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P-253 Educator amnesty! development of a network specialist palliative care educator development programme
  1. Karen Groves1,2,
  2. Salli Jeynes2,3,
  3. Sharon Phillips4,
  4. Vanessa Shaw3,
  5. Jan Howard5,6 and
  6. Cathy Godfrey1
  1. 1Queenscourt Hospice, Southport, UK
  2. 2Cheshire and Merseyside Palliative and End of LIfe Care Network, UK
  3. 3End of Life Care Partnership, Cheshire, UK
  4. 4Marie Curie Palliative Care Institute, Liverpool, UK
  5. 5Queenscourt Hospice, Southport, UK
  6. 6Liverpool Marie Curie Institute, UK


Background In 2014, 322 specialist palliative care (SPC) professionals responded to a network education strategy group (ESG) workforce scoping exercise. The majority spent at least 10%–20% of their time educating, 70% in clinical front-facing areas or at point of care, rather than from, or in, education centres, providing academic courses or online learning. Preparation for educating experienced by the majority was observation/experience (12%) or ENB 998 course, single module or Train the Trainer courses (30%–40%). Less than 10% had educational qualifications.

Approach Six main challenges for educators were identified – educating peers and those perceived to be higher in professional hierarchy; managing personalities; lack of knowledge of best practice in supporting adult learning; cultural differences; developing by teaching with others; lack of peer review. A successful bid for Multiprofessional Training and Education Monies (MPET) funded the three education centres to design, develop and deliver the programme, for three cohorts each, over a two year period, and an independent research evaluation.

Results Educators from across the network worked together to develop a bespoke Educator Development Programme (EDP) to address the expressed needs and challenges of all (273) SPC professionals who did not already have educational qualifications or a development pathway in place and yet may have been teaching as part of their role, for a number of years. Doctors were excluded as separate funded mechanisms are already in place for formally training and recognising medical teachers.

Conclusions EDP was designed as three modules, addressing each of ‘one to one’, ‘small group’ and ‘formal’ teaching; delivered over a period of one year to allow time for practice, reflection, peer review and mentorship; to increase knowledge, skills and confidence. This poster describes the development process and design.

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