Find out about our team, how we partner with and support NSW Health, working for HETI and more.
Stay up to date with HETI news, events, new projects and resources under development.
From short eLearning modules and workshops, to immersive programs and Masters-level courses – HETI supports the full range of clinical and non-clinical roles across NSW Health and beyond.
We manage the recruitment of medical interns, cadetships and student clinical placements across NSW Health. Scholarships and grants are also offered to support equal access to education.
HETI draws on the latest technology, innovative learning methods and evidence-based research to design contemporary, responsive health education and training.
Search our publications, guidelines and other useful documents and links.
There are 5 elements in this self assessment. This is made up of a series of questions from each of these elements. Examples can be found under the ‘I’ icon.
After rating yourself, you will have the opportunity to complete the following questions:
This colour key provides a quick reference to the action level required based upon your selections.Good, continue || Good, but can be improved || Needs attention || Needs to be addressed as a priority
Local data is collected, analysed and utilised
Education and training activities are monitored and reported on
Systems are in place to monitor/evaluate effectiveness of education and training
Platforms for information sharing are in place e.g. through peers, forums, working groups, electronically
Development and coordination of interprofessional education opportunities
Working relationships developed and maintained with Learning and Development units and other discipline groups
Issues are raised with senior management and with allied health professional colleagues who are representatives on peak committees
Through collation of feedback, department education programs are reviewed and modified to meet ongoing needs of allied health professionals
Allied health professionals are supported (financially and/or through time) to attend education and training which is relevant to their clinical specialty and/or service delivery requirements (in addition to essential training)
Facilitation of workplace based learning as appropriate
Local population needs and individual learning and development plans are considered when planning team/department/service education and training activities.
Monitor and report on staff completion of Aboriginal cultural awareness, safety and responsiveness training
Expectations are clearly outlined on commencement of new roles during the orientation period or when job requirements change based on service delivery needs
Learning and development plans are discussed as part of the performance appraisal review process
Clinical indicators are in place and reflect evidence-based practice
Ensure all parts are completed prior to proceeding