SC49 ‘We don’t feel safe here’ – Educational mapping to develop, challenge and maintain a multidisciplinary network of professionals who improve education in a neurosurgical ward

Background A 12 month educational program was co-developed by a multidisciplinary teaching team for nurses within a busy Neurosurgical ward at a large teaching hospital in London. This was prompted by poor outcomes from hospital safety audits, lack of staff engagement with educational activities, low staff retention and generally low morale. Complaints from staff included: Lack of an integrated, well signposted and resourced educational pathway Professional silos among teachers with few educational opportunities to learn across professional boundaries Perception of feeling unsafe and poor care to patients Workplace design and ergonomic issues (iClip/WoWs) which are time consuming Unstable leadership on the ward Summary of education programme We surveyed subject specialists and staff to identify key educational topics. Twelve key clinical topics were identified. Drawing on Bigg’s (2004) model of of ‘constructive alignment’ - matching learning objectives, teaching/learning activities and success criteria - we began a process of educational mapping. This was developed iteratively month by month for each topic. The multidisciplinary team generated a variety of activities – e-learning, WhatsApp groups, in-situ simulations, peer-to-peer teaching, formative knowledge tests - and these became templates for on going topics to supplement routine formal educational events. Process measures of success included: Documentation of Individual needs assessment and attainment on the ward database. Progressive completion of individual competency sign offs – Diversification of sources of feedback for staff – e.g. portfolio reflection; feedback online; peer feedback; teacher engagement with feedback activities (e.g. monitoring online discussion groups) Percentage of teaching team participating in teacher development activities; peer support networks, resources development Outcome measure of success comprised: Percentage of RN engaging systematically with education offer Percentage of competency attainment over course of 12 months (compared to current) Staff satisfaction and retention Centralised learning resources and Neuro–education map of activities bank Summary of results A 12-month educational curriculum was produced. A senior leadership team was essential to create, maintain and monitor the teaching network. Collaboration was embedded in everyday rituals and the process of educational mapping alerted teachers to a common sense of mutuality. It did not always break down traditional silos of teaching practice or engage all targeted staff. Discussion/Conclusion Networked faculty development multiplied opportunities for staff to engage in learning, feel supported and to improve perceptions of safe practice. Its effects on longer term staff retention are still unclear. References Bishop S, Waring J. Exploring the contributions of professional-Practice Networks to Knowledge Sharing, problem-solving and Patient safety. A Socio-Cultural Perspective on Patient Safety. Burlington: Ashgate 2011. Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher 2016;38(8):769–86. doi: 10.1080/0142159X.2016.1181851 [published Online First: 2016/07/16]