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BackgroundThe two-year education pathway is a development programme that Great Ormond Street Hospital offers to all newly or recently registered nurses, with the aim of improving the retention of Newly Registered Nurses (NRN) beyond these first 2 years.In 2014 a Professional Development Programme was developed for NRNs during their first year in the trust. The programme consists of 4 development days over a seven month period, which allows the NRN’s to share and reflect on their experiences, understand different tools to manage potential future challenges and build on their resilience. Following the implementation of this programme, our retention rates were boosted from 68% to 96% after 1 year. There was a clear benefit that this programme was positively affecting our retention of these nurses. However, it was evident that improvements could be made to the second year to retain the same nurses the following year.AimsA band 5 development programme was developed for the NRN’s entering their second year in the trust following a consultation with Practice Educators from throughout the trust. The programme consists of 5 development days which includes topics such as trust initiatives, preceptor training, clinical simulation, courageous conversations and specialist foundation courses.ConclusionFollowing the pilot of the programme, the projected retention rate for NRN’s after 2 years is 80%, in line with our one of our key performance indicators.Evaluations demonstrate that there is scope for the development of the programme to tailor the content to the needs of the workforce. Feedback indicates that the continuation of peer support has been beneficial for their development where all candidates have found the programme useful in consolidating their learning from the previous two years and understanding their future development opportunities.

IntroductionThere are 5 lead operational practice educators within the GOSH Learning Academy and together they oversee a total of 28 Practice Educators and 23 Practice Facilitator’s across the trust. The team provide numerous study days, foundation courses, franchised modules, and support specialist education and training across their directorates.The LPE response to safety alerts was variable, based on a who saw it first basis, leading to confusion of actions taken, duplication of work and on occasion no action taken.Aim/MethodTo address these concerns, the LPE RESPONSE role was created with the intent to provide a consistent approach to safety alerts or incidents across the trust. A rolling rota was implemented, taking in to account annual leave and other commitments.ResultsThe LPE RESPONSE Role actions safety alerts and triages them to the most appropriate person. An example of this is the recent alerts about IV lines which was triaged to the LPE with expertise in this area – they were able to provide the actions and responses required in a timely fashion.Adopting this strategy has enabled our responses to be more structured, and informed as we utilise the expertise within our team in a more efficient manner, ensuring the continued delivery of safe patient care by well-informed staff. This aligns with the trusts priorities for safety and quality, being expert, helpful, welcoming and working as one team.Discussion/ConclusionThe LPE RESPONSE role highlights the importance of educators in recognition and mitigation of risk, has enabled a more streamlined response and reduction in duplication of work; an additional benefit is an increased profile around the trust in other specialities which has benefited us and our teams when we are required to provide cover.

BackgroundThe Quality Improvement (QI) team facilitates a range of face to face foundation courses which are self-elected and available to all staff across the Trust. The impact of COVID has encouraged the team to think about different ways to deliver this training. The aim of the project was to build a virtual learning series to allow the team to continue to build sustainable understanding of QI Trust-wideMethodThe existing content was refreshed from 4 core 90 minute courses to a 6 part series. The target audience was anyone new to QI or those that have some involvement in a QI project. The series runs for an hour over 6 consecutive weeks, offering a foundation understanding of QI methodology and the tools required to run a QI project.The course would be delivered via Zoom, presenting from PowerPoint and the team sourced an external tool (Mentimeter) to allow for some interactive exercises during the sessions.Optional advanced courses and project surgeries are also available to support participants with their QI projects and learning.The QI Team implemented PDSA cycles (QI Tool) and Evaluation Surveys to improve the delivery of the series.*Ethical approval not requiredResultsThe series was promoted Trust-wide resulting in registration exceeding recent face to face enrolment.There was a steady commitment from Cohort 1, feedback has been positive and the additional QI surgeries have also been well received.DiscussionThe consistent attendance has confirmed that reducing the course length and conducting the series during the lunch period has resulted in a wider reach across the Trust. It also demonstrates that teams can attend to work on a joint QI project.ConclusionThrough the creation of a virtual learning series, the QI team have been able to continue to build sustainable understanding of QI Trust-wide.

IntroductionPart of the Practice Educator role is to coordinate and teach on a variety of courses. We see these as essential in allowing our nurses to provide specialist care. We have a range of franchise modules some of which equip nurse with skills that can be used around the trust such a high dependency and neonatal care, and some of which provides in depth knowledge of particular specialisms. We will demonstrate the three main impacts of the courses which are on nursing and allied health professional workforce, on the patients and Gosh.MethodWe have generated quotes and reflections from patients, families and nurses on how the courses run at GOSH impacts on them. We have generated quantitative and qualitative data to highlight the number of attendees internally and externally, and the income.Results and analysisThe results shows how it has made the nurses more confident and competent practitioners. This ensures we are equipping our nursing staff to be expert in the child’s conditions in today’s society where parents are equally becoming the expert.Our courses have created a better patient experience reported from patients themselves. Our courses allows patients to remain or return to their speciality ward by equipping nurses with the skills to provide High Dependency Care across a selection of wards.Courses are not only open to internal candidates but to external trusts. This shows that we have created revenue for the organisation, which can be reinvested back into nursing education. Our courses have nurses from all over the United Kingdom which has allowed us to build up increasingly strong nursing links, sharing experiences, offering advice and resources.ConclusionOverall this demonstrates that the impact courses have on our trust vision of retention, sustainability, and networking with outside the organisation.

Background Working in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia. Methods A descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05. Results The results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale “Cultural Knowledge” particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge. Conclusions The study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.

Interdisciplinary introduction to quantum information science (QIS) courses are proliferating at universities across the US, but the experiences of instructors in these courses have remained largely unexplored in the discipline-based education research (DBER) communities. Here, we address this gap by reporting on the findings of a survey of instructors teaching introduction to QIS courses at institutions across the U.S., primarily at the undergraduate or hybrid undergraduate and graduate level, as well as follow-up focus interviews with six individual instructors. Key themes from this analysis include challenges and opportunities associated with the diversity of instructor and student backgrounds, student difficulties with the mathematical formalism (especially though not exclusively with linear algebra), and the need for better textbooks and curricular materials. We also find that while course topics are ostensibly similar, each course is crafted by its instructor to tell a different story about QIS and to uniquely balance goals such as accessibility and academic rigor, such that no canonical introduction to QIS course emerges from our dataset. We discuss the implications of this finding with regard to the benefits and risks associated with standardization of curricula as QIS coursework matures.

The Children’s Acute Transport service (CATS) is a stand-alone paediatric critical care transport service with a small core team of 12 nurses. With COVID restrictions limiting the number of personnel in office, staff deployed to other services, there were less opportunities to work and socialise together.A session in an a training day allowed time for everyone to share their experience of the pandemic so far. Staff gained insight into each others experiences, and anxieties, and were able to re-connect as a team. To promote wellbeing, external speakers were engaged to provide training on stress, self care, and psychological PPE which will form part of our annual updates.

The Children’s Acute Transport service (CATS) is a stand-alone paediatric critical care transport service in the North Thames and East Anglia region. In February 2020, it became evident we would be involved in the inter hospital transfer of potential and confirmed Covid positive patients, necessitating the rapid generation of a plan to examine our process and recalibrate for the pandemic.All aspects of the transfer process were examined and adapted where necessary, from screening questions at point of referral, minimising equipment, and communication using 2 way radios. Simulation and feedback provided the opportunity to assess if these interventions were practical and could ensure a safe transfer.

Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is a sport-based physical education curriculum and instructional model that has been espoused to operationalize physical literacy. The purpose of this study was to examine the effects of sport education within a compulsory physical education program on university students’ physical literacy and physical activity levels. A parallel-group single-blind cluster-randomized research design was used to examine the effect of a 10-lesson sport education intervention in physical education on students’ physical activity and physical literacy from baseline through post-intervention and follow-up phases. A total of 372 participants completed all phases of data collection. Results showed increases in the affective and social domains of physical literacy across both groups. Findings also revealed a greater increase in daily self-reported physical activity levels and a reduction in perceived disempowering motivational climate in the sport education group at the follow-up phase. With a limited controlling and ego-evolving climate, sport education was found to be beneficial in developing the behavioral domain of undergraduate student physical literacy.

The two main trends in the development of higher education worldwide are universal access and digital transformation. These trends are bringing about an increase in class sizes and the growth of online higher education. Previous studies indicated that both the large-class setting and online delivery threaten the quality, and the exploration of strategies to ensure quality teaching and learning in the large-class setting was in face-to-face or blended learning mode. This study contributes to this topic by exploring the quality of teaching and learning in a new scenario: the fully online large university class. Furthermore, it proposes to use student engagement as a new means to explore the quality of teaching and learning in a large-class setting as it offers evidence on quality from the in-itinere perspective rather than the more commonly ex-post perspective offered by existing studies, collected, for example, from student feedback or course grades. This study was conducted in a mandatory course at an Italian university. Both the Moodle log data and students' reflective diaries are collected to analyze the presence of students' behavioral, emotional, and cognitive engagement. Tableau and NVivo handle the quantitative and qualitative data, respectively. By confirming the presence of all three types of engagement, the result indicates quality teaching and learning happens in the fully online large university class. Since we select both 'high-grade' and 'low-grade' students as representative samples, the Tableau visualization also indicates that only using behavioral engagement to predict students' academic performance is unreliable. (HRK / Abstract übernommen).