We’ve been working with the physiotherapists at the School of Allied Health professionals at Keele University for several years now on a growing and ambitious digital inclusion initiative (there's more about how it is imagined, fits together and is funded here).
They're currently running a scheme where student physios and occupational therapists help people get digital skills and confidence at regular drop-in sessions. These are held twice a week in the centre of Newcastle-under-Lyme, as well as at community venues, GP surgeries and the local hospital. The students are on a full time 5-6 week placement and attend different venues each day of the week.
Why spend time on digital inclusion?
The NHS has a commitment to help people use more services online. But students are often "digital natives" and the realities of digital exclusion can be hard for them to fully appreciate. However, lots of patients, especially older ones, need help with skills if they're going to benefit fully from digital health services. The digital drop-in scheme helps clients get the support they need and helps students grow in their roles. Here's five ways it's good for everyone...
1. Understanding the issues
The students start with a basic script with prompts to help explore each clients' needs, including questions around access to mobile data and connectivity, general confidence and digital issues affecting their ability to access services.
But in most cases, it's through informal conversations and discussion with the client that their needs become clear. And though there are often specific skills and barriers that the students need to take into account, it's very rarely straight-foward....
I learned many peope are not unwilling to learn – they often just haven’t had the right support. I realised confidence is a bigger barrier than the technology itself.
Joumana
Student and Digital Champion
2. Tailored teaching
The initial plan was to help clients directly with health-related content, like using the NHS app. But lots of people aren’t actually at that stage yet – so the students provide support tailored to whatever the individual wants to learn. It’s often about getting set-up and confident with smart phones. But the support is deliberately flexible: they've helped with anything from sending online birthday cards to connecting to WiFi hotspots and organising email storage.
We connected learning to something Marion genuinely wanted to do… Digital health support works best when it’s meaningful, graded and adapted to the person. It should support what a person needs and wants to do in everyday life.
Farah
Student and Digital Champion
3. Adapted delivery
The students were encouraged to take a person centred approach and adapt how they worked together to their client's needs. Some clients wanted written notes that they could refer back to and practice in their own time; others wanted regular repetition of a task over a period of weeks until they felt completely confident. Students brought techniques from their own disciplines/ practices - for example, some occupational therapists used visual techniques to help clients identify and understand their digital journey.
It wasn't just the "what" that was tailored, it was the "how" too.
You have done a lot of hard work for all of us that use this. It’s lovely. I just want to say thank you!
Learner J
Sent as a text message - a new skill they'd learnt at the session
4. Making a difference
Students reported seeing their learners get more confident with the devices or tasks they were trying to complete – bringing immediate practical benefits like better connections with friends and family. But they also saw a growth in wider confidence, independence and pride in their learning and in many cases, built relationships over weeks of support. It was hugely beneficial for students and learners alike.
This is like winning the world cup for me
Learner M
On finding old photos he thought were lost
5. Professional Development
The students acquired a huge range of skills and knowledge during their placements - from techniques like active listening to a deep understanding of digital exclusion, how it affects people and what they can do to help.
As Joumana, one of the student Digital Champions put it..
“This experience has been really valuable for my future career as a physio therapist.It reminded me that not everyone will feel confident using these systems, and taking time to understand individual barriers can make a big difference."
Many thanks to Claire Stapleton at the School of Allied Health Professionals at the University of Keele, and to students Matt, Farah, Jas, Mandy, Robson, Aimee and Joumana for their input.
If you'd like to talk to Claire about the work they're doing, please get do get in touch with her or connect on LinkedIn.
