Open - HETI - NSW Government

Clinical Education and Training Institute (CETI) 

Allied Health Directorate 

Allied Health Educators Consultation Forum 

Summary Report 

24 October 2011 

CLINICAL EDUCATION 

& TRAINING INSTITUTE


& TRAINING INSTITUTE 

NSW Clinical Education and Training Institute (CETI) 

Building 12 

Gladesville Hospital 

GLADESVILLE NSW 2111 

Tel. (02) 9844 6551 

Fax. (02) 9844 6544 

www.ceti.nsw.gov.au 

info@ceti.nsw.gov.au 

Post: Locked Bag 5022 


Suggested citation: 

Clinical Education and Training Institute. Allied Health Educators Consultation Forum Summary Report, 24 October 2011. 

Sydney: CETI, 2011. 

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acknowledgement of the source. It may not be reproduced for commercial usage or sale. Reproduction for purposes other 

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© CETI November 2011 

For further copies of this document, please contact CETI, or download a digital copy from the CETI website: 

www.ceti.nsw.gov.au

ALLIED HEALTH EDUCATORS CONSULTATION FORUM SUMMARY REPORT 

Executive Summary 

The Clinical Education and Training Institute’s (CETI) Allied Health Directorate held its first 

consultation forum with allied health professionals in designated education roles on the 24th 

October 2011. This report presents an overview of the discussions and key outcomes from the 

day. In addition it provides insight into the perspective of allied health professionals in designated 

education roles on the priority education and training needs for allied health professionals. 

Delegates attending were nominated by Local Health District (LHD) and Specialty Network Chief 

Executives. 

The key issues identified from the day include: 

• The need to recognise that education should be ‘core business’ for allied health 

• The varied and diverse nature and roles of allied health educator positions across the state 

• Enhanced investment in educators to build capacity for the delivery of allied health education, 

is considered an enabler to support professional development of staff and increase clinical 

placement capacity 

• Opportunities exist amongst educators to establish networks to collaborate and information 

share 

• Opportunities exist to establish stronger foundations for education, Continuing Professional 

Development (CPD), registration and supervision 

• Standards covering protected time could enhance engagement in education and training 

activities 

• Opportunities exist for allied health to engage more in Interprofessional Collaborative Practice 

(ICP) and promote interdisciplinary education and research 

• An allied health educator’s role can be enhanced through improved access: to resources; 

tools to harness formal and informal educational opportunities; collaboration between health; 

universities and VET sector; utilisation of existing networks; and, support and time to address 

the ‘educators’ educational learning needs 

• Allied health educators’ professional development needs include, but are not limited to, support 

for learning new technologies, evaluation skills, leadership and management, mentoring and 

teaching and establishment of formal education pathways. 

The forum discussion will inform the Allied Health Directorate’s activities over the next 12 months. 

By collaborating with our key stakeholders and the CETI Allied Health Advisory Committee, the 

Allied Health Directorate is working to support the delivery of clinical education and training so 

allied health have the necessary skills and knowledge to deliver high quality patient care for the 

people of NSW.



Contents 

Background 

Forum Aims 

Overview of presentations 

Small group discussions 

Building capacity and governance 

Professional development needs of Allied Health Educators 

Consultation: Facilitating learning and teaching resource 

The way forward 

Appendix - list of attendees 

Appendix - references 

2 

2 

3 

7 

9 

10 

10 

11 

13 

14 

1


Background 

The Clinical Education and Training Institute (CETI) was established in NSW on 1 July 2010 as one 

of the four pillars of health reform resulting from the Special Commission of Enquiry into Acute Care 

in NSW Public Hospitals (Garling, 2008). CETI’s mission is to provide a central source of leadership 

and coordination in the area of clinical education and training to ensure all health professionals have 

the necessary skills and knowledge to deliver high quality and safe patient care to the people in 

NSW. 

The Allied Health Directorate has been established within CETI to lead and coordinate the clinical 

education and training needs of the 23 allied health professions and allied health support staff 

working within the NSW public health system. The Directorate’s aim is to build strong working 

relationships with key stakeholders to identify opportunities to build capacity and governance for 

education within existing resources, identify core competencies across disciplines, and develop 

frameworks, resources and standards to support the delivery of clinical education and training. 

At the first consultation forum held on the 20th of June 2011 with the Leaders in Allied Health, the 

need to address the skill development of educators was identified (CETI 2011). In response, and 

as part of the overall consultation process, the Allied Health Directorate organised a consultation 

forum on the 24th October 2011 at the Northern Sydney Education Centre with allied health 

professionals in designated education roles from 18 Local Health Districts (LHD) and Specialty 

Networks as nominated by Chief Executives. The aim of the forum was to identify the priority needs 

for allied health education and training, identify the professional development needs of allied health 

educators and provide a platform for networking and information sharing. The forum consisted of 

short presentations from the Allied Health Directorate followed by small group discussions. The key 

themes and outcomes of the day have been summarised in this report. 

Participants acknowledged that across the allied health professions, significant variation and 

diversity of allied health professionals working in the area of education and training exists. Whilst 

there are a number of allied health educators (either discipline specific or interprofessional) in 

designated roles currently employed within NSW Health, there are also some not in designated 

roles, but were nominated to attend by Local Health Districts and Specialty Networks for their 

involvement in allied health education and training. Therefore the word ‘clinical educator’ may 

not necessarily reflect the scope and diversity of the roles represented at the forum and further 

consultation and engagement with this stakeholder group will continue. 

Forum Aims 

• To consult with allied health professionals in designated education roles about building capacity 

for education and training for allied health 

• To identify the professional development needs of allied health professionals in designated 

education roles 

• To consult regarding the development of teaching and learning resource for allied health 

clinicians 

• To provide a platform for networking and information sharing. 

2



Overview of Presentations 

Introduction and update on the 

CETI Allied Health Directorate 

Daniella Pfeiffer 

Learning and Teaching Coordinator 


With the establishment of the CETI Allied 

Health Directorate, there is a unique 

opportunity to harness the innovation and 

goodwill that exists within allied health to 

establish solid foundations, sustainable 

infrastructure and frameworks for allied 

health education and training across NSW. 

The role of the Directorate is therefore 

strategic, not operational, and will build on 

the existing good work that’s being done by 

very experienced and dedicated clinicians, 

managers and leaders in the Local Health 

Districts and Specialty Networks. 

By beginning with focusing on what is core 

and common across the 23 allied health 

professions, there is opportunity to harness 

existing ‘ad hoc’ approaches, identify 

core and common skills and facilitate the 

development of shared resources and 

learning. 

The CETI Allied Health Directorate was established on the 2nd of May 2011 with the appointment 

of two Learning and Teaching Coordinators. This is the first time in NSW that allied health has had 

access to a central and coordinated point to provide leadership in clinical education and training. 

To date, the Directorate has focused on the establishment of the CETI Allied Health Advisory 

Committee, the publishing of The Superguide: a handbook for supervising allied health 

professionals and consultation with key stakeholders regarding the education and training needs for 

allied health. 

The consultation process, including this forum, is pivotal in shaping the Directorates strategic plan. 

3


Thinking differently about 

education and training 

Jacqueline Dominish 

Learning and Teaching Coordinator 


This presentation provided a brief overview 

of the contemporary approaches to adult 

education and invited forum participants 

to think beyond the training room when 

considering the delivery of education to 

allied health professionals. 

Contemporary approaches to adult 

education (Billet 1999; Manley 2009) 

suggest that: 

• Learning can happen at anytime 

• The majority of learning occurs 

informally through everyday thinking 

and acting 

• Learning is an active process (rather 

than a passive process) 

• Learning is a social process facilitated 

through interactions with colleagues 

within workplaces, networks or in the 

home environment. 

Some of the most valuable learning and 

teaching experiences can occur as part 

of everyday duties such as, supervision 

or reflective practice and by harnessing 

these activities as learning and teaching 

‘moments’, there is an opportunity to 

advance the skills and knowledge of the 

allied health workforce through work based 

learning. 

4



Work based learning, defined as an 

approach that can “enable workplace 

transformation to be achieved and 

sustained by ensuring that workplace 

activity is the driver of learning and 

development” (Manley et al 2009; p88) 

is a concept that moves away formal 

education conducted in a training 

room, reliant on one expert to impart 

knowledge and valuing research alone, 

to also appreciating and valuing the 

collective knowledge of individuals and 

the dynamic process of practice based 

learning. 

In line with current global health 

education reforms, which calls for 

health professionals to meet the 

healthcare needs of the population 

through transformative learning, there 

are increased expectations on health 

professionals to participate in lifelong 

learning and shared learning, that is to 

learn from, with and about each other, 

to achieve positive outcomes in patient 

care (Frenk et al 2010; WHO 2011). 

Opportunities to facilitate shared learning 

include networking, collaborative work, 

sharing information and resources within 

and across disciplines. 

Communities of practice (Lave & 

Wenger, 1991) in particular can facilitate 

learning as a process of engagement 

and connection with colleagues and 

professions through collectively managing 

knowledge, constructing meaning, sharing 

practices and interpreting this within work 

environments (Imel 2000). 

5


The CETI Allied Health Directorate will be 

aiming to facilitate some of this shared 

learning by: 

• Creating connections across 

professional, organisational and 

geographic boundaries 

• Considering people as the building 

blocks for education 

• Capitalising on the wisdom 

and experiences of allied health 

professionals as members of our 

community of practice 

• Encouraging learning as a process of 

participation among our colleagues. 

6



Small Group Discussions 

Small group discussions focused on: 

• Current strengths and opportunities 

• Building capacity and governance 

• Identifying professional development needs of educators 

• Resource development 

Current Strengths and Opportunities 

Participants were asked to identify what the current strengths and opportunities are for allied 

health professionals in designated education roles. 

In terms of strengths, there was overall recognition that education should be ‘core business’ for 

allied health particularly with the introduction of national professional registration through AHPRA. 

Strengths were also seen as opportunities to harness, invest and improve on the status quo by 

way of the following: 

Educators 

Student Education 

Networking 

Strengths 

There have been some designated 

educator positions created such as 

funded pharmacy positions through 

the Garling Inquiry or as an outcome 

of the Health Professionals Award 

translation. 

Where student educator positions 

exist, allied health supervisors are 

supported in facilitating the clinical 

placement experience including 

formal education and orientation. 

The establishment of the Child 

Health Network and the NSW 

Health Area Pharmacy Educators 

Network are examples of effective 

cross geographical and/or discipline 

networks for information sharing and 

collaborative practice. 

Opportunities 

As these positions are limited, 

dispersed and varied across 

LHDs and Specialty Networks, 

more investment in designated 

allied health educator roles is 

necessary. 

Further investment would 

be considered an enabler 

to supporting an increase in 

clinical placement capacity and 

developing skills of clinicians to 

make the best use of students 

while on clinical placement to 

support delivery of patient care. 

Further opportunities to meet 

regularly, share information 

and establish cross discipline 

networks for education were 

identified. Suggestions were 

made to use the forum as 

a platform for establishing 

networks for collaboration 

amongst educators. 

7


Strengths 

Opportunities 

Information Use of available technology Opportunities were identified to 

Technology 

including NSW Health 

online learning opportunities 

(e.g. “GEM”, Centre 

for On-line Learning), 

teleconferencing and 

other information sharing 

platforms established in 

LHDs. 

enhance CPD and other teaching and 

learning activities through information 

technology such as web portals, 

cross district information sharing 

platforms and list serves. A major 

barrier identified to harnessing these 

opportunities is access to technology, 

physical infrastructure and variance 

across LHDs in use of IT software, 

platforms etc. 

Governance 

Core and Common 

Disciplines with professional 

registration standards can 

provide structure for CPD 

and supervision. 

Allied Health is increasingly 

identifying what is common 

across all the allied health 

professions such as 

supervision, handover and 

communication. 

Opportunity exists to establish robust 

systems of governance and standards 

for allied health education within LHDs 

to build on mandatory requirements 

for registration including CPD as 

outlined by AHPRA, national priorities 

as identified by Health Workforce 

Australia, outcomes of the Garling 

Inquiry and creation of CETI as a 

central agency to provide leadership in 

education and training. 

From this work, opportunities exist for 

allied health to develop a collective 

voice, around the needs of allied health 

education and training in NSW Health. 

Working within the 

interprofessional 

space 

Linking to and learning from 

other professions (such 

as nursing and medicine) 

who have well-established 

education systems. 

Opportunities exist for allied health to 

work in the space of Interprofessional 

Collaborative Practice (ICP) and 

promote interdisciplinary education and 

research 

Supporting Rural Pockets of innovation exist Opportunities exist to address specific 

Education 

between NSW Health, 

Learning & Development 

and Universities to fund 

educator positions in rural 

settings. 

issues impacting on a rural clinician to 

access education and training. 

8



Building Capacity and Governance 

Participants were asked to consider opportunities to build capacity for education and training of 

staff in LHD and Specialty Networks. Participants identified a number of key elements to support 

such work: 

Resources 

• Stocktake of resources -What do we have? How do we use it? 

• Identifying and using existing resources and networks (e.g. professional bodies, universities) 

• Avoiding duplication -modify existing resources 

• Harnessing teleconferencing and simulation resources 

Collaboration between LHDs and stakeholders 

• Providing access to resources (common website/platform to store and share resources and 

minimize duplication, share success stories of business cases where resource funding was 

obtained, set standards around intellectual property so materials can be shared) 

• Consistency of mandatory training and access to records across LHDs and Speciality Networks 

• Utilisation of existing networks to promote and support interdisciplinary research 

• Improving utilisation of IT (e.g. CIAP, webcasting, support and access) 

• Linking with universities and TAFE 

Student education 

• Better collaboration between universities and NSW Health to improve the experience for 

students on placement 

• University funding for placements could lead to protected teaching time 

• Identifying opportunities for conjoint appointments/funded educator positions with universities 

to support student clinical placements 

Management support 

• Collaboration with CETI and other sectors inside/outside of NSW Health to advocate for the 

needs of allied health 

• Development of best practice tools to support education and training 

• Improving local governance standards (e.g. CPD as a standing agenda item at team meetings) 

Develop culture of lifelong learning 

• Promoting importance of contributing to CPD 

• Developing educational skills of clinical staff 

• Facilitating efficient transfer of information and shared learning between practitioners 

• Harnessing informal education (e.g. email chat groups, communities of practice, sharing via 

social media) 

Educator support 

• Opportunities to further develop skills and qualifications (e.g. Graduate Certificate in Adult 

Education) 

• Protected time for their own education needs 

9


Professional Development Needs of Allied Health Educators 

Participants were asked to consider the professional development needs for allied health 

professionals in designated education roles. Priority areas identified were: 

• Clinical Supervision 

• Support for use of new technologies to facilitate education 

• Development of non-clinical skills specifically leadership, change management, project 

management, strategic and business planning 

• Coaching and mentoring 

• Learning and skills development in simulation 

• Teaching patient centred approach, learning from patient experience 

• How to align work with strategic directions (e.g.10 year workforce plan report, Learning and 

Development strategic plan). 

• Ability to describe how allied health value adds 

• Evaluation skills including measuring the impact of education through patient outcomes (input/ 

outcome with patient) 

• Formal postgraduate qualifications, formal education pathways (linked to position) and support 

to attend (e.g. Cert IV, Grad Cert or Masters) 

• Teacher training 

- Facilitative skills for adult learning 

- Transfer of knowledge 

- Communication 

- Interprofessional education 

Consultation: Facilitating Learning and Teaching Resource 

The CETI Allied Health Directorate in collaboration with the CETI Allied Health Advisory Committee 

is exploring development of a resource for allied health clinicians to increase skills and confidence 

in facilitating clinical teaching, learning and education in the workplace. Participants were asked to 

brainstorm what topics should be covered in such a resource that would be of value to clinicians at 

the point of care. 

Facilitating Learning 

• Learning styles and ways to approach them 

• Learning needs analysis 

• Engagement in learning / ways of engaging people creatively 

• Making learning accessible 

• Scenario or problem base learning 

• Shared language on clinical reasoning 

Different models of education 

• How to present different modalities of teaching 

• Creative learning environments 

• Appropriate teaching approaches 

10



• Modular approach to education – bite size approach 

• Competency based learning 

• Understanding common terms (curriculum) 

• Using a Root Cause Analysis (RCA) to facilitate teaching 

Tools 

• Useful websites 

• Checklist of procedures for educators 

• How to use equipment for education 

• Complementary resources (DVDs, activities) 

Skills 

• How to facilitate reflective practice 

• Listening and communication skills 

• Giving feedback to affect change 

• Tips for how to facilitate clinical reasoning 

• Conflict resolution 

• Working with and facilitating groups 

• Running a workshop – steps and principles 

• Facilitating role plays 

• Writing case studies/scenarios 

• Drawing out opinions 

Evaluation of learning 

• How to evaluate or get meaningful feedback 

Other 

• Consideration of intellectual property to facilitate sharing 

• How to be a good mentor 

• Teaching in different locations e.g. metro, rural areas 

• Becoming a flexible educator – adapting to the situation 

• Continuation of learning from novice to intermediate to experienced 

• Facilitating links for networking to other like professions 

The above information will be presented to the CETI Allied Health Advisory Committee to inform the 

development of a resource for clinicians. 

The way forward 

The feedback obtained from this forum will inform the development of the CETI Allied Health 

Directorate’s activities over the next 12 months. Further consultation with key stakeholders is 

planned. In particular, the Allied Health Directorate recognises that allied health educators play a 

vital role in the delivery and coordination of effective education to the allied health workforce. With 

feedback obtained at this forum, the CETI Allied Health Directorate will be aiming to support allied 

health educators and clinicians by: 

11


• Creating connections across professional, organisational and geographic boundaries 

• Identify ways to support the professional development needs of allied health educators 

• Using the feedback to inform the development of a user friendly guide for clinicians to facilitate 

learning in the workplace. 

By collaborating with our key stakeholders, the Allied Health Directorate is working to meet the 

clinical education and training needs of “staff on the ground” to support the delivery of high quality 

care for the people of NSW. The CETI Allied Health Directorate greatly appreciates the feedback, 

ideas and suggestions provided by the participants of this consultation forum. 

Top left :Tanya Farnham, Rebecca Lee, David Cross 

Top right: Stella Suen, Melinda Yeung 

Middle left: Gaynor Heading, Justin Scanlan 

Middle right: Carmel Blayden, Sonia Hughes, Craig Suosaari, Meg Wemyss 

Bottom left: Marie Heydon, Grainne O’Loughlin, Jacqueline Dominish 

Bottom right: Allison Ferguson, Jennifer Nichol 

12



Appendix - List of Attendees 

Name Position Organisation 

Allison Ferguson Site Senior Dietician Illawarra Shoalhaven LHD 

Amy Hill A/- Integrated care coordinator Northern NSW LHD 

Anita Compton Senior Therapist Forensic Mental Health 

Specialty Network 

Ann Carter Pharmacy Educator Northern Sydney LHD 

Carmel Blayden Allied Health Educator Western Child Health Network 

Cathy Martin Pharmacy Educator Hunter New England LHD 

Cindy Patterson Pharmacy Educator Murrumbidgee LHD 

Claire Brunero Speech Pathologist Far West LHD 

Craig Suosaari Speech Pathologist Mid North Coast LHD 

David Cross Physiotherapy Adviser Western NSW LHD 

Elisabeth Long Social Work Educator South Eastern Sydney LHD 

Glen Auld Physiotherapist Central Coast LHD 

Grainne O’Loughlin Director of Allied Health St Vincent’s Health Network 

Jane McQueen Social Work Educator Nepean Blue Mountains LHD 

Jennifer Nichol Allied Health Educator Greater Eastern Child Health 

Network 

Joanne Rimington Pharmacy Educator South Eastern Sydney LHD 

Justin Scanlan Senior Occupational Therapist Sydney LHD 

Kate Symonds Pharmacy Educator Western NSW LHD 

Laurie-Anne Minslow Speech Pathologist Central Coast LHD 

Lil Vrklevski Psychologist Justice Health 

Marie Heydon Social Worker St Vincent’s Health Network 

Margot Brink Senior Social Worker Forensic Mental Health 

Specialty Network 

Meagan Lines Medical Radiation Sciences Educator Northern Sydney LHD 

Meg Wemyss Allied Health Educator Sydney Children’s Hospitals 

Speciality Network - Randwick 

Megan Kurtz Physiotherapist Southern NSW LHD 

Melinda Yeung Pharmacy Educator Western Sydney LHD 

Miriam Johnston Allied Health Educator South Western Sydney LHD 

Nicola Riley Dietitian Clinical Educator Sydney LHD 

Pauline Mendes Speech Pathologist Southern NSW LHD 

Rebecca Lee Physiotherapy Educator Western Sydney LHD 

Shelley Crowther Pharmacy Educator Illawarra Shoalhaven LHD 

Sheridan Collins Senior Dietician Sydney Children’s Hospitals 

Specialty Network - Westmead 

Sonia Hughes Allied Health Educator Northern Child Health Network 

Stella Suen Pharmacy Educator Nepean Blue Mountains LHD 

13


List of attendees continued 

Name Position Organisation 

Sue Steele-Smith 

Education Consultant 

and Manager, Royal 

Rehabilitation College 

Royal Rehabilitation Centre, 

Sydney 

Tanya Farnham Deputy/Physio Educator South Western Sydney LHD 

Dr Gaynor Heading General Manager CETI 

Jacqueline Dominish 

Learning and Teaching 

Co-ordinator 

CETI Allied Health 

Directorate 

Daniella Pfeiffer 

Dr Rob Wilkins 

Danielle Byers 


Co-ordinator 


Co-ordinator 


Co-ordinator 

Lisa Parkes Executive Assistant CETI 

CETI Allied Health 

Directorate 

CETI Interprofessional Practice 

Unit 

CETI Interprofessional Practice 

Unit 

Appendix - References 

Billet, S. 1999, ‘Guided Learning at Work’ in Understanding Learning at Work, eds. D. Boud & J. 

Garrick, Routledge, London and New York. 

Clinical Education and Training Institute 2011 CETI Allied Health Directorate Future Directions 

Report available for downloading on CETI website http://www.ceti.nsw.gov.au/allied-health-futuredirections-report/w1/i1008112/ 

Frenk, J et al. 2010, Health professionals for a new century: transforming education to strengthen 

health systems in an interdependent world, The Lancet, vol. 376, 4 December 2010, pp.1923 

1958. 

Garling, P. 2008, Final report of the Special Commission of Inquiry: Acute Care Services in NSW 

Public Hospitals. Sydney: NSW Government - Cited Oct 2011: http//lawlink.nsw.gov.au/lawlink/ 

Special_Projects/11_splprojects.nsf/pages/acsi_finalreport. 

Imel, S. 2000, ‘Contextual Learning in Adult Education’ Practice Application Brief No. 12, ERIC 

Clearinghouse on Adult, Career and Vocational Education. 

Lave, J. & Wenger, E. 1991, Situated Learning: Legitimate Peripheral Participation. Cambridge 

University Press, New York. 

Manley et al. 2009, ‘Work-based learning in the context of contemporary health care education and 

practice: A concept analysis’ in Practice Development in Health Care 8(2) 87-127. 

World Health Organisation 2011, Transformative scale up of health professional education: An effort 

to increase the numbers of health professionals and to strengthen their impact on population health, 

viewed on 11 October 2011, http://www.who.int/hrh/resources/transformative_education/en/index. 

html 

14


& TRAINING INSTITUTE

ALLIED HEALTH EDUCATORS CONSULTATION FORUM SUMMARY REPORT



NSW Clinical Education 

and Training Institute (CETI) 

Building 12 

Gladesville Hospital 


Tel: (02) 9844 6551 

Fax: (02) 9844 6544 

www.ceti.nsw.gov.au 

info@ceti.nsw.gov.au 

Post: Locked Bag 5022 

GLADESVILLE NSW 1675

Open - HETI - NSW Government

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