A Spare 20 minutes – End of Life Care for All (e-ELCA)

I was recently told that my blog, published in September for the European Association of Palliative Care (EAPC), was number eight in ‘most viewed in 2016’ list.  Why was this I wonder?

Did the informal style draw potential users in? Waiting for a meeting?  Travelling on a train?  A spare 20 minutes before lunch? Why not open an e-ELCA e-learning session and learn something new?

Of course, members of the EAPC will think end of life care important, but was it the information about accessing on-line learning that was of prime interest to them especially those in Europe who can access the amazing content of over 160 sessions through purchase via e-Integrity?

Was it the Twitter sphere? @Cmf_elca doesn’t have a great following but those that follow me have a huge network across health and social care communities.  Did those six retweets make a difference I wonder?

I’m not sure whether these were the key factors but I do know that the value of e-ELCA to teachers and learners seems to be increasing and the launch and completion of session data has shown dramatic rises in the past 18 months.  Two factors are very definitely key to this.  Firstly support from e-LFH on developing a targeted marketing and communications plan.   This has included attending many national and regional conferences, handing out leaflets contributions to workshops and poster presentations.

We have also helped users navigate the programme to find the sessions that support their learning needs.  Unlike some other programmes e-ELCA is not targeted at a single audience or a single curriculum.  It has content that is designed to address the core competences required by the health and social care workforce in providing high quality end of life care, but what a care worker needs to know is quite different to what a GP trainee may need.  Our learning paths have become an important feature to help users find the sessions they need and these continue to develop.  Some learning paths are to support individual Trusts (for example the United Lincolnshire Hospitals Trust (ULHT) learning paths for doctors, end of life care facilitators and for other healthcare professionals) some are focused on staff groups (for example priorities for care of the dying person for nurses) and some support defined curriculum such as the NVQ levels 2,3 & 5

Many specialists in palliative care are using the sessions within their teaching. For example for a course about advance care planning (ACP) Introduction to Principles of Advance Care Planning may be used to bring course participants to a common level before attending a study day. This ACP course might also make use of  e-ELCA material for discussion within a group (for example How to Negotiate Decisions Which May be Difficult to Implement)  and perhaps as a way to consolidate or further learning (for example Developing Your Practice: Clinical Supervision and Further Reading).

There are tips about how e-ELCA can motivate and engage learners on the e-ELCA website.  My newest venture to help learners and educators make best use of this amazing, free resource is a YouTube channel (a work in progress!)

The e-ELCA session that is my personal favorite is Spirituality and Philosophy of End of Life Care.  It’s a session that makes me think and reflect even after over 25 years of supporting people who are dying. The importance of the holistic approach to people in finding themselves, is so beautifully articulated through a patient video.  A good way to spend those 20 minutes!

Professor Christina Faull
Consultant in Palliative Medicine
LOROS Hospice, Leicester, UK
Association for Palliative Medicine National Clinical Lead for e-ELCA
@cmf_elca
YouTube e-ELCA

Learning resources promoting integration of physical and mental health launched

Health Education England has worked with UCLPartners and NHS mental and physical health experts to develop a suite of educational material for use across primary and secondary NHS health settings.

“Breaking Down the Barriers” aims to support education across the NHS workforce by providing the training materials to enhance existing skills, increase knowledge for early recognition, assessment, management and signposting of mental and physical health needs of patients.

A key aim of this work is to facilitate and encourage collaborative working and the sharing of resources and training delivery arrangement between NHS Trusts. The education and training materials cover the following areas:

  • Mental Health awareness in emergency and urgent care settings
  • Physical Health awareness in mental health settings
  • Child and Adolescent mental health awareness training for GP practices in primary care
  • Child and Adolescent learning disabilities awareness training for GP practices in primary care

The resources are a combination of classroom training, videos, simulation training, presentations, case based scenarios, case studies, tutorials and quizzes.

Breaking Down the Barriers awareness training packages and associated materials are available as a free downloadable resource from HEE e-Learning for Healthcare for use across primary and secondary care settings.

To access the resources please click here.

Award win for NHS e-learning programme

learning-pool-award-240x160Health Education England’s e-Learning for Healthcare (HEE e-LfH) programme picked up the “Best Adapt Project” award at the Learning Pool 2016 awards.

Adapt is an open source authoring tool for creating fully responsive, multi-device, HTML5 e-learning content and Learning Pool are one of the organisations behind the open source project. The award was given in recognition of the way the authoring tool has been used in HEE e-LfH’s MindEd for Families e-learning resource.

The “Best Adapt Project” judges were looking for evidence that the project is innovative and original and that the interactivity is used to reinforce learning. e-LfH certainly achieved this; pushing the limits of what can be done with Adapt and creating a comprehensive, graphically rich suite of resources of the highest quality. The team also used an innovative co-authoring model where parents and clinicians collaborated on each session along with e-LfH’s instructional designers.

HEE e-LfH’s MindEd for Families programme is aimed at parents and carers of children and young people who suffer from poor mental health. It was developed in partnership with a consortium to ensure this sensitive subject was handled appropriately and accurately, including the Royal College of Paediatrics and Child Health, the Royal College of Psychiatrists, the Royal College of General Practitioners, Young Minds, the National Children’s Bureau, the Royal College of Nursing and the British Association for Counselling and Psychotherapy. It also put parents at the heart of the authoring process to ensure that their views were represented and the output was right for them as the ultimate users of the content.

Commenting on HEE e-LfH’s recent win, Martin Sinclair, e-LfH Programme Lead, said: “HEE e-LfH is delighted to receive a Learning Pool award for the MindEd for Families programme. As e-learning professionals it is great to see that our good work has been recognised by the industry and we are all very proud of MindEd for Families. It is an important and necessary resource for people in very difficult situations and we hope that we can make a positive difference.”

For more information about HEE e-LfH’s programme please visit www.e-lfh.org.uk

Attached photograph shows from L to R:

•             Sam Barbee – Sales and Marketing Director, Learning Pool

•             Martin Sinclair – Programme Lead, e-Learning for Healthcare

•             Wendy Lowe – Instructional Designer, e-Learning for Healthcare

•             Deborah Limb – Chief Operations Officer, Learning Pool.

New MRI safety training – volunteers required

The author of a new MRI safety course, which has been developed in partnership with Health Education England e-Learning for Healthcare (HEE e-LfH), which could prevent injuries and save lives by reducing adverse incidents, is calling for volunteers to take part in a pilot of ‘Managing Patients Undergoing Anaesthesia in the MRI Unit’.

Barbara Nugent, a team leader at the Royal Hospital for Sick Children in Edinburgh and a project lead for MRI safety at NHS Education for Scotland, has been actively trying to create a global database of MRI adverse events. The evidence compiled supports the need for introducing minimum levels of safety education to the MRI workforce. To satisfy this requirement some of this data has been used to reinforce the need for e-learning modules for MRI staff at the frontline of MRI safety: including radiographers, radiologists, physicists and clinical scientists.

Developed in collaboration with Health Education England’s e-Learning for Healthcare (HEE e-LfH) programme and with the support of other professional bodies and organisations across the UK (SCoR, BAMRR, MRAG, IPEM (MRSIG), MHRA, BIR, RCR, HFS, AAGBI and ISMRM) the first module of the MRI safety course is now ready to be tested.

Once this first module has been evaluated, it is intended to be one of a suite of online MRI Safety Programme learning modules designed to share fundamental MRI safety knowledge while also developing professional expertise in the areas of:

  • MRI safety hazards and risk management
  • MRI safety guidelines and legislation
  • MRI adverse incident management and reporting

For more information about the MRI Safety e-learning session and to evaluate the pilot please click here.

Widening the access of HEE e-LfH resources

Health Education England e-Learning for Healthcare (HEE e-LfH) has added the e-LfH Hub and its thousands of e-learning sessions to the list of OpenAthens resources to make it easier for certain groups of the health and social care workforce to access e-LfH’s e-learning.

HEE e-LfH works in partnership with the NHS and professional bodies to support patient care by providing e-learning to educate and train the health and social care workforce.

HEE e-LfH’s programmes cover subjects from audiology to anaesthesia, dentistry to dermatology, electronic fetal monitoring to end of life care, primary care to prescribing, safeguarding children to statutory and mandatory training. All content is nationally quality-assured and available 24/7. The online training sessions enhance traditional learning, support existing teaching methods and provide a valuable reference point.

OpenAthens is a service that allows people to access a series of online resources free of charge with just a single OpenAthens account.

The OpenAthens eligibility criteria, which are managed by NICE, cover anyone working directly with NHS patients and anyone working directly on the development and/or delivery of training materials for either NHS staff or NHS patients within an organisation that provides NHS-commissioned care or commissions care for NHS patients in England. This includes charities, voluntary organisations, local authorities, arm’s length bodies and healthcare students.

For more detailed information on the eligibility criteria please visit: www.nice.org.uk/about/what-we-do/evidence-services/journals-and-databases/openathens/openathens-eligibility

To register for an OpenAthens account please visit: https://openathens.nice.org.uk/ or for more information about accessing e-LfH resources via OpenAthens visit: http://support.e-lfh.org.uk/get-started/openathens/

Interoperability link – AICC

The interoperability link from Health Education England has been vital to our continued development of Technology Enhanced Learning at Basildon and Thurrock University Hospitals.

We use Moodle as our Learning Management System which hosts all of our e-learning and induction modules and we build the majority of these modules ourselves, with the support of Subject Matter Experts. Safer Use of Insulin was an external package we used, but had its limitations. We weren’t able to host this on our platform and simply provided a link for users to register their details on an external site. We then had to run a special report to capture all completions.

With the help of Health Education England, not only can we use their e-learning content for this course, but we can also track all completions and the user can even download a certificate of completion, all within the Moodle platform.

From an administration perspective, it couldn’t be easier to add this course to our platform as the instructions are simple and anyone familiar with Moodle can utilise this AICC facility.

Over 2,500 members of staff are required to complete this module, and it is also included within the Medical Induction that users complete before they start at the Trust.

For more information contact David Spinks, Technology Enhanced Learning Manager, Basildon and Thurrock University Hospitals NHS by emailing David.Spinks@btuh.nhs.uk or Charlotte Teager, Professional Advisor for Technology Enhanced Learning, Health Education England in the East of England by emailing Charlotte.Teager@nhs.net

Can you spare 15 minutes to shape the future of technology enhanced learning in healthcare?

Health Education England’s Technology Enhanced Learning Programme (TEL) is working on the Department of Health mandate to find digital solutions to some of the challenges presented in accessing, creating and sharing online teaching and learning resources.

The TEL team is conducting a short survey looking at the current use, attitudes and views toward online learning resources. The findings from this research will go towards improving access to learning resources, greater collaboration and sharing of information, and the avoidance of costly duplication.

Please can you spare 15 minutes to undertake this survey? The team is looking for the views of Allied Healthcare Professionals, Higher Education Teachers and Trainers, Commissioners, GPs, Nurses, Healthcare Scientists, Doctors, Radiographers, Health Care Assistants, Paramedics, Physician Associates, and many more – everyone working or training in health and social care!

Start the Survey Now

This survey is part of a wider user testing exercise that is cross-checking existing research. All data you provide in your answers remains anonymous, and you will not be asked to provide your name or your specific place of work. Please answer all questions to the best of your ability. You do not need to spend very long on each question and there are no right or wrong answers. It may seem that some questions are asked more than once but this is part of the chosen methodology.

If you would like to find out more about the TEL Programme please visit HEE’s website or email hee.tel@nhs.net.

TEL_Blog

 

End of Life Care for All e-learning (e-ELCA)

Waiting for a meeting?  Travelling on a train?  A spare 20 minutes before lunch? Why not open an End of Life Care for All (e-ELCA) e-learning session and learn something new?  Created in 2010 and completely updated in 2015, e-ELCA is an e-learning programme aimed at enhancing the training and education of all those involved in providing end-of-life care. It is managed by Health Education England’s e-Learning for Healthcare programme in partnership with the Association for Palliative Medicine of Great Britain and Ireland (APM).

e-ELCA has over 160 e-learning sessions written by specialists in the field of palliative care in the UK and Ireland. The sessions are grouped into subject specific modules about advance care planning, symptom management, assessment, communication skills and bereavement, two modules that focus on learning for social care, spiritual care and a module that uses case scenarios to help integrate learning.  More information about the background and detail of the content can be found in our recent EJPC article – please see below.

You can register for e-ELCA or if you are not eligible you can purchase it. Thirteen sessions are free to access.  Additionally Recognising the Last Months and Days of Life is available as a sample session.   This is a very important session to help doctors and nurses address the significant issues that recent reports about the quality of end of life care have highlighted.

You can see further how e-ELCA sessions can support the competences required to meet the Priorities of Care of the Dying Person report by you or your trainees, students or colleagues completing a Training Needs Analysis.   NICE has indicated that e-ELCA sessions are a good way of supporting implementation of the Guideline for Care of Dying Adults in the Last Days of Life.

Many specialists in palliative care are using the sessions within their teaching. For example for a course about advance care planning (ACP) Introduction to Principles of Advance Care Planning may be used to bring course participants to a common level before attending a study day. This ACP course may also make use of e-ELCA material for discussion within a group (for example How to Negotiate Decisions Which May be Difficult to Implement) and perhaps as a way to consolidate or further learning (for example  Developing Your Practice: Clinical Supervision and Further Reading.  There are tips about how e-ELCA can motivate and engage learners and suggested learning paths or collections of sessions to support staff groups.  In addition e-ELCA sessions have been mapped to the end of life care qualification, especially useful for social care workers.  Mapping to the Association for Palliative Medicine of Great Britain and Ireland Undergraduate Medical Student Curriculum is underway.  Keep in touch through the e-ELCA website

My personal favourite session is Spirituality and Philosophy of End of Life Care.  It’s a session that makes me think and reflect even after over 25 years of supporting people who are dying. The importance of the holistic approach to people in finding themselves, is so beautifully articulated through a patient video.  A good way to spend those 20 minutes!

European Journal for Palliative Care July 2016

Professor Christina Faull
Consultant in Palliative Medicine
LOROS hospice, Leicester UK
APM National Clinical Lead for e-ELCA
@cmfaull

Perinatal Mental Health

July 2016  

Dr Carrie Ladd – @LaddCar

Royal College of General Practitioners Clinical Fellow in Perinatal Mental Health and GP in Oxfordshire

Although society has instilled a deep expectation that women will make a seamless transition to motherhood, there is much potential for ill health – both physical and psychological. Women may experience mental health problems similar to other times of life such as depression or anorexia but also conditions specific to the perinatal period such as postpartum psychosis. 1 in 5 women suffer mental health problems during this time but unfortunately only 50% of cases are diagnosed and even less receive the recommended specialist perinatal mental health care, meaning many women slip through the net.

There are many reasons for this under detection including the under reporting from women of symptoms for fear of failure, judgement, stigma or the involvement of social services leading to the separation from their baby. During a woman’s perinatal journey, health professionals have numerous opportunities to ask about mental health symptoms and to pick up a problem when there is one. Competing priorities, time pressures and a presumption someone else has asked are all reasons why health professionals may not ask a woman about their mental health and so miss a crucial diagnosis.

The consequences of untreated maternal mental health problems are immense. As well as the emotional, physical and psychological effects on the woman, her child may be affected too both in the short and long term. It is estimated the economic burden of maternal mental health problems is £8.1 billion for every one-year cohort of births and approximately 75% of this is for impact on the child in education and social care amongst other areas. However, in the absence of other adverse factors, early recognition and prompt treatment can mitigate this risk leading to better outcomes for all involved.

So how can those of us who work with women during the perinatal time improve this situation?

An excellent place to start is the five module e-learning series on perinatal mental health available on the Health Education England e-Learning for Healthcare (HEE e-LfH) platform, produced in conjunction with the Royal College of General Practitioners (RCGP) and available via open access to all. These are aimed at all healthcare professionals who may be involved in the care of women during the perinatal time. They have been written by five different authors including a consultant psychiatrist, obstetrician, health visitor, midwife and myself each giving a different perspective.

http://www.e-lfh.org.uk/programmes/perinatal-mental-health

As well, the RCGP in conjunction with NHS England has produced a toolkit of resources for health professionals to help women with perinatal mental health problems. This is a diverse collection of clinical guidance, waiting room posters, teaching material, third sector organisations, video links, website links and lots of useful patient information leaflets. It is not intended as a comprehensive text book but it is hoped to complement and support the current provision of advice, treatment and support for women & their families experiencing mental health problems during this time. The toolkit is available now with open access on the RCGP website.

 

References:

1: Bauer A, Parsonage M, Knapp M et al. The costs of perinatal mental health problems. 2014; London: Centre for Mental Health

  1. Khan L. Falling through the gaps: perinatal mental health and general practice. 2015; London: Royal College of General Practitioners and Centre for Mental Health.