Designing and evaluating post-registration education in advanced respiratory care for healthcare professionals

ABSTRACT

‘Advanced Respiratory Practice/Care' (ARP/C) has been offered at the University of Bradford since the summer 2020. Initially developed in response to one district general hospital's quest for respiratory staff education during COVID-19, student numbers of ARP/C have grown steadily. Thirty-five students from across the healthcare professions in West Yorkshire undertook the module in the spring of 2022. ARP/C was designed to promote multi-disciplinary peer learning through simulated practice scenarios. This paper discusses students' evaluations of ARP/C and how the module has been designed to embrace multi-disciplinary team learning. ARC/P students were divided into two groups based on critical care experience. This division aimed to tailor taught content and improve students' experiences in simulated practice learning. However this divide was resource-intensive and some students felt the differential teaching was disadvantaging. Simulated practice followed morning sessions of overarching theory. Simulated practice scenarios encouraged students' multi-disciplinary team problem-solving in supportive environments. Students particularly reported powerful learning in relation to human factors. Many students valued simulated practice learning, but some felt it lacked authenticity and personal fears debarred their positive experience. For ARP/C, in spring 2023, there has been investment in additional high-fidelity equipment and students will not be sub-divided for theoretical teaching.