How do the Education and Training Governance Guidelines link to the evidence?
These guidelines align with current supporting literature and link to existing policies and accreditation guidelines. The following table (Table 3) map the five guidelines to a range of key policies and standards.
Patient driven | |
Patient and clinical service needs and benefits are an overarching principle of workforce education and training.
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Supporting document | Reference/details |
Australian Commission on Safety and Quality in Health Care, 2017 NSQHS standards. | Standard 1 1.1. The governing body: a. Provides leadership to ensure partnering with patients, carers and consumers 1.2. The governing body ensures that the organisation’s safety and quality priorities address the specific health needs of Aboriginal and Torres Strait Islander people 1.21. The health service organisation has strategies to improve the cultural awareness and cultural competency of the workforce to meet the needs of its Aboriginal and Torres Strait Islander patients |
Australian Council on Healthcare Standards, 2013 EQuiP National
| 11.5. The organisation meets the needs of consumers/patients and carers with diverse needs and from diverse backgrounds 13.1. Workforce planning supports the organisation’s current and future ability to address needs |
Australian Commission on Safety and Quality in Health Care, 2017 NSQHS Standards – User Guide for Aboriginal and Torres Strait Islander Health | Action 1.21. Improve cultural competency. Key tasks:
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AHPRA, The National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy 2020-2015 | Strategy 2 – Ensure consistency for Aboriginal and Torres Strait Islander health and cultural safety in education and training standards and accreditation guidelines Strategy 6 – Develop a Continuous Professional Development (CPD) and upskilling strategy for the registered health workforce |
WHO, 2013b Transforming and scaling up health professionals’ education and training: World Health Organization Guidelines | Recommendation 1. Health professionals’ education and training institutions should consider designing and implementing continuing professional development programmes for faculty and teaching staff relevant to the evolving health-care needs of their communities |
Braithwaite and Travaglia, 2008 | Data management systems are in place to capture patient trends throughout the care continuum (inpatient, outpatient and community), enabling managers to plan education services that target patient/client needs
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National Rural Health Commissioner report – June 2020 | Recommendation 2: Two strategies recommended are: further expansion of the National Aboriginal and Torres Strait Islander Health Academy model to all Australian jurisdictions; and the creation of a Leaders in Indigenous Allied Health Training and Education Network. Once established, these strategies will increase pathways for Aboriginal and Torres Strait Islander people to enter the allied health workforce and will improve the cultural safety of rural and remote allied health services and training for all Australians. |
Clinician focused | |
Learning and development planning, responsibility and evaluation is essential to embedding new skills and knowledge into practice.
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Supporting document | Reference/details |
Australian Commission on Safety and Quality in Health Care, 2017 NSQHS Standards | Standard 1 1.20. The health service organisation uses its training systems to: a. Assess the competency and training needs of its workforce b. Implement a mandatory training program to meet its requirements arising from these standards c. Provide access to training to meet its safety and quality training needs d. Monitor the workforce’s participation in training 1.22. The health service organisation has valid and reliable performance review processes that: b. Identify needs for training and development in safety and quality c. Incorporate information on training requirements into the organisation’s training system 1.27. The health service organisation has processes that: a. Provide clinicians with ready access to best-practice guidelines, integrated care pathways, clinical pathways and decision support tools relevant to their clinical practice b. Support clinicians to use the best available evidence, including relevant clinical care standards developed by the Australian Commission on Safety and Quality in Health Care Standard 5 5.5. The health service organisation has processes to: a. Support multidisciplinary collaboration and teamwork b. Define the roles and responsibilities of each clinician working in a team 5.6. Clinicians work collaboratively to plan and deliver comprehensive care |
AHPRA Standards, 2015 | Minimum CPD requirements are stated in the Registration Standards of the allied health boards:
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WHO, 2013 Transforming and scaling up health professionals’ education and training: World Health Organization Guidelines | Recommendation 5. Health professionals’ education and training institutions should use simulation methods (high fidelity methods in settings with appropriate resources and lower fidelity methods in resource limited settings) in the education of health professionals Recommendation 9. Health professionals’ education and training institutions should consider implementing Inter-professional education (IPE) in both undergraduate and postgraduate programmes Recommendation 11. Health professionals’ education and training institutions should implement continuous professional development and in-service training of health professionals relevant to the evolving health-care needs of their communities |
NSW Health, 2013 Consensus Statement: Principles Underpinning Allied Health Governance in Local Health Districts/Specialty Networks | Principle 7 (excerpt). [Training] opportunities include:
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Leadership | |
Effective healthcare leadership encourages and facilitates education and training opportunities to build capability and empower allied health.
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Supporting document | Reference/details |
AHPRA Standards 2015 | Minimum CPD requirements are stated in the Registration Standards of the AHPRA allied health boards:
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NSW Health, 2013 Consensus Statement: Principles Underpinning Allied Health Governance in Local Health Districts/Specialty Networks | Principle 7 (excerpt). In order to enhance the recruitment and retention of allied health employees, it is imperative that appropriate clinical support and training are offered. This includes access to professional support and supervision as well as continuing professional development opportunities. The budget for such endeavours should be prioritised as a key to strengthening workforce development…Leadership across allied health professions is critical to the implementation of workforce redesign and in ensuring responsiveness to clinical service innovation. |
Garling, 2008 Final Report of the Special Commission of Inquiry Acute Care Services in NSW Public Hospitals | Recommendation 26: I recommend that NSW Health address deficiencies in the workforce of and delivery of services by allied health professionals in public hospitals by considering and implementing a program which addresses the following matters: (d) Determining the appropriate means by which allied health professionals should receive adequate ongoing education and providing such education and training. Recommendation 34: NSW Health should explore the opportunities for and develop programs which attract senior clinicians to become involved in or else increase their involvement in, the teaching and supervision of junior clinical staff, including by developing appropriate positions and career streams for such senior clinicians. Recommendation 35: NSW Health should consider the enhancement of the training and education provided for allied health professionals, by, at least: (a) Considering the provision of funding directly, or else indirectly through payment of allowances for attendance at, and participation in external education and training courses relevant to the particular allied health specialty; and (b) Considering whether it would be appropriate and cost effective to create specific positions for the provision of education to the particular allied health specialties. |
Australian Commission on Safety and Quality in Health Care, 2017 NSQHS Standards | Standard 1 1.20. The health service organisation uses its training systems to: a. Assess the competency and training needs of its workforce b. Implement a mandatory training program to meet its requirements arising from these standards c. Provide access to training to meet its safety and quality training needs d. Monitor the workforce’s participation in training. 1.22. The health service organisation has valid and reliable performance review processes that: b. Identify needs for training and development in safety and quality c. Incorporate information on training requirements into the organisation’s training system. 1.27. The health service organisation has processes that: a. Provide clinicians with ready access to best-practice guidelines, integrated care pathways, clinical pathways and decision support tools relevant to their clinical practice b. Support clinicians to use the best available evidence, including relevant clinical care standards developed by the Australian Commission on Safety and Quality in Health Care. Standard 5 5.5. The health service organisation has processes to: a. Support multidisciplinary collaboration and teamwork b. Define the roles and responsibilities of each clinician working in a team. 5.6. Clinicians work collaboratively to plan and deliver comprehensive care |
Organisational factors | |
Health services have organisational structures that value and promote education and training embedded as core business.
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Supporting document | Reference/details |
Australian Commission on Safety and Quality in Health Care, 2017 NSQHS Standards | Standard 1 1.1. The governing body: a. Provides leadership to develop a culture of safety and quality improvement, and satisfies itself that this culture exists within the organisation c. Sets priorities and strategic directions for safe and high-quality clinical care, and ensures that these are communicated effectively to the workforce and the community 1.24. The health service organisation: b. Conducts processes to ensure that clinicians are credentialed, where relevant 1.26. The health service organisation provides supervision for clinicians to ensure that they can safely fulfil their designated roles, including access to after-hours advice, where appropriate
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Australian Council on Healthcare Standards, 2013 EQuiP National | 13.2. The recruitment, selection and appointment system ensures that the skill mix and competence of staff, and the mix of volunteers, meets the needs of the organisation. 13.3. The continuing employment and development system ensures the competence of staff and volunteers. 13.4. Employee support systems and workplace relations assist the organisation to achieve its goals. |
NSW Health, 2013 Consensus Statement: Principles Underpinning Allied Health Governance in Local Health Districts/Specialty Networks | Principle 7 (excerpt). In order to enhance the recruitment and retention of allied health employees, it is imperative that appropriate clinical support and training are offered. This includes access to professional support and supervision as well as continuing professional development opportunities. The budget for such endeavours should be prioritised as a key to strengthening workforce development…Leadership across allied health professions is critical to the implementation of workforce redesign and in ensuring responsiveness to clinical service innovation. |
Garling, 2008 Final Report of the Special Commission of Inquiry Acute Care Services in NSW Public Hospitals | Recommendation 26: I recommend that NSW Health address deficiencies in the workforce of and delivery of services by allied health professionals in public hospitals by considering and implementing a program which addresses the following matters: (d) Determining the appropriate means by which allied health professionals should receive adequate ongoing education and providing such education and training. Recommendation 34: NSW Health should explore the opportunities for and develop programs which attract senior clinicians to become involved in or else increase their involvement in, the teaching and supervision of junior clinical staff, including by developing appropriate positions and career streams for such senior clinicians. Recommendation 35: NSW Health should consider the enhancement of the training and education provided for allied health professionals, by, at least: (c) Considering the provision of funding directly, or else indirectly through payment of allowances for attendance at, and participation in external education and training courses relevant to the particular allied health specialty; and (d) Considering whether it would be appropriate and cost effective to create specific positions for the provision of education to the particular allied health specialties. Recommendation 12: NSW Health should take immediate steps to enhance the supply of a skilled workforce of clinicians to rural areas by ways which include, at least: (c) Developing education facilities and programs which ensure that clinicians working in the rural and remote areas of NSW are provided with adequate education and training. |
AHPRA Standards | Pharmacy Board of Australia requires 1824 hours of supervised practice for general registration. Psychology Board of Australia requires clinical supervision by a Board-approved supervisor. |
NSW Health Clinical Supervision Framework, 2015 | Principle 1 – Clinical supervision is available to all health professionals to optimise patient care and outcomes Principle 4 – Clinical supervision contributes to continuous professional learning and practice improvement |
Fitzpatrick et al, 2012 Quality allied health clinical supervision policy in Australia: a literature review | Identified four key features of effective supervision:
Focuses on meeting the needs of the supervisee. |
Greer et al, 2016 Strengthening Health System Governance: Better Policies, Stronger Performance | Five key components for good governance in health services: transparency, accountability, participation, integrity and policy capacity. |
Resources | |
Facilitating access to education and training is supported by allocation of human and financial resources.
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Supporting document | Reference/details |
Garling, 2008 Final Report of the Special Commission of Inquiry Acute Care Services in NSW Public Hospitals | Recommendation 12: NSW Health should take immediate steps to enhance the supply of a skilled workforce of clinicians to rural areas by ways which include, at least: (c) Developing education facilities and programs which ensure that clinicians working in the rural and remote areas of NSW are provided with adequate education and training.
Recommendation 26: I recommend that NSW Health address deficiencies in the workforce of and delivery of services by allied health professionals in public hospitals by considering and implementing a program which addresses the following matters: (d) Determining the appropriate means by which allied health professionals should receive adequate ongoing education and providing such education and training. Recommendation 34: NSW Health should explore the opportunities for and develop programs which attract senior clinicians to become involved in or else increase their involvement in, the teaching and supervision of junior clinical staff, including by developing appropriate positions and career streams for such senior clinicians. Recommendation 35: NSW Health should consider the enhancement of the training and education provided for allied health professionals, by, at least: (e) Considering the provision of funding directly, or else indirectly through payment of allowances for attendance at, and participation in external education and training courses relevant to the particular allied health specialty; and (f) Considering whether it would be appropriate and cost effective to create specific positions for the provision of education to the particular allied health specialties. Recommendation 12: NSW Health should take immediate steps to enhance the supply of a skilled workforce of clinicians to rural areas by ways which include, at least: (c) Developing education facilities and programs which ensure that clinicians working in the rural and remote areas of NSW are provided with adequate education and training. |
WHO, 2010. Increasing access to health workers in remote and rural areas through improved retention: global policy recommendations. | Recommendations A.5. Design continuing education and professional development programmes that meet the needs of rural health workers and that are accessible from where they live and work, so as to support their retention. D.4. Develop and support career development programmes and provide senior posts in rural areas so that health workers can move up the career path as a result of experience, education and training, without necessarily leaving rural areas.
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National Rural Health Commissioner report – June 2020 | Recommendation 1: Once established, Service and Learning Consortia will improve recruitment and retention of allied health professionals by making rural and remote allied health practice and training more attractive and better supported. |