Digital transformation in practice based learning

ABSTRACT

Keywords Digital;Placement;Impact Purpose: Since February 2020 COVID 19 has presented significant challenges to physiotherapy staff and had devastating impact on many services putting continued provision of practice based learning (PBL) at significant risk. Academic and clinical professionals have been compelled to develop safe alternatives to traditional PBL thereby ensuring students have adequate opportunity to meet statutory and professional body requirements. The NHS Long Term Plan (NHS, 2019a) and Interim People plan (NHS, 2019b identify digital transformation and significant growth of the Allied Health Profession workforce as essential for the continued delivery of high quality health and social care. Implementation of these plans is contingent on both adequate volume and a continuous pipeline of digitally able AHP graduates. Working in partnership, Teesside University and Tees Esk & Wear Valley NHS Foundation Trust coproduced a technology enhanced 5 week service development and leadership learning opportunity within the clinical specialisms of Mental Health and Learning Disability to enable continued high quality PBL. Methods: An iterative process of development began with wide ranging consultation and discussion across organisations and professional networks to inform the structure and content of the 5 week experience. A programme of learning was developed comprising formal teaching, individual and group directed learning, consultation, individual, peer and group supervision Due to the new and novel nature of this PBL, students were briefed and invited to express interest in involvement;six students were subsequently allocated. In addition to standard evaluation processes all students took part in a focus group to enable them to share reflections and give comprehensive feedback to academic and clinical staff. All clinical staff completed a feedback questionnaire to inform future development. Results: Six students successfully completed 5 weeks technology enhanced PBL. All reported that this opportunity enabled them to achieve their personal, clinical, professional and statutory body outcomes and standards with a rounded experience of Mental Health and Learning Disabilities services. Students felt focused 11, group and peer supervision provided enhanced support and enabled high levels of learning and achievement. Students, clinical and academic staff all suggested the opportunity should continue with only minor modification to the current format. Placement capacity significantly increased. Whilst initial organisation was time consuming, with an overarching framework in place this will be considerably reduced for future occurrences. Conclusion(s) The revered model of PBL which is patient facing and involves a 11 model of supervision can be effectively replaced with technology enhanced non patient facing experience using an innovative mixed methods model of supervision. This approach can provide students with insight and experience which is not possible via traditional PBL, develop their digital literacy, confidence, resilience and emotional intelligence and foster a broad understanding of healthcare. Impact This framework can be translated across organisations, settings and specialties offering solutions to the challenges presented by COVID19 and offer a high quality solution to ongoing PBL capacity deficit whilst adding value to the experience and development of students and clinical staff. Funding acknowledgements No funding was sourced/required.