In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants

Wharrad, Heather, Sarre, Sophie, Schneider, Justine, Maben, Jill, Aldus, Clare, Argyle, Elaine and Arthur, Antony (2020) In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants. BMC Health Services Research, 20 (1). ISSN 1472-6963

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Abstract

BACKGROUND: 'Older People's Shoes' is a training intervention designed for healthcare assistants (HCAs) to improve the relational care of older people in hospital. The intervention formed part of a broader evaluation, in this paper we describe its development from a learning design and methodological perspective. METHODS: Learning theory and an instructional design model were key components of the In-PREP (Input, Process, Review and Evaluation, Product) development methodology used in the design of the 'Older People's Shoes' training intervention to improve the delivery of relational care by front-line hospital staff. An expert panel, current evidence, and pedagogical theory were used to co-design a training programme tailored to a challenging work environment and taking account of trainees' diverse educational experience. Peer review and process evaluation were built into the development model. RESULTS: In-PREP provided a methodological scaffold for producing evidence-based, peer-reviewed, co-designed training. The product, 'Older People's Shoes', involved a one-day Train the Trainers event, followed by delivery of a two-day, face-to-face training programme by the trainers, with accompanying handbooks underpinned by a range of digital resources. Evaluation found the approach met learner needs, was applicable in practice and won approval from trainers. DISCUSSION: In-PREP enables high quality learning content, alignment with learner needs and a product that is relevant, practical and straightforward to implement.

Item Type: Article
Uncontrolled Keywords: co-design,continuing professional development,educational theory,healthcare assistants,intervention development,older people,pedagogical design,relational care,training,health policy ,/dk/atira/pure/subjectarea/asjc/2700/2719
Faculty \ School: Faculty of Medicine and Health Sciences > School of Health Sciences
Faculty of Medicine and Health Sciences > Norwich Medical School
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 10 Nov 2020 01:18
Last Modified: 24 Nov 2020 01:47
URI: https://ueaeprints.uea.ac.uk/id/eprint/77617
DOI: 10.1186/s12913-020-05836-9

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