Abstract:

The School of Health Sciences at the University of Liverpool (United Kingdom) delivers pre-registration healthcare education for nurses and five allied health professions. Not only do these future registrants have to meet the standards of proficiency for their respective healthcare regulatory body, but they must also be equipped with the knowledge, skills, and behaviours to work within an increasingly complex, uncertain, and ambiguous UK healthcare system (Pandit, 2020). This requires a different approach to healthcare education delivery; as technology advances at an unprecedented pace, fuelled by the recent COVID-19 pandemic (Agastini et al, 2020), and the associated shift to digital learning delivery, healthcare education institutions (HEIs) are incorporating innovative digital tools and platforms to enhance learning experiences, whilst adapting to the changing needs of students, and the clinical arenas that they will be working within. Alongside this, the incorporation of clinical simulation delivery utilising high-fidelity technology, means that healthcare HEIs must develop a meaningful digital education and innovation approach, which aligns with the needs of external stakeholders, professional and regulatory body requirements, the changing needs of this generation of students and the future healthcare workforce (Benitez-Marques et al, 2022), whilst recognising the quality assurance requirements of the higher education sector.

This case study will outline the development and implementation of a comprehensive multi-professional, healthcare, digital education and innovation strategy for the School of Health Sciences in 2023, with the overarching ambition of meeting the needs of current and future students. The project adopted a qualitative design, incorporating an in-depth literature review, and the gathering of data from key stakeholders via face-to-face meetings. Findings were then reflected through the Strengths/Weaknesses/Opportunities/Barriers (SWOB) tool, an analytical framework for matching an organisation's capabilities, and capacities to the environment in which it operates (Chartered Institute of Personnel and Development (CIPD), 2023). In turn, this SWOB summary was circulated across stakeholders for further comment and edit. This process of checking and refining meant that key personnel were engaged throughout the development. The final agreed document articulated the establishment of short-, medium-, and long-term objectives with a defined delivery timeline. Analysis and evaluation of the strategy implementation will also be discussed, including lessons learned and adaptations required for future student cohorts - Generation Alpha.

References:
[1] Pandit, M. (2020) “Critical factors for successful management of VUCA times” BMJ Leader, available at bmjleader.bmj.com – Accessed 19/11/2023
[2] Agasisti T., Frattini F., Soncin M. (2020) “Digital Innovation in Times of Emergency: Reactions from a School of Management in Italy”. Sustainability; 12(24): 10312.
[3] Benítez-Márquez M., Sánchez-Teba E., Bermúdez-González G. & Núñez-Rydman, E. (2022) “Generation Z Within the Workforce and in the Workplace: A Bibliometric Analysis”. Frontiers in Psychology. doi: 10.3389/fpsyg.2021.736820
[4] Chartered Institute of Personnel & Development available at https://www.cipd.org/uk/knowledge/factsheets/swot-analysis-factsheet/ accessed 19/11/2023

Keywords:

Digital education, innovation, strategy.