Background Achieving engagement of clinicians with regular voluntary teaching sessions is challenging. Voluntary attendance of teaching sessions at the hospice has historically been low and uncoordinated between teams, with momentum difficult to establish; timings not always suiting a workforce with different commitments, shift patterns and geographical workplaces. Yet continuous professional development is a requirement for all (General Medical Council. Continued professional development: guidance for all doctors, 2012; Nursing and Midwifery Council. The code: Professional standard of practice and behaviour for nurses, midwives and nursing associates, 2018).
Aims Two nurses and a doctor were tasked with reintroducing clinical teaching for the hospice’s community CNS teams. They decided delivery would be online using Zoom (due to COVID-19), recognising the opportunity this gave to expand access beyond the community clinical nurse specialist teams to all the different hospice clinical teams and sites.
Methods Responsibility was shared for arranging speakers and for gaining support for the new programme from team leads. The learning and development lecturer/CNS took responsibility for managing Zoom, creating QR evaluation codes, storing recordings on the shared hospice server, keeping attendance lists and providing feedback for speakers.
Results November - June 2021:
Fifteen 45-minute sessions covering a wide range of topics; delivered fortnightly, commencing November 2020.
303 recorded attendances: 203 nurses, 20 doctors, 26 allied health professionals, 13 healthcare assistants, 22 trainee nursing associates, 7 Social Work, 19 paramedics, 3 Other. Attendance was across all hospice sites and clinical teams, including six guest paramedics. Some teams had higher percentages of team attendance than others.
270 attended live and 43 watched recordings.
Recorded sessions were also shared with the local hospital palliative care team.
34% completed QR evaluations. Positive feedback, with demonstration of how new knowledge can be transferred to practice.
Conclusion Teaching and learning online has facilitated increased engagement in overall numbers across all the hospice clinical teams and sites, with easier access to internal and external speakers. Moving forward, continued encouragement from management to embed regular attendance across teams may be beneficial, to encourage those who have not yet made attendance habitual.
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