E-LEARNING

E-Learning

Table of Content

Introduction3

E-learning Structure at NHS3

Strategic context for e-learning6

Current Activity7

Strategy development8

E-learning Structure at OXFAM8

Roles and responsibilities for implementation of communications strategy11

E-learning Structure at PEPSI12

Training Linked to Performance Planning and Compensation13

Conclusion14

References16

E-Learning

Introduction

The traditional belief about nurse education since its inception has been that nurses belong to a homogeneous group and that all its members acquire knowledge and skills in a similar way. Traditionally, nursing courses have tended to be similar in content and delivered in a classroom by a tutor acting sometimes as facilitator, but more often as. Such an approach is not always appropriate and much more consideration is now being given to students? reasons for undertaking a course, how they learn best and individual work experiences coupled to the efficient use of accreditation of prior experiential learning (AP(E)L). Adult learners are motivated by many different factors, and develop their own unique learning styles which vary according to context, task and the age of the learner (Candy, 2007, 87). In addition, the opportunity to choose how to receive and engage with course material, the pace at which that material is delivered and the flexibility to apply material gradually in the workplace is very appealing to some people.

E-learning Structure at NHS

Supporting Best Practice in E-learning across the NHS (DH, 2005, 75) identified a clear need to establish the wider adoption and deployment of e-learning across healthcare services. The subsequent report Modernising healthcare training: e-learning in the healthcare services (DH, 2006, 78) outlines a number of recommendations and strategic elements essential for the effective management and deployment of e-learning at national, regional and local levels. Significant national initiatives are now beginning to drive the e-learning agenda forward and shift the learning landscape of the NHS, including the National Learning Management System, the Core Learning Unit programmes, e-Learning for Healthcare and e-KSF. The purpose of this report is to provide information on the current and emerging e-learning activity within each Trust and PCT in NHS South Central, to help inform the development and direction of the NHS South Central e-learning strategy. The findings and recommendations in this report are the result of extensive engagement with stakeholders across NHS South Central. Information was gathered about the systems, platforms, programmes, projects and personnel currently in place, and about future plans and priorities. Stakeholders were also invited to make suggestions as to how NHS Education South Central (NESC) might assist them.

The need to meet the Department of Health's Standards for Better Health and the NHS Litigation Authority's Risk Management Standards has been instrumental in increasing attention to, and appetite for, providing alternative methods of training using technology. Every interviewee cited this as the key driver for implementing e-learning solutions. However, organisations have largely been working in isolation of any leadership regarding e-learning from Strategic Health Authority (SHA) level, resulting in a fragmented, uncoordinated approach across NHS South Central. There has been haphazard growth, systems incompatibility and missed opportunities to achieve the economies of scale.

Trusts and PCTs across NHS South Central are at widely differing stages ...