PG129 Converting a practice supervisor and assessor simulation to an online training course

Abstract

Introduction In 2019 the NMC published the standards for student supervision and assessment (NMC, 2019), stating that the role of practice supervisor (PS) and practice assessor (PA), previously combined in the role of mentor, should be separated as two distinct roles. Simulation-based education (SBE) underpinned a successful face-to-face, group based training for those new to the role of PS/PA and those requiring an update. The COVID-19 pandemic required the conversion of this face-to-face training with live simulation, into an online environment (HEE, 2020) Methods Subject matter experts from a healthcare Trust, an independent education academy and a media company, worked collaboratively with actor role-players from a simulated patient provider, for three months. Previously used learning material signposted the content, although in keeping with best practice, the course was re-written to become interactive rather than didactic. Actor role-players as student and PS/PA, simulated placement interviews, with interactive learning specifically applied to those simulations. This was integral to the modular course enabling remote self-directed learning. Results The ASPiH standards for SBE were central to the conversion of face-to-face, group based simulation into virtual learning. A modular course (reflecting the NMC standards) for qualified health professionals who are ‘supervising and assessing’ student nurses, has been successfully designed (Duffy, 2003). Hundreds of hours of translating learning material and filming of simulated scenarios have resulted in a training course that is fit for purpose, valuable for student nurses and qualified staff, highly shareable at a national level and amendable to suit differing audiences. Discussion Converting face-to-face, group based training with live simulation, into an online course is immensely challenging and risks being a didactic PowerPoint that disengages with minimal educational outcome. Creation of a successful course requires time, energy, and the ability to translate. If done well (high quality, standardised and rigorous), learners, educators and ultimately patients benefit. References Nursing and Midwifery Council ( 2019) Realising professionalism: Standards for education and training. Part 2: Standards for student supervision and assessment, https://www.nmc.org.uk/standards-for-education-and-training/standards-for-student-supervision-and-assessment/accessed 01/05/2020 Health Education England ( 2020) COVID-19 tool kit for safe simulation in healthcare, guidance and principles of best practice in simulation-based education and training, https://www.hee.nhs.uk/sites/default/files/documents/COVID-19%20toolkit%20for%20safe%20simulation.pdf accessed 25/08/2020 Duffy, K. ( 2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. Glasgow: Glasgow Caledonian University. Available from: http://www.nmc-uk.org/Documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf