Bespoke work based learning programme for Ambulatory Emergency Care Nurses


When did you first introduce the innovation?

Between 12 and 24 months ago

Please describe the innovation you have developed

Development and accreditation of a bespoke in house work based learning programme for Ambulatory Emergency Care in partnership with local hospital Trust and Canterbury Christ Church University.

What prompted you to develop this innovation?

At the time of this innovation I was Matron of Ambulatory Care in a local Trust.

[In response to National and local drivers (NHS England 2013, AEC Network 2014) the ambulatory care service was changing from a nurse led elective day-case facility to one which was required to incorporate emergency ambulatory services. The challenge was to ensure the workforce had the knowledge and skills to meet the evolving service and patient demands. I designed a skills framework for all levels of nursing staff within the service, which identified a need for appropriate evidence-based education and development for senior nursing staff. Having identified that the university didn’t provide any continuing professional development modules with an emergency ambulatory care focus, I set about developing an in-house learning package and approached the university to discuss the viability of accreditation. I produced a scoping document of what learning opportunities I intended to provide and how I intended to use experts in the workplace as speakers. Working in partnership with the university we designed a bespoke in house learning programme that was credit wrapped and met the learning and development needs of this evolving speciality.

In your view, what is it about this innovation that makes it different/important?

Developed in partnership with stakeholders to meet the needs of the workplace. This approach of accrediting in-house work-based learning allows the member of staff to identify their own area of development.

The delivery of sessions by experts in the workplace meant staff were living the experiences discussed which added more validity and realism to the learning.

Delivery within the workplace enables staff to link their lived experiences directly to theory, enhancing practice and encouraging reflective practitioners. This in turn can enhance the appraisal process and assist in developing realistic personal development plans, so achieving individual professional and personal needs.

To what extent does your innovation make use of existing approaches, resources or technologies?

Developed within the negotiated module framework, which aims to accredit a piece of learning and development undertaken independently outside of the university. The student is required to complete a work based evidence tool (25% pass/fail, 1000 word equivalence), and write a 3000 word critical reflection/analysis on the development of a work-based skill or compile a portfolio of evidence documenting personal and professional development (4000 word equivalence). (Negotiated module handbook 2014).

Using this framework encourages a constructive approach to learning to enable the students to develop the values and beliefs, knowledge, skills and competency relevant to their workplace and their own professional and personal development. (Negotiated module handbook 2014).

To what degree has this innovation led to changes in education or clinical practice?

Led to increased collaboration with stakeholders in developing and credit wrapping bespoke learning programmes for the workforce, which is relevant to the area of practice and meets the needs of the workplace.
Greater understanding of the need to provide flexible work based learning.

Development of innovative ways of learning exchange using a range of information technology such as narrated power point presentations, which can be accessed at student’s convenience. Webinars, Skype discussions, use of virtual learning sites for interactive quizzes enabling students to access sessions from any geographical area.

Development of reflective practitioners through work-based learning approach to learning.

Greater practitioner understanding and application of theory to enhance safe effective evidence based care.

This successful experience of collaboration between the hospital trust and university to be replicated in other areas of practice to enhance work-based learning.

What evidence do you have of the impact of the innovation?

Positive student evaluation- which has formed basis for improvement of subsequent modules.

Positive patient feedback from patient satisfaction surveys- emphasises how work- based learning can improve service delivery, raise standards, quality of care and patient satisfaction through staff education.

Individual and team objectives/goals realised, including job promotion, staff satisfaction, empowerment and motivation
Certificate of achievement from Ambulatory Emergency Care Network for workforce development 2014.

Winner Excellence in Care 2014 Trust award.

Runner up Delivering safer services 2014 Trust award.

National winner Quality in care programme 2014: Leading Innovation in anti-coagulation: a practical team approach.

To what degree has the innovation been disseminated in your organisation or elsewhere?

Presented at:

  • Ambulatory Emergency Care Network events 2013 and 2014
  • Ambulatory Emergency Care inaugural conference 2014
  • Ambulatory Care nurses event held in collaboration with RCN 2014

Abstract submitted to RCN conference 2016.

Article submission for publication to Nursing Management 2015.

Please provide details of any plans you have to disseminate the innovation in the future.

Development of short course (blended learning) in ‘Contemporary issues within Ambulatory Care’ (subject to validation).

Ambulatory Emergency Care conference October 2015.

Ambulatory Emergency Care nurses events November 2015 and 2016.

Working in collaboration with the Ambulatory Emergency Care Network to publicise the innovation nationally.