Co-design of digital learning resources for care workers: reflections on the neurocare knowhow project

Figures & data

Table 1. Background of co-design participants in the validation stage.

4 People with motor neurone disease, cerebral palsy, functional neurological disorder and Huntington's disease Their families (2 spouses, 1 parent, 1 sibling) 5 Care workers from a care home group (some with previous experience of domiciliary care) 2 Care home managers 2 Care managers employed by a local authority 2 Care managers from a national neurological charity 1 Regional representative from another national neurological charity 1 Representative from local specialist neurological community service 1 Representative from local further education college health and social care faculty

Table 2. Relevant themes from analysis of workshop one and interviews.

Key issues for pwNC and families

Care workers’ knowledge of neurological conditions not always strong Seeing beyond the condition and recognising individual differences Importance of ‘soft skills’ as foundation for other skills

Key issues for care workers and care organisations

High staff turnover across sector for multiple reasons Training focus on generalist skills, rather than specialist e.g., neurological Fear of the unknown and possible consequences of limited knowledge Need for access to reliable and quality information resources

Table 3. Preferred features for learning platform and content.

Use of various media to suit different learning styles Use of video and images materials alongside text Real-life scenarios to help make connections with own practice Prefer documentary videos, not acted scenarios Recreate feeling of working alongside/shadowing experienced peers Audio files to offer alternative approach to learning when time limited Video and audio length - generally aim under 2 min More flexible structure for accessing learning materials Shorter chunks of learning to fit around practice as needed during the day Opportunities for group interactions around learning

Table 4. Key market research findings – e-learning provision.

Design and approach

The market is characterised as one of compliance and qualification Courses focus on passing assessments rather than changing behaviours Courses predominantly of a dated design (e.g., using Flash software) All but one (not fully launched) offer longer form modules with a linear structure

Use of video

Limited use of video across providers Typically narration led in style, with a presenter representing an expert perspective Often visually unstimulating, with simple animations or graphics Reliance on text on screen being read aloud by presenter Scenarios with actors that often seem stilted or employ stereotypes

Coverage of neurological conditions

The market for neurological-specific online learning is poorly met No vendor currently offering a suite of courses around neurological conditions

Table 5. Background of co-design participants in the proof of concept stage.

1 Person with cerebral palsy with 2 PAs from their live-in team 1 Person with cerebral palsy with their PA (also receives home care visits) 1 Person with MSA, their spouse, their PA and 2 home carers 1 Person with Huntington’s with 2 care workers from their residential home 1 Person with Parkinson’s considering starting care soon 1 Spouse of person with multiple sclerosis, had chosen not to have care workers 2 Care workers from a specialist neuro care home 1 Training manager from a care home group (previous care worker in home care and care home)

Table 6. NCKH platform learning themes.

Supporting independence Building rapport Communication difference Movement and mobility Personal routines Nutrition and eating Comfort and managing pain Breathing support

Table 7. Themes from evaluation of co-design cycle 1.

What works well

“Fly on the wall” style of films gives insight into why pwNC value independence Felt could get to know characters of the people filmed Showed subtleties of interactions between pwNC and care workers Challenges stereotypes around pwNC Felt unique approach to videos not seen on other e-learning platforms before Length of videos/audio working well at around 2 min Generally easy to navigate by browsing through themes Liked draft version of ‘team library’ function and mode of adding comments

What needs adding or improving

Introductory films were felt to be needed to set out aim and approach of resource Desire for more assessment features which learners and managers can review Ensure that learning content fits audio or video well Positive response to alternative commentary idea on key videos Keen to see how the search function will evolve