportunities. Experiences

will be meaningful; aligned with curricula and support the application and development of desirable

attributes and values in order to help students engage with their communities of practice.

IPEx provides a different, wider and holistic concept to interprofessional learning (IPL), as it is not just

about the provision of learning opportunities within our faculty and how students learn, but about

what the whole experience provides. This new concept incorporates IPE/IPL learning that then shapes

students thinking and ultimately influences and transforms their practice in order to enhance the care

and services they provide.

24


Interprofessional Experience (IPEx) – This includes an academic discipline or field of study where a

branch of knowledge is taught, researched and facilitated within higher education curricula. Students

participate and engage in academic, practice learning and assessment; thus embracing

interprofessional relations and communication amongst a variety of professional identities.

This will support students to translate their education into meaningful skills and capabilities enhancing

their employability, enabling them to be professionally articulate, proactive and innovative to

successfully contribute and placing the needs and demands of the communities at the centre of their

practice, thus, embracing a holistic approach. (Sherwin, Sturge and Westwood 2016)


1. To enable our students to develop the knowledge, skills and understanding necessary to

become confident in their particular professional identity and to equip them for effective inter-

professional working placing the communities they serve at the centre.

2. To provide opportunities for students from differing areas of professional practice to learn

together to enhance values and attitudes, developing mutual understanding and respect

between professional roles, and hence contribute to the development of a workforce which

works together flexibly to enhance the communities they serve.

3. To embed IPEx activity incorporating service user/carer involvement within Institute

programmes and assessment ensuring continued sustainability within the Faculty.

4. Develop systems to embed the involvement and development of IPEx in all aspects of

curriculum, programme design, delivery and evaluation for programmes across the Faculty

where practical.

5. To enhance students’ employability values to proactively and innovatively navigate the world of

work, thus challenging the socio and political and economic landscape whilst maintaining and

fostering their own professional identity.

References

Sherwin, S., Sturge, S. and Westwood, N. (2016) Interprofessional Experience Strategy (IPEx). Faculty of

Education, Health and Wellbeing, University of Wolverhampton.

D2D1: Implementing academic support for health professional students

Poster author

Dr Patricia Harris, Lecturer in Health Science (academic support), University of East Anglia


Increased participation in Higher Education (University) (OFFA 2016), a diverse and widening

attainment gap between level 3 (post-16 education such as 6th form or college) and Higher Education

(Jeffery 2012; UCAS 2016), and the potential for incoming (fee paying) students to have different

expectations compared to current cohorts (Neves and Hillman 2016) has prompted the School of

Health Sciences at University of East Anglia to develop a new lecturing post responsible for academic

support development and coordination.

Aim/focus of the innovation

The aims of the new School based academic support post, and interventions implemented by the post

holder, are to improve student attainment and retention (McCary et al. 2011) and to bridge the varying

25

attainment gaps between different level 3 qualifications and Higher Education (particularly those from

widening participation backgrounds – those least likely to continue to university) (UCAS, 2016).


The findings to be presented here are reflections on the need for a School based academic support

post, embedding of such a post, and identification of academic skill gaps. Once in place, interventions

for enhancing education through academic support will be evaluated using a mix methods model

which is currently being designed.


The School of Health Sciences at University of East Anglia has recently put in place a new lecturing post

whose responsibility it will be to identify and fill educational attainment gaps across its health

professional disciplines. The post holder has been recently appointed.

Key findings

Because our students enter health professional degrees from a diverse range of educational

backgrounds, the size and nature of the attainment gap between level 3 and Higher Education is wide

ranging. The new post implemented by University of East Anglia’s School of Health Sciences is

identifying these gaps and has begun to develop interventions to address them. The details of which

will be of interest to other health schools nationally, if not internationally.

References

Butler, S. (2006) Bridging the gap?: Review of Lowe, H. and Cook, A. (2003) Mind the Gap: Are students

prepared for higher education. Investigations in university teaching and learning. 3 (2) 126-7. ISSN

1740-5106

Jeffery, E. (2012) A review of the literature examining the pedagogical differences between A level and

university. Cambridge: Cambridge Assessment: Available from:

http://www.cambridgeassessment.org.uk/Images/116018-cambridge-assessment-he-research-

literature-review-executive-summary.pdf

McCary, J., Pankhurst, S., Valentine, H. and Berry, A. (2011) A comparative evaluation of the roles of

student adviser and personal tutor in relation to undergraduate student retention. Final report. Anglia

Ruskin University. Available from: https://www.heacademy.ac.uk/resources/detail/what-worksstudent-

retention/Anglia_Ruskin_What_Works_Final_Report

Neves, J. and Hillman, N. (2016) HEPI-HEA 2016 Student Academic Experience Survey. London: Higher

Education Policy Institute. Available from: http://www.hepi.ac.uk/wp-

content/uploads/2016/06/Student-Academic-Experience-Survey-2016.pdf

OFFA (2016) Facts and figures about participation in higher education. London: OFFA. Available from:

https://www.offa.org.uk/press/quick-facts/

UCAS (2016) Progression Pathways. London: UCAS. Available from:

https://www.ucas.com/sites/default/files/progression_pathways_report_final_v2_0.pdf

26

D2D2: A transformational approach to clinical skills training.

Poster authors

Penny Brankin, Senior Nurse Practice Development, NHS Lanarkshire

Karen Hainey, Practice Development Practitioner (Resuscitation and Clinical Skills), NHS Lanarkshire

William Lannigan, Practice Development Practitioner (Resuscitation and Clinical Skills), NHS Lanarkshire


NHS Lanarkshire covers a large geographical area encompassing many rural and urban populations. In

order to meet a service need identified more effectively, the Resuscitation and Clinical Skills team

piloted a project which involved taking the training to the rural areas. Some of these clinical skills are

not routinely offered to patients being cared for in this particular clinical setting so the aim was to

enhance the combined skills of the team in order to improve access to such skills for this patient group

and establish if this has a positive impact on decreasing the need for transfer to an acute hospital. The

importance of clinical skills training in relation to patient safety and improved patient outcomes is

discussed in the literature (Chappell and Ford 2014). This project was supported by the use of the NHS

Education for Scotland Mobile Clinical Skills bus. The programme was developed following a training

needs analysis conducted with the staff of two rural community hospitals. A mixture of Registered

Nurses, Clinical Support Workers and Allied Health Professionals participated. “Evidence suggests that

the dearth of training and development opportunities for Healthcare Clinical Support Workers has a

negative effect on patient care” (Lewis and Kelly 2015).

The pilot project consisted of a four day intensive programme covering the following clinical skills:

Adult Basic Life Support (BLS), Paediatric BLS, Male Catheterisation, Venepuncture, Cannulation, Do

Not Attempt Cardio Pulmonary Resuscitation discussions and a Train the BLS Trainers session.

Sessions varied in time from one to two hours.


Written post- training evaluation was undertaken with planned follow up evaluation of staff’s

competency attainment, use of the new clinical skills and impact on patient care and transfer in future.


Provision and maintenance of clinical skills in rural community hospitals settings is challenging in

terms of time and resources needed to sustain them. Through enhancing the staff’s clinical skills within

the local area using a multidisciplinary approach, we hope to impact positively on patient care in the

future through reduction in the transfer to acute hospital sites of patients from community hospitals

for treatments such as IV fluid therapy and catheterisation. By localising and contextualising the

training offered to these particular staff we contend the clinical skills requirements of this rural area

were met and will look to evidence the impact on patient care in the near future.

References

Chappell, M. and Ford, K. (2014) Assessing the clinical skills training needs of community healthcare

staff. Journal of Community Nursing. 28 (2) 69-74

Lewis, R. and Kelly, S. (2015) Education for healthcare clinical support workers. Nursing Standard. 30

(15) 38-41

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D2D3: The value of public partnership: Interpreting the UK Professional Standards

Framework (UKPSF) dimensions for service users and carers contributing to health

and social care education and training.

Poster authors

Rachel Hawley, SFHEA, Regional Education Manager, The Open University

Dr Kate Cuthbert, Academic Lead in Health and Social Care, Higher Education Academy

Pauline Mountain, MBE, Independent Service User / Carer Consultant


The UK Professional Standards Framework (UKPSF) sets out the higher education (HE) sector’s

professional standards for teaching and supporting learning, traditionally used as a developmental

tool to enhance practice and, through the provision of evidence of alignment, to gain professional

recognition in terms of Fellowship of the Higher Education Academy (HEA). An exploration into

recognition for service users and carers led to a re-interpretation of the UK Professional Standards

Framework (UKPSF) dimensions for public contributions to health and social care education and

training.


Following conversations in winter 2015, the HEA commissioned an exploration into recognition for

service user and carer contributions to teaching and learning. A collaborative methodology

underpinned by principles of appreciative inquiry (Cooperider and Whitney 2005) was adopted. The

key stages of the process are outlined below:

an initial mapping activity based on the report authors previous work to identify the types of

learning and teaching activities service users and carers are involved in and how these could be

used to meet the descriptors of the UKPSF including – (1) Your voice counts: how patients and

the public can influence education and training to improve health and wellbeing; (2) Skills for

health (2008); (3) Hawley and Horobin (2014); and (4) East Midlands HEI Challenge for Patient

Supported Quality Improvement and Education in Health and Social Care (2016);

re-interpretation of the ‘areas of activity’, ‘core knowledge’ and ‘professional value’ statements

to make them relevant and accessible to service users and carers;

consideration of how engagement with the UKPSF might be facilitated for service users and

carers and the development of resources to support this process.

Findings reveal untapped potential in relation to recognition for public contributions to teaching and

learning in higher education. The UKPSF could offer a potential resource to further bridge the gap

between the principles for public engagement and how recognition for public contributions might be

enhanced in everyday practice. The report on the findings from this work illustrates how the

descriptors and dimensions of the UKPSF might be interpreted in terms of public contributions to

teaching and learning, valuing professional and lived experience in equal measure (Hawley 2016). In

agreement with Bates (2014) we proclaim that ‘context is everything’.


Against the backdrop of these findings, the public (patients, service users, carers) and professionals

(academics supporting public engagement in teaching and learning in classroom and practice settings)

should, in principle, be able to use the UKPSF as a developmental tool to enhance public recognition. In

this way, individual public contributions could be mapped against the UKPSF through everyday

interactions in higher education, and these reflections used as evidence in claims for Fellowship of the

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Higher Education Academy. This is important – a concept that resonates with equity and fairness. Over

the last decade there has been a shift beyond the simple notion of what recognition means; from

payment to a wider context that reveals new opportunities and benefits from a range of perspectives.

References

Bates, P. (2014) Context is everything in perspectives on context: A selection of essays considering the

role of context in successful quality improvement [Online]. London: The Health Foundation, pp. 1–31.

Available from:

http://www.health.org.uk/public/cms/75/76/313/4708/Perspectives%20on%20context.pdf?realName=7

ISY0A.pdf [Accessed 07/05/2016]

East Midlands Academic Health Science Network (2016) Higher Education Institution Challenge (HEI) for

Patient Supported Quality Improvement and Education in Health and Social Care.

https://www.enqire.org [16 June 2016]

Hawley, R. (2016) The value of public partnership: Interpreting the UK Professional Standards

Framework (UKPSF) dimensions for service users and carers contributing to health and social care

education and training. Higher Education Academy: York

Hawley, R. and Horobin, H. (2014) Experts by experience: reward and recognition guidelines for service

user and carer engagement. Sheffield: Sheffield Hallam University

HEA (2011) The UK professional standards framework [Online]. York: Higher Education Academy.

Available from: https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf2011english.pdf

[01/05/2016]

HEA (2016) UKPSF dimensions of the framework – staff in learning support roles. York: Higher

Education Academy

Hoffer, E. (1963) The Ordeal of Change. New York: Harper and Row Hoffer’s

NHS East Midlands (2005) Principles for practice: Involving service users and carers in health care

education and training. Nottingham: NHS East Midlands

Skills for Health (2008) Your voice counts, how patients and the public can influence education and

training to improve health and wellbeing. Leeds: Skills for Health

D2D4: Don’t believe the hype #TEL

Poster author

Tim Goodchild: Associate Professor in Adult Nursing, University of Suffolk


This poster reports from a research project to explore the hegemonic position of technology enhanced

learning, and its continued unfulfilled potential. This paper will focus on processes identified as part of

a logics of critical explanation approach (Glynos and Howarth 2007) that work to construct and sustain

the particular orthodox of technology enhanced learning.


This poster takes a critical perspective and reports from a project exploring the myths of technology

enhanced learning. It will demonstrate how a contemporary concept of technology enhanced learning

(TEL) is viewed as the norm, an obvious notion to accept as the way to practice education with benefit

to all. Yet there are visible cracks in the TEL edifice, and it is possible to view TEL critically standing in

contrast to this common sense understanding. TEL has been legitimised and justified through rhetorics

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of enhancement and innovations that ‘put the user’ at the centre of the learning experience, allowing

them to choose when they learn, where they learn and indeed what they learn (Njenga and Fourie

2010). Examples will be given of rhetoric from students, academics and organisations, and how the

common sense understanding of enhancement due to technology, stands in contrast to experience.


Technology enhanced learning is now a common sense, the norm in healthcare education. This poster

argues for a much needed critical attitude towards technology in education. Not to blindly accept it as

progress, but rather a project with a variety of actors with vested interests.

References

Bower, J. and Christensen, C. (1995) Disruptive technology: Catching the wave. Harvard Business

Review. January-February, 43-53

Glynos, J. and Howarth, D. (2007) Logics of Critical Explanation in Social and Political Theory. Abingdon:

Routledge.

Njenga, J.K. and Fourie, L.C.H. (2010) The myths about e-learning in higher education. British Journal of

Educational Technology. 41 (2) 199-212

poster abstracts: day 2 - higher education academy · 2013; o’neil 2013; storey and holti 2013;...

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