Exploring eHealth within the
pre-registration Curricula of NMAHPs
Allied Health Professionals
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
Contents
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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 Professionals
Background
Allied Health Professionals
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 reviewed
3. NMAHP should be appropriately trained and equipped to use eHealth for recoding
and using information to improve the patient experience and health outcomes
Scottish 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 capability
framework and delivery plan for NMAHP Education
Educational Solutions for Workforce Development
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
Allied Health Professionals
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
Project Governance
Project organisation and reporting structures:
NMAHP eHealth
Programme
Board
NMAHP eHealth
Education Project
Board/ NES Steering
Group
SHANAHP
NMAHP eHealth
Education
Project team
Educational Solutions for Workforce Development
Allied Health Professionals
About 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
1. Arts therapists including
art, drama and music 6 5
therapies
3
2. Dieticians
8
3. Occupational therapists
4. Orthoptists
9 6
5. Physiotherapists
7
6. Podiatrists
7. Orthotists and
8
Prosthetists
2
8. Therapeutic and
Diagnostic
4
Radiographers
5
9. Speech and Language
Therapists
9 3
2 7
5
4
7
6
3
9
2
8
4
9
5
2
8
6 1
3
Educational Solutions for Workforce Development
Allied Health Professionals
SHANAHP
Allied Health Professionals
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
eHealth Definition
Allied Health Professionals
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
Method
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 Professionals
Framework used was Learning to Manage Health
Information– a theme for clinical education;
Making a difference
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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 Professionals
Literature Review – Key Barriers
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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 Professionals
Potential 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
Allied Health Professionals
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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
Early Recommendations Areas
Developing Awareness
Educational Solutions for Workforce Development
Allied Health Professionals
Early Recommendations Areas
Shared Learning
Educational Solutions for Workforce Development
Allied Health Professionals
Early Recommendations Areas
Access to eHealth Environments
Educational Solutions for Workforce Development
Allied Health Professionals
Early Recommendations Areas
Incorporation of LtMHI Themes into Curricula
Educational Solutions for Workforce Development
Allied Health Professionals
Early Recommendations Areas
Embedding ICT Skills
Educational Solutions for Workforce Development
Allied Health Professionals
The Future is Here
Allied Health Professionals
Educational Solutions for Workforce Development
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