Ford, Claire

Park, Laura

Northumbria University Research Portal

Citation:  Ford,  Claire  and  Park,  Laura  (2016)  An  interprofessional  approach  to  using technology-enhanced  learning  (TEL).  In:  Newcastle  Trust  Education  Conference,  27 September 2016, Newcastle upon Tyne. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/33057/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright ©  and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page.  The content must  not  be changed in any way. Full  items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)An interprofessional approach to using technology-enhanced learning (TEL) Contact Details:Mrs Claire Ford, RN, PGD, BSc (Hons) & Laura Park, RN, BSc(Hons). Faculty of Health and Life Sciences,Pre-registration Adult Nursing.Email: claire.ford@northumbria.ac.uk & laura.park@nortjumbria.ac.ukIntroductionVisually eye-catching images have been incorporated into posters andvideos, which reinforce the systematic step-by-step approach used toconvey the mechanics of clinical skills. Additionally, to ensure alllearning styles are incorporated, podcasts have been created with clearaudio instructions. The videos, podcasts and posters follow a setformat, design and length and incorporate special effects makeup, andrealistic practice environments to encourage engagement andrecollection.MethodsResults - AnalyticsWay ForwardThe website currently houses 65 skills, which range from basic lifesupport and moving and handling, to hand washing and vitalobservations. To date the website is embedded within 12 modules,spanning across all fields of nursing, midwifery, ODP, physiotherapyand OT programmes. The website has become a popular learningresources with 5900 views being recorded in the last 12 months. Inorder to stay contemporary the website is continuously evaluatedwith analytical data being collected alongside student feedback.Some of the analytical data regarding video viewing times andviewer demographic suggest that 83% of students access thewebsite via their computer desktop, with the second most populardevice being the mobile phone. However, the age range of thoseaccessing the website is comparable between age groups 18-24 and25-34, which are the groups who access the site the most. It wouldalso appear that the videos with the highest number of views arethose that are inter-professional. Such as basic life support, movingand handling, vital observations, and exam preparation. The mostpopular video is the OSCE video with 590 views, and this may bedue to the fact that most of the students will encounter an OSCEexamination. ReferencesKirkwood, A. & Price, L. (2014) ‘Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature reviews’, Learning, Media and Technology, 39(1), pp. 6-36.Walker, R., Voce, J. & 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.0100020003000400050004769 494 466 20 3Number of ViewsDesktopMobileTabletUnknownTV3332295 1% of Views18-2425-3435-4445-5455-640100200300400500600590 282 212 142 196 151 129 198 139Number of ViewsOSCEBPWalkingHoistFloor to chairVTEHand GelAdult BLSInjectionSpecific InnovationStudent EvaluationsIn order to ensure flexibility, which allows students to undertakedirected learning at home, at university and in clinical placementareas. Videos, posters and podcasts have been utilised to capture,deconstruct and rebuild practical teaching sessions to supportmidwives, nurses, occupational therapists, operation departmentpractitioners, and physiotherapists. The materials developed arehoused in a central repository, which can be accessed, on anydevice, at any time. This allows the website to be accessedrepeatedly, allowing students the opportunity to build on theirconfidence and techniques in preparation for placement. Theevidence-based information presented in the resources are up todate, and reviewed on a yearly basis. In addition, staff within thedepartment, who hold clinical skill expertise, are approached tocontribute evidence-based information, ensuring that the resourcesare a reliable source of best practice.This innovation was recognised by the Student Nursing Times andwas shortlisted as a finalist for the “Teaching Innovation of the YearAward 2016”.Evaluation of the website is ongoing using qualitative feedback formswith are incorporated into University module evaluations. Below aresome quotes from a range of healthcare students.In order to ensure that the website appeals to widest healthcare audience, the selection of skills being added to the website will be increased and widened, to include uni-professional specific as well as multi-professional specific skills. Additionally, 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 thewebsite, and will be disseminated to inform development and initiatives in the wider TEL community.The use of TEL within higher education has gained increased momentum over the last twenty years (Kirkwood & Price, 2014). Walker, Voce& Jenkins (2013) state that utilising web based technologies to support and supplement teaching is currently being used across 61% of someUniversity courses. However, for some this has been slow to develop; therefore, there is still a need to encourage the spread of TEL acrossall teaching and education practices. This has relevance for Northumbria University, as we are increasingly faced with large cohorts ofstudents, who are predominately ‘technologically savvy’, and will expect education that will include a range of teaching methods and activitieswhich supports both theory and clinical practice placements.“It explains things very well and clearly”“Seeing the elements being performed by others, everything is at your own pace”“It covers basically everything and it’s so handy to just go on and replay every video as much as you need to”“Videos are nice and clear and provide a different way of learning”“I passed my OSCE but only due to the help provided by the skills website”Resources“Easy to understand, always available”“It reaffirms what we have learnt”Video - as videos are one of the fast st growing and p pular mediumsused for the passi g of information, using them is an ideal way toreinforce and encourage engagement of the learning materials beingtaught at University. The videos enable students to visually observe aclinical skill being carried out in real time.Posters - visually eye-catching images and text, are widely recognisedas a valuable communication tool. Therefore, we have used posters asa means of reinforcing the systematic step-by-step approach used toconvey the mechanics of a skill. They can be downloaded or printedand taken to teaching sessions to act as an additional learning aid.Podcasts - to account for all learning styles, podcasts have beencreated which provide student with clear audio instruction voiceoversof the clinical skill. These can be downloaded as either MP3 or MP4.All the resources follow a set format and design, incorporate specialeffects makeup, include staff and student involvement, and provide avisual representation of realistic equipment and practice environmentsto promote authenticity.

An interprofessional approach to using technology-enhanced learning (TEL)

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