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  1. Learning at City Conference 2017
Learning Enhancement and Development

Session 3D - Paper 2

Engaging Technology in Health and Social Care: Introducing City TECs - Technology Enabled Care Studio.

Dr Shashivadan Hirani – City, University of London, School of Health Sciences, Health Services Research & Management (encompassing Public Health)

Dr Lorna Rixon – City, University of London, School of Health Sciences, Health Services Research & Management (encompassing Public Health)

Professor Stanton Newman - – City, University of London, School of Health Sciences, Health Services Research & Management (encompassing Public Health)

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City TECs - Technology Enabled Care Studio was developed as a means to introduce health and social care focused technology to students. The simulated environment and associated technology based learning resources are approaches which would be valuable to share and receive feedback upon.

The development of Technology Enabled Care is a significant component of the ‘Modernising the NHS’ strategy and the government is driving campaigns to create the right environment to support large scale adoption of equipment such as telehealth and telecare and overcome the existing behavioural barriers of GPs, health practitioners, patients and their families. Effective training of health care providers and service users is key to improving outcomes from the utilisation of technology.

To address this need the City Technology Enabled Care studio – City TECs – was developed. It is a purpose built learning-hub, designed to simulate a studio flat, equipped with the latest telehealth, telecare, telemedicine, tele rehabilitation, mobile-health equipment, with technology provided by amongst others Philips & Tunstall. It is a simulation facility with live and recorded video streams utilised to train health and social care professionals in the use of technological devices and services to facilitate and maintain user behaviour change and support user self-management.

In this session we will introduce City TECs, the capabilities of the technology within it and the methods that we have used to train individuals in its use through: experiential learning, scenario based learning, role play, video feedback and reflection, and the resources introduced for flipped classrooms and blended learning techniques. The aims of these are to demonstrate to users how technology can be effectively and efficiently incorporated into care pathways and for them to problem solve situations where the potential of technology enabled care is not being achieved.

City TECs also serves as a research environment to conduct studies aimed at improving service user and care provider service provision via the development of educational materials based on evidence based practice. Such technology could be utilised within other environments that requires dealing with clients in a sensitive manner e.g., police, criminal justice, lawyers, psychologist.

What will I gain from attending the session?

The session will be of interest to health and social care professionals interested in the use of technology and simulation in education.

You will have:

The opportunity to:

  • Learn about the development of a simulated practice environment
  • Discuss the benefits and  challenges of introducing technology in an educational project about technology
  • Explore the benefits of utilising out of class resources in educational training
  • Gain insight in the difficulties for educators in developing and delivering learning materials based on technology.

An overview of:

  • Introduction to City Technology Enabled Care studio – City TECs
  • Educational aims of the project
  • Learning resources developed to enhance use of the studio
  • Benefits, challenges and lessons learned
  • Next steps

References

Brewster L, Mountain G, Wessels B, Kelly C & Hawley M (2014). Factors affecting frontline staff acceptance of telehealth technologies: a mixed-method systematic review. Journal of Advanced Nursing 70(1), 21–33. doi:10.1111/jan.12196.

Graham CR (2013). Emerging practice and research in blended learning. In Handbook of Distance Education (Third Edition., pp. 333–350). New York, NY: Routledge.

Kolb D (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd Ed.). New Jersey: Pearson Education.

NHS England (2015). Technology Enabled Care Services: Resource for Commissioners. https://www.england.nhs.uk/wp-content/uploads/2015/04/TECS_FinalDraft_0901.pdf

Roehl A, Reddy SL, Shannon GJ (2013). The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning. Journal of Family and Consumer Scienceshttp://search.proquest.com/assets/r20161.3.1-0/core/spacer.gif105.2http://search.proquest.com/assets/r20161.3.1-0/core/spacer.gif(Spring 2013): 44-49.

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City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.