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The Allied Health Education and Training Governance Guidelines: Organisational factors element

Health services have organisational structures that value and promote education and training embedded as core business.

For the Individual

What does this include?
Possible examples

Education and training activities are informed and underpinned by evidence-based practice and practice-based experience

  • Actively reviews current literature
  • Engages in journal club activities and implementation of clinical practice guidelines
  • Participates in in-services, multidisciplinary teamwork/education sessions
  • Attends grand rounds

Best practice clinical supervision is prioritised within core clinical responsibilities

  • Takes responsibility for developing and maintaining positive supervisory relationships.
  • Makes/maintains supervision appointments
  • A supervision contract is in place outlining accountabilities and responsibilities of supervisor/supervisee

Relevant mandatory training is completed

  • All mandatory training is completed on My Health Learning

For the Manager

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, post graduate study, research and vocational training
  • Where appropriate,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

For the Organisation

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

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

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

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

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

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

Allied Health educator positions are advocated for

  • Allied Health educator positions are in place

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

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

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