Wessex Bay

1
Wessex Bay IPE
Andy Pulman, Web Team Leader, School of Health
Social Care (HSC), Bournemouth
University apulman_at_bournemouth.ac.uk /
http//andyp.edublogs.org/ Increasingly video
games are being recognised as a powerful tool for
learning. Yes of course they are entertaining
and a lot of fun, but theyve also the ability to
inspire and motivate. They hold out the
tantalising prospect of personalised, responsive
and thoroughly enjoyable learning experiences,
irrespective of age, or our ability Lord
Puttnam (ELSPA, 2006)
2
Interprofessional education (IPE) for a diversity
of professions

• HSC is developing collaborative learning
  opportunities
• for students preparing to be
• Nurses
• Midwives
• Occupational therapists
• Physiotherapists
• Operating department practitioners
• Social workers

3
Rationale for interprofessional education for HSC
Students

• To encourage collaborative learning between
  professional groups
• To develop effective team working within
  inter-professional scenarios
• To enhance communication between professional
  groups
• To help improve the quality of care delivery for
  service users and carers

4
Challenges

• Moving beyond shared teaching to collaborative
  learning
• Providing parity of learning experience for large
  student numbers (n600) unevenly spread between
  disciplines and across wide geographical area
  with students located in academic centres at
  Bournemouth, Yeovil and Portsmouth
• Supporting staff in adapting and changing
  learning teaching practices

5
Blended Learning Solution

• Web based simulated community peopled by health
  social care users,
• living and working in a typical seaside community
  in a variety of urban and
• Rural settings. The e-learning components consist
  of
• Practice situated individuals as live and
  changing learning resources.
• Case scenarios developed by health social care
  practitioners service users for analysis and
  problem solving.
• Discussion boards and chat rooms for sharing and
  debating Interprofessional perspectives on case
  scenarios, new episodes and client bulletin
  updates for engaging in role plays.
• Additional learning resources including
  professional codes of conduct, legislation,
  professional standard and policy documents.

6
Timeline

• 2004 - 2005 Development / Testing
• June 04 - Iteration 1
• July 04 - Iteration 2
• September 04 - Iteration 3
• April 05 - Iteration 4
• August 05 - Iteration 5
• September 05 Wessex Bay Goes Live
• October 05 PAD Unit Begins
• January 06 Communication/PfPP Units Begin
• April 06 December 07 HEA Evaluation
• January 08 Report Submitted To HEA

7
Preparing Students for collaborative learning
with different professions

• Personal Academic Development (PAD) unit
  provides students
• working in uniprofessional groups with foundation
  in learning to Learn
• e-learning IT skills
• information literacy study skills
• critical thinking reflecting on practice
• In preparation for working collaboratively in IPE
  groups through two Level
• C units running concurrently, in
• Preparation for professional practice
• Communication
• Delivery is by means of blended learning with
  face-to-face online
• Learning activities supported by the Simulated
  Community (Wessex Bay)
• Virtual Learning Environment (VLE)

8
Preparing and Supporting Staff

• Open Access Workshops
• Themed Workshops
• Designing a blended learning unit
• Encouraging active online learning
• Using e-quizzes in assessing learning
• VLE Basics
• Taster Days
• Demonstrating Wessex Bay / VLE
• Engaging in asynchronous online discussion
  synchronous online role plays
• Targeted group sessions for IPE PAD teams
• 1 1 small group surgeries
• Online course areas discussion boards for staff
  training/collaboration

9
Promoting and embedding developments in the
Schools Strategy

• Presentations to senior management on blended
  learning and Wessex Bay
• Establishment of steering groups for Wessex Bay
  and flexible learning for developers other
  interested staff in HSC
• Integration with Research team (eg Centre for
  Qualitative Research)
• Promotion through HSC 4U staff intranet (eg town
  name)

10
Evaluation Staff

• Healthy scepticism on the value of e-learning
  compared with face-to-face classroom based
  sessions
• Balancing the resource constraints of study hours
  available for uniprofessional and
  interprofessional study
• Preparedness for blended learning
• Taking ownership of Wessex Bay VLE course areas
• Benefits challenges of working with learning
  from colleagues located in different professions
  But I have no idea how a midwife or social
  worker would interpret this case (staff comment
  shared in IPE Curriculum Planning Meeting)

11
Evaluation Students

• The IPE curriculum commenced in September 2005
• Student data was collected during this academic
  year by pre-experience questionnaires interim
  post experience focus groups
• Evaluation assessed findings against the intended
  outcomes of
• facilitating realistic student enquiry in a
  virtual practice community
• providing effective collaborative learning within
  a safe but challenging practice environment

12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
Future Within HSC

• Further development ?
• Public health needs report
• Counter fraud and security management
• Lifestyle redesign unit for OT
• 3D Simulations Infection Control / Day Surgery
  Nurse Laparoscopic Hernia Repair / Childrens
  Nurse
• Patient Journies - Lifeworld The Carers World
  Alzheimers project
• Further use of Wessex Bay outside of IPE
  curriculum (eg Diabetes)

19
Future Within BU

• Services Management Virtual Sports Centre
• Conservation Science - Oil Spill Simulation Link
  Up / DCC
• Possible Disaster Management Centre Link Up
• Collaborative Research Bids

20
Future External

• External University Link Ups
• DIPEx - Patient Experiences of health and
  illness
• Virtual Europe (COHEHRE)
• HSC in Second Life
• End Of Part 1