Building Quality into Education

1
Building Quality into Education

• Kathryn Fraser, Dietitian, NHS Forth Valley
• Mary Robertson, DSN, NHS Tayside

2
Overview of Education Programmes

• Tayside Insulin Management Programme (TIM)
• run since 2006
• 25 courses to date
• Forth Valleys NewDEAL programme
• run since March 2008
• 7 courses to date

3

• Both based on BERTIE (Bournemouths intensive
  insulin management programme)
• 1 day of education per week for 4 weeks
• Week between allows for experiential learning

4

• Both teams have had BIDAC training from the
  Bournemouth team
• Trained educators for the programme we run
• Both have a philosophy and identified learning
  theories

5

• Programmes have a structured, written curriculum
  which has been evaluated by patients and
  professionals
• The curriculum includes specific aims and
  learning outcomes
• There is an educators guide on delivering the
  programmes

6

• Audit pre and post course to show the effect of
  the course on clinical markers and quality of life

7
Programme covers

• Role of insulins
• Carbohydrate counting and dose adjustment
• Hypoglycaemia
• Hyperglycaemia and SDR
• Exercise and activity
• Complications of diabetes

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Why QA?

• We want better outcomes for our patients
• QA ensures that what we are doing is fit for
  purpose
• QA ensures regulation of the quality of the
  service we provide
• Quality is also determined by the people using
  our service

9
Internal/External QA?

• Whats the difference? - Purpose
• Internal review - improvement of course/self
• External - looking at the quality of the course
  when reviewer is not there

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• Evidence is therefore required
• Can be reported to others -some may see this as a
  threat

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Internal

• Self/Peer review
• Patient evaluations
• Act on self/peer assessments, make changes
• Keep a record of all reviews

12
External

• Service organisation to support programme
  delivery
• Venue - ? Suitable/access
• Curriculum - ? Reviewed for structure,process and
  content

13

• Materials used in the way described in
  curriculum?
• Process for review of the programme/when last
  undertaken?
• Examples of how peer/self review has influenced
  course development

14

• Review of patient evaluation process/how often is
  this undertaken/what changes have been made in
  light of patient feedback?
• How does the audit process feed into programme
  development?
• ? Process which review of audit data is used to
  alter the structure, process or outcome of the
  course

15
What have we done so far?

• Already had participant evaluation of each
  session and programme including written material
  used
• Reviewed how we currently assessed our education
  sessions/each other
• Reviewed/developed our peer assessment tool

16

• Reviewed teaching resources/identified
  improvements required/decided what to change
• Ensured staff members delivering education
  undertook/were offered to undertake an educators
  module

17
What do we still have to do?

• Develop written statements describing the
  components of our internal/external QA/decide how
  often to do this
• Agree criteria for external assessment
• Identify trained, competent, independent
  assessors for external review