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ManagersExpectationsof managers andleaders to supportachievement of theguidelineOrganisationExpectations of theChief Executive andBoard to supportachievement of theguideline• Sharing of information across professional andgeographical boundaries is encouraged and facilitated.• Systems are established within the team/department/service to support staff engagement in workplacelearning activities.• There is an established system in the team/department/service to support documentation and monitoring ofCPD activities.• Monitors compliance to 2% target or as per AHPRArequirement which supports clinician capability indelivering person-centred care.• There is access to resources critical to supportingworkplace learning and teaching.• Key performance indicators are set that measurelearning and teaching activity.• Education committees have representativemembership from all levels of the organisation.• Staff are supported to devote a minimum of 2% of timeto CPD which supports clinician capability in deliveringperson-centred care (30 hours as per AHPRArequirements = approx. 2% for a FTE staff member)(AHPRA, 2012).• CPD trends across the organisation are monitoredto identify common need areas.• Platforms for information sharing are in place (e.g. through peers,forums, working groups, email distribution lists, electronically).• Managers support workplace learning activities such as journalclubs, joint intervention sessions, engagement in communitiesof practice.• CPD activity of staff including part-time staff and those whohave been on prolonged periods of leave (i.e. maternity leave)is monitored.• CPD logs or equivalent are discussed as part of theperformance review process.• Systems are in place to monitor/evaluate effectiveness ofin-service education.• All staff have access to the internet and library services.• Video/teleconferencing and webinars are accessible toenable participation in learning activities.• Committees are comprised of clinicians, managers andexecutives from a cross section of professional groupsincluding allied health, medicine and nursing.• A minimum of 30 minutes per week is devoted to CPD(excluding mandatory training).• Systems are in place for collecting data related to CPDactivities (e.g. time spent in education entered in CHIME,CERNER Allied Health or other electronic system).Outcome• Systems to support learning and development are in place to ensure skill and competence of all allied health professionals.• A culture of learning, teaching and professional development is embedded within organisational values.• Individuals and health services are accountable for the quality and safety of care they provide.For more information on The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace go to http://www.heti.nsw.gov.au/thelearningguide.Please refer to the bibliography on page 35 for supporting documents.15Best Practice Governance Framework for Allied Health Education and Training HETI
HETI16Best Practice Governance Framework for Allied Health Education and TrainingClinicalSupervisionBest Practice Governance GuidelinesGuideline 4 – Clinical SupervisionAllied health professionals have access to clinical supervision appropriate to theirqualifications and level of experience• Within NSW Health there is an expectation that high quality supervision is provided by appropriately qualified and trained clinicians to ensuredelivery of safe patient care (Garling, 2008; Health Workforce Australia, 2011a & b).• Health services must ensure that allied health professionals have access to supervision at a level appropriate to their qualifications and experience.• Allied health professionals responsible for providing supervision should be supported to obtain the necessary skills and knowledge to provideeffective supervision.• Supervisors should be supported by management and the organisation in their role as supervisors.• All supervision should comply with national and state mandatory requirements.IndividualExpectations ofindividual healthprofessionals to meetthe guidelineIndicators of Achievement• Supervision is delivered in line with position descriptionrequirements.• Time for supervision is prioritised within core clinicalresponsibilities.• Ensures that up-to-date knowledge and best practicein supervision are maintained.• Plans and prepares for supervision sessions, uses timeeffectively and appropriately.Practice Examples• A supervision contract is in place outlining accountabilitiesand responsibilities of supervisor/supervisee.• Makes/maintains supervision appointments.• Supervisors/supervisees are familiar with the key principlesunderpinning supervision through reviewing resources suchas The Superguide: A handbook for supervising allied healthprofessionals (HETI, 2012).• During a structured supervision session, supervisees bringan agenda, actions are recorded in a supervision log and CPDportfolios are utilised.
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 19: HETI14Best Practice Governance Fram
Page 23 and 24: HETI18Best 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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