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P-242 Innovations in virtual learning – how on demand learning and learning technology enhance and change the education landscape
  1. Maaike Vandeweghe,
  2. Matthew Tregellas and
  3. Penny Scaffold
  1. St Christopher’s Hospice, London, UK


Background During COVID-19 we started to develop a range of virtual learning products and due to their success, we identified an opportunity to extend our range of products. The availability of more flexible learning seemed particularly relevant given the increasing busyness of health professionals and the lack of learning opportunities they are facing. Through our work with health professionals we know about and understand the relationship between learning and happiness at work (Richardson, Demain. The happiness at work of palliative nurses in the UK and other parts of the world 2022–23. Presented at round table presentation to celebrate International Nurses Day. St Christopher’s Hospice, 2023) and therefore want to ensure that we adopt a wider and more diverse range of flexible and accessible learning approaches (Bdair. Teach Learn Nurs. 2021;16(3): 220–226).

Aim To create new and high-quality on-demand learning opportunities, underpinned by innovative education approaches, that allows health and social care professionals and workers to access materials to learn at a time, place and pace that suits them.

Methods Development of a flexible and agile technology infrastructure which is able to use a range of teaching methods and styles (Cennamo, Kalk. Real world instructional design: An iterative approach to designing learning experiences. 2019), including interactive activities, animation, quizzes, flash cards, etc. Alongside developing a team consisting of a learning technologist, web and learning site developer, educationalist and subject matter experts.

Results We collect both quantitative and qualitative data and information which will include numbers of learners, who the learners are, how they access and use the on-demand learning, how they engage with the interactive elements, etc. We also gather feedback and will use a variety of evaluation methods, including feedback forms, focus groups, etc. to evaluate the offer, identify opportunities for development and optimisation.

Conclusions Although this work is in progress, we expect that others will be interested to hear about this at this stage. We anticipate that this piece of work will form the basis of important developments in learning opportunities for a workforce that needs upskilling, wants to acquire new knowledge and build confidence but will struggle to learn in ways offered historically.

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