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• Mandatory genomics education

  by Melissa Newman, over 3 years ago

  I qualified as a midwife coming up for 6 years ago. Since then I have completed a MSc in Genomic Medicine and am now in the fourth year of my Professional Doctorate, which I study full time alongside working clinically. As a student midwife I had no education about the important role that genomics plays in midwifery. However, even since completing my MSc 3 years ago, the world of genomics has exploded and so much more about personalised medicine is known with each day that passes. I feel there is a real and urgent need for mandatory genomics education to... Continue reading

  I qualified as a midwife coming up for 6 years ago. Since then I have completed a MSc in Genomic Medicine and am now in the fourth year of my Professional Doctorate, which I study full time alongside working clinically. As a student midwife I had no education about the important role that genomics plays in midwifery. However, even since completing my MSc 3 years ago, the world of genomics has exploded and so much more about personalised medicine is known with each day that passes. I feel there is a real and urgent need for mandatory genomics education to be introduced into student midwife and nurse education so that students qualify with a basic knowledge of the emerging concept.

• DiSkPass TM : equipping future nurses with fundamental digital capabilities

  by Cristina Vas, over 3 years ago

  
  

  Focus area: Digitally enabling and upskilling the whole nursing and midwifery workforce.

  Authors: C Vasilica, M Wynn, D Davis, L Garwood-Cross, N. Withnell

  DiSkPass TM

  At the forefront of the digital transformation, the University of Salford Digital Skills Passport (‘DiSk Pass TM’) responds to key strategies and policy by incorporating digital capabilities within pre-registration nursing training (as recommended by Topol (2019) review). It aims to equip all students (the future healthcare workforce) with digital capabilities (functional skills, technical resilience, digital health knowledge, confidence, and values) to thrive in today’s digital world.
  
  DiSK Pass has been designed to meet the Nursing... Continue reading

  
  

  Focus area: Digitally enabling and upskilling the whole nursing and midwifery workforce.

  Authors: C Vasilica, M Wynn, D Davis, L Garwood-Cross, N. Withnell

  DiSkPass TM

  At the forefront of the digital transformation, the University of Salford Digital Skills Passport (‘DiSk Pass TM’) responds to key strategies and policy by incorporating digital capabilities within pre-registration nursing training (as recommended by Topol (2019) review). It aims to equip all students (the future healthcare workforce) with digital capabilities (functional skills, technical resilience, digital health knowledge, confidence, and values) to thrive in today’s digital world.
  
  DiSK Pass has been designed to meet the Nursing & Midwifery Council’s (NMC) Realising professionalism: Standards for education and training: NMC Standards framework for nursing and midwifery education (NMC, 2018) as well as Health Education England’s (HEE) Digital Capabilities Framework (HEE, 2018), equipping students with level 2 competencies in digital capabilities.
  
  What is working well
  
  DiSk Pass TM follows the principles of learning as recognised in the heutagogic environment, a form of self-determined learning (Blaschke and Hase, 2012), allowing students to discover for themselves based on their individual context (Gillaspy & Vasilica, 2021). Adopting a heutagogical approach to learning design and delivery encourages learners to focus on their own values, interests, needs (e.g. adult vs mental health) leveraging learner agency. This methodology also permits nano-learning (short and engaging) and a coaching approach to encourage greater learning independence. The hybrid delivery (20% digital learning and 80% independent working) allows greater learning flexibility and space for deep thinking, exploration and application of concepts to specific contexts (e.g. creative content in public health prevention vs creative content for information Long term Conditions (LTC)), team work (e.g. explore innovative digital solutions to existing health challenges) and social learning (fun, engaging, peer to peer learning). The curriculum is informed by continued conversations with local providers, patients, and current research.
  
  The impact of DiSk Pass TM is measured by a longitudinal study that captures students’ confidence, competence, and application to practice. Preliminary evidence points towards this learning solution as ‘enlightening’, ‘informative’, ‘educative’, ‘resourceful’, ‘engaging’, ‘feels good to be ahead’ and equipping the learner with digital competencies.
  Students produce outputs that trigger wider engagement on Twitter, a viral TikTok on sex education, and novel digital solutions to current challenges. It indicates that focused digital capabilities training can potentially create the foundation for a digital enabled future and a culture where digital is valued and forms an integral part of care.
  
  What needs to change?
  We strongly advocate that digital capabilities are integral part of future nurse curriculum/education and potentially a programme requirement to ensure that all students appreciate its value and equally engage with training.
  Students, as the future workforce, must have greater exposure to digital tools, systems and processes whilst on placements to complement knowledge. Learning continuity (e.g. during preceptorship) will create pathways for continued personal development and cement their knowledge.
  
  What should we think about for the future?
  The key aspects that we’ve learned throughout the process (from 2015 to date):
  •Prominence: Until digital becomes ‘business as usual’ greater focus and emphasis on digital capabilities. This includes being a programme requirement, or a mandatory status within curriculum.
  •A robust learning pedagogy: A research-informed curriculum, underpinned by a robust learning pedagogy focused on learning outcomes and learner context to stimulate greater learning independence.
  •Resources: Provide resources and CPD opportunities for members of staff (educators) to keep up with the pace of change.
  •Digital influencers: The acquisition and use of digital skills underpin participation in digital spaces, boost social learning and fundamentally create influencers that will progress digital transformation and support others in their journey.
  
  

• Using social media to develop a peer to peer bereavement support platform for organ donor families

  by AngieD, over 3 years ago

  
  

  Developing a peer to peer bereavement support online platform for organ donor families supports enhancing person centred practice through use of data, information and technology.

  The intention was to provide families/friends who donate their loved one’s organs at the time of their death, with additional bereavement support and aftercare. The aftercare currently provided by the organ donation organisation is limited. Experience has validated to me the need to enhance the care and support we provide to families/friends following organ donation. The current literature reviewed has demonstrated a need to support families/friends after organ donation. It also highlighted a gap in... Continue reading

  
  

  Developing a peer to peer bereavement support online platform for organ donor families supports enhancing person centred practice through use of data, information and technology.

  The intention was to provide families/friends who donate their loved one’s organs at the time of their death, with additional bereavement support and aftercare. The aftercare currently provided by the organ donation organisation is limited. Experience has validated to me the need to enhance the care and support we provide to families/friends following organ donation. The current literature reviewed has demonstrated a need to support families/friends after organ donation. It also highlighted a gap in bereavement support services provided for families/friends following organ donation. With society relying on social media for all aspects of daily living it is an ideal channel to connect the bereaved. The aim of the study is to evaluate the impact of an online peer to peer support network for families of organ donors. The development of a Facebook group for donor family/friends to communicate with one another provides support the difficult days and weeks that they face following donation.

  Building a safe online community to enhance the experiences of organ donor families was one of the drivers for development. The initial setting up of the group was relatively straight forward and the engagement and discuss which has taken place has been positive and supportive. It has become evident that there is a need for more bereavement support following organ donation and that organ donor families need a space to connect, gain support, share their lived experiences, and share their bereavement journey. We need to offer organ donor families more bereavement support. Their unique experience of organ donation leaves them asking questions and wondering about recipients of their loved one’s organs. Further bereavement support will alleviate speculation and offer a support method.

  Diversifying the support methods needs consideration to ensure the service is inclusive and accessible. The donor families have taken ownership of the peer to peer support group and we need to consider how we support the development of the group so that it can grow and reach more organ donor families.

  Social media offers access to authentic data capturing the lived experiences of organ donor families. This can help nurse professionals to improve services, offer bereavement support, and provide access to information. Bringing families together using social media allows them to connect regardless of their location, enabling them to access support at anytime of the day. It brings people together who would normally not have met, so they can share their experiences of this unique phenomenon.

• Digitally enabling and upskilling the whole nursing and midwifery workforce.

  by l.anderton, over 3 years ago

  This case study is considering the following topic from a HEI perspective and the work that is being undertaken to provide pre-registration students across the healthcare workforce, with knowledge and understanding of eHealth in its broadest terms.

  Background:

  
  

  Nursing is a dynamic profession, and its workforce are increasingly being asked to assimilate and manage information from a variety of sources in order to ensure high quality patient care.

  The use of information and communications in both clinical and remote healthcare settings presents challenges, but also offers new opportunities to all involved in healthcare. It also acts as a catalyst for... Continue reading

  This case study is considering the following topic from a HEI perspective and the work that is being undertaken to provide pre-registration students across the healthcare workforce, with knowledge and understanding of eHealth in its broadest terms.

  Background:

  
  

  Nursing is a dynamic profession, and its workforce are increasingly being asked to assimilate and manage information from a variety of sources in order to ensure high quality patient care.

  The use of information and communications in both clinical and remote healthcare settings presents challenges, but also offers new opportunities to all involved in healthcare. It also acts as a catalyst for change within the curriculum to enable future healthcare practitioners to develop the skills required in this changing landscape.

  In response to these needs, “Systems of eCare” was designed and implemented in 2009 by Professor Paula Procter and has continued to be used across pre-registration courses in nursing, midwifery and the allied health professions at our institution.

  Systems of eCare is a wholly online course, which has been designed to advance the knowledge of pre-registration students within the Faculty of Health, Wellbeing & Life Sciences in information and communication technology. The course runs in parallel to the curriculum and is mapped against it; helping to providing meaningful contextual relevance to the student. The key objectives underpinning Systems of eCare are to enable the students:

  • to understand, implement, improve and shape the use of new technologies and informatics, including remote care;

  • to find the most reliable sources of information to support evidence- based practice;

  • to guide patients through publicly available information sources;

  • to incorporate ICT into patient consultations;

  • to manage the nurse patient relationship, where the nurse is not physically in the same place as the patient;

  • to perform quick and accurate data entry at the point of care;

  • to understand the legal and ethical issues associated with managing and sharing patient information;

  • to extract data to support decisions and monitor the outcomes of practice;

  • to understand the role of technology in the delivery and organisation of care

  • to train other users such as patients and carers how to use relevant ICTs (P.Procter 2011)

  The course comprises a series of 6 self-directed modules, with students completing one module per semester across their three-year programme. Each module requires approximately 10 hours of supported on-line study and is completed through modular on-line summative assessment. Student progress and the results of assessments are supported and discussed with the student during regular personal tutor sessions. This allows for an individualised approach to its completion and for discussion to be focused from the learners’ perspective and experience.

  
  

  What is working Well?

  Although Systems of eCare is not part of the core curriculum (being instead offered to students on a voluntary basis,) uptake of the module has steadily increased since its inception in 2009. Currently over 90% of students registered on a healthcare course within the faculty have chosen to engage with the programme. Encouragingly, adoption of the course by nursing students has been even higher, with all the current years 2021 intake opting to access the first two modules of the course. Of these students, 90% have successfully completed both modules, and the remaining students are continuing to work towards their completion.

  In addition to strong engagement figures, feedback from students through module evaluations have also been positive, with learners reporting that the skills and understanding gained on the course has both helped support their wider field of study alongside bolstering their practice when attending placement. On a local level, Systems of eCare is known and well received by our practice partners. During our regular meetings, these partners have commented that students who have completed the course are able to demonstrate and evidence capability and are using their certification as a sign of competence in this area.

  To ensure that the modules remain contemporaneous, a group of local and nationwide CNIO’s and Digital Midwives have been working alongside the current course manager to review the content and focus of them. Their individual expertise within this collaboration ensures that the skills being taught and developed continue to align with the needs and expectations from practice, ensuring relevance within the working environment. Plans are also underway to develop the modules to incorporate other areas such as genomics, AI and technology including robotics to ensure currency of modules and materials.

  Following from the Systems of eCare successes, the course is currently being used as a basis to develop and build an online course to practicing healthcare practioners within the locality, enabling them to improve their knowledge and understanding of this area.

  
  

  What needs to change?

  Within the NMC Standards for pre- registration programmes Part 3: Standards for Education, there are 2 statements that refer to digital and technological literacy. The first states on point of entry to the programme that the approved institution can confirm that the student

  1.1.7 have capability for digital and technological literacy to meet programme outcomes.

  And during the programme

  1.7 support students throughout the programme in continuously developing their abilities in numeracy, literacy, digital and technological literacy to meet programme outcomes,

  https://www.nmc.org.uk/globalassets/sitedocuments/standards-of-proficiency/standards-for-pre-registration-nursing-programmes/programme-standards-nursing.pdf

  Whilst these statements are set out in the NMC standards for the Future Nurse, there are no agreed Benchmark statements helping to define and frame expectations within this area, essentially leaving this to the discretion of each HEI. Although Systems of eCare has helped address some of the local needs, the absence of a common framework across HEI’s has created a situation where it has been difficult to pursue and promote collaborations across institutions, resulting in missed opportunities to share good practice.

  
  

  What should we think about for the future?

  Recognising the challenges above, a standardised approach to health informatics and digital literacy would help to ensure equivalence and parity across HEI’s, thus setting a minimum standard of future nurses when entering the workforce. The lack of clarity regarding expectations of the breadth and depth of the skills to be developed has meant that the Systems of eCare course has been designed to meet local needs and the needs as perceived by the core team. Without meaningful collaboration at a wider level, it is difficult to know how fully encompassing this may be and perhaps relevancies and areas for development are being missed.

  Collaboration between practice and education has proved essential in the development and delivery of the course and a common framework would help create an environment where ideas, knowledge, expertise and practice could be shared, helping to deliver and develop portable skills at a wider national level, promoting and accelerating change within this digital landscape.

  
  

  References:

  NMC, 2020: Standards for proficiency, Standards for Pre-Registration Nursing Programmes.

  Accessed(4/10/22) at: https://www.nmc.org.uk/globalassets/sitedocuments/standards-of-proficiency/standards-for-pre-registration-nursing-programmes/programme-standards-nursing.pdf

  P.Procter, 2011, Advancing Information and Communication Technology Knowledge for Undergraduate Nursing Students, Journal: 11th International Congress on Nursing Informatics

• Blended Digital Interventions - group and one to one

  by JoHSPFT , over 3 years ago

  Changing the practice of nurses, midwives and AHP's through use of data and technology and addressing barriers

  What is working well?

  STEPPS-EI (Systems Training for Emotional Predictability and Problem Solving for Emotional Intensity) is originally a paper-based face-to-face group intervention for people who experience difficulties managing intense emotions, or those with Borderline Personality Disorder (BPD). Sussex Partnership NHS Foundation Trust (SPFT) have digitised the STEPPS-EI treatment using a digital intervention platform called Minddistrict which allows services to build their own digital content.

  In 2021, delivery of the digitised version of STEPPS-EI commenced in primary care service in Sussex Partnership NHS... Continue reading

  Changing the practice of nurses, midwives and AHP's through use of data and technology and addressing barriers

  What is working well?

  STEPPS-EI (Systems Training for Emotional Predictability and Problem Solving for Emotional Intensity) is originally a paper-based face-to-face group intervention for people who experience difficulties managing intense emotions, or those with Borderline Personality Disorder (BPD). Sussex Partnership NHS Foundation Trust (SPFT) have digitised the STEPPS-EI treatment using a digital intervention platform called Minddistrict which allows services to build their own digital content.

  In 2021, delivery of the digitised version of STEPPS-EI commenced in primary care service in Sussex Partnership NHS Foundation Trust (SPFT). The intervention is delivered by an interdiscplinary team of nurses, OT's and psychological therapists. An evaluation of the digitised version, conducted by SPFT and the University of Sussex (Drews-Windeck, 2022), found increased recruitment, retention and attendance rates (compared to the paper-based version), improved quality of life scores (measured via the ReQoL) and a reduction in symptoms (measured via the BSL-23), indicating that digital STEPPS-EI is clinically efficacious.

  This intervention is a digitised version of the paper-based treatment, which has since been proven to be clinically effective in decreasing symptoms in a recent feasbility study (Barber et al, 2021).

  As part of the evaluation, participants found that Zoom (for the group sessions) and the Minddistrict platform were both usable, and feedback was positive. Feedback from facilitators during the study was also generally positive.

  This study is a great example of how a typically paper-based or in-person treatment can be digitised using the Minddistrict platform. For more information on how the content management system can be used to digitise existing treatments, or to create new interventions, please see the following page: https://www.minddistrict.com/ehealth-platform/cms

  More information on the digitised STEPPS-EI intervention can be found here: https://www.minddistrict.com/catalogue/stepps-for-emotional-intensity

  More information on the STEPPS-EI feasibility study and it’s results can be found here: https://www.sciencedirect.com/science/article/pii/S1877050922009553

  What needs to change?

  As a Trust we want to ensure that nursing and AHP quality improvement projects have digital tools such as Mind District available to ensure that we continue to co-produce blended digital treatments. This project was funded specifically as an evaluation for this intervention, but we plan to evaluate this across other nursing and AHP interventions within our Trust and always in collaboration with experts by experience.

  What should we think about for the future?

  The platform offers a number of opportunities to support individual and group interventions within mental health that are deliver by nurses, support staff and AHP's. Building on our learning from STEPPS-EI we are working with community mental health teams in multiple sites across out Trust to develop blended digital interventions. This in turn, will increase our digital competencies and abilities to transform mental health care using digital technology as a key enabler.

  
  

• Digital health education in midwifery curriculum

  by Charlotte Clayton, over 3 years ago

  
  

  Digital health education in midwifery curriculum

  
  

  Background

  
  

  The current programme outline for the BSc (Hons) Midwifery degree offered at Bournemouth University does not include digital health. I searched the outline for 'digital' and 'digital health', and it is not covered in the current programme or curriculum, as far as I can see.

  To gather a bit more information about the module content, I visited the following Bournemouth University website. I wondered if digital health might be covered in the Leadership and Innovation in Midwifery Care module, but this is unclear. It appears the focus is on team and organisational... Continue reading

  
  

  Digital health education in midwifery curriculum

  
  

  Background

  
  

  The current programme outline for the BSc (Hons) Midwifery degree offered at Bournemouth University does not include digital health. I searched the outline for 'digital' and 'digital health', and it is not covered in the current programme or curriculum, as far as I can see.

  To gather a bit more information about the module content, I visited the following Bournemouth University website. I wondered if digital health might be covered in the Leadership and Innovation in Midwifery Care module, but this is unclear. It appears the focus is on team and organisational leadership.

  From this, I believe we can assume digital health is not part of standard core taught content, although it may appear in seminars etc.

  
  

  The Nursing and Midwifery Council are currently undertaking a public consultation about their standards for pre-registration midwifery programmes to reflect that the UK has left the EU. The only mentions of digital in the proposed changes are:

  • 1.5.8: “Have capability to develop digital and technological literacy to meet programme outcomes” (this is not a new edition).

  
  

  When reading the Ockenden Review - final report of maternity services at Shrewsbury NHS Trust 2022 – the only relevant mention of digital is:

  • On page 161 of the report: “This review also supports the NHS Maternity Digital Programme. We recognise this as a key enabler to improve quality and safety. The use of maternity digital notes will empower women by providing them with their own digital maternity care plan and record, discussed and agreed with them and their midwife. Enhancing and improving the digital programme will improve communication, and ultimately contribute to making maternity care safer.”

  Digital Health Networks have published an interesting article on the need for better data to prevent harm in the wake of the Ockenden Report on the Digital Health Networks website.

  
  

  Included in the NMC Standards of proficiency for midwives (2020) is a mediocre inclusion of digital health skills and competencies, as below:

  • On page 27 - 5.12: “Effectively and responsibly use a range of digital and other technologies to access, record, share and apply data within teams and between agencies.”

  • Page 41 - 6.51: “Access oral, written and digital information from sources including published evidence, data and reports to inform conversations with women, partners, and families.”

  
  

  From this research, the following questions and observations have been drawn:

  • What Continuing Professional Development do midwives receive throughout their careers in digital health advances etc.?

  • On the Royal College of Midwives website, there are no digital health courses on their i-learn website which members can access for free.

  • In All4Maternity - The Practising Midwife magazine, there are also no digital health modules on the website for members to access.

  • I am unsure as to the scope of mandatory digital health training at an NHS Trust level.

  • The first ever Digital Midwives leadership course has been launched at Imperial College London; however, this currently is only for digital midwives. First intake has recently commenced.

  
  

  What needs to change

  
  

  There is a serious need for digital health education - to meet the needs and demands of society in a digital revolution, the NHS, and for patients and the depleting workforce in a complex world. The Topol review outlines recommendations in this area and has influenced aspects of the Phillips Ives Review. However, Phillips Ives explores the specific needs of nursing and midwifery professionals.

  Making digital health education core to business will improve patient safety and contribute to organisational and cultural change. The sustained implementation of digital health education and technologies should improve staff morale and retention, as well as improving clinical effectiveness and time to care etc. Digital health also enables system benefits and societal benefits – such as mobilising care in people’s communities, improving access to care, self-efficacy, agency, autonomy etc.

  
  

  What should we think about in the future

  
  

  There is a free, CPD-accredited resource health and care professionals can access to support or supplement their learning in digital health. It is called the Digital Health Academy, and was developed by ORCHA (The Organisation for the Review of Care and Health Applications) in partnership with clinicians and universities, and can be accessed on the HEE Learning Hub and on a standalone website.

• Professional informatics standards alignment

  by ClaireB, over 3 years ago

  Ensuring that informatics standards align with NMC professional standards is vital in developing nursing and midwifery informaticians and a digitally capable workforce for now and into the future.

  Stimulated by results of annual surveys of its membership, the Faculty of Clinical Informatics (FCI) is undertaking a piece of discovery work to identify the actions that the organisation would need to undertake in order to embed its professional informatics standards into existing professional regulatory frameworks. The FCI published a Core Competency Framework (CCF) for Clinical Informaticians in July 2020. The CCF describes the knowledge and skills-based competencies for all Clinical Informaticians... Continue reading

  Ensuring that informatics standards align with NMC professional standards is vital in developing nursing and midwifery informaticians and a digitally capable workforce for now and into the future.

  Stimulated by results of annual surveys of its membership, the Faculty of Clinical Informatics (FCI) is undertaking a piece of discovery work to identify the actions that the organisation would need to undertake in order to embed its professional informatics standards into existing professional regulatory frameworks. The FCI published a Core Competency Framework (CCF) for Clinical Informaticians in July 2020. The CCF describes the knowledge and skills-based competencies for all Clinical Informaticians across health and social care. As a profession it is vital that nurses and midwives guide this work to ensure the alignment with NMC standards.

  Taking this into the nursing & midwifery profession should be in a position to:

  • Make an analysis of the requirements of Nursing and Midwifery frameworks, as they relate to operationalising professional informatics standards.
  • Compare these requirements with relevant planned outputs from the Competency Framework Working Group (CFWG) within FCI and developing work within the professions
  • Identify actions that the profession will need to undertake in order to effectively engage and embed professional standards into existing nursing and midwifery regulatory frameworks
  • Encourage nurses and midwives to join FCI and contribute to its ongoing professional agenda

• Delivering Care in a Hybrid World

  by Judith, over 3 years ago

  Case-study proposed by Molly K. McCarthy MBA, RN-BC, Microsoft and Co-Chair of Panel 2 of the Review which is looking at 'Person Centred' themes. (Uploaded by the PIR PMO)

  Delivering Care in a Hybrid World - ATA (americantelemed.org)

  Virtual or technology-enabled care, health promotion and disease prevention that advances the Quintuple Aim remains critical as we look in the rear-view mirror at the COVID pandemic and strive to move care forward in a sustainable and affordable manner. The ongoing paradigm shift of “care anywhere” helps meet the growing patient/consumer demands for omni-channel care. I recently discussed this concept with Jane... Continue reading

  Case-study proposed by Molly K. McCarthy MBA, RN-BC, Microsoft and Co-Chair of Panel 2 of the Review which is looking at 'Person Centred' themes. (Uploaded by the PIR PMO)

  Delivering Care in a Hybrid World - ATA (americantelemed.org)

  Virtual or technology-enabled care, health promotion and disease prevention that advances the Quintuple Aim remains critical as we look in the rear-view mirror at the COVID pandemic and strive to move care forward in a sustainable and affordable manner. The ongoing paradigm shift of “care anywhere” helps meet the growing patient/consumer demands for omni-channel care. I recently discussed this concept with Jane Sarasohn-Kahn (THINK-Health and the Health Populi blog). Jane commented:

  “The pandemic accelerated consumers’ physical need, then experience, for ‘omni-channel everything.” These experiences then built-up peoples’ expectations for omni-channel health care, giving health consumers choices of how and when they could access health care services – from the hospital to a clinician’s office, and the home and closer-to-home in the community through trusted touchpoints for care.”

  Read on at this link:

  Delivering Care in a Hybrid World - ATA (americantelemed.org)

  
  

• Birth in a time of solitude

  by Judith, over 3 years ago

  Case-study suggested by Dawn Cross, Florence Nightingale Digital Midwife Fellow and uploaded by PMO.

  Birth in a time of solitude - NHS Digital

  Specialist midwife for IT Lorri Allport, looks at how technology has helped support women through pregnancy, birth and post-natal care in rural Lincolnshire during the pandemic.

  Case-study suggested by Dawn Cross, Florence Nightingale Digital Midwife Fellow and uploaded by PMO.

  Birth in a time of solitude - NHS Digital

  Specialist midwife for IT Lorri Allport, looks at how technology has helped support women through pregnancy, birth and post-natal care in rural Lincolnshire during the pandemic.

• Maternity Information System, Cumbria NHS Foundation Trust

  by Judith, over 3 years ago

  Case-study suggested by Dawn Cross, Florence Nightingale Digital Midwife Fellow and uploaded by PMO.

  Case study – Cumbria NHS maternity transformation project | APM

  By digitising the records of expectant mothers, North Cumbria Integrated Care, an NHS Foundation Trust (North Cumbria) brought efficiency – and safety – to its maternity services.

  Case-study suggested by Dawn Cross, Florence Nightingale Digital Midwife Fellow and uploaded by PMO.

  Case study – Cumbria NHS maternity transformation project | APM

  By digitising the records of expectant mothers, North Cumbria Integrated Care, an NHS Foundation Trust (North Cumbria) brought efficiency – and safety – to its maternity services.