Why This Domain?
Designing and planning the on-the-job training (or “skills training) will need to foster a common understanding of the challenges, objectives, needs and urgency therein.
“Skills training” for the health & care professional is defined as the process of acquiring and/or improving a set of new or complex skills (digital innovation, eHealth skills, etc.) in order to deliver better service without the the risk of disturbing or harming patients. This training takes place via practical, hands-on exercises in a secure environment.
What Should You Expect After Domain Completion?
You´ll see that the starting point to achieving such comprehension lies in the results, discussions and collaboration that come out from using the Planning and Implementation tool. Ideally, principles for shared decision-making process can support you when designing and planning the training.
There’s consensus across the entire team, including health & care professionals, about the learning objectives, content, teaching methods and relevant teaching materials. This will contribute to better alignment between expectations and final outputs.
Please Review These Considerations to Effectively Design and Plan The Skills Training
- What is the purpose of using the digital solution?
- What are the desired changes in health & care professionals’ skills/competencies?
- Which key workflows will be affected, and what will the new workflows look like?
- What measures need to be taken to ensure that a sustainable peer-learning culture is in place after the training?
- Where, when and how can health & care professionals access support when using the technology after the training?
- Keep training process-oriented, i.e., the health & care professional should receive the training in a secure setting as close as possible to their daily work
- Stucture it based on activities and authentic learning, i.e., solutions that support the effective transfer of knowledge created within the training to the work area
- Recognise individual/organisational learning motivations and constraints whilst integrating previous knowledge and experiences
- Support developing learning strategies to enhance learning competencies amongst individuals, groups and organisations
- Identify a relevant assessment method and process based on the demonstration principle, e.g., a simulation environment
- Emphasise more dialogue, practice and experience, and less theory and study books
- Train in multidisciplinary/interdisciplinary teams
- Build knowledge networks around the technologies
- Learn how to think disruptively: what is the essence of the problem/challenges? How can challenges be approached effectively and in the most learning-focused way?