Designing video simulation to support student
awareness of Value Based Recruitment (VBR)
Background
• Non-technical professional values are significant
predictors of future job performance in healthcare.
• In 2014 Health Education England (HEE) published a
national Values Based Recruitment (VBR) framework to
ensure students recruited to work and train in the NHS
are employed for the values of the NHS Constitution as
well as their aptitude and skill.
• The idea that values can be strengthened by
intervention in professional healthcare training has
been explored in literature, however there is little
research on how this can be achieved.
Designing video simulation to support student
awareness of Value Based Recruitment (VBR)
Project aim:
To develop a tool of experiential learning experience to
aid the awareness of these values.
• Literature search conducted
• A team of multidisciplinary health professionals met
and designed a series of scenarios which assessed one
or more of the key competencies as identified by the
VBR framework.
• Each scenario was mapped to expected learning
outcomes.
• The scenarios were recorded, reviewed and edited
Pilot:
1.
2.
3.
4.
5.
6.
7.
8.
Two groups of mixed health
professional students
Background survey
Open discussion on values and VBR
Scenario 1
Discussion
Scenario 2
Discussion
Post-session survey
70%
Demographics
completed the post session
questionnaire
Total 17 students
47%
GENDER
70%
aged between 19-25 years
Data (quantitative)
Findings:
• Participants were able to critically analyse the scenarios presented before
them and to identify the issues relating to professionalism and patient
centred care.
• The value based themes which arose surpassed those which were
predicted as part of the set learning outcomes.
• Participants showed no bias for their own profession.
12/17 participants took part in a post-simulation survey:
• 91% respondents reported that the session was “enjoyable” “interesting”
and that they enjoyed learning with other healthcare professionals.
• 100% respondents rated the session to be either “useful” or “very useful”.
• 100% respondents knew about VBR by the end, prior to the session only
23% participants were aware.
Data (qualitative)
“The session was beneficial as it gave me more of an insight into the role of the pharmacist. Listening to
their views was interesting.”
“Beneficial - good to hear different points of view”
“I learnt a lot about nurses and how they perceive things. I enjoyed it.”
“I thought we all got on very well and learnt from each other”
“Enjoyable and very informative”
“It was a good experience”
Future development & potential
• Develop scenarios for the different domains of the
NHS core values using variety of health
professionals.
• Develop interactive real time scenarios for
experiential learning.
• Interview and selection process
• Teaching resource
References
• McKinlay, E., McBain, L. and Pullon, S. (2015), Developing film
resources for interprofessional education: effective partnerships. Medical
Education, 49: 1155–1156. doi: 10.1111/medu.12837
• Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D.,
Hammick, M., & Koppel, I. (2008). Interprofessional education: effects on
professional practice and health care outcomes. Cochrane Database of
systematic reviews, 1.
• Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012). An interprofessional
simulation promoting collaboration and problem solving among nursing
and allied health professional students. Clinical Simulation in Nursing, 8(8),
e325-e333.
• Clark, P. G.,(2002).Values and Voices in Teaching Gerontology and
Geriatrics: Case Studies as Stories. The Gerontologist 42 (3): 297-303
doi:10.1093/geront/42.3.297