Patient driven element

What does this include?

Possible examples

Planning of team/department/service education and training activities is based on local population needs and individual learning and development plans

• Local population needs and individual learning and development plans are considered when planning team/department/service education and training activities.

Ensure staff have access to Aboriginal cultural awareness, safety and responsiveness training

• Monitor and report on staff completion of Aboriginal cultural awareness, safety and responsiveness training

Clinician focussed element

What does this include?

Possible examples

The education and training of staff is actively supported

• Conducts learning needs analysis with staff where appropriate
• Staff are supported to attend relevant supervision training to support roles of supervisors and supervisees

Education and training responsibilities of individuals are clearly outlined in position descriptions

• 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 incorporated into the local performance appraisal system.

• Learning and development plans are discussed as part of the performance appraisal   review process

Evidence-based practice is implemented at a system/service level

• Clinical indicators are in place and reflect evidence-based practice

Leadership element

What does this include?

Staff are encouraged to explore opportunities to enhance education and training activities

• Workplace learning activities such as journal clubs, joint   intervention sessions, engagement in communities of practice are supported
• Education and training is a standard agenda item on   team/department/service meeting agendas and evidenced in meeting minutes

Sharing of information across professional and geographical boundaries is encouraged and facilitated

• Platforms for information sharing are in place e.g. through peers, forums, working groups, electronically

Relationships with key internal stakeholders to enhance education and training for the team/department/service are fostered

• Working relationships developed and maintained with Learning and Development Units and other discipline groups

Education and training issues are escalated to achieve better outcomes for team/department/service

• Issues are raised with senior management and with allied health professional colleagues who are representatives on peak committees.

The effectiveness of education and training is evaluated

• Through collation of feedback, department education programs are   reviewed and modified to meet ongoing needs of allied health professionals

Interprofessional education opportunities are encouraged

• Development and coordination of interprofessional education   opportunities

Organisational factors element

What does this include?

Possible examples

Mechanisms are in place to ensure that staff skills are developed and maintained

• Where new skills are required, knowledge and skill development is supported.
• Managers build confidence and capability in staff regarding the education of others within and across disciplines.
• A performance development review process is in place which identifies learning needs. This is reviewed regularly.

Development of team/department/service education is informed by service priorities and new/changing/improved clinical best practice

• Local data is collected, analysed and utilised

Systems are established within the team/department/service to support staff engagement in education and training with a goal of 20 – 40 hours per year allocated or as per AHPRA requirement

• Education and training activities are monitored and reported on

Processes are in place to ensure that clinical supervision occurs for all allied health professionals and assistants

• Expectations about supervision are documented in local policies/procedures and position descriptions
• Supervision requirements are communicated to all staff
• Supervision is discussed at management meetings
• Relevant policies and procedures are reviewed and updated as required
• Staff (supervisors and supervisees) are supported to access clinical supervision training and resources

Systems are in place to support and monitor partnerships with external education providers and stakeholders

• Good working relationships are developed and maintained to   support the delivery of undergraduate/masters entry student education, postgraduate study, research and vocational training
• Where appropriate, forms relationships are formed with key staff   from universities, other tertiary education providers and NSW Health organisations

Educational activities are evaluated and documented and recommendations for improvement are produced and implemented

• Systems are in place to monitor/evaluate effectiveness of   education and training

Resources element

What does this include?

Possible examples

Allied health professionals have access to resources and training that support education and training

• 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)

Allied health professionals have access to workplace-based learning activities where possible

• Facilitation of workplace-based learning as appropriate