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Educational Solutions for Workforce Development
Allied Health Professionals
Exploring eHealth within the pre-registration Curricula of NMAHPs
Heather Strachan,
eHealth Clinical Lead (NMAHPs)
eHealth Directorate, Scottish Government
and
Helen McFarlane,
Allied Health Professions Programme Director,
NHS Education for Scotland
Educational Solutions for Workforce Development
Allied Health ProfessionalsContents
• Background• Stage one results• Stage two objectives• Project Governance• Defining terms• Method • Potential Limitation and their mitigation• Discussion• Early Recommendation areas
Educational Solutions for Workforce Development
Allied Health ProfessionalsBackground
1. pre registration nursing , midwifery and AHP curricula should reflect the eHealth agenda” 2. Post registration education development opportunities in ICT for NMAHPs should be reviewed3. NMAHP should be appropriately trained and equipped to use eHealth for recoding
and using information to improve the patient experience and health outcomesScottish Executive (2002) Delivering Care, enabling health –
Harnessing the nursing, midwifery and AHP contribution to implementing Delivering for Health
“Build NMAHP eHealth capabilities through education and development” National eHealth Programme (2007)
The NMAHP contribution to realising benefits of the National eHealth Programme
“enable the assessment, integration and delivery of eHealth capability for NMAHPs to meet both current and projected future educational requirements for NMAHPs in order to meet patients needs for health services in NHS Scotland”
National eHealth Programme (2008) Enabling eHealth – a capabilityframework and delivery plan for NMAHP Education
Educational Solutions for Workforce Development
Allied Health Professionals
Stage One NMAHP eHealth Education Framework
Educational Solutions for Workforce Development
Allied Health Professionals
Stage Two Exploring eHealth within the
pre-registration Curricula of NMAHPs
Objectives
Demonstrate how eHealth is delivered within curricula, identifying examples of good
practice and gaps in both provision and regulator expectations.
Make recommendations which support education providers, planners,
commissioners and enable individual practitioners to meet eHealth learning / training
needs, requirements and standards;
Educational Solutions for Workforce Development
Allied Health ProfessionalsProject Governance
Project organisation and reporting structures:
NMAHP eHealthProgramme
Board
NMAHP eHealthEducation Project
Board/ NES SteeringGroup
SHANAHP NMAHP eHealth
Education Project team
Educational Solutions for Workforce Development
Allied Health ProfessionalsAbout NHS Education for Scotland
Born on 1st April 2002
“To contribute to the highest quality of healthcare in NHS Scotland by promoting best practice in the education and lifelong learning of all its staff.”
Design, Commission, Assure and, where appropriate, Provide educational solutions for workforce development to ensure improved patient care
Educational Solutions for Workforce Development
Allied Health Professionals
1625
834
592
48
897
2369
678
543
7239561. Arts therapists
including art, drama and music therapies
2. Dieticians3. Occupational
therapists4. Orthoptists5. Physiotherapists6. Podiatrists7. Orthotists and
Prosthetists8. Therapeutic and
Diagnostic Radiographers
9. Speech and Language Therapists
Educational Solutions for Workforce Development
Allied Health ProfessionalsSHANAHP
Scottish Academic Heads of Nursing, Midwifery and Allied
Health Professions – Chair: Frank Crossan.
Identified as key partner in leading work and in implementing
emergent recommendations.
Avoided need for competitive tender process.
Risk of AHP academic programmes not all involved.
Educational Solutions for Workforce Development
Allied Health ProfessionalseHealth Definition
Use of information and communication technology to support healthcare delivery.Includes:• Using Internet to access health information• Teleconferencing, videoconferencing, to support education and clinical networks• Visiting the NHS online eLibrary to access to literature and information; • The use of handheld technologies such as mobile phones and portable devices
to record, view and communicate clinical data; • Electronic communication via email or wireless messaging devices; • Interfacing with telehealth applications to monitor, consult, diagnose, or treat
remotely; • Building, maintaining and managing electronic patient records; • Using software applications to support the management of health service
resources, and • Interacting with electronic clinical decision support systems.
Educational Solutions for Workforce Development
Allied Health ProfessionalsMethod
Literature Review – Thematic Analysis
Online Quantities Survey Questionnaire
• Seven LtMHI Learning Outcomes
• Barriers, Enablers and Good Practice
• Bristol Online Survey available for 6 Weeks
Semi Structured interviews
• Telephone and face to face
• Further clarification
• Detail of good practice to be shared
Sample and Response
• 12 Higher education Institutions
• Programme Leads identified as respondents
Educational Solutions for Workforce Development
Allied Health ProfessionalsFramework used was Learning to Manage Health Information– a theme for clinical education;
Making a difference
• Protection of Individuals & Organisations
• Data, Information & Knowledge
• Communication & Information Transfer
• Health & Care Records
• The Language of Health: Clinical Coding & Terminology
• Clinical Systems & Applications
• eHealth: the Future Direction of Clinical Care
Educational Solutions for Workforce Development
Allied Health ProfessionalsLiterature Review – Key Barriers
• Lack of Understanding of Health Informatics
• Lack of champions/trained staff within clinical schools
• Crowded curricula
• Focus on IT skills not Health Informatics
• To many competing directives, checklists, and gold standards
• Lack of buy in from educational institutions
• Inadequate liaison between education providers and employers
• Uncertainly over who is ultimately leading or overseeing Health Informatics Education
• Students denied access to live clinical systems
• Lack of guidance and support from Health Informatics Research Groups
(Murphy 2004)
Educational Solutions for Workforce Development
Allied Health ProfessionalsPotential Limitations and their Mitigation
Potential Limitations• Range of programmes in each institution and complex curricula• Limited AHP participation or representation on SHANAHP• Confusing eHealth and eLearning• Potential low response rate• Difficulty in identifying or collecting examples of good practice
Mitigation activities• Communication strategies• SHANAHP involvement• One survey form per programme • Contact with other AHP programmes leads• Defining eHealth with examples• Mix method to collect data – qualitative and quantative
Educational Solutions for Workforce Development
Allied Health Professionals
Discussion
• Demystifying eHealth
• Making eHealth explicit vs. ubiquitous
• Supporting authenticate learning
• Education for Educators
• Basic IT skills pre-requisite or supported
• How to stay one step ahead of the future
Educational Solutions for Workforce Development
Allied Health ProfessionalsEarly Recommendations Areas
Developing Awareness
Educational Solutions for Workforce Development
Allied Health ProfessionalsEarly Recommendations Areas
Shared Learning
Educational Solutions for Workforce Development
Allied Health ProfessionalsEarly Recommendations Areas
Access to eHealth Environments
Educational Solutions for Workforce Development
Allied Health ProfessionalsEarly Recommendations Areas
Incorporation of LtMHI Themes into Curricula
Educational Solutions for Workforce Development
Allied Health ProfessionalsEarly Recommendations Areas
Embedding ICT Skills
Educational Solutions for Workforce Development
Allied Health Professionals
The Future is Here