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P-169 Virtually unknown virtual learning. Taking learning platforms into hospice education
  1. Jenny White
  1. Garden House Hospice Care, Letchworth, Hertfordshire


Background An annualised training programme was delivered for all acute, community and care home staff in classrooms through short sessions, half days, full days and extended courses. Internal mandatory training only was delivered by e-learning and supplemented for clinical staff through a face-to-face study day. With the upsurge of a global pandemic, face-to-face training was halted and electronic learning was introduced to deliver much needed education safely and quickly to acute, care home and community staff. There were concerns about the ‘safety’ of delegates when delivering emotional content remotely.


  • To deliver flexible, high quality short training sessions to meet the rapidly changing needs of staff.

  • To deliver end-of-life care training alongside COVID-19 specific requirements.

  • To record mandatory training topics for staff and volunteers to reduce ‘footfall’ within the hospice.


  • Established a dedicated ‘virtual’ training room and supported staff to utilise the technology.

  • Needs identified with CCG and care homes.

  • Training delivered as required including for night staff and at weekends.

  • Developed virtual delivery of Foundation, Intermediate and Advanced Communication Skills attracting staff from across the country.

  • Delivered an education programme alongside council funded trainers, as well as in conjunction with the ICS for frontline staff as part of the local hospice education consortium.

  • Facilitated education for the regional ambulance trust.

  • Delivering training for a national charity on end-of-life care.

  • Recorded MCA and safeguarding videos to update clinical staff working remotely.

Results Figures showed an increase of external attendees at training (184%). Virtual training offers a flexible and wide-reaching approach. Concerns remain over the sensitive nature of training and attendees being effectively supported. However, no anecdotal evidence or evaluations showed staff felt unsupported.

Conclusion Virtual education has a significant role in delivering end-of-life care education allowing greater numbers of staff to access flexible training from a wider geographic area.

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