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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

  • Engages in committees, networks, research appropriate to their speciality or role
  • Seeks out learning opportunities for multidisciplinary interactions with colleagues and special interest groups
  • Foster relationships with key staff from universities, other higher education providers and NSW Health organisations

Education and training issues are recognised and raised to appropriate operational management and/or professional leadership

  • Issues are escalated that require the attention of management

Opportunities to participate in education and training committees and other related activities are explored

  • Active membership of education committees within the organisation e.g. quality and safety committee, working groups, professional development or education and training committees

For the Manager

What does this include?
Possible examples

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

Interprofessional education opportunities are encouraged

  • Development and coordination of interprofessional education opportunities

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

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)

  • A minimum of 30 minutes per week is dedicated to CPD (excluding   essential training)

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

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

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