- 1. Using mobile technology to develop research skills in
clinically basedAllied Health Professionals. Heidi Probst1, Tom
Holland2, Mel Lindley1, Ann McDonnell1, Steve Sidaway2, Sue Walsh1,
C Wright1. 1Sheffield Hallam University, 2MyKnowledgeMap
2. Allied Health Professionals There are over 130,000 Allied
Health Practitioners (AHPs) working across a range of sectors in
the UK; contributing critical expertise in a number of care
pathways. Therapy radiographers Diagnostoc radiographers
Occupational Therapists Physiotherapists 3. 1-The Problem Research
from AHPs is known to lag behind that of nursing and medicine
resulting in a lower evidence base to services and care compared
with other professions. DH policy focuses on the need for greater
innovation in health care delivery. Research and intrapreneurial
activity (corporate entrepreneurs) are inextricably linked. Access
to online e-learning courses from within the hospital environment
is problematic- tools such as Blackboard and Pebblepad access is
restricted because of tight hospital firewalls making University
supported learning in the workplace difficult. 4. 2-The Problem The
role of the radiographer in The role of complimentary therapy in..
Dont know but something about breast cancer A lack of creativity in
dissertation topics from MSc students 5. National Drivers that
Frame the Problem The Department of Health QIPP (Quality
Innovation, Productivity and Prevention)3 agenda requires
practitioners to consider efficient and productive ways of
providing safe care for patients. This agenda needs innovative,
intrapreneurial practitioners across a range of professions to
drive change. 6. National Drivers that Frame the Problem
Radiotherapy: Developing a world class service Health Education
England Domain 3 evidence that links education and training to
improvement and innovation in patient care Liberating the NHS:
Developing the healthcare Workforce hardwiring innovation into the
curricula of courses 7. Sheffield Hallam University There appears
to be a disconnect between practitioners day to day service
delivery problems and University supported learning. Access to
online e-learning courses from within the hospital environment is
problematic- tools such as Blackboard and Pebblepad access is
restricted because of tight hospital firewalls making University
supported learning in the workplace difficult. To increase
innovative thinking in our students maybe we need to be more
innovative 8. Developing Research Skills through an Intrapreneurial
Lens individuals who take responsibility for developing new
innovations, thinking outside the box and showing creativity who
operate within an existing organization. Dayhoff and Moore (2003)
9. The Path to Intrapreneurship Sheffield Hallam University 10.
Intrapreneurial Learning Methods Application Learning by doing
Task-based learning. Tasks reflective of the activities undertaken
by clinical researchers. Learning from networking Participants
required to use existing networks within their local employing
organisation to gain understanding and perspectives on their
proposed research. Learning from mentors/role models Short audio
files from intrapreneurs used to highlight strategies for
overcoming barriers and challenges to innovation within the NHS.
Use of AHP researchers to comment on participant blogs and provide
expertise from their research experiences Learning from mistakes
Opportunity to reflect on a previous research failure. Learning
through challenging tasks Tasks designed to take practitioners out
of their comfort zone but with an opportunity for support through
peer and moderated blog discussions. Translation of the
Intraprenurial Pedagogy into a Task Based Smartphone App- The RAHP
App 11. Task 1 Elevator Pitch- The research idea 2 The Literature
in the Field 3 Method/Study Design 4 Gaining Stakeholder Input 5
Learning from Failure 6 The Full Proposal 12. Pilot Project
Qualified, practicing AHPs invited from Diagnostic Imaging,
Radiation Therapy, Physiotherapy and Occupational Therapy. Short
non-credit bearing course designed to be completed in 6-8 weeks
entirely work-based learning Individual feedback via a mentor from
the University. Six tasks via a smartphone app plus additional
resources available through a dedicated website. 13. Testing and
Evaluation 3 Experienced AHPs used the app prior to the programme
going live I like the style of this programme. The resources are
well thought out and varied (evaluator 1) , ...this is really
useful as you can expand on every task as you see fit. I like the
blog/reflective journal too as this can be used as an integral part
of the research process and as you progress through the project can
be used in your research process particularly in more qualitative
designs where the researchers perspective needs to be explored.
(evaluator 2), 14. Evaluation Love the idea and wish there was
something like this available when I started in research (evaluator
3) 15. Key Benefits of the Smartphone App Engagement of AHPs in
research activity who are not in research roles and who otherwise
would not have experienced development of a research proposal.
Allows the individual to gain stakeholder perspectives on the
research idea from within the moment reflections at research forums
or one to one meetings with members of the wider multi-disciplinary
team. The learner becomes the conductor of their own learning (as
opposed to the tutor) bringing in relevant stakeholders when
required. Early evaluations from students indicate improved
participants skills/knowledge in the research process, appraising
research evidence, and designing a research project. 16. Key
Benefits continued Allows collection of evidence, documents,
images, videos, and audio recordings Helps to improve time
management of trainee Participants gain from the direct one to one
feedback obtained through the app from their mentor Trainees can
easily see and monitor their progress as tasks are completed Helps
to monitor and track trainee progress in an interactive way Cost
effective Can access the web version as well as the app so not
exclusive to smartphone/tablet owners Trainees can access and work
on the app offline getting stakeholder input on the job without the
need for wi-fi, avoiding the difficulties associated with hospital
fire walls 17. What next? We are using the R-AHP app with
representatives at a national Radiotherapy research Think Tank.
Potential to enhance the student experience during the dissertation
process on MSc health courses 18. Student feedback 19. References
1. Allied health Professions Federation. (2012. The Role of AHPs.
http://www.ahpf.org.uk/RFAHP.htm 2. Amo, B. & Kolvereid, L.
2005. ORGANIZATIONAL STRATEGY, INDIVIDUAL PERSONALITY AND
INNOVATION BEHAVIOR. Journal of Enterprising Culture, 13, (1) 7-19
3. Department of Health. Department of Health QIPP agenda-
Innovation. 2011. Ref Type: Online Source
http://www.dh.gov.uk/health/category/policy-
areas/nhs/quality/qipp/ 4. Department of Health 2012, Liberating
the NHS: Developing the Healthcare Workforce (from design to
delivery).
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicy
AndGuidance/DH_132076 5. Probst H, Eddy D, Eddy A, Cummings J 2
INSPIRE: Increasing Intrapreneurial Skills through Pedagogy,
increases Innovation, Retention and Employability. 2012, Report
http://www.shu.ac.uk/research/hsc/reports 6. Salmon, G. 2004.
E-moderating: The key to teaching and learning online, second
edition ed. Routledge Falmer.