In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants

Heather Wharrad, Sophie Sarre, Justine Schneider, Jill Maben, Clare Aldus, Elaine Argyle, Antony Arthur

Research output: Contribution to journalArticle

1 Citation (Scopus)
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Abstract

BACKGROUND: 'Older People's Shoes' is a training intervention designed for healthcare assistants (HCAs) to improve the relational care of older people in hospital. The intervention formed part of a broader evaluation, in this paper we describe its development from a learning design and methodological perspective.

METHODS: Learning theory and an instructional design model were key components of the In-PREP (Input, Process, Review and Evaluation, Product) development methodology used in the design of the 'Older People's Shoes' training intervention to improve the delivery of relational care by front-line hospital staff. An expert panel, current evidence, and pedagogical theory were used to co-design a training programme tailored to a challenging work environment and taking account of trainees' diverse educational experience. Peer review and process evaluation were built into the development model.

RESULTS: In-PREP provided a methodological scaffold for producing evidence-based, peer-reviewed, co-designed training. The product, 'Older People's Shoes', involved a one-day Train the Trainers event, followed by delivery of a two-day, face-to-face training programme by the trainers, with accompanying handbooks underpinned by a range of digital resources. Evaluation found the approach met learner needs, was applicable in practice and won approval from trainers.

DISCUSSION: In-PREP enables high quality learning content, alignment with learner needs and a product that is relevant, practical and straightforward to implement.

Original languageEnglish
Article number1010
JournalBMC Health Services Research
Volume20
Issue number1
DOIs
Publication statusPublished - 4 Nov 2020

Keywords

  • Co-design
  • Continuing professional development
  • Educational theory
  • Healthcare assistants
  • Intervention development
  • Older people
  • Pedagogical design
  • Relational care
  • Training

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