Patient driven element |
What does this include? | Possible examples |
The needs of patient/client groups are identified and used to inform organisational planning and educational strategy | - Information is gathered from patient/client groups and used to inform education activities, including demographics, case mix, disease profiles and satisfaction with care delivery
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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 | - Infrastructure is in place to support use of data management systems including access to computer hardware, IT support and training of allied health professionals
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Support access to Aboriginal cultural awareness, safety and responsiveness training relevant to the location of the LHD/SHN | - Development of Aboriginal related training within the LHD/SHN or external provider
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Clinician focussed element |
What does this include? | Possible examples |
Education and training of Allied Health staff is actively supported | - Policies and procedures are in place to support education and training of staff
- Education is provided that is relevant, evidence-based and corresponds to learning needs of staff and the services they provide
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Leadership element |
What does this include? | Possible examples |
Staff are supported to devote a minimum of 20-40 hours per year(for a FTE staff member), excluding mandatory training to CPD which supports clinician capability in delivering person-centred care (AHPRA, 2015) | - A minimum of 30 minutes per week is dedicated to CPD (excluding essential training)
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Formal partnerships exist with key stakeholders to support education and training of allied health professionals both internally and externally | - Partnerships are developed between LHDs/SHNs, Vocational Education and Training sector, tertiary institutions, research institutes, pillars Ministry of Health
- Policy and procedures relating to education reflect involvement of external stakeholders
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There is representative membership of allied health professionals on education and other peak committees | - Committees are comprised of clinicians, managers and executives from a cross section of professional groups including allied health, medicine and nursing
- Composition of committees is reflected within terms of reference
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Interprofessional learning opportunities are identified and supported within the organisation | - Allied health collaborates with medical and nursing colleagues to plan and promote interdisciplinary learning activities
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Organisational factors element |
What does this include? | Possible examples |
Education and training is planned following the identification of individual, team or discipline learning needs | - Education needs identified and analysed
- Annual allied health education and training plan
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The quality and impact (change in workplace/clinical practices) of education and training is evaluated | - Education and training evaluated in short medium and long term
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A culture that values education and training within the organisation is fostered | - Allied health staff are involved in education and training activities
- Processes are in place to ensure service continuity when allied health professionals are attending education and training
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Education and training activities are aligned with the strategic direction of the organisation, state plans and priorities and local health needs | - Allied health professionals receive appropriate education and training relevant to service delivery requirements
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Key performance indicators and or targets surrounding education and training of allied health professionals have been established, monitored and reported on | - Reporting of activity occurs through data management systems
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Key organisational information is gathered, analysed and utilised to inform improvements using education and training Eg PREMs and PROMs | - Critical incident reviews include recommendations regarding education and training of staff and allocation of funding necessary to support implementation
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Allied Health educator positions are advocated for | - Allied Health educator positions are in place
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An implementation strategy for these guidelines is in place and is aligned with state and national drivers for education and training | - The implementation of these guidelines is progressed through consultation with all health professional groups and is aligned with state and national strategies
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An organisation-wide policy or guideline exists to support structured clinical supervision of allied health professionals | - The clinical supervision policy is developed and reviewed through consultation with key groups and communicated to all staff
- Supervision is embedded in core business of the organisation
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There is a system to ensure that Allied Health needs are communicated to education and peak committees | - Agenda items of concern to allied health professionals are tabled for discussion through relevant allied health representatives
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Resources element |
What does this include? | Possible examples |
Resources are in place that support education and training of allied health professionals both inter-professionally and within specific disciplines and specialty areas | - An Allied Health Education and Training Plan in place
- The guidelines and measures are incorporated as core business.
- Education is provided that is relevant and corresponds to learning needs of staff
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Allied Health educator positions are advocated for | - Allied Health educator positions are in place
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There is access to resources required to support workplace education and training | - Allied health professionals are supported financially and/or through time to attend education and training (outside essential training) which is relevant to their clinical specialty and/or service delivery requirements
- All staff have access to the internet and library services
- Video/teleconferencing and webinars are accessible to enable participation in learning activities
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Education and training trends across the organisation are monitored to identify common need areas | - Resources allocated to identified needs analysis priority areas
- Systems are in place for collecting data that informs education and training needs (e.g MHL, incident reporting systems, patient admission data)
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In rural and remote organisations, access to professional development is prioritised | - Resources actively allocated to professional development in rural and remote areas
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