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CLINICAL EDUCATION & TRAINING INSTITUTE 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
ALLIED HEALTH EDUCATORS CONSULTATION FORUM SUMMARY REPORT 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
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