LAUSR

Keywords: Practice based learning, Technology enhanced, Expansion Purpose: Practice based learning (PBL) is an essential element of all pre-registration Allied Health Professional (AHP) degree courses. It is mandated by the Health and Care Professions Council (HCPC), defined within the standards of education and training (2017), and, without successful completion students are unable to qualify. In March 2020 COVID19 presented significant clinical and strategic challenges to all aspects of healthcare including an immediate reduction in traditional established PBL opportunities. This compelled all stakeholders to work at pace to consider alternate approaches that would ensure: student progression through degree courses continued;adverse effects on student experience were minimised;staff and students were safe;maintenance of the workforce pipeline Methods: A range of university staff including placement and course leads and teams, career researchers (Professor and Readers) worked in collaboration with practice partners, Health Education England (HEE) and professional body representatives to explore opportunities to maximise existing, and develop new PBL opportunities. HCPC standards and individual professional body frameworks informed all developments. A number of staff undertook Peer Enhanced E placement (PEEP) acquisition training from an external agency. All PBL expansion opportunities were considered including: location and setting;models of supervision;integration of technology enhanced care and technology enhanced learning;specialism of placement. New and emerging models of student support and supervision were considered across all expansion activities. Results: New placement opportunities were developed across the department including In house Peer Enhanced E-Placement (PEEP), In house research placements MSK Virtual placements Service Improvement / Leadership placements across a range of settings including Health Education England, Chartered Society of Physiotherapy, Acute NHS Foundation Trust A new model of PBL structure in acute and critical care within an existing NHS Foundation Trust partner Evaluation to date suggests alternate PBL presents measurable positive learning experiences for students enabling development of a range of knowledge and skills and offers extensive new relevant learning and development opportunities to those offered with traditional PBL experience. Enhanced technology can effectively support staff and students to optimise the learning experience and environment Conclusion(s): New and emerging opportunities for PBL whilst developed from necessity in fact enhance and expand student learning. Movement away from the traditional approach can not only offer benefit to students but also to educators in practice. Ongoing work of evaluation and development post pandemic should build on these initiatives. Impact: This work can now be translated across different organisations to ensure continued increase in student numbers is supported with high quality safe PBL. Additional access to technological support both in the academic and practice setting should underpin future developments to ensure all opportunities are inclusive and accessible. Funding acknowledgements: No funding supported this work