What are lifelong learning skills? "When does learning end?"

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“When does learning end?”

Dr Swapna Williamson Associate Professor

North London Healthcare Support Worker VOICE 7th_{December 09:00– 04:00 pm}

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The session will focus on:

1. Aim and Objectives

2. Learning in healthcare context

3. Adult learning

4. Learning in the workplace

5. Thinking points

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Aim:

To gain an insight into the concept of learning, lifelong learning skills in healthcare and their significance in personal and professional development.

Objectives:

 Discuss the core lifelong learning skills and their impact on personal and professional development.

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Consider the following points:  When does it start ?

 When does it end?

 Where and how do we learn?

Learning is the process of acquisition of knowledge, skills, attitudes and values to draw out the potential of an individual and to achieve a desirable change in behaviour.

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Lifelong learning

Lifelong learning is a process of formal and informal learning in pursuit of knowledge and skills throughout one’s life ensuring continuous development, reflecting and improving performance both personal and

professional.

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Workforce in healthcare

Goals:

Providing safe care Improving the quality care and patient

experience.

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Health Care Support Workers

 _{Constitute 47 per cent of the total NHS workforce}

(Council of Deans of Health,2013)

 Interest has grown in the role of Health Care Support

Workers and Care Assistants working in the Health care sector since the Cavendish review in 2013.

 _{Better training opportunities and utilisation of skills of}

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Roles & responsibilities of HCSWs

 Deliver hands-on care in hospitals, care homes and the

homes of individuals.

 Help people to live independently and support the

vulnerable people, thus reducing the financial strain on the NHS.

 Take on more demands/challenging tasks i.e., caring for

more frail elderly people.

 Ensure that service-users are treated with care, respect,

dignity and compassion in the NHS and social care

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Changing landscape of health and social care & its impact

Science & Information technology– new health conditions, treatment modalities and technology-based practice.

_Diversity_{- patients/service users are more knowledgeable}

with high expectations.

Also the diversity of their culture and ethnicity continue to increase requiring more skilled and competent HCSWs.

Population is ageing – caring has become increasingly complex and challenging.

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In the current healthcare context:

Healthcare Support Workers are required to:

 Continue to learn to update their knowledge and skills

to address the diverse and complex needs of patients as well as meeting the ever-changing demands within healthcare workforces.

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Training and development of HCSW

Recommendation1.3: Cavendish Review, 2013 states:

Common training standards across health and social care “Certificate of Fundamental Care” before working

unsupervised.

 to progress to their potential.

 to draw on core knowledge, values and approaches to care.

 to improve the knowledge and skills of the HCSW.

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HCSWs are subject to the Code of Conduct (Skills for Care, Skills for Health 2013).

Standard 6 in the Code of Conduct requires:

“As a Healthcare Support Worker ………in England you must:

Strive to improve the quality of healthcare, care and

support through continuing professional development.”

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Adult learning

Characteristics of adult learners

 Self-concept, self-awareness  Readiness to learn

 Goal directed  Life experience

 Intrinsically motivated (extrinsic motivation does influence intrinsic motivation)

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Learning types:

Formal learning/Institution-led learning:

 Classroom based learning which follows a set of syllabus/curriculum.

 Innovative and future-led education involving transferable skills.

Informal learning – learning also outside the classroom.

Self-directed learning*** - the onus remains with the individual to continue to update knowledge and skills as an adult learner through reflection – facilitated by teacher/instructor.

(Brockett & Hiemstra 1991, Williamson 2007)

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Reflective learning

Reflective learning is an active learning process to monitor, evaluate and revise own practice continuously, update

knowledge and skills. (Schön,1987)

Reflective Process

 Self-assessment/monitoring to recognise the areas requiring further development

 Metacognition

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Learning in the workplace – goals …

 Create a +ve learning culture at practice level.  Facilitate appropriate skill mix.

 Share good practice - oral presentations/publishing.  Learn from errors.

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Learning in the workplace - approaches

 Individual learning – reflective and active learning.  Inter-professional team learning –to recognise,

share and value the healthcare professionals’ roles and responsibilities.

 Collaborative and collective learning to impact on organisational performance.

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 Set the standard and demonstrate leadership skills critical to provide safe and quality patient care

 Value the HCSW as a strategic resource to the NHS and social care.

 Value and create a good team working environment for all staff.

 Identify the learning needs of the HCSW and monitor progress.

 Motivate and support the HCSW to learn and progress.

 Lead and supervise learning in clinical practice and provide feedback.

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Thinking point:

1. Where does your role sit?

 Self-awareness as HCSW role.

 Self- assess to identify own learning needs.  Participate and identify learning opportunities.

2. Discussion point

 How to facilitate developing lifelong learning skills?  Are there any learning tools of developing and

maintaining lifelong learning skills?

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Lifelong learning skills development tools

 Self-directed learning readiness scale (SDLRS)

(Guglielmino, 1977)

 Self-rating scale of self-directed learning (SRSSDL)

(Williamson 2007)

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 Learning is a continuous process and it never ends.

 We live in an ever-changing work/health and social care

environment. HCSWs are an integral part of healthcare workforce; they should be valued.

 It is important that all service providers – directly and indirectly

involved in the provision of care need to adapt and keep abreast with the advancements in healthcare in order to provide research informed patient care and be a role model to others in the

workplace.

 Continuous reflection on one’s own learning experiences, strengths

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“…once you stop learning you start dying”

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References:

•Brockett, R. G. & Hiemstra, R. (1991) A conceptual framework for understanding self-direction in adult learning in Self- Direction in Adult Learning: Perspectives on Theory, Research, and Practice, London UK: Routledge.

•Cavendish, C (2013) The Cavendish Review: An Independent Review into Healthcare Assistants and Support Workers in the NHS and social care settings.

•Guglielmino M (1977) Development of the Self-directed Learning Readiness Scale. Doctoral dissertation, University of Georgia. Dissertation Abstracts International. 38, 6467A.

•Knowles, M. (1984) Andragogy in Action. San Francisco: Jossey-Bass.

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References

• Schön, D.(1987) Educating the Reflective Practitioner. San Francisco: Jossey Bass

• Skills for Care, Skills for Health (2013) Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England.

• Stuart CC (2013) Assessment, Supervision and Support in Clinical Practice. London: Churchill Livingstone.

• Williamson SN (2007) The Development of Self-Rating Scale of

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