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ManagersExpectationsof managers andleaders to supportachievement of theguidelineOrganisationExpectations of theChief Executive andBoard to supportachievement of theguideline• There is evidence of planning of team/department/service education and training activities that reflectsinformation captured from various sources including datamanagement systems, patient/client satisfaction surveysand individual learning and development plans.• Learning and development plans are incorporated intothe managing for performance process to ensure thatstaff are equipped to meet patient/client and servicedelivery requirements.• Clinical indicators are in place and reflect evidencebasedpractice.• Development of team/department/service educationis informed by service priorities and new/changing/improved clinical best practice.• Data management systems are in place to capturepatient trends throughout the care continuum (inpatient,outpatient and community), enabling managers to planeducation services that target patient/client needs(Braithwaite & Travaglia, 2008).• Key organisational information is gathered, analysed andutilised to inform improvements using education andtraining.• New services are planned with consideration of skill mixand education and training needs of staff.• Processes are in place to ensure service continuitywhen allied health professionals are attending educationand training.• The needs of patient/client groups are identified andused to inform organisational planning and educationalstrategy.• Local data is collected, analysed and utilised from thefollowing sources:• Clinical and non-clinical activity data collection systems• Incident monitoring• Quality improvement activities• Clinical indicators• Complaints management processes• Learning and development plans• Patient/client satisfaction surveys• Use of patient/client data (e.g. demographics, case mix,disease profile).• Infrastructure is in place to support use of data managementsystems including access to computer hardware, IT supportand training of allied health professionals.• Critical incident reviews include recommendations regardingeducation and training of staff, and allocation of fundingnecessary to support implementation.• Allied health professionals employed in newly establishedservices receive appropriate education and training relevant toservice delivery requirements.• Information is gathered from patient/client groups and used toinform education activities, including demographics, case mix,disease profiles and satisfaction with care delivery.• Partnering with Pillars occurs to share specialist-specific datathat can be used to inform education and training needs at theLocal Health District/Specialty Network level.Outcome• Patients/clients are treated by skilled professionals and teams with current knowledge and skills to meet their health care needs.Please refer to the bibliography on page 35 for supporting documents.13Best Practice Governance Framework for Allied Health Education and Training HETI
HETI14Best Practice Governance Framework for Allied Health Education and TrainingLearning,Teachingand CPDBest Practice Governance GuidelinesGuideline 3 – Learning, Teaching and CPDStructures and processes are in place and tools are available to support learning, teachingand continuing professional development (CPD) of allied health professionals in the workplace• Engagement in learning, teaching and CPD in the workplace is a shared responsibility between individuals, managers and organisations.• Learning, teaching and CPD within the workplace should include not only formal learning activities such as postgraduate study or attendingworkshops and conferences, but also informal learning activities which occur in day to day clinical practice such as journal clubs, self-directedlearning, communities of practice, quality improvement and one-to-one clinical skills teaching.• CPD is an expectation of all allied health professionals to keep up to date with best practice treatment and initiatives and for some professionalsis a requirement to maintain registration to practise.• Health systems must support engagement of health professionals in CPD to ensure that patients/clients receive high quality and safe care.IndividualExpectations ofindividual healthprofessionals to meetthe guidelineIndicators of Achievement• Participation and/or facilitation in learning andteaching activities are in line with job descriptionsand requirements.• Prioritises time for learning and teaching activitieswithin core clinical responsibilities.• Builds and maintains networks internally and externallywith colleagues to support workplace learning andprofessional development.• Learning and teaching activities are informed andunderpinned by evidence-based practice and practicebasedexperience.• Shows commitment to achieving 2% target for CPD oras per AHPRA requirement which supports cliniciancapability in delivering person-centred care.Practice Examples• CPD portfolio reflects that engagement in educational activitiesis occurring as per requirements outlined in the positiondescription and meets registration requirements (where relevant).• CPD folder is actively maintained and kept up to date.• CPD activities are aligned with an individual learning anddevelopment plan.• Maintains contact with colleagues through list-serves,communities of practice, and special interest groups and openlyfacilitates sharing of information.• Participates in multidisciplinary teamwork/education sessions,attends grand rounds.• Actively seeks to locate up-to-date evidence to inform practiceand facilitate learning (e.g. database searches, journal club,in-service presentation).• Seeks information about engaging in and facilitating workplacelearning through reviewing resources such as The Learning Guide:A handbook for allied health professionals facilitating learning inthe workplace (HETI, 2012).
Page 2 and 3: Best PracticeGovernance Frameworkfo
Page 4 and 5: ForewordThe Health Education and Tr
Page 6 and 7: ContentsForewordiiiAcknowledgements
Page 8 and 9: Allied Health in NSW HealthAllied h
Page 10 and 11: What is a learning organisation?Acc
Page 12: Key Elements of the FrameworkThis d
Page 21 and 22: HETI16Best Practice Governance Fram
Page 27 and 28: NotesHETIBest Practice Governance F
Page 35 and 36: Appendix B - Allied Health Industri
Page 37 and 38: Appendix C - NSW Allied Health Prof
Page 39 and 40: Appendix D - Other Links for Allied
Page 41 and 42: Bibliography of supporting document
Page 43 and 44: Bibliography of supporting document
Page 45 and 46: ReferencesAustralian Health Practit

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