The Allied Health Education and Training Governance Guidelines: Leadership element
Effective leadership encourages and facilitates education and training opportunities to build capability and empower allied health.
For the Individual | |
What does this include? | Possible examples |
Collaboration occurs with key internal and external stakeholders and networks to support workplace education and training development
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Education and training issues are recognised and raised to appropriate operational management and/or professional leadership
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Opportunities to participate in education and training committees and other related activities are explored
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For the Manager | |
What does this include? | Possible examples |
Staff are encouraged to explore opportunities to enhance education and training activities |
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Sharing of information across professional and geographical boundaries is encouraged and facilitated |
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Interprofessional education opportunities are encouraged |
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Relationships with key internal stakeholders to enhance education and training for the team/department/service are fostered |
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Education and training issues are escalated to achieve better outcomes for team/department/service |
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The effectiveness of education and training is evaluated |
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For the Organisation | |
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) |
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Formal partnerships exist with key stakeholders to support education and training of allied health professionals both internally and externally |
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There is representative membership of allied health professionals on education and other peak committees |
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Interprofessional learning opportunities are identified and supported within the organisation |
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