Abstract
An initial pilot study of digital education identified many associated challenges for the social care workforce in accessing teaching and learning specific to their field of practice. Findings from this study ascertained that the emergence of the Covid-19 pandemic, alongside other factors, highlighted the many challenges experienced by this workforce in accessing and engaging with educational interventions. Following a scoping exercise with stakeholders in the Northwest of England gaps were identified in the existing knowledge and skills required to meet the complex health and social care needs of residents living within a care home setting. In response, a pilot programme of education was developed colligatively between a Higher Education Institution and stakeholders in an attempt to provide quality assured education which is easily accessible and specific to those within the social care workforce. This implementation set out to standardise the provision of education within the sector. However, an analysis of the evaluation gathered from the initial pilot study revealed that challenges still existed and were limiting access and engagement. Key findings indicated that enrolment process, accessibility to training, time constraints and relevance to practice were prime concerns often preventing engagement. In order to better understand the student's perceptions and experiences of learning through digital technologies and the challenges that existed, models of digital delivery were explored with a view to supporting the development team in redesigning the delivery and original learning content. Emerging findings suggest that successful digital delivery is dependent upon many factors including the relativity of technology to the intended audience. Employees within the health and social care workforce often adopt a humanistic approach to their caring responsibilities and thrive on personal interactions. This barrier was identified, and an intervention developed to increase interaction amongst participants whilst promoting socialisation and collaboration. Emerging findings are suggesting that active engagement amongst participants depended on the availability of electronic devices, ease of access to the learning content and level of interaction with fellow participants thus providing an opportunity for online socialisation and peer-to-peer feedback. In addition, the application process and its content were restructured providing a simple one step approach to registration. Interestingly, the number of those now enrolling has increased significantly, suggesting that the simplicity and consideration of intrinsic, social and external motivations are contributory factors when considering successful digital education within social care.