Learning and development in care homes: A regional approach

This project explored higher education learning and development in the Shropshire care home sector. The overall research question was:

What are the challenges, barriers, opportunities, and successes both internally and externally which influence learning and development in Shropshire nursing and residential homes?

This question was explored using a variety of methods:

literature review (published within this issue of the journal);

staff questionnaires (open and closed questions) to evaluate the last course attended, what courses staff would like to attend, whether staff would consider progressing to higher education and whether staff perceive any barriers to learning;

semi-structured telephone interviews with training providers, key local authority staff, care home managers, care home staff, and family carers. All relevant data protection and ethical approvals were out in place prior to the beginning of data collection. The quantitative data from questionnaires (n = 15) were analysed using descriptive statistics. Qualitative data from the questionnaires and interviews (n = 26) were thematically analysed in order to identify common areas and contradictions. A 10% sample of interviews were analysed independently by a second researcher to establish inter-rater reliability. The thematic analysis resulted in seven main themes: drivers, types of training, barriers, solutions, future developments, the personalization agenda, and success stories. Each of these included a number of sub-themes. It is interesting to note that the sub-theme that had the most quotes in it was around mandatory training and the theme with the most sub-themes was around barriers to learning and development. Unfortunately, the response rate to the questionnaires was very low; however, the results reflected the themes that arose from the interviews. A number of recommendations arose from the interviews including the need for new curriculum to be developed and the need for relevant information, advice, and guidance (IAG). A variety of recommendations are made as a result of this study including recommendations around gaps in current skills, IAG and planning, delivery, and evaluation of learning and development.

This study concluded that there is a variety of work that could be done to improve the learning and development in the sector, for example by developing new curricula and also by providing the relevant IAG to the sector.