{
  "abstract": "Introduction Healthcare assistants (HCA’s) are fundamental to the delivery of high-quality care across many areas within the National Health Service (NHS) (NHS professionals 2025). The HCA role is well established within the NHS, however, the scope of practice for this role within the endoscopy setting can be variable largely dictated by local governance arrangements. While endoscopy specific training is often locally developed and dependent on their responsibilities, financial support and the opportunity to access external training to facilitate personal and professional development is also limited.The Northwest Endoscopy Academy (NWEA), in collaboration with local Integrated Care Boards (ICBs), identified a gap in HCA development through a comprehensive training needs analysis. Senior nurses partnered with Liverpool John Moore’s University (LJMU) to design a structured programme aligned with national frameworks. This initiative sought to enhance knowledge, improve confidence, and support career progression for HCAs working in endoscopy. The programme was designed not only to meet competency requirements, level 1, in the JETS Workforce competency framework [section one, foundation and section two, decontamination] and Endo One delivery, but also to support professional identity and encourage lifelong learning.Methods The programme adopted a blended learning approach, combining online lectures, student-led sessions, practical application and virtual reality (VR). This design aimed to accommodate diverse learning styles and reduce barriers such as commuting and time constraints. Online lectures provided flexibility and allowed students to revisit recorded sessions, reinforcing learning and reducing time and social pressures associated with travel. Student-led teaching encouraged active participation and peer learning, creating an environment where learners could share experiences and problem-solve collaboratively.Assessments were relevant to the HCA role, aligning with JETS Endo One competencies and incorporating Kolb’s (2015) experiential learning model. The programme aimed to help participants demonstrate professional boundaries and responsibilities within endoscopy, apply holistic care principles for patients undergoing procedures, understand and implement decontamination processes, and reflect on personal performance and development. Assessment strategies included formative activities such as diagnostic exercises, tutorials, and writing workshops, alongside summative tasks; one-thousand word reflective essay and a competency portfolio. The portfolio incorporated a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis, action planning, completion of JETS-Workforce, level 1 and Endo One course sign-off, ensuring that theoretical knowledge translated into practical competence.Evaluation of the programme involved document analysis of programme materials and competency frameworks, learner feedback through surveys, focus groups, and interviews, and performance data from portfolio submissions. Data collection included a 20-question induction survey, a 28-question end-of-programme survey, focus groups that explored motivations and barriers, interviews with five students post-assessment, and thematic analysis of reflective essays. This multi-method approach ensured a comprehensive understanding of the programme’s impact.Results The cohort comprised 24 students, with 3 withdrawing due to health reasons or progression to nurse training. Students were aged between 22 and 65 years, with 32% aged 51–65, the majority were female (86%), all participants were employed in North West England. The median length of HCA experience was 6 years (range 2-10 years). At enrolment, all were Band 3, and 90% had prior NHS employment. Educational backgrounds varied, with most holding GCSEs (64%) or NVQs/BTEC (36%), and only two students had A-Levels. This diversity highlighted the need for accessible and supportive academic structures within the programme.Motivations for joining the programme centred on personal development, skill enhancement, knowledge acquisition, and career progression, with improving knowledge of endoscopy being the most common driver. Students expressed a desire to gain formal recognition for their role and to prepare for future opportunities, such as progression to Band 4 or entry into nurse training. Barriers included academic writing challenges (64%) and study skills (55%), followed by time management (36%) and JETS portfolio completion (32%). Travel perceptions were less prominent but were still identified as a potential source of stress.In-depth qualitative data were gathered through Microsoft Teams interviews with five students post-assignment submission (April 2025). Interviews followed a structured guide and were recorded with consent for thematic analysis. Topics included:Pre-programme experience and role in endoscopyCourse experienceClinical practice during the programmeAcademic assessmentsOverall reflectionsFor students unable to attend interviews, consent was obtained to analyse reflective essays for themes aligned with interview data.Direct quotes from interviews:‘The course allowed me to provide my working colleagues with my learning and understanding about how we can change things and challenge to provide a better outcome for our service users and our colleagues.’[HCA]‘I feel the course has made me feel more professional in my workplace, I am more aware of things and how important that I put my learning from this course into my practice in work for a better work environment.’[HCA]‘I enjoyed the taught weekly sessions with the academic team, it was a relaxed atmosphere where you could share with one another your learning and ask for help where needed.’[HCA]The students appreciated the flexibility of online learning and the ability to revisit recorded lectures. Feedback indicated that the combination of theoretical content and practical application was particularly valuable, as it allowed learners to contextualize knowledge within their clinical environment. Performance outcomes were positive, with twenty-one students submitting assessments and achieving a 100% pass rate.Portfolios demonstrated competency in JETS Endo One requirements, including reflective practice and technical skills. Confidence in navigating JETS and completing required documentation improved significantly, with students reporting greater ease in accessing resources and completing reflections.Thematic analysis of reflections revealed six key themes. Learning and knowledge enhancement was the most prominent, with students noting improved academic skills and confidence in applying theory to practice. Motivation and career benefits were also significant, reflecting aspirations for progression and recognition. Skills and competence development included increased confidence in patient advocacy and IT proficiency. Programme design and delivery received positive feedback, particularly regarding the blended learning approach. Professional role and identity emerged as an important theme, with students expressing a stronger sense of belonging within the endoscopy team. Support and supervision, while less frequently mentioned, was valued for providing guidance and reassurance throughout the learning process.All students anticipated career progression post-programme, aiming for Band 4 roles or further education such as nurse training. Many expressed a desire to continue learning and to support colleagues in achieving similar competencies, indicating a ripple effect that could strengthen workforce capability across the region.Conclusions The Endoscopy Practice Programme successfully addressed a critical gap in HCA development within endoscopy services. By aligning with national frameworks and incorporating experiential learning, the programme enhanced knowledge, confidence, and professional identity among participants. The 100% pass rate and positive feedback underscore its effectiveness in preparing HCAs for advanced roles and supporting workforce sustainability.Recommendations include continued investment in structured training for HCAs, expansion of blended learning to reduce barriers, ongoing evaluation to ensure alignment with evolving national standards, and development of progression pathways to support career advancement beyond Band 3. Future iterations of the programme could incorporate additional support for academic writing and study skills, addressing the most reported barriers. Strengthening mentorship and peer support networks may also enhance learner confidence and engagement.This initiative demonstrates that targeted education, supported by robust competency frameworks that can empower the endoscopy workforce. By creating a culture of learning and progression, programmes like this contribute to the resilience and adaptability of healthcare teams, ensuring that patients receive safe, effective, and compassionate care.References NHS Professionals. (2025). Healthcare support worker (HCSW) or healthcare assistant (HCA). [Online]. Available from: https://www.nhsprofessionals.nhs.uk/nhs-staffing-pool-hub/careers-in-healthcare/healthcare-support-worker-or-healthcare-assistant. Accessed on 21 January 2026.Kolb D, (2015). Experiential Learning: Experience As the Source of Learning And Development. New Jersey: Pearson education.",
  "authors": [
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Zoe Maddocks"
    },
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Janine Carey"
    },
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Lindsey Scarisbrick"
    },
    {
      "affiliations": [
        "Liverpool John Moores University, Liverpool, United Kingdom"
      ],
      "name": "Susan Baker"
    },
    {
      "affiliations": [
        "Liverpool John Moores University, Liverpool, United Kingdom"
      ],
      "name": "Melissa Rankin"
    },
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Jennifer Prendergast"
    },
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Paul Collins"
    },
    {
      "affiliations": [
        "North West Endoscopy Academy, Liverpool, United Kingdom"
      ],
      "name": "Scott Hambleton"
    }
  ],
  "title": "P447 Empowering the endoscopy workforce: evaluating the endoscopy practice programme for healthcare assistants",
  "uid": "02b09901-5f83-589a-98d7-5e1f9e54b698"
}