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Thackray D.1, Calvert S.2, Harris K.3, Herriott K.2, Monk F.2, Snow K.2, Williams E.2, Quint M.2
1University Southampton, Faculty of Health Sciences, Southampton, United Kingdom, 2QAH, Physiotherapy, Porstmouth, United Kingdom, 3QAH, TEAMS, Porstmouth, United Kingdom
Background: Qualified physiotherapists are expected to participate in respiratory on-call provision in the UK. This can be a daunting prospect for a newly qualified staff. Most Trusts offer an in-house training programme with workshops and shadowing of senior staff. This can take some time to complete. A review by senior respiratory staff at a local Trust, identified their on-call training programme needed to be modified to deliver a more cost effective, flexible, independent learning package to help prepare newly qualified band 5 staff for emergency on call duties. This project focuses on the development of a bespoke eLearning module and simulation based training programme to support these staff prepare for respiratory out of hours on-call duties.
Purpose: The purpose of developing an eLearning module was to give staff an opportunity to develop their knowledge in their own time and at their own pace. The eLearning module has incorporated all the topics normally covered in the mandatory on-call training programme and each topic has a quiz that the learner must pass with a pass rate of 80% before going on to the next topic. Having completed the eLearning module, they attend a fully immersive simulated practice session which provides the opportunity to assess either a human patient simulator or a simulated patient. The on-call scenarios have been developed from real case studies and they embrace the social constructivist theory including situated and authentic learning. This bespoke on-call training programme was developed as a collaborative partnership between a University educator and senior respiratory clinicians from the Trust.
Methods: The design of the simulation based education training programme was based on a previous pilot study1. It incorporates the underpinning pedagogy of the Integrated Simulation and Technology Enhanced learning ISTEL2 framework and conceptual model of cardiorespiratory clinical reasoning3 . The simulation based education training will be evaluated using pre and post course questionnaires as in the pilot study. The eLearning module will use a post course evaluation and look at aspects such as: the learners perception of the eLearning module, the quality of the learning material; if the learning objectives were met, and what impact it had on their preparedness for simulation based on-call training.
Results: This is work in progress and data will be analysed and presented at the time of the conference.
Conclusion(s): Results from an earlier this pilot study1 suggest that the simulation based on-call training can improve qualified physiotherapists clinical reasoning and self-reported competency in the ability to manage adult on-call situations. The same underpinning pedagogy has been used for this second project. New case studies have been developed. It is anticipated that the combination of the eLearning and the simulation training combined, may further improve the quality and ease of delivery of on-call training.
Implications: It is anticipated that combining the eLearning module with the simulation training will be an effective tool for training these staff.
Funding acknowledgements: The ELearning module and simulation training have been supported by a grant from Health Education Wessex.
Topic: Education: methods of teaching & learning
Ethics approval: The Resarch Ethics and Governance Comittee of University of Southampton have approved ths study. Reference number 23740.
All authors, affiliations and abstracts have been published as submitted.
