Developing and Facilitating Learning in
Fast-Paced and High-Pressure Environments
Course Overview
This interactive, practice-based course is designed for Heallth and Social Care Professionals working in urgent, emergency, and other high-pressured clinical environments, who want to strengthen their skills in developing and facilitating learning that directly supports service improvement and helps reduce pressures on urgent and emergency care.
Every organisation holds a wealth of frontline expertise—but in pressured settings, that expertise is often underused as a learning resource. This course enables practitioners to harness that expertise to build collective capability, improve flow, reduce duplication, and enhance patient experience through targeted, context-aware learning.
You’ll explore:
Adult learning theory and how to adapt it for time-limited, high-pressure clinical environments;
Learning styles and neurodiversity, ensuring learning is inclusive, accessible, and psychologically safe;
The teaching and learning cycle—from identifying need to evaluating impact;
Facilitation, coaching, and mentoring skills for real-time learning and performance support;
Learning activities and environmental approaches suited to fast-paced and multidisciplinary teams; and
The opportunity to design, test, and refine your own learning activity, with peer and facilitator support.
Learning Aim
To enable AHPs and nurses in urgent, emergency, and high-pressured environments to confidently design and facilitate inclusive, theory-informed learning that enhances workforce capability, improves patient flow, and contributes to reducing pressures on urgent and emergency care.
Learning Objectives
By the end of the course, participants will be able to:
Apply adult learning theory to create relevant, problem-centred, and engaging learning activities within fast-paced care contexts.
Recognise and respond to diverse learning styles and neurodiverse needs, promoting equity, accessibility, and psychological safety.
Use the teaching and learning cycle to identify needs, plan, deliver, and evaluate impactful learning interventions.
Demonstrate facilitation, coaching, and mentoring skills that enable reflective, adaptive, and self-directed learning in teams.
Design and adapt learning activities and approaches (e.g. microlearning, peer-to-peer teaching, simulation, case reflection) suited to pressured clinical environments.
Integrate learning into practice to support the Three NHS Shifts—building capability for community-based, preventative, and digitally enabled care.
Evaluate learning impact and sustain improvement, using feedback and data to reduce system inefficiencies and strengthen workforce resilience.
Develop, present, and refine a personal learning activity, applying all course principles to an identified local challenge within the UEC context.
Upcoming Courses
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Wednesday 29th April 2026
X+Why Chiswick Works, 100 Bollo Lane London, W4 5LX
£100
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Wednesday 13th May 2026
Welsh ICE, Van Road, Caerphilly South Wales, CF83 3GS
£100
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Tuesday 7th July 2026
The Melting Pot, Calton Road, Edinburgh, Scotland, EH8 8DL
£100
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Thursday 17th September 2026
Generator Hub, Kings Wharf, Exeter, Devon, EX2 4AN
£100
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Wednesday 14th October 2026
West Midlands House, Gipsy Lane, Willenhall, West Midlands, WV13 2HA
£100
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Thursday 12th November 2026
Salford Innovation Forum, 51 Frederick Lane, Salford, Manchester, M6 6FP
£100
How this Course facilitates the Three Shifts
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Hospital to Community
By enabling practitioners to share expertise and support learning across pathways and settings.
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Sickness to Prevention
By developing facilitation skills that empower teams to promote health, resilience, and proactive care through reflective practice.
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Analogue to Digital
By integrating digital tools, blended learning, and virtual facilitation into clinical education.
