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CLINICAL EDUCATION & TRAINING INSTITUTE 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 <strong>NSW</strong> 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 <strong>NSW</strong> 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
ALLIED HEALTH EDUCATORS CONSULTATION FORUM SUMMARY REPORT 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
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Open - HETI - NSW Government

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