An e-education Strategy for NHS Education for Scotland

Transcription

1 An e-education Strategy for NHS Education for Scotland Enabling Learning through Technology: Towards a Service-wide Strategy and Action Plan for e-education in NHSScotland

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3 An e-education Strategy for NHS Education for Scotland Enabling Learning through Technology: Towards a Service-wide Strategy and Action Plan for e-education in NHSScotland Authors Dr Mike Watson Dr Ann Wales Dr Kim Walker Mr Kenneth Fee Director of Medicine NES Programme Director for Knowledge Services Management Education Manager Consultant

4 Contents 1. Aim of this strategy 4 2. Vision 5 3. What do we understand by e-education in NES? 6 4. Context and building blocks 7 5. Delivering the vision 6. The co-ordination of e-education internally within NES 5 7. Procurement, adoption of technologies, and commissioning of e-education 6 8. Quality Assurance 7 9. Capacity, scalability and legacy issues Further development Outcomes and benefits 0 Appendix 1: Quality assuring e-education Appendix 2: Responses to consultation 3

5 Foreword NHS Education for Scotland (NES) helps provide better patient care by providing educational solutions for workforce development. We do this by designing, commissioning, quality assuring and where appropriate providing education for NHSScotland staff. e-education is routinely used as a core delivery mechanism for educational and training interventions, not just by NES but by a growing number of providers. There is consequently a need to develop a consistent approach to the commissioning, production, use and quality assurance of the wide range of the e-education materials and tools available now and in the future. Effective and accessible e-education will empower all NHSScotland staff through equitable access to more flexible learning opportunities appropriate to their needs. Ultimately patients and the public will be able to access sources of information that will facilitate their understanding of and participation in individual patient care. This statement of NES s strategic commitment defines the groundwork for developing a future, coherent, Service-wide implementation plan. The plan will realise the full potential of e-education through collaboration across local and national levels, exploiting the potential of new and emerging learning technologies within the context of sound educational principles and NES s broader framework of educational support. I am delighted to launch our e-education Strategy at the 2008 NHSScotland Better Health, Better Care event. Malcolm Wright Chief Executive NHS Education for Scotland 3

6 1. Aim of this strategy 1.1 This strategy outlines the commitment of NHS Education for Scotland (NES) to a vision and outcome-oriented action plan designed to ensure that e-education supports staff, patients and the wider public to maximise benefits to patient care. The term e-education is used to encompass widening access to and the use of educational materials (e-learning), but also e-support systems which allow planning, recording and reflection on educational and training activity. 1.2 The strategy is NES s response to initial Service-wide consultations conducted during 2006 and 2007, and subsequent comments received on a draft of the strategy in It builds on the foundations provided by NES s e-education successes to date, in the form of: the NHSScotland e-library (almost 60,000 registered users), e-portfolio, DOTS (Doctors Online Training Scheme) and a wide range of e-education content (e.g. Hospital Associated Infection). The aim is to empower all NHS staff through equitable access to more flexible learning opportunities appropriate to their needs. Ultimately patients and the public will be able to access sources of information that will facilitate their understanding of and participation in individual patient care. 1.3 The statement of strategic commitment defines the groundwork for developing a future, coherent, Service-wide implementation plan. The plan will aim to realise the full potential of e-education through collaboration across local and national levels, exploiting the potential of new and emerging learning technologies within the context of sound educational principles and NES s broader framework of educational support. 1.4 The first part of the strategy defines the overall long-term vision and plan of action for supporting e-education developments across NHSScotland. The second part details a coordinated approach to management of e-education internally within NES that will set a benchmark for other organisations, whilst accommodating the ability to use local products, and adapt national products for local need, where appropriate. 4

7 2. Vision 2.1 The long-term vision is of learning, technology and healthcare delivery working and co-evolving in synergy across NHSScotland, to embed learning in healthcare practice and policy and in development of the healthcare workforce, services and organisations. 2.2 Realising this vision will take time and depends upon: Adoption of a collaborative, coordinated strategic and operational approach to e-education, founded upon common standards, policies and quality assurance processes across healthcare organisations. Development of skills and capacity within NES and the wider Service in aligning application of e-education technologies with best practice in teaching and learning. Close collaboration with service providers to create a NHS-wide, shared e-education environment which facilitates equitable and flexible access to national e-education opportunities at point and time of need. At the same time the strategy recognises the requirement to incorporate local solutions for particular issues. Adoption of a learner-centred approach. This involves providing tools, and developing skills, to enable healthcare staff to take responsibility for their own learning. Ultimately providing every member of healthcare staff with a personal learning environment which customises content, delivery, recording and reflection to suit their personal learning styles, experience and skills. At the same time it will give a standard framework for the provision of evidence to meet the needs of an external healthcare regulator. Integrating the principles and products of this strategy in other systems, and programmes of work for delivering healthcare and facilitating learning. 5

8 3. What do we understand by e-education in NES? 3.1 e-education is an approach to education and training which utilises digital technologies, to enable, distribute and enhance learning and recording of learning outcomes. 3.2 e-education includes three broad models, often delivered as part of a blended learning approach. 1 Online courses that provide learning solely via the World Wide Web. 2 Programmes that integrate online learning with offline digital delivery (such as the use of CD-roms). 3 The provision of online learning resources and tools for self-directed learning, and social learning by communities of practice, rather than through a defined course or curriculum. NES is committed to ensuring the availability of all three, to be used as appropriate within a managed learning environment which relates to personal development plans. There will be a need for significant staff development for those charged with delivery to promote expertise in this area. It must also be recognised that this only represents one approach to learning. Individuals vary in their styles of learning, and different delivery vehicles or a blended approach may also be best suited to particular learning outcomes and learning contexts. 6

9 4. Context and building blocks 4.1 This strategy aims to ensure that e-education in NHSScotland responds to key drivers in the wider healthcare and learning contexts. 4.2 Many staff have limited access to learning opportunities delivered through traditional routes, due, for example, to limitations of time, geography and cost. Often people s learning needs are not met by formal programmes of education but require a more self-directed approach. e-education can help to deal with these issues. 4.3 NES will help to provide better patient care by designing, commissioning, quality assuring and, where appropriate, providing e-education for the NHS workforce in Scotland. 4.4 e-education should be especially useful where: u there is a need to implement a more-or-less standard learning programme on a large-scale u there is a need to deliver learning within a short timescale u face-to-face methods would be cost-prohibitive u there is a frequent need to update or amend the learning content u learning content requires a significant degree of personalisation u there is a need to co-ordinate diverse elements such as on-the-job activities, simulations, readings and assessments u learners are looking for self-managed solutions. 4.5 Healthcare education is undergoing a general transition towards more reflective models of learning, developing skills and knowledge in accordance with individual needs and job requirements, rather than depending exclusively on defined courses delivered by institutions and organisations. The Knowledge and Skills Framework (KSF) requires all healthcare staff to have a Personal Learning Plan tailored to the needs of their role. Medical and dental staff similarly are adopting personal and professional development approaches based upon individual reflection, appraisal and supported analysis of individual learning needs. This strategy proposes development of personal learning environments incorporating personal e-portfolios as a means to support personalised learning. 4.6 Many individual high quality e-education solutions are provided throughout NHSScotland. However, overall, the picture of e-education provision is fragmented and partial. With a few exceptions, systems have been designed and developed independently using a multiplicity of approaches and technologies, and frequently without adherence to common standards for technology or content. Consequently, the system as a whole suffers from duplication and additionality and does not readily support cost-effective sharing of resources or a seamless learning experience. 4.7 Against this backdrop of divergent systems, NES aims to provide better coordination of development of the e-education infrastructure for Scotland. The national systems currently provided, some of which are multi-disciplinary, others focusing on specific staff groups, indicate the power of a national approach. The importance of the Knowledge and Skills Framework and the e-ksf in supporting personal and professional development across the majority of staff groups make it clear that the e-ksf needs to be central to any future national e-education infrastructure. 7

10 4.8 e-portfolio/dots and the e-ksf e-portfolio systems encourage a structured approach to the recording of assessments and learning outcomes that facilitate planning of learning, collection of evidence and documentation of achievement both for the individual and relevant external agencies An e-portfolio is owned by the individual, and the content remains unique to the individual, with access for others being on an agreed to know basis DOTS functions as a Learner Management System, setting and delivering training targets according to designation and user grouping. Combined with a messaging system it also helps support local, regional and national communication with trainees and their supervisors. When integrated with the e-portfolio and other NES training packages, DOTS provides a seamless approach to support of doctors in training. The same approach of linking a Learner Management System to a personal portfolio is readily applicable to other systems and staff groups The e-ksf provides a structured framework for analysing personal development needs against defined competences in order to fulfill the requirements of the individual s role within the health service. It is the basis for recording and directing staff development linked to a personal learning plan. There needs to be capacity for close linkage between the portfolio function and e-ksf frameworks. It is envisaged that e-portfolio and e-ksf services will form central components of the future personal learning environment for healthcare staff. Within this learning environment, it is envisaged that the learner will be able to store, organise and share with colleagues selected learning resources and tools provided nationally via a system such as the e-library The e-portfolio will provide a flexible structured framework for recording relevant information that will assist health professionals to meet the requirements of their regulatory body for a continuing licence to practice. 8

11 4.9 e-library and knowledge services The e-library and its underpinning knowledge services infrastructure have a key role to play in facilitating e-education. They provides a range of resources, tools and expertise which are essential to a whole-systems approach to e-education: u access to a wide array of learning resources for all staff groups u standards-based cataloguing tools which can support management, description and sharing of, reusable learning content u a search engine which can work via harvesting or real-time federated approaches to give users a single integrated point of access to learning resources from multiple collections u collaborative virtual workspaces and social networking tools (Community Space) which support online learning communities u a personal web space for every e-library user (My Community Space) where key resources, updating services and contacts can be organised, and professional interests shared with colleagues The intention is to build upon the foundations laid by these national systems to create a distributed e-education environment based on standards for sharing learning resources. This environment will connect local and national systems in a flexible and dynamic way, enabling widespread and flexible access to learning opportunities across the service NES s strategy for knowledge management (From Knowing to Doing: transforming knowledge into practice in NHSScotland; NES, 2006) defines knowledge management principles and practical developments that will widen access to knowledge resources across NHSScotland, develop staff competences in managing knowledge effectively, and create a distributed, standards-based technology infrastructure (the Scottish Health Information Environment) in which resources can be shared across organisations and services in an integrated way. This knowledge management infrastructure provides several of the key technical and conceptual elements that will underpin an integrated e-education environment. 9

12 4.10 e-health and e-education e-health focuses on innovative use of information and communication technology for facilitating communication, decision making, management and the delivery of healthcare locally and nationally. It is based on a commitment to a global, networked approach to healthcare, and aims to stimulate thought and discussion about the broad range of issues and opportunities that technology offers in the healthcare setting to both healthcare professionals and patients. As such, e-education integrally supports the aims and principles of the e-health agenda. The array of learning opportunities already available and the likely development of future capacity is impressive. Access to such opportunities depends on a quality IT infrastructure; at present there remain significant barriers to access for many staff groups. Boards will develop their infrastructure at varying rates, but NES will work with partners in the service to ensure learners wherever possible have access to IT resources that will allow access to sophisticated e-educational products. Recommendation 1: NES should work closely with service stakeholders to try to improve access for all staff to high quality IT resources. 10

13 5. Delivering the vision: an action plan to build on existing foundations 5.1 The vision of a coordinated, personalised high quality e-education environment for NHSScotland will be realised through united commitment to the following cross-cutting principles: u equity of access to learning opportunities, when and where needed by the learner u a learner-centred approach to service design and delivery u angagement of local and national stakeholders u a system founded on standards for content, technology and learning practice u collaboration and sharing of resources and expertise u innovation and creativity u minimising waste and maximising benefit u continuous formal evaluation and monitoring of implementation, identifying wherever possible the relevance of learning outcomes. 5.2 NES will support a programme of work based on these principles and focused on three interdependent themes, designed to integrate adoption of technology at strategic and technical levels and in teaching and learning practice: 1 Strategy and Policy 2 Learning and Teaching Capacity 3 Technology Architecture. All workstreams will be subject to a continuous process of evaluation of educational outcomes and impact Strategy and Policy NES will bring stakeholders in the NHS and partner organisations together to build a collective vision and shared accountability through a fully coordinated strategy for e-education with active engagement and contribution across geographic and Special Boards. This coordinated strategy will be founded on a set of approved guidelines, policies, standards and quality assurance processes to facilitate development of local action plans and effective, responsible delivery of e-education through a shared learning environment. 11

14 Recommendation 2: NES should establish an e-education Strategy Implementation Group to lead the development of a collective vision of a framework for e-education in the NHS in Scotland and advise on the methods of implementation. Deliverables and timescales u Convening of Strategy Implementation Group: June 2008 u Publication of coordinated strategy with associated guidelines and standards: March Teaching and Learning Capacity Both within NES and in the wider service there is a need for a greater understanding of the potential of technology in learning and teaching, and the strategic, practical and financial implications of provision. NES will work in partnership with e-education expertise in Higher Education and other sectors to provide guidance and support for practitioners to develop their confidence and skills in designing and facilitating e-education in different contexts and with different pedagogical approaches according to need. This workstream will facilitate access to learning resources, tools and services to support practitioners in delivering e-education; and will help them to share and evaluate their practice. Learning capacity to maximise effective use of an e-education environment will be built through provision of resources and tools to help staff to develop the generic skills of learning how to learn ie defining individual learning needs, and preferred learning styles; identifying and using appropriate learning resources and methods. Deliverables and timescales Portfolio of resources, guidelines and tools to support teaching and learning in an e-education environment: March Recommendation 3: NES should establish an e-education Support Group to advise on definition of user requirements and proposals to cascade training to NHS staff to help them optimise the value of e-education more broadly. 12

15 5.2.3 Technology architecture At present, e-education tools within NES and NHSScotland as a whole are contained within independent, isolated systems which make it hard to combine and share services and resources. This restricts support for personalisation and for a flexible and integrated learning experience. The technology workstream will define a shared ( federated ) e-education architectural model. This will ensure seamless interfacing across key national and local e-education applications including e-library, e-portfolio, DOTS and e-ksf, with the potential to extend into Higher and Further Education environments. This will be achieved through: u sharing of learning resources and tools u access to interactive services, communication and social networking tools to support learning communities and individual learning needs u publication and hosting of new learning content u single sign-on, ie a common user id and password usable across systems, and access from a personal webspace to personal resources and services from the federated environment. u learner tracking and recording facilities. The architecture needs to be defined but will build on successful work already carried out to establish a federated architecture for e-library and Knowledge Services and DOTS. Key components can be expected to include: u shared authentication u directories of services and resources to support users and system developers in identifying learning opportunities and potential for sharing resources. u adapters to facilitate interfacing across systems u interoperability standards technical, learning and information-focused u distributed repositories of learning objects, connected through interoperability standards u remote real-time cross-searching working in concert with interoperability standards. A specification will be defined for a national learning management system (LMS) that would integrate most effectively with this shared learning environment. Open source solutions, existing LMSs adopted within NES and the wider Service, and other commercial alternatives will be evaluated (including an assessment of cost effectiveness) against this specification to select the best option for NES. Recommendation 4: NES should establish an e-education Technical Group to advise on a federated e-education architecture for adoption by NES, and the use of new technologies as they arise. 13

16 Deliverables and timescales u Define user requirements for e-education architecture: end of October 2008 u Produce architectural model and specification for Learning Management System: end of February 2009 u Produce phased workplan for evaluation of LMS options and implementation of architectural model: end of March Governance structures The e-education Strategy Implementation Group will be formed to advise on the definition and delivery of this programme of work. To ensure wide involvement of the NHS, representation will include: leads for the key NES e-education applications; Higher Education; professional bodies, Knowledge and Skills Framework Leads and e-education representatives on a regional basis from the wider NHS and the e-learning alliance NHS special interest group. The work of this group will be supported by NES e-education Support and e-education Technical subgroups. 14

17 6. The coordination of e-education internally within NES As a prerequisite for achieving a coherent, collaborative approach to e-education across the Service, NES will ensure effective coordination of its own internal e-education developments. 6.1 NES will need to identify a leader for e-education initiatives who acts as a coordinator of e-education. 6.2 All NES staff contemplating new e-education initiatives, or significant changes to existing initiatives, will be required to consult first with the e-education coordinator. 6.3 All NES staff contemplating acquiring new technologies for e-education, or retaining suppliers or consultants, or entering into partnership agreements, or employing new staff, will be required to consult first with the e-education coordinator. 6.4 An inventory of all of e-education programmes should be maintained, including a register of suppliers, licence agreements, hosting agreements, and software support agreements. An up-to-date record of learner numbers will also be maintained. 6.5 The coordinator will provide advice and support to NES e-education initiatives, by coordinating a network of experts in various aspects of e-education, and by convening advisory groups as may be required. A formal process of evaluating e-education initiatives will be established. 6.6 The role of the coordinator should extend the close liaison between the e-portfolio, e-library and DOTS teams, such that NES work in knowledge management and e-education is appropriately developed.. Recommendation 5: A leader will be identified from within NES to co-ordinate and integrate the NES approach to e-education. 15

18 7. Procurement, adoption of technologies, and commissioning of e-education 7.1 E-Education is governed by the same procedures for procurement as all other purchases and acquisitions by NES. However, there are distinct peculiarities about e-education. 7.2 NES seeks to work only with software that is compatible with other software, and allows the maximum ease of interoperability to permit transfer of content between different learning environments through standards compliance and metadata tagging. SCORM* (Sharable Content Object Reference Model) is the most widely accepted software standard although there are different aspects to SCORM. New technologies will be adopted when they can add value: the function of the technology is to serve the learning. 7.3 When commissioning e-education, NES seeks to work with suppliers who recognise and abide by these principles, understand the learning process, and use plain language comprehensible to all. 7.4 At present there are too many different virtual learning environments (VLEs) deployed by NES. There should now be a moratorium on building or commissioning new VLEs, pending review of the efficacy of those currently in use, and rationalisation of current commitments to management, licences, hosting and software support. The long-term aim is to have a single VLE, or complete interoperability between a small number of VLEs. 16 * Footnote: SCORM is a collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-education capabilities that enable interoperability, accessibility and reusability of web-based learning content. From SCORM is a registered trademark of the Advanced Distributed Learning (ADL) Initiative, of the United States Department of Defense.

19 8. Quality Assurance There is a need for quality assurance of e-education content provision by NES, but it should also be recognised that e-portfolios can make a wider contribution to the quality assurance of training and education 8.1 Quality assurance of content NES e-education provision is subject to the same approach to educational governance as all NES education and training Furthermore, there are three dimensions of e-education: technology; content; and learning design (sometimes described as pedagogy). NES will quality-assure all three aspects as follows: i. Technology Firstly, via standards of compliance and adherence to the procurement guidelines. Secondly, by rigorous testing to ensure the technology can cope with the demands that will be made of it. ii. Content By reference to subject experts: utilisation of expert authors, sub-editors and editors, and by peer review. Developers and commissioners will be free to establish their own systems for each programme, in line with user requirements, provided these minimum standards are met. NES will endeavour to ensure accuracy of all content as a high priority. iii. Learning Design the twin-track model represents two main levels of provision defined by the technical demands. This recognises the uneven provision of IT support within the NHS in Scotland. u Minimum standard version of all e-education, ensuring access to all users who can obtain access to a minimum standard of equipment, comprising a basic PC with internet connection. This provision ensures the best chance of compliance with the requirement to guarantee equality of access for all. u Optimum standard versions of e-education, striving for excellence, for users with better equipment, including broadband connection and capability to receive animations and simulations, sound and streaming video. This provision ensures NES s e-education development will keep abreast of best practice, and will afford opportunities for learners to access the most stimulating and engaging e-education available. Further guidance on quality assurance of provision is available in appendix 1. 17

20 9. Capacity, scalability and legacy issues 9.1 NES will coordinate the efforts of a variety of stakeholders in an endeavour to develop the capacity to enable the availability of a high volume of e-education content to the entire workforce of the NHS in Scotland. This will involve setting standards for technological development and creating a scalable infrastructure that ultimately should have the ability to support tens of thousands of learners undertaking hundreds of discrete programmes. 9.2 Costs of maintaining and supporting e-education, including costs associated with quality assurance must be built into future budget plans across NHSScotland. 9.3 All learning processes and content designed or commissioned by NES must remain the intellectual property of NES. Discussions with partners must be conducted from the standpoint of guaranteeing these rights. In certain circumstances, it may be possible and desirable to grant licences to partners to offer the e-education to other markets, especially where NES can share the benefits, but this should not include sale of that e-education to NHS users within Scotland. 9.4 These considerations notwithstanding, NES will endeavour to ensure that the e-education it owns can be made available to wider audiences whenever and wherever that is appropriate. 18

21 10. Further development This strategy should provide guidance and a general approach for forward planning of e-education in NES, for the identification of related key performance targets in the NES Corporate Plan, and the development of action plans NES seeks to provide leadership in e-education to all those involved in education and training in the NHS in Scotland. This strategy needs to be developed in partnership with further and higher education, professional bodies, and all those concerned with the provision of education and training for the NHS workforce in Scotland, taking account of the full range of contributions Staff development needs to be targeted at different staff groups in the NHS: NES staff NES will undertake a review of the competencies of staff within NES to contribute to the development of e-education, and assess the training requirement to ensure a core of NES experts in e-education NHS staff NES will develop an educational programme for staff involved in the provision of education in the NHS that will aim to improve the understanding of the contribution that e-education can make to a blended approach to learning and training. Themes will include e-education, use of e-support tools such as e-portfolio and further development of the e-library training function NES will promote current e-education activities and explore potential future developments with a variety of stakeholders from Scotland and the rest of the UK by organising a series of roadshow events all over Scotland NES will clarify the relationship between educational governance and quality assurance and consult on the requirements to formalise procedures for quality assuring e-education NES will participate in UK and international e-education groups in order to ensure that state of the art developments are rapidly disseminated within Scotland. 19

22 11. Outcomes and benefits The programme of work outlined in this strategy will aim to deliver the following outcomes and benefits. u Healthcare practitioners and managers, learners and teachers will have universal easy, equitable access to high quality learning materials relevant to their needs and to flexible learning systems and tools which can be customised to support their personal preferences and requirements. u Improved understanding among healthcare practitioners and managers of the potential of technology to support learning and teaching in support of healthcare delivery. u Facilitation of constructive change and innovation through enhanced capacity for use of technology to support learning and teaching. u A flexible and dynamic technical architecture for learning, founded on community involvement, collaboration and sharing, and designed to maximise cost-effective use of resources. u Implementation of national policies, systems and structures for e-education design and delivery, accompanied by guidance and support to help organisations and individuals to make effective choices and develop action plans for e-education. u Healthcare staff will be able to access a wide range of learning experiences, to make informed choices about their use of e-education services, and take responsibility for managing their own learning within a personal learning environment. u Healthcare practitioners and managers will be equipped with the skills and knowledge to manage and facilitate e-education in accordance with the needs of different contexts and individuals. u Develop and implement systems (portfolios) for the personal recording and monitoring of educational activity, with appropriate links to other supporting architectures such as e-ksf. 20

23 Appendix 1 Quality-assuring e-education A series of 21 standard statements relating to the four points have been devised as benchmarks for quality in education and training within NHSScotland organisations. Some of these need to be adapted slightly to take account of the differing circumstances of e-education. 1 Strategy 1.1 NES has an e-education strategy in place. 1.2 Goals, ethos and commitment are expressed in the e-education strategy. 1.3 The e-education strategy is informed by training needs analyses. 1.4 The e-education strategy is informed by professional and statutory requirements and recommendations. 2 Resources 2.1 Appropriate technology infrastructure is maintained. 2.2 All e-education is linked to the e-library. 2.3 All e-education staff are suitably qualified. 2.4 Budget plans are in place to sustain ongoing e-education. 2.5 IT support is in place. 2.6 Staff have access to the latest research to inform their CPD in e-education. 2.7 NES maintains a database of all its e-education provision, and relevant e-education provision by further and higher education and other partners. 3 Structures 3.1 Reporting mechanisms are in place for e-education, including regular monitoring and review of e-education s effectiveness. 3.2 NES has a co-ordinated approach to e-education, with central control of implementation of the e-education strategy. 3.3 NES maintains records of all its e-education activities. 3.4 NES conducts regular needs assessments to match service requirements with e-education provision. 3.5 NES links e-education to individual performance review via e-portfolio and e-ksf. 4 Outcomes 4.1 Where appropriate, online learning should be linked to clinical or other practical experience, to transfer learning to the workplace. 4.2 e-education is consistently at an appropriate standard/level to meet training needs identified by the service. 4.3 e-education provision fulfils the goals of the e-education strategy. 4.4 e-education is regularly reviewed to ensure it meets national and local standards. 4.5 e-education provision impacts on the quality of patient care. 21

24 Those implementing e-education need to expand these statements to reflect the specific circumstances of their e-education initiatives, devise means to generate evidence against each statement, and record performance to demonstrate quality. The framework can also be developed in other ways see the link in the footnote for more information Originally developed in 2000 by the National Board for Nursing, Midwifery and Health Visiting for Scotland. See

25 Appendix 2 Responses to Consultation The draft e-education strategy was widely circulated for consultation during the early part of The following organisations submitted responses which were taken into account in formulating the final version of the strategy: NHS Greater Glasgow and Clyde NHS 24 NHS Dumfries and Galloway Scottish Ambulance Service NHS Grampian NHS Health Scotland NHS Lothian (Medical Director) NHS Tayside NHS Ayrshire and Arran SNBTS Glasgow Caledonian University NHS Lothian (collated response via Head of OD) NHS Ayrshire and Arran (medical response) NES NMAHP 23

26 24 An e-education Strategy for NHS Education for Scotland

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