Using values to guide actions

The first time learners use Bodyswaps, an onboarding sequence familiarises them with the features of the app, takes them through an avatar selection and embodiment activity, and prepares them for the experience to come. 

In the onboarding, learners will: 

• Find out how this training is different from the rest
• Select their avatar
• Discover their virtual journal
• Learn how to navigate and use the tools and settings

The learner meets their virtual coach Dani, who introduces herself as a nurse and values champion at Stillwater Hospital.

Dani sensitively recounts the true story of Elaine Bromiley, a young mother who died following what should have been a simple elective operation. She describes how nurses in the theatre tried to act to save Elaine but were made to feel like they were ‘overreacting’. Then, Dani asks the learner whether they think values could have helped Elaine.

The learner answers in their own words, but their response is not analysed or assessed. Instead, Dani explains that although we can’t know for sure whether values could have saved Elaine, a report into her death recommended that in future hospitals should foster an ‘atmosphere of good communication in the operating theatre such that any member of staff feels comfortable to make suggestions on treatment’.

These principles, Dani explains, apply not only in life-or-death situations but in all aspects of the workplace.

The learner then answers a series of likert-style self-reflection questions to indicate how confident they currently feel about the following key learning points:

• Understanding how problems or misunderstandings can arise when people do not use values to guide their actions 
• Using values to communicate and make better choices at work
• Reframing difficult situations with value-based thinking

These self-reflection questions are repeated in the debrief at the end of the module to assess how the learner’s confidence levels have changed.

This gauge diagnostic activity is designed to help learners explore what they value the most and reflect on how they’re already using those values.

Dani poses a series of everyday situations that might happen in a healthcare setting and asks the learner what they think should happen in each case. The learner chooses their response from a list of three options, each of which demonstrates one of the following three values:

1. Moral courage
2. Collective leadership
3. Professionalism

Dani gives a short personalised response to what the learner’s answers have told her about them (generated on a mostly As, Bs or Cs basis), before going on to say that the value they demonstrated is in fact one of Stillwater Hospital’s shared organisational values.

She then introduces the five shared values the hospital’s definition of each one, which are:

• Patient-focussed – We put patients first at all times, doing everything in our power to meet their needs and ensure positive patient outcomes.
• Professional – We approach our work with integrity and efficiency, maintaining high standards and striving for excellence every day.
• Compassionate – We treat every colleague, patient, and visitor with respect and kindness.
• Morally courageous – We stand up for what’s right, championing ethical practices in the interests of our patients even when others stand against us.
• Proactive – We each take ownership and demonstrate collective leadership, stepping up to solve problems and taking responsibility for our whole team’s success. 

After a quick intro from Dani, the learner finds themself in the central nurses station of one of Stillwater Hospital’s busy clinical departments, where the morning handover is about to take place.

As day shift manager Kam briefs his team for the day ahead and night shift manager Jasmine fills them in on a few tasks that are outstanding, the the learner observes and identifies examples of:

• Values-driven behaviours – team members using the shared organisational values
• Missed opportunities – non-values driven behaviours, or moments when using the values could have resulted in a better outcome.

At the end of the activity, learners receive some information about each example to ensure that they fully understand what a difference values can make.

In this scaffolded conversation, learners see for themselves how values affect outcomes as they use Stillwater Hospital’s shared values to help agency nurse Nisa appropriately navigate a series of interactions.

Nisa has been tasked with administering some medication to a patient but she doesn’t have the equipment she needs. First, she approaches team member Sally to ask for her assistance, then together they visit the patient, Fred, in his room.

At each stage, the learner hears Nisa speak, then chooses whether to stick with what she said or change it to something else which they feel is more values-driven.

If they choose an incorrect option, they will see the impact of that choice before being returned to the same moment to choose again. By the end of the activity, learners have witnessed all five of the hospital’s shared values in action and seen how they help the team to work together more efficiently to achieve better outcomes for patients.

Things are getting busy in the clinical department and shift manager Kam is feeling stressed and frustrated. He asks the learner to approach team member Jerome, who has been sitting at the side of the nurses station reading a book, and ask him to complete a task.

Before they speak to Jerome, the learner chooses which of the shared values they think apply best in this situation. Then, they speak to Jerome in their own words, first to greet him (after which they learn that he is on a double shift today), then to pass on Kam’s message.

This LLM-powered freeform activity uses AI to determine which of Stillwater’s shared values the learner has used as they delivered Kam’s message to Jerome. Different approaches elicit different responses from Jerome, followed by some feedback about whether the learner chose to use the shared values in the most appropriate way.

The best outcome is achieved if the learner shows compassion for Jerome and acknowledges that he may have a good reason for taking time out rather than making any assumptions.

Back in the staff break room with Dani, the learner discovers whether they used all the values they said they thought were the most appropriate, before being encouraged to try again and see how using different values (or no values at all) affects Jerome’s responses.

Dani congratulates learners on completing the module.

The self-reflection questions from the start of the module are then repeated, to assess how the learner’s confidence has changed.

Before the learner leaves the module, they are asked to complete a short survey about their experience.

This data helps us to assess the effectiveness of our product and identify any areas that need improvement. Clients also find it beneficial when assessing ROI.

They are asked to mark whether they agree or disagree with the following statements, on a 10 point scale: 

• I would recommend this experience to others.
• The experience helped me identify how I could improve upon how I use values.
• I now have a better understanding of how to use values to guide actions.