the governance guide a best practice governance framework ... · governance of health care...

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The Governance Guide

a best practice governance framework for allied health education and training

Guidelines to support the development of allied health capabilities in the delivery of person-centred care

SECOND EDITIONMay 2014

HETI | RESOURCE

ISBN: 978-1-741 8799-8-8




This guide provides best practice guidelines for allied health professionals, educators, managers and executives to establish or enhance systems of governance for allied health education and training within Local Health Districts and Specialty Networks.

It was developed following a review of existing accreditation, policy frameworks and current evidence to support allied health professionals gaining the necessary up to date skills and knowledge to provide high quality and safe care to the people of NSW.




Look for updates on the website:© HETI 2014 www.heti.nsw.gov.au

http://www.heti.nsw.gov.au

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Health Education and Training Institute (HETI)

Building 12Gladesville HospitalGLADESVILLE NSW 2111

Tel. (02) 9844 6551Fax. (02) 9844 6544

www.heti.nsw.gov.au

[email protected]

Post: Locked Bag 5022GLADESVILLE NSW 1675

National Library of Australia Cataloguing-in-Publication entry

Title: The governance guide: a best practice governance framework for allied health education and training: guidelines to support the development of allied health capabilities in the delivery of person-centred care/Health Education and Training Institute.

Edition: 2nd edition.

SHPN: (HETI) 140134

ISBN: 9781741879988 (paperback)

Subjects: Allied health personnel – Training of – New South Wales. Medical personnel – Training of – New South Wales.

Other Authors/Contributors: Health Education and Training Institute.

Dewey Number: 610.715

Suggested citation:

Health Education and Training Institute. The Governance Guide: a best practice governance framework for allied health education and training, Guidelines to support the development of allied health capabilities in the delivery of person centred care. 2nd ed. Sydney: HETI, 2014.

This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgement of the source. It may not be reproduced for commercial usage or sale.Reproduction for purposes other than those indicated requires written permission from HETI.

©HETI May 2014.

For further copies of this document, please contact HETI, or download a digital copy from the HETI website: www.heti.nsw.gov.au

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The Health Education and Training Institute (HETI) is pleased to present The Governance Guide: a best practice governance framework for allied health education and training. This is a reference document written to support establishment of local systems of governance for allied health education and training within Local Health Districts and Specialty Networks.

It was developed by the HETI Allied Health Portfolio in collaboration with the NSW Directors of Allied Health and HETI Allied Health Advisory Committee with feedback provided from Local Health Districts and Speciality Network Chief Executives and allied health professionals, educators, and managers.

Good governance is considered critical to achieving a health service that is responsive to patient/client care needs and the education and training needs of its staff, in order to deliver high quality and safe patient care to the people of NSW.

HETI is an organisation committed to developing a world class NSW health workforce through excellence in education and training. This document will provide evidence based guidelines to promote best practice within NSW Health agencies.

I look forward to ongoing collaboration with the many dedicated allied health professionals, educators, managers and executives working in the NSW Health system to establish and enhance systems of governance for allied health education and training locally.

HETI Chief Executive

Heather Gray

Foreword

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ork for allied health education and training

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This project was overseen by the HETI Allied Health Advisory Committee with development completed by a working group consisting of the HETI Allied Health Portfolio and representatives of the NSW Directors of Allied Health Committee.

The Governance Guide Working Group:

Jacqueline Dominish

Senior Program OfficerAllied Health Education and TrainingHealth Education and Training Institute

Daniella Pfeiffer

Senior Program OfficerAllied Health Education and TrainingHealth Education and Training Institute

Patricia Bradd

Chair NSW Allied Health Directors CommitteeDirector Allied HealthSouth Eastern Sydney Local Health District

Grainne O’Loughlin

Director Allied HealthSt Vincent’s Health Network

Richard Cheney

Director Allied HealthWestern NSW Local Health District

Virginia Binns

Clinical Program DirectorCommunity, Ambulatory, Rehabilitation, Population and Allied Health Sydney Children’s Hospital

Acknowledgements

Danielle Collins

Project Coordinator on Secondment HETI Allied Health Portfolio Occupational TherapistPrince of Wales Hospital South East Sydney LHD

NSW Directors of Allied Health Committee.

Design by Clik Creative Pty Ltd

The Governance Guide Working Group and Allied Health Advisory Committee acknowledges and thanks the many allied health professionals and colleagues who provided constructive, useful and relevant feedback on the state- wide consultation draft.

Acknowledgements

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Foreword iii

Acknowledgements iv

Background and context 2

Allied Health in NSW Health 3

Introduction 4

What is a learning organisation? 5

Using the framework 6

Roles and responsibilities 8

Best practice guidelines 10

Appendices 23

Appendix A – Self assessment checklists 24

Appendix B – Allied Health Industrial Awards in NSW 30

Appendix C – Links to professional boards and associations 31

Appendix D – Other links for allied health 34

Bibliography of supporting documents for best practice guidelines 35

Reference List 40

Contents

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Education and training is a critical component of the overall system of clinical and corporate governance of health care organisations (Braithwaite & Travaglia, 2008). It is a transition point which bridges the gap between the generation and application of knowledge. As identified in the Corporate Governance and Accountability Compendium for NSW Health, a core principle of good governance is to ensure the NSW Health workforce have the capacity and capability to provide effective and safe health services (NSW Department of Health, 2005).

The term governance in the context of this document refers to a systematic approach to maintaining and improving the quality of education and training for allied health professionals across NSW Health.

Health systems and population needs are in a continual state of change. To keep up with these changes, allied health professionals must engage in lifelong learning and draw from practice-based experience and current evidence to remain competent to practise. By ensuring that allied health professionals are supported to engage in lifelong learning and continuing professional development, health care organisations can be confident that they are employing a workforce capable of delivering person-centred care and therefore enhancing care outcomes.

A number of consultations were held in 2011 by the HETI Allied Health Portfolio with allied health directors, educators and clinicians. During these consultations it became evident that a set of best practice guidelines would be of benefit to provide guidance to allied health professionals, educators, managers and executives on building local systems of governance to support allied health education and training within Local Health Districts (LHDs) and Specialty Networks.

The framework contained within this guide has been developed by the HETI Allied Health Portfolio in collaboration with the NSW Allied Health Directors Committee and HETI Allied Health Advisory Committee. It is hoped by applying the principles and guidelines outlined within this framework that health services will support the development of allied health capabilities in the delivery of person-centred care and promote a culture of lifelong learning and development of its staff. This will ensure that health professionals have the necessary up-to-date skills and knowledge to provide high quality and safe care to the people of NSW.

“Clinical Governance is the term used to describe a systematic approach to maintaining and improving the quality of patient care within a health system. It is about the ability to produce effective change so that high quality care is achieved. It requires clinicians and administrators to take joint responsibility for making sure this occurs. When Clinical Governance is effective, it has the potential to:

• make positive changes you want to see happen;

• improve the quality of care for patients; and

• provide a better experience for staff”.

(New South Wales Ministry of Health, 2011)

Background and context

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Allied Health in NSW Health

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Allied health professionals:

• Hold tertiary qualifications

• Hold relevant registration, licence or accreditation to practise, and/or eligibility for membership with professional associations

• Provide a range of therapeutic and diagnostic services in either the public, primary health or private health care sector

• Apply their skills and knowledge to restore and maintain optimal physical, sensory, psychological, cognitive and social function with their clients/patients

• Use a range of complex skills including specific professional clinical skills as well as communication, clinical reasoning, reflection and evidence-based practice skills

• Work in teams, including multidisciplinary, interdisciplinary, and transdisciplinary teams

• Are allied or align with each other and other members of the health professional workforce, their patient/clients, their families, carers and community, working across the health system.

NSW Health allied health professions*

Art Therapy

Audiology

Counselling

Diversional Therapy

Exercise Physiology

Genetic Counselling

Music Therapy

Nuclear Medicine Technology

Nutrition & Dietetics

Occupational Therapy

Orthoptics

Orthotics & Prosthetics

Pharmacy

Physiotherapy

Play Therapy/Child Life Therapy

Podiatry

Psychology

Radiation Therapy

Radiography

Sexual Assault Workers

Social Work

Speech Pathology

Welfare Officer

* Information provided by Brenda McLeod, Chief Allied Health Officer, Workforce Development and Innovation Branch, NSW Ministry of Health, as per NSW Treasury Codes Classification System.

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Introduction

This guide has been developed to provide an overarching framework and set of underpinning best practice guidelines for allied health professionals, educators, managers and executives to establish or enhance systems of governance for allied health education and training within LHDs and Specialty Networks.

A guideline as defined by the NSW Health Policy Distribution System is any document that establishes best practice for NSW Health agencies (NSW Department of Health, 2009).

This document has been developed following a review of existing accreditation, policy frameworks and current evidence to support the development of allied health capabilities in the delivery of person-centred care through the creation of learning organisations and promotion of a culture of lifelong learning. The guidelines are based on a set of key overarching principles of education and training as outlined below.

Key principles

Education and Training should be:

• Driven by patient/client needs

• Aimed at the provision of high quality and safe patient/client care that is evidence-based

• A shared responsibility among the organisation, clinicians and managers

• Embedded as core business within health care organisations

• Aligned with state and national priorities with joint planning occurring between health and educational institutions and stakeholders

• Supported through the development of learning organisations.

Education and Training should lead to:

• Improved patient/client care

• Skilled, confident and competent clinicians

• An organisation that is responsive to the education and training needs of its staff

• An organisation that has appropriate education peak committees in place

• Partnerships that are developed between LHDs/Specialty Networks, Vocational Education and Training sector, tertiary institutions, research institutes, Pillars, Ministry of Health

• A culture of learning, teaching and professional development embedded within organisational values.

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What is a learning organisation?

According to the NSW Ministry of Health:

“A learning organisation is one which has structures and processes in place to encourage and reward continuous learning. A learning organisation recognises people as its most valuable asset. In a learning organisation, every individual is encouraged and supported to locate and create his/her own learning opportunities. The organisation facilitates access to relevant opportunities by establishing structures and processes which enable staff to learn from actual work situations.”

(NSW Department of Health, 2006, p4).

Additional characteristics of learning organisations as outlined in the literature include the willingness of the organisation to learn from its own experiences, learning from other organisations and encouraging staff from the “bottom up” as well as the “top down” to provide feedback and input into improvement of processes and initiatives (Braithwaite 2008; Mohr, 2005; Senge, 1990). In health services this is essential to ensure that the organisation is responsive to both patient/client care needs and the education and training needs of its staff in order to ensure the delivery of safe and high quality patient care.

Who is this guide for?

This guide has been developed for use by the following individuals in an effort to improve standards and consistency of education and training for allied health professionals working in NSW Health:

• Allied health professionals

• Allied health educators

• Managers/team leaders of allied health professionals

• Allied health directors

• Health service managers

• Learning and Development units

• LHD and Specialty Network Executives and Boards

This guide, while being predominantly targeted at the education and training of allied health professionals, is also applicable to allied health assistants employed within NSW Health.

It aims to assist the above individuals and groups to operationalise the framework and best practice guidelines at an LHD/Specialty Network level.

There are three key components to the guide:

1. The overarching framework (p7)

2. Best practice guidelines (p10)

3. Self assessment checklists (Appendix A, p24)

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There are six best practice guidelines (below) which underpin the framework (figure 1), enabling person-centred care through robust systems of governance of allied health education and training.

No Best Practice Guideline

1 Health services have a robust system of governance for education and training for allied health professionals.

2 Planning of education and training for allied health professionals is driven by the health care needs of the population and local service requirements.

3 Structures and processes are in place and tools are available to support learning, teaching and continuing professional development of allied health professionals in the workplace.

4 Allied health professionals have access to clinical supervision appropriate to their qualifications and level of experience.

5 Stakeholder relationships pertaining to allied health education and training are developed and fostered.

6 Allied health professionals are advocates for their education and training needs.

Under each guideline is a brief description followed by a set of indicators of achievement and practice examples attached to specific stakeholder groups. These are as follows:

IndividualsOutlines the expectations of individual allied health professionals to meet the guideline. These expectations should be read in conjunction with the relevant industrial award specific to the particular individual and their profession. For a full list of awards relevant to allied health professionals in NSW Health refer to Appendix B.

ManagersOutlines the expectations of managers/leaders to support achievement of the guideline. Managers and leaders should also refer to the requirements outlined in the individual expectations and their relevant industrial award in relation to their own education.

OrganisationOutlines the expectations of the Chief Executive and Board of the LHD/Specialty Network to support achievement of the guideline.

OutcomesThe guidelines also have longterm outcomes attached to them relating to the benefits of achieving each guideline, either for patients/clients, clinicians or the overall organisation.

Self assessment checklistsContained within Appendix A are self assessment checklists which can be used by individuals, managers or the organisation to assess current levels of achievement.

Bibliography of supporting documentsLists the literature, existing policy and accreditation frameworks which support each guideline.

“Being person centred involves valuing staff as well as patients as persons, with all their diversity. It encompasses the interpersonal skills required to achieve this, and to instill faith and respect. Person-centred relationships are built on mutual trust, understanding and the sharing of collective knowledge; are interrelated with values, caring processes and the environment of care.” “It is enabled by cultures of empowerment.” (Manley, Sanders, Cardiff & Webster, 2011, p. 10)

Using the framework

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Key Elements of the Framework This diagram illustrates key elements of the best practice governance framework for allied health education and training. The guidelines are informed by the key principles found on page 4 and can be used independently of each other, but would also be considered collectively by an organisation to:• transfer and exchange knowledge into practice• achieve high standards of patient/client care • promote a culture of life long learning.

Knowledge Transfer and Exchang

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Quality and S

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MANAGER

CLINICIAN

CAPABILITY

Learning, Teaching and CPD

Health Care Needs of the Population

Clinical Supervision

Collaborative Relationships

Advocacy

System of Governance

Confi denceClinical

CriticalReflection

Pra

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eEv

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Skills and Com

petence

Person Centred

Care

Figure 1: Key elements of the best practice governance framework for allied health education and training

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Allied Health Professionals

All allied health professionals have a responsibility to engage in lifelong learning, to keep up-to-date with the changing environment and current evidence and to ensure that they invest time in their own professional development (NSW Department of Health, 2005; Frenk et al, 2010). Allied health professionals can facilitate not only their own learning, but the learning of others through sharing of knowledge, resources and information and harnessing opportunities to engage in both formal and informal workplace learning situations.

It is recognised that within some industrial awards for allied health there are clearly outlined requirements in relation to role expectations for clinical education and training. This framework should be read in conjunction with the relevant awards in determining individual responsibilities pertaining to education paired with the level of experience. A list of awards relevant to the allied health professions is contained in Appendix B.

Student Educators

The student educator is responsible for the discipline-specific clinical supervision, teaching and co-ordination of educational activities for students on clinical placements within one or more health facilities (NSW Department of Health, 2011).

Allied Health Professional Educators

Some NSW Health LHDs and Specialty Networks may employ allied health professionals who are responsible for the design, development, delivery and evaluation of education programs including continuing professional education, new graduate orientation and general staff development courses (NSW Department of Health, 2011). Specific aspects of the framework may be further developed locally by professional educators where they exist.

Managers/Team Leaders of Allied Health Professionals

Allied Health Managers/Team Leaders have a responsibility to provide a supportive environment for professional development to occur and to foster the development of learning organisations. To minimise duplication and foster the natural development of networks and communities of practice, managers and team leaders are encouraged to promote an environment where the sharing of information and resources between staff and across other discipline groups and LHD/Specialty Network boundaries can occur. They are also encouraged to ensure that staff have access to continuing professional development (CPD) opportunities relevant to their specialty or role and that staff have the opportunity to both raise and be consulted on issues and ideas that may improve education for staff.

Allied Health Directors

Allied Health Directors are responsible for the professional management of allied health services in LHDs and Specialty Networks and are the responsible officers for issues pertaining to the employment, progression and registration of allied health staff. Allied Health Directors need to engage, facilitate, support and provide strategic oversight of allied health education and training and provide advice to improve overall systems of governance for allied health.

Roles and responsibilities

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Local Health District and Specialty Network Executives

Are responsible and accountable for ensuring the implementation of learning and development programs and that governance arrangements are in place to support education and training.

In addition to the responsibilities of individual allied health professionals and managers within LHDs/Specialty Networks, “boards and executives can help establish a lifelong learning agenda in many ways, including taking a lead in personally embracing continuous education, valuing education for others and promoting openings for people to participate in appropriate and relevant educational and learning opportunities” (Braithwaite & Travaglia, 2008, p14). According to the NSW Ministry of Health, “the Chief Executive and senior managers must actively sponsor and support learning activities” (NSW Department of Health, 2006, p. 4).

NSW Ministry of Health

The NSW Ministry of Health has a responsibility to set policy direction and provide physical and human resources to ensure that all employees receive appropriate learning and development opportunities, that the organisation is responsive to the education needs of staff, and that the delivery of safe, high quality health care for all patients/clients is facilitated.

Health Education and Training Institute

The Health Education and Training Institute (HETI) works closely with LHDs and Specialty Networks, Learning and Development Units, Pillars, Ministry of Health, other public health organisations, universities and clinical training providers to develop and deliver education and training across NSW Health. HETI’s mission is to pursue excellence in health education and training and workforce capability to improve the health of patients/clients and the working lives of NSW Health staff.

Professional Boards

Professional boards are responsible for policy, guidelines and legislation pertaining to the registration of allied health professionals to practice in Australia. Boards mandate CPD requirements for registered allied health professionals. These mandates stipulate the need for clinicians to engage in lifelong learning and to collect evidence of CPD for a certain number of hours per year.

Allied Health Professional Associations

Professional associations support members with professional development in areas relevant to their individual discipline or specialty area by providing access to specifically tailored education. They may also provide support to members to meet their CPD requirements through provision of CPD portfolio templates and online collation systems.

Partner Organisations

There are numerous organisations that play a role in allied health education and training. These include but are not limited to Local Health District and Specialty Networks, the Vocational Education and Training sector, tertiary institutions, Research institutes, Pillars (ACI, CEC, BHI) and Medicare Locals.

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Best Practice Governance Guidelines

The Governance Guide: a best practice governance framework for allied health education and training

Guideline 1 – System of Governance Health services have a robust system of governance for education and training for allied health professionals• Education and training to be embedded as core business within health care organisations.• Support for professional development of allied health professionals is required to ensure the delivery of evidenced based, high quality and safe patient/client care.• Accountabilities and responsibilities in relation to education and training need to be outlined at each level of the organisation (Braithwaite & Travaglia, 2008; Garling,

2008).

• These need to be documented and communicated to relevant stakeholders with monitoring systems in place to ensure compliance and identify opportunities for improvement.

Indicators of Achievement Practice Examples

Individual

Expectations of individual health professionals to meet the guideline

• Understands and works to requirements as outlined in the position description.

• Takes responsibility for own continuing professional development with the active support of management and the organisation.

• Participates and supports education of others.

• Fulfils job requirements as per position description.

• Reviews position description in preparation for key activities e.g. formulating a learning and development plan and participating in the annual performance review.

• Actively seeks out opportunities to engage in continuing professional development of both a formal and informal nature.

• Justifies professional development requests based on patient/client and service delivery needs and identifies mechanisms required to support engagement in such learning activities.

• Actively participates in supervision and departmental/team/ service education activities.

System of Governance

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Guideline 1 – System of Governance Health services have a robust system of governance for education and training for allied health professionals• Education and training to be embedded as core business within health care organisations.• Support for professional development of allied health professionals is required to ensure the delivery of evidenced based, high quality and safe patient/client care.• Accountabilities and responsibilities in relation to education and training need to be outlined at each level of the organisation (Braithwaite & Travaglia, 2008; Garling,

2008).

• These need to be documented and communicated to relevant stakeholders with monitoring systems in place to ensure compliance and identify opportunities for improvement.


Individual


• Understands and works to requirements as outlined in the position description.

• Takes responsibility for own continuing professional development with the active support of management and the organisation.

• Participates and supports education of others.

• Fulfils job requirements as per position description.

• Reviews position description in preparation for key activities e.g. formulating a learning and development plan and participating in the annual performance review.

• Actively seeks out opportunities to engage in continuing professional development of both a formal and informal nature.

• Justifies professional development requests based on patient/client and service delivery needs and identifies mechanisms required to support engagement in such learning activities.

• Actively participates in supervision and departmental/team/ service education activities.

Managers

Expectations of managers and leaders to support achievement of the guideline

• There is a good understanding of individual requirements specific to education and training as outlined in industrial awards relevant to staff members grade within their team/department/service.

• Responsibilities of individuals are clearly outlined in position descriptions.

• There is a monitoring process in place to review position descriptions when services or staffing change.

• Mechanisms are in place to ensure that staff are competent to practise and that skills are maintained.

• A system is in place to ensure that staff employed meet professional practice standards.

• Established mechanisms or processes exist to ensure that individuals are performing their job responsibilities and are monitored.

• All position descriptions are up to date and clearly articulate educational responsibilities in line with industrial award requirements and level of experience.

• Expectations are clearly outlined on commencement of new roles during the orientation period or when job requirements change based on service delivery needs.

• Where new skills are required competencies are identified, knowledge and skill development is supported and staff are assessed to ensure safe practice.

• Managers ensure that allied health professionals comply with statutory requirements including registration and eligibility for membership of their professional association.

• Job descriptions are referred to during annual performance review processes.

• Competency to practise is achieved through supervision, professional development and assessment.

• Managers build confidence and competence in staff educating others within and across disciplines.

Organisation

Expectations of the Chief Executive and Board to support achievement of the guideline

• An implementation strategy for this framework is in place and is aligned with state and national drivers for education and training (e.g. Health Workforce Australia, HETI).

• Measures are in place that supports education and training of allied health professionals both interprofessionally and within specific disciplines and specialty areas.

• Key performance indicators surrounding education and training of allied health professionals have been established and are monitored.

• Support (through funding and/or attendance) is provided for allied health professionals to attend external education and training events relevant to their particular specialty or role (Garling, 2008).

• The implementation of this framework is developed through consultation with all health professional groups and is aligned with state and national strategies.

• The framework and measures are incorporated as core business. This is supported by a communication strategy to enable managers and allied health professionals to be aware of their obligations and responsibilities in relation to this.

• Reporting of activity occurs through data management systems.• Allied health professionals are supported financially and/or through

time to attend education and training (outside of mandatory training) which is relevant to their clinical specialty and/or service delivery requirements.

Outcomes

• Patients/clients have access to a highly skilled workforce who deliver evidenced-based health care to improve health care outcomes.• Education and training of allied health professionals is core business of health services through the alignment of organisation and individual goals.

Please refer to the bibliography on page 35 for supporting documents.

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Guideline 2 – Health care needs of the population Planning of education and training for allied health professionals is driven by the health care needs of the population and local service requirements• The World Health Organization states that “patient care (and hence the health system) should be the driver of health professional education”

(WHO, 2011, p. 11).• Continuing professional development planning should take into account local health service requirements, state and national priorities as well as

personal learning needs.• With the move of health services to activity-based funding it is critical that reliable data is collected, analysed and utilised to support the delivery

of services and to highlight ongoing education and training requirements of allied health professionals that will meet the needs of patients/clients.


Individual


• A learning and development plan has been completed and reflects identified gaps in knowledge/skills required in the delivery of effective patient/client care.

• Demonstrates involvement in patient/client related quality improvement activities.

• Demonstrates engagement in evidence-based practice activities.

• Specific data is used to inform education and training needs.

• Reflects on current areas of clinical practice and identifies skill and knowledge gap areas for improvement to incorporate into the learning and development plan.

• Actively identifies opportunities for service improvement and drives change through initiatives such as quality improvement activities, review of processes and implementation of clinical guidelines.

• Actively reviews up-to-date literature, engages in journal club activities and implementation of clinical practice guidelines.

• Data is collected, entered and analysed in line with positional responsibilities (e.g. Incident Information Management System (IIMS), patient activity data, Key Performance Indcators (KPIs).

• Complies with standards as required by National Registration (APHRA) and/or the Professional Association.

• Actively engages in seeking out opportunities in the workplace to work with and learn from colleagues.

Health Care Needs of the Population

13 The Governance Guide: a best practice governance framework for allied health education and trainingHETI

Guideline 2 – Health care needs of the population Planning of education and training for allied health professionals is driven by the health care needs of the population and local service requirements• The World Health Organization states that “patient care (and hence the health system) should be the driver of health professional education”

(WHO, 2011, p. 11).• Continuing professional development planning should take into account local health service requirements, state and national priorities as well as

personal learning needs.• With the move of health services to activity-based funding it is critical that reliable data is collected, analysed and utilised to support the delivery

of services and to highlight ongoing education and training requirements of allied health professionals that will meet the needs of patients/clients.


Individual


• A learning and development plan has been completed and reflects identified gaps in knowledge/skills required in the delivery of effective patient/client care.

• Demonstrates involvement in patient/client related quality improvement activities.

• Demonstrates engagement in evidence-based practice activities.

• Specific data is used to inform education and training needs.

• Reflects on current areas of clinical practice and identifies skill and knowledge gap areas for improvement to incorporate into the learning and development plan.

• Actively identifies opportunities for service improvement and drives change through initiatives such as quality improvement activities, review of processes and implementation of clinical guidelines.

• Actively reviews up-to-date literature, engages in journal club activities and implementation of clinical practice guidelines.

• Data is collected, entered and analysed in line with positional responsibilities (e.g. Incident Information Management System (IIMS), patient activity data, Key Performance Indcators (KPIs).

• Complies with standards as required by National Registration (APHRA) and/or the Professional Association.

• Actively engages in seeking out opportunities in the workplace to work with and learn from colleagues.

Managers


• There is evidence of planning of team/department/service education and training activities that reflects information captured from various sources including data management systems, patient/client satisfaction surveys and individual learning and development plans.

• Learning and development plans are incorporated into the managing for performance process to ensure that staff are equipped to meet patient/client and service delivery requirements.

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

• 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 from the following sources:• Clinical and non-clinical activity data collection systems• Incident monitoring • Quality improvement activities• Clinical indicators• Complaints management processes• Learning and development plans• Patient/client satisfaction surveys• Use of patient/client data (e.g. demographics, case mix,

disease profile).

Organisation


• 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 (Braithwaite & Travaglia, 2008).

• Key organisational information is gathered, analysed and utilised to inform improvements using education and training.

• New services are planned with consideration of skill mix and education and training needs of staff.

• Processes are in place to ensure service continuity when allied health professionals are attending education and training.

• The needs of patient/client groups are identified and used to inform organisational planning and educational strategy.

• Infrastructure is in place to support use of data management systems including access to computer hardware, IT support and training of allied health professionals.

• Critical incident reviews include recommendations regarding education and training of staff, and allocation of funding necessary to support implementation.

• Allied health professionals employed in newly established services receive appropriate education and training relevant to service delivery requirements.

• Information is gathered from patient/client groups and used to inform education activities, including demographics, case mix, disease profiles and satisfaction with care delivery.

• Partnering with Pillars occurs to share specialist-specific data that can be used to inform education and training needs at the Local Health District/Specialty Network level.

Outcome

• Patients/clients are treated by skilled professionals and teams with current knowledge and skills to meet their health care needs.


HETI

14



Guideline 3 – Learning, Teaching and CPD Structures and processes are in place and tools are available to support learning, teaching and continuing professional development (CPD) of allied health professionals in the workplace• Engagement in learning, teaching and CPD in the workplace is a shared responsibility between individuals, managers and organisations. • Learning, teaching and CPD within the workplace should include not only formal learning activities such as postgraduate study or attending

workshops and conferences, but also informal learning activities which occur in day to day clinical practice such as journal clubs, self-directed learning, communities of practice, quality improvement and one-to-one clinical skills teaching.

• CPD is an expectation of all allied health professionals to keep up to date with best practice treatment and initiatives and for some professionals is a requirement to maintain registration to practise.

• Health systems must support engagement of health professionals in CPD to ensure that patients/clients receive high quality and safe care.


Individual


• Participation and/or facilitation in learning and teaching activities are in line with job descriptions and requirements.

• Prioritises time for learning and teaching activities within core clinical responsibilities.

• Builds and maintains networks internally and externally with colleagues to support workplace learning and professional development.

• Learning and teaching activities are informed and underpinned by evidence-based practice and practice-based experience.

• Shows commitment to achieving 2% target for CPD or as per AHPRA requirement which supports clinician capability in delivering person-centred care.

• CPD portfolio reflects that engagement in educational activities is occurring as per requirements outlined in the position description and meets registration requirements (where relevant).

• CPD folder is actively maintained and kept up to date.• CPD activities are aligned with an individual learning and

development plan.• Maintains contact with colleagues through list-serves,

communities of practice, and special interest groups and openly facilitates sharing of information.

• Participates in multidisciplinary teamwork/education sessions, attends grand rounds.

• Actively seeks to locate up-to-date evidence to inform practice and facilitate learning (e.g. database searches, journal club, in-service presentation).

• Seeks information about engaging in and facilitating workplace learning through reviewing resources such as The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace (HETI, 2012).

Learning, Teaching and CPD


Guideline 3 – Learning, Teaching and CPD Structures and processes are in place and tools are available to support learning, teaching and continuing professional development (CPD) of allied health professionals in the workplace• Engagement in learning, teaching and CPD in the workplace is a shared responsibility between individuals, managers and organisations. • Learning, teaching and CPD within the workplace should include not only formal learning activities such as postgraduate study or attending

workshops and conferences, but also informal learning activities which occur in day to day clinical practice such as journal clubs, self-directed learning, communities of practice, quality improvement and one-to-one clinical skills teaching.

• CPD is an expectation of all allied health professionals to keep up to date with best practice treatment and initiatives and for some professionals is a requirement to maintain registration to practise.

• Health systems must support engagement of health professionals in CPD to ensure that patients/clients receive high quality and safe care.


Individual


• Participation and/or facilitation in learning and teaching activities are in line with job descriptions and requirements.

• Prioritises time for learning and teaching activities within core clinical responsibilities.

• Builds and maintains networks internally and externally with colleagues to support workplace learning and professional development.

• Learning and teaching activities are informed and underpinned by evidence-based practice and practice-based experience.

• Shows commitment to achieving 2% target for CPD or as per AHPRA requirement which supports clinician capability in delivering person-centred care.

• CPD portfolio reflects that engagement in educational activities is occurring as per requirements outlined in the position description and meets registration requirements (where relevant).

• CPD folder is actively maintained and kept up to date.• CPD activities are aligned with an individual learning and

development plan.• Maintains contact with colleagues through list-serves,

communities of practice, and special interest groups and openly facilitates sharing of information.

• Participates in multidisciplinary teamwork/education sessions, attends grand rounds.

• Actively seeks to locate up-to-date evidence to inform practice and facilitate learning (e.g. database searches, journal club, in-service presentation).

• Seeks information about engaging in and facilitating workplace learning through reviewing resources such as The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace (HETI, 2012).

Managers


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

• Systems are established within the team/department/service to support staff engagement in workplace learning activities.

• There is an established system in the team/department/service to support documentation and monitoring of CPD activities.

• Monitors compliance to 2% target or as per AHPRA requirement which supports clinician capability in delivering person-centred care.

• Platforms for information sharing are in place (e.g. through peers, forums, working groups, email distribution lists, electronically).

• Managers support workplace learning activities such as journal clubs, joint intervention sessions, engagement in communities of practice.

• CPD activity of staff including part-time staff and those who have been on prolonged periods of leave (i.e. maternity leave) is monitored.

• CPD logs or equivalent are discussed as part of the performance review process.

• Systems are in place to monitor/evaluate effectiveness of in-service education.

Organisation


• There is access to resources critical to supporting workplace learning and teaching.

• Key performance indicators are set that measure learning and teaching activity.

• Education committees have representative membership from all levels of the organisation.

• Staff are supported to devote a minimum of 2% of time to CPD which supports clinician capability in delivering person-centred care (30 hours as per AHPRA requirements = approx. 2% for a FTE staff member) (AHPRA, 2012).

• CPD trends across the organisation are monitored to identify common need areas.

• All staff have access to the internet and library services.• Video/teleconferencing and webinars are accessible to

enable participation in learning activities. • Committees are comprised of clinicians, managers and

executives from a cross section of professional groups including allied health, medicine and nursing.

• A minimum of 30 minutes per week is devoted to CPD (excluding mandatory training).

• Systems are in place for collecting data related to CPD activities (e.g. time spent in education entered in CHIME, CERNER Allied Health, HETI Online or other electronic system).

Outcome

• Systems to support learning and development are in place to ensure skill and competence of all allied health professionals.• A culture of learning, teaching and professional development is embedded within organisational values.• Individuals and health services are accountable for the quality and safety of care they provide.

For more information on The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace go to http://www.heti.nsw.gov.au.


The Governance Guide: a best practice governance framework for allied health education and trainingHETI

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Guideline 4 – Clinical Supervision Allied health professionals have access to clinical supervision appropriate to their qualifications and level of experience• WithinNSWHealththereisanexpectationthathighqualitysupervisionisprovidedbyappropriatelyqualifiedandtrainedclinicianstoensure

deliveryofsafepatientcare (Garling, 2008; Health Workforce Australia, 2011a & b).• Healthservicesmustensurethatalliedhealthprofessionalshaveaccesstosupervisionatalevelappropriatetotheirqualificationsandexperience.• Alliedhealthprofessionalsresponsibleforprovidingsupervisionshouldbesupportedtoobtainthenecessaryskillsandknowledgetoprovide

effectivesupervision.• Supervisorsshouldbesupportedbymanagementandtheorganisationintheirroleassupervisors.• Allsupervisionshouldcomplywithnationalandstatemandatoryrequirements.


Individual


• Supervision is delivered in line with position description requirements.

• Time for supervision is prioritised within core clinical responsibilities.

• Ensures that up-to-date knowledge and best practice in supervision are maintained.

• Plans and prepares for supervision sessions, uses time effectively and appropriately.

• A supervision contract is in place outlining accountabilities and responsibilities of supervisor/supervisee.

• Makes/maintains supervision appointments.• Supervisors/supervisees are familiar with the key principles

underpinning supervision through reviewing resources such as The Superguide: A handbook for supervising allied health professionals (HETI, 2012).

• During a structured supervision session, supervisees bring an agenda, actions are recorded in a supervision log and CPD portfolios are utilised.

Clinical Supervision


Managers


• A system is established to record supervision activity within the team/department/service.

• Processes are in place to ensure that supervision occurs.• Supervision responsibilities of allied health professionals

are outlined in position descriptions and included in orientation procedures.

• Allied health professionals have access to resources and training that support supervision.

• Mechanisms are in place to support the evaluation of supervision within the team/department/service.

• Standardised templates to support supervision activity have been developed and implemented.

• Expectations around supervision are documented in local procedures and position descriptions and communicated to staff.

• Managers support staff to attend relevant training to support roles of supervisors and supervisees.

• Managers regularly request feedback from supervisors and supervisees, discusses supervision at management meetings, revises and improves policies and procedures as required.

Organisation


• The organisation supports the need for clinical staff to have access to appropriate supervision to ensure delivery of safe patient/client care.

• An organisation-wide policy or guideline exists to support supervision of allied health professionals.

• Supervision is valued as an essential component of clinical health care delivery.

• Key performance indicators measures supervision activity.

• Considers the need to support allied health professionals to have access to external supervision when all internal options within NSW Health have been exhausted.

• The policy is developed and reviewed through consultation with key groups and communicated to all staff.

• Supervision is embedded in core business of the organisation.

Outcome

• Patients are provided with high quality care by a competent allied health workforce.• Best practice in supervision is embedded within organisational structure and culture.• Processes are in place to support safe, quality health care

For more information on The Superguide: A handbook for supervising allied health professionals go to http://www.heti.nsw.gov.au.



18


Guideline 5 – Collaborative relationships Stakeholder relationships pertaining to allied health education and training are developed and fostered• Fosteringofrelationshipswithinternalandexternalstakeholdersallowsalliedhealtheducationandtrainingtobecomeasharedresponsibility.• Organisationsthatengageinpartnershipscanaligntheireducationagendas(e.g.creationofuniversityandhealthservicepartnershipsincreases

capacityforundergraduateclinicaleducation).• Collaborationisseenasamutuallybeneficialwayofsharinginformation,pursuingjointinitiativesandenhancingqualityandcapacityfor

educationandresearch.


Individual


• Collaborates with key internal and external stakeholders and builds positive relationships to optimise the quality of educational initiatives.

• Engages in committees, networks, research appropriate to their particular specialty or role.

• Seeks out learning opportunities for multidisciplinary interactions with colleagues and special interest groups.

• Provides feedback to colleagues from conferences and workshops.

• Where appropriate forms relationships with key staff from universities, other tertiary education providers and NSW Health organisations.

Collaborative Relationships


Managers


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

• Fosters relationships with key internal stakeholders to enhance education and training for the team/department/service.

• Good working relationships are developed and maintained to support the delivery of undergraduate student education, postgraduate study, research and vocational training.

• Where appropriate, forms relationships with key staff from universities, other tertiary education providers and NSW Health organisations.

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

Organisation


• Formal partnerships exist with key stakeholders to support education and training of allied health professionals.

• Proactively seeks opportunities to work collaboratively with universities.

• Partnerships are developed between LHDs/Specialty Networks, Vocational Education and Training sector, tertiary institutions, Research institutes, Pillars, Ministry of Health.

• The organisation is an active participant of the Interdisciplinary Clinical Training Network.

• Policy and procedures relating to education reflect involvement of external stakeholders.

Outcome

• The quality and capacity for allied health professional and student education and training are enhanced through stakeholder collaboration.



20


Guideline 6 – Advocacy Allied health professionals are advocates for their education and training needs• Communication channels should be in place amongst allied health professionals, health service managers and executives to ensure that the organisation

is responsive to the education and training needs of its staff. • Activity of allied health professionals is aligned with the strategic direction of the organisation and is reflective of local health needs. • The organisation provides opportunities for staff to communicate issues/concerns and utilises this information to inform improvements required to support

individuals and the activity of the organisation.


Individual


• Is able to recognise and raise appropriate education and training issues to operational management.

• Seeks out opportunities to participate in education and training committees and other related activities.

• Allied health professionals escalate issues that require prompt attention of management through forums such as email, direct one-to-one communication, team meetings etc.

• Allied health professionals are active members on committees within the organisation to influence priorities for education e.g. quality committee, working groups, professional development committee.

Managers


• Consults and is open to feedback from staff in relation to opportunities to enhance learning activities.

• Escalates education and training issues to achieve better outcomes for team/department/service.

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

• Conducts learning needs analysis with staff where appropriate.• Education and training is a standard agenda item on team/

department/service meeting minutes.• Issues are raised via preparation of business cases, with

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

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

Advocacy


Organisation


• There is representative membership of allied health professionals on education and other peak committees.

• There is a system to ensure that concerns are communicated to education and peak committees.

• Composition of committees is reflected within the terms of reference.

• Agenda items of concern to allied health professionals are tabled for discussion through the relevant allied health representatives.

Outcome

• The organisation is responsive to the education needs of frontline staff to facilitate delivery of safe and high quality patient care.


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Notes

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Appendix A – Self-Assessment Checklists

Appendix B – Allied Health Industrial Awards in NSW

Appendix C – NSW Allied Health Professions Registration Bodies, Councils and Professional Associations

Appendix D – Other Allied Health Links

Appendices

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HETI

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Guideline 1: System of Governance MeetsWorking towards

Action required

Time frame Who Evidence

Understands and works to requirements as outlined in the position description.

Takes responsibility for own continuing professional development with the active support of management and the organisation.

Participates and supports education of others.

Guideline 2: Healthcare needs of the population MeetsWorking towards

Action required


A learning and development plan has been completed and reflects identified gaps in knowledge/skills required in the delivery of effective patient/client care.

Demonstrates involvement in patient/client related quality improvement activities.

Demonstrates engagement in evidence-based practice activities.

Specific data is used to inform education and training needs.

Guideline 3: Learning, Teaching and CPD MeetsWorking towards

Action required


Participation and/or facilitation in learning and teaching activities are in line with job descriptions and requirements.

Prioritises time for learning and teaching activities within core clinical responsibilities.

Builds and maintains networks internally and externally with colleagues to support workplace learning and professional development.

Learning and teaching activities are informed and underpinned by evidence-based practice and practice-based experience.

Shows commitment to achieving 2% target for CPD or as per AHPRA requirement which supports clinician capability in delivering person-centred care.

Guideline 4: Clinical Supervision MeetsWorking towards

Action required


Supervision is delivered in line with position description requirements.

Time for supervision is prioritised within core clinical responsibilities.

Ensures that up-to-date knowledge and best practice in supervision are maintained.

Plans and prepares for supervision sessions, uses time effectively and appropriately.

Guideline 5: Collaborative relationships MeetsWorking towards

Action required


Collaborates with key internal and external stakeholders and builds positive relationships to optimise the quality of educational initiatives.

Guideline 6: Advocacy MeetsWorking towards

Action required


Is able to recognise and raise appropriate education and training issues to operational management.

Seeks out opportunities to participate in education and training committees and other related activities.

Appendix A – Self Assessment Checklist – Individual


25HETI


Action required


Understands and works to requirements as outlined in the position description.

Takes responsibility for own continuing professional development with the active support of management and the organisation.

Participates and supports education of others.


Action required


A learning and development plan has been completed and reflects identified gaps in knowledge/skills required in the delivery of effective patient/client care.

Demonstrates involvement in patient/client related quality improvement activities.

Demonstrates engagement in evidence-based practice activities.

Specific data is used to inform education and training needs.


Action required


Participation and/or facilitation in learning and teaching activities are in line with job descriptions and requirements.

Prioritises time for learning and teaching activities within core clinical responsibilities.

Builds and maintains networks internally and externally with colleagues to support workplace learning and professional development.

Learning and teaching activities are informed and underpinned by evidence-based practice and practice-based experience.

Shows commitment to achieving 2% target for CPD or as per AHPRA requirement which supports clinician capability in delivering person-centred care.


Action required


Supervision is delivered in line with position description requirements.

Time for supervision is prioritised within core clinical responsibilities.

Ensures that up-to-date knowledge and best practice in supervision are maintained.

Plans and prepares for supervision sessions, uses time effectively and appropriately.


Action required


Collaborates with key internal and external stakeholders and builds positive relationships to optimise the quality of educational initiatives.


Action required


Is able to recognise and raise appropriate education and training issues to operational management.

Seeks out opportunities to participate in education and training committees and other related activities.


HETI

26 The Governance Guide: a best practice governance framework for allied health education and training


Action required


There is a good understanding of individual requirements specific to education and training as outlined in industrial awards relevant to staff members’ grade within their team/ department/service.

Responsibilities of individuals are clearly outlined in position descriptions.

There is a monitoring process in place to review position descriptions when services or staffing change.

Mechanisms are in place to ensure that staff are competent to practise and that skills are maintained.

A system is in place to ensure that staff employed meet professional practice standards.

Established mechanisms or processes exist to ensure that individuals are performing their job responsibilities and are monitored.


Action required


There is evidence of planning of team/department/service education and training activities that reflects information captured from various sources including data management systems, patient/client satisfaction surveys and individual learning and development plans.

Learning and development plans are incorporated into the managing for performance process to ensure that staff are equipped to meet patient/client and service delivery requirements.

Clinical indicators are in place and reflect evidence based practice.

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


Action required


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

Systems are established within the team/department/service to support staff engagement in workplace learning activities.

There is an established system in the team/department/service to support documentation and monitoring of CPD activities.

Monitors compliance to 2% target or as per AHPRA requirement which supports clinician capability in delivering person-centred care.


Action required


A system is established to record supervision activity within the team/department/service.

Processes are in place to ensure that supervision occurs.

Supervision responsibilities of allied health professionals are outlined in position descriptions and included in orientation procedures.

Allied health professionals have access to resources and training that support supervision.

Mechanisms are in place to support the evaluation of supervision within the team/department/service.


Action required


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

Fosters relationships with key internal stakeholders to enhance education and training for the team/department/service.


Action required


Consults and is open to feedback from staff in relation to opportunities to enhance learning activities.

Escalates education and training issues to achieve better outcomes for team/department/service.

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

Appendix A – Self assessment checklist – Manager

The Governance Guide: a best practice governance framework for allied health education and training27HETI


Action required


There is a good understanding of individual requirements specific to education and training as outlined in industrial awards relevant to staff members’ grade within their team/ department/service.

Responsibilities of individuals are clearly outlined in position descriptions.

There is a monitoring process in place to review position descriptions when services or staffing change.

Mechanisms are in place to ensure that staff are competent to practise and that skills are maintained.

A system is in place to ensure that staff employed meet professional practice standards.

Established mechanisms or processes exist to ensure that individuals are performing their job responsibilities and are monitored.


Action required


There is evidence of planning of team/department/service education and training activities that reflects information captured from various sources including data management systems, patient/client satisfaction surveys and individual learning and development plans.

Learning and development plans are incorporated into the managing for performance process to ensure that staff are equipped to meet patient/client and service delivery requirements.

Clinical indicators are in place and reflect evidence based practice.

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


Action required


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

Systems are established within the team/department/service to support staff engagement in workplace learning activities.

There is an established system in the team/department/service to support documentation and monitoring of CPD activities.

Monitors compliance to 2% target or as per AHPRA requirement which supports clinician capability in delivering person-centred care.


Action required


A system is established to record supervision activity within the team/department/service.

Processes are in place to ensure that supervision occurs.

Supervision responsibilities of allied health professionals are outlined in position descriptions and included in orientation procedures.

Allied health professionals have access to resources and training that support supervision.

Mechanisms are in place to support the evaluation of supervision within the team/department/service.


Action required


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

Fosters relationships with key internal stakeholders to enhance education and training for the team/department/service.


Action required


Consults and is open to feedback from staff in relation to opportunities to enhance learning activities.

Escalates education and training issues to achieve better outcomes for team/department/service.

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

HETI

28 The Governance Guide: a best practice governance framework for allied health education and training


Action required


An implementation strategy for this framework is in place and is aligned with state and national drivers for education and training (e.g. Health Workforce Australia, HETI).

Measures are in place that supports education and training of allied health professionals both interprofessionally and within specific disciplines and specialty areas.

Key performance indicators surrounding education and training of allied health professionals have been established and are monitored.

Support (through funding and/or attendance) is provided for allied health professionals to attend external education and training events relevant to their particular specialty or role (Garling, 2008).


Action required


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 (Braithwaite & Travaglia, 2008).

Key organisational information is gathered, analysed and utilised to inform improvements using education and training.

New services are planned with consideration of skill mix and education and training needs of staff.

Processes are in place to ensure service continuity when allied health professionals are attending education and training.

The needs of patient/client groups are identified and used to inform organisational planning and educational strategy.


Action required


There is access to resources critical to supporting workplace learning and teaching.

Key performance indicators are set that measure learning and teaching activity.

Education committees have representative membership from all levels of the organisation.

Staff are supported to devote a minimum of 2% of time to CPD which supports clinician capability in delivering person-centred care (30 hours as per AHPRA requirements = approx. 2% for a FTE staff member) (AHPRA, 2012).

CPD trends across the organisation are monitored to identify common need areas.


Action required


The organisation supports the need for clinical staff to have access to appropriate supervision to ensure delivery of safe patient/client care.

An organisation-wide policy or guideline exists to support supervision of allied health professionals.

Supervision is valued as an essential component of clinical health care delivery.

Key performance indicators measure supervision activity.


Action required


Formal partnerships exist with key stakeholders to support education and training of allied health professionals.

Proactively seeks opportunities to work collaboratively with universities.


Action required


There is representative membership of allied health professionals on education and other peak committees.

There is a system to ensure that concerns are communicated to education and peak committees.

Appendix A – Self assessment checklist – Organisation


29HETI


Action required


An implementation strategy for this framework is in place and is aligned with state and national drivers for education and training (e.g. Health Workforce Australia, HETI).

Measures are in place that supports education and training of allied health professionals both interprofessionally and within specific disciplines and specialty areas.

Key performance indicators surrounding education and training of allied health professionals have been established and are monitored.

Support (through funding and/or attendance) is provided for allied health professionals to attend external education and training events relevant to their particular specialty or role (Garling, 2008).


Action required


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 (Braithwaite & Travaglia, 2008).

Key organisational information is gathered, analysed and utilised to inform improvements using education and training.

New services are planned with consideration of skill mix and education and training needs of staff.

Processes are in place to ensure service continuity when allied health professionals are attending education and training.

The needs of patient/client groups are identified and used to inform organisational planning and educational strategy.


Action required


There is access to resources critical to supporting workplace learning and teaching.

Key performance indicators are set that measure learning and teaching activity.

Education committees have representative membership from all levels of the organisation.

Staff are supported to devote a minimum of 2% of time to CPD which supports clinician capability in delivering person-centred care (30 hours as per AHPRA requirements = approx. 2% for a FTE staff member) (AHPRA, 2012).

CPD trends across the organisation are monitored to identify common need areas.


Action required


The organisation supports the need for clinical staff to have access to appropriate supervision to ensure delivery of safe patient/client care.

An organisation-wide policy or guideline exists to support supervision of allied health professionals.

Supervision is valued as an essential component of clinical health care delivery.

Key performance indicators measure supervision activity.


Action required


Formal partnerships exist with key stakeholders to support education and training of allied health professionals.

Proactively seeks opportunities to work collaboratively with universities.


Action required


There is representative membership of allied health professionals on education and other peak committees.

There is a system to ensure that concerns are communicated to education and peak committees.

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Award Link

NSW Health Service Health Professionals (State) Award

http://www.health.nsw.gov.au/resources/jobs/conditions/awards/hsu_health_professional.asp

Health and Community Employees Psychologists (State) Award

http://www.health.nsw.gov.au/resources/jobs/conditions/awards/hsu_hc_psychologists_pdf.asp

NSW Health Employees’ Pharmacists (State) Award

http://www.health.nsw.gov.au/resources/jobs/conditions/awards/hsu_he_pharmacists.asp

Health Employees’ Medical Radiation Scientists (State) Award

http://www.health.nsw.gov.au/resources/jobs/conditions/awards/hsu_he_medical_radiation_scienti_pdf.asp

Appendix B – Allied Health Industrial Awards in NSW

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Allied Health Profession

Registration Bodies, Councils and Professional Associations Link

Art Therapy Australian and New Zealand Art Therapy Association

http://www.anzata.org

Audiology Audiological Society of Australia

http://www.audiology.asn.au

Counselling The Australian Counselling Association

http://www.theaca.net.au/

Dietetics Dietitians Association of Australia

http://daa.asn.au

Diversional Therapy

Diversional Therapy Australia

http://www.diversionaltherapy.org.au

Exercise Physiology

Exercise Sport Science Australia

http://www.essa.org.au

Genetic Counselling

Australasian Society of Genetic Counsellors

http://asgc.org.au/education/how-to-become- a-genetic-counsellor/

http://asgc.org.au

Music Therapy Australian Music Therapy Association

www.austmta.org.au

Nuclear Medicine Technology

Australian and New Zealand Society of Nuclear Medicine

http://www.anzsnm.org.au

Medical Radiation Practice Board

http://www.medicalradiationpracticeboard.gov.au

Occupational Therapy

Occupational Therapy Council

http://www.cotrb.com.au

Occupational Therapy Board of Australia

http://www.occupationaltherapyboard.gov.au

Occupational Therapy Australia

http://www.otaus.com.au

Orthoptics Australian Orthoptic Board

http://www.australianorthopticboard.org.au


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http://www.anzata.org/

http://www.audiology.asn.au

http://www.theaca.net.au/

http://daa.asn.au/

http://www.diversionaltherapy.org.au/

http://www.essa.org.au/



http://asgc.org.au

http://www.austmta.org.au

http://www.anzsnm.org.au

http://www.medicalradiationpracticeboard.gov.au/

http://www.cotrb.com.au/

http://www.occupationaltherapyboard.gov.au/

http://www.otaus.com.au/

http://www.australianorthopticboard.org.au/

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Orthotics & Prosthetics

The Australian Orthotic and Prosthetic Association Inc

http://www.aopa.org.au

Pharmacy Pharmacy Board of Australia

http://www.pharmacyboard.gov.au

Australian Pharmacy Council

http://www.pharmacycouncil.org.au

The Society of Hospital Pharmacists of Australia

http://www.shpa.org.au

Pharmacy Society of Australia

http://www.psa.org.au

Physiotherapy NSW Council of Physiotherapy

http://www.physiocouncil.com.au

Physiotherapy Board of Australia

http://www.physiotherapyboard.gov.au

Australian Physiotherapy Association

http://www.physiotherapy.asn.au

Play Therapy/

Child Life Therapy

Australian Association of Hospital Play Specialists

http://www.aahps.org.au

Podiatry Podiatry Board of Australia

http://www.podiatryboard.gov.au

Australian and New Zealand Podiatry Accreditation Council

http://www.anzpac.org.au

Australian Podiatry Council

http://www.apodc.com.au




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http://www.aopa.org.au

http://www.pharmacyboard.gov.au/

http://www.pharmacycouncil.org.au/

http://www.shpa.org.au

http://www.psa.org.au/

http://www.physiocouncil.com.au

http://www.physiotherapyboard.gov.au/

http://www.physiotherapy.asn.au/

http://www.aahps.org.au/

http://www.podiatryboard.gov.au/

http://www.anzpac.org.au/

http://www.apodc.com.au/

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Psychology Psychology Board of Australia

http://www.psychologyboard.gov.au

Australian Psychological Society

www.psychology.org.au

Australian Psychology Accreditation Council

www.apac.psychology.org.au

Radiation Therapy Australian Institute of Radiography

http://www.air.asn.au



Radiography Australian Institute of Radiography

http://www.air.asn.au



Sexual Assault Counselling

Australian and New Zealand Association for the Treatment of Sexual Assault

http://www.anzatsa.org

Association for the Treatment of Sexual Abusers

http://www.atsa.com

Social Work Australian Association of Social Work

http://www.aasw.asn.au

Speech Pathology Speech Pathology Australia

http://www.speechpathologyaustralia.org.au

Welfare Officer Australian Community Workers Association

http://www.acwa.org.au/front



http://www.psychologyboard.gov.au/

http://www.psychology.org.au

http://www.apac.psychology.org.au

http://www.air.asn.au/


http://www.air.asn.au/


http://www.anzatsa.org/index.php?page=Home

http://www.atsa.com

http://www.aasw.asn.au/

http://www.speechpathologyaustralia.org.au/

http://www.acwa.org.au/front

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Allied Health Assistants – Info on allied health assistants roles

http://www.sarrahtraining.com.au

Allied Health Professions Australia

http://www.ahpa.com.au

Australian Interprofessional Practice and Education Network (AIPPEN)

http://www.aippen.net/

Health Workforce Australia

http://www.hwa.gov.au/

Services for Australian Rural and Remote Allied Health

http://www.sarrah.org.au

Rural Health Workforce Australia

http://www.rhwa.org.au/site/index.cfm

Rural Health Education Foundation

http://www.rhef.com.au/

Appendix D – Other Links for Allied Health

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http://www.sarrahtraining.com.au

http://www.ahpa.com.au

http://www.aippen.net/

http://www.hwa.gov.au/

http://www.sarrah.org.au

http://www.rhwa.org.au/site/index.cfm

http://www.rhef.com.au/

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Bibliography of supporting documents for best practice guidelines

Supporting Document Guideline Additional reference material

Australian Commission on Safety and Quality in Health Care (ACSOHC) September 2011, National Safety and Quality Health Service Standards, ACSOHC, Sydney.

Guideline 1 Standard 1 - Governance for safety and quality in health service organisations1.4.1 - Orientation and ongoing training programs provide the workforce with the skill and information needed to fulfil their safety and quality roles and responsibilities.1.4.4 - Competency based training is provided to the clinical workforce to improve safety and quality.1. 7 - Developing and/or applying clinical guidelines or pathways that are supported by the best available evidence.1.11.2 - A valid and reliable performance review process is in place for the clinical workforce.1.10.2 - Mechanisms are in place to monitor that the clinical workforce are working within their agreed scope of practice.

Guideline 2 Standard 1 - Governance for safety and quality in health service organisations1. 7 - Developing and/or applying clinical guidelines or pathways that are supported by the best available evidence.1.12.1 - The clinical and relevant non-clinical workforce has access to ongoing safety and quality education and training for identified professional and personal development.Standard 2 - Partnering with consumers2.1 - Establishing governance structures to facilitate partnerships with consumers and/or carers.2.5 - Partnering with consumers and/or carers to design the way care is delivered to better meet patient needs and preferences.2.6.2 - Consumers and/or carers are involved in training the clinical workforce.

Guideline 4 1.10.5 - Supervision of the clinical workforce is provided whenever it is necessary for individuals to fulfil their designated role.

Guideline 6 1.13 - Seeking regular feedback from the workforce to assess their level of engagement with, and understanding of the safety and quality system of the organisation.

Australian Health Practitioners Regulation Agency 2012 http://www.ahpra.gov.au/

Guideline 3

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Baud, D & Garrick, J 1999, ‘Understandings of workplace learning’, in Understanding learning at work, eds. D. Baud & J. Garrick, Routledge, London and New York.

Guideline 3

Braithwaite, J 2008, ‘L(H)”’ 2: (m\ m2 ... m”)’, Leadership in Health Services, vol. 21, no. 1, 2008, pp. 8-15.

Guideline 1 & 6

Braithwaite, J & Travaglia, JF 2008, ‘An overview of clinical governance policies, practices and initiatives’, Australian Health Review, vol. 32, no. 1, pp. 10-22.

Guideline 1, 2, 3 & 6

Foley, M 2011, Future arrangements for governance of NSW Health, report of the Director General. NSW Ministry of Health, viewed on 5 March 2012 http://www.health.nsw.gov.au/govreview/

Guideline 1

Frenk, J. et al 2010. Health Professionals for a New Century: Transforming education to strengthen health systems in an interdependent world. The Lancet, vol. 3 76, pp. 1923-1958.

Guideline 2 & 5

Garling, P 2008, Final report of the special commission of inquiry: Acute care in NSW public hospitals, State of NSW, 27 November 2008.

Guideline 1 & 4

Recommendation 31: NSW Health should review, develop if required and implement such policies as will clearly specify the roles and responsibilities of the Institute of Clinical Education and Training and the roles and responsibilities of area health services and relevant statutory health corporations in the delivery of training and education relevant to health services.Recommendation 35: NSW Health should consider the enhancement of the training and education provided for allied health professionals, by at leasta) Considering the provision of funding directly or else indirectly through payment of allowances for attendance at, and participation in external education and training courses relevant to the particular allied health specialty.b) Considering whether it would be appropriate and cost effective to create specific positions for the provision of education to the particular allied health specialties.

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http://www.health.nsw.gov.au/govreview/

http://www.health.nsw.gov.au/govreview/

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Health Education and Training Institute 2012. The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace. Sydney: HETI.

Guideline 3

Health Education and Training Institute 2012. The Superguide: A handbook for supervising allied health professionals. Sydney: HETI.

Guideline 4

Health Workforce Australia 2011, Clinical Supervision Support Program Directions Paper. Viewed on 2 February 2012 http://www.hwa.gov.au/sites/uploads/clinical-supervision-support-program-directions-paper-april-2011.pdf

Guideline 4

Health Workforce Australia 2011, National Clinical Supervision Support Framework. Viewed on2 February 2012 http://www.hwa.gov.au/sites/uploads/hwa-national-clinical-supervision-support-framework-201110.pdf

Guideline 3, 4

Manley K, Titchen A, Hardy S 2009, ‘Work-based learning in the context of contemporary health care education and practice: A concept analysis’, Practice Development in Health Care, vol. 8, no. 2, pp. 87-127.

Guideline 3

NSW Department of Health 1999, NSW Health Policy Directive, A framework for managing the quality of health services in New South Wales. PD2005 _585, viewed on 2 May 2012. http://www.health.nsw.gov.au/policies/pd/2005/pdf/PD2005_585.pdf

Guideline 1, 2, 3

NSW Department of Health 2002, Easy guide to clinical practice improvement: A guide for healthcare professionals. Viewed on 2 May 2012http://www.health.nsw.gov.au/resources/quality/pdf/cpi_easyguide.pdf

Guideline 2, 3

http://www.hwa.gov.au/sites/uploads/clinical-supervision-support-program-directions-paper-april-2011.pdf




http://www.hwa.gov.au/sites/uploads/hwa-national-clinical-supervision-support-framework-201110.pdf




http://www.health.nsw.gov.au/policies/pd/2005/pdf/PD2005_585.pdf



http://www.health.nsw.gov.au/resources/quality/pdf/cpi_easyguide.pdf



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NSW Department of Health 2005, NSW Health Policy Directive, Performance managing for a better practice approach for NSW Health 2005. PD2005 _180, viewed on 23 February 2012 http://www.health.nsw.gov.au/policies/PD/2005/pdf/PD2005_180.pdf

Guideline 1, 3

NSW Department of Health 2005, NSW Health Policy Directive, Patient Safety and Clinical Quality Program, PD2005_608, viewed on 2 May 2012 http://www.health.nsw.gov.au/policies/pd/2005/pdf/PD2005_608.pdf

Guideline 2, 3

NSW Department of Health 2006, NSW Health Policy Directive, Learning and Development Leave Policy. PD2066_066, viewed on 23 February 2012 http://www.health.nsw.gov.au/policies/pd/2006/pdf/PD2006_066.pdf

Guideline 1

Smith, P. & Blake, D. (2005) ‘Facilitating learning through effective teaching – at a glance’, National Centre for Vocational Education Research, NCVER, Adelaide.

Guideline 3

South Eastern Sydney Illawarra Health Service 2010, Clinical Education and Training in South Eastern Sydney Illawarra Health Service, NSW Health: Principles for a framework, June 2010.

Guideline 3

The Australian Council on Healthcare Standards 2010. EQuiP 5 Standards and Criteria. Viewed on 21 March 2012 http://www.achs.org.au/http://www.swarh2.com.au/assets/A/1230/0a87dde7250a91edd72992b2ff06eca3/ACHS_EQuIP5Guide_Book2.pdf

Guideline 1 Mandatory Criteria2.2.3 - The continuing employment and performance development system ensures the competence of staff and volunteers.2.2.4 - The learning and development system ensures the skill and competence of staff and volunteers.

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http://www.health.nsw.gov.au/policies/PD/2005/pdf/PD2005_180.pdf









http://www.achs.org.au/

http://www.swarh2.com.au/assets/A/1230/0a87dde7250a91edd72992b2ff06eca3/ACHS_EQuIP5Guide_Book2.pdf




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Guideline 2 1.4.1 - Care and services are planned, developed and delivered based on the best available evidence and in the most effective way.2.2.2 - The recruitment selection and appo intment system ensures the skill and competence of staff and volunteers.2.3.1 - Health records management systems support the collection of information and meet the consumers/patients’ and organisation’s needs.2.3.2 - Corporate records management systems support the collection of information and meet the organisation’s needs.2.3.3 - Data and information are collected, stored and used for strategic, operational and service improvement purposes.

Guideline 3 2.2.3 - The continuing employment and performance development system ensures the competence of staff and volunteers.2.2.4 - The learning and development system ensures the skill and competence of staff and volunteers.2.3.2 - Corporate records management systems support the collection of information and meet the organisation’s needs.2.3.3 - Data and information are collected, stored and used for strategic, operational and service improvement purposes.

Guideline 4 3.1.3 - Processes for credentialing and defining the scope of clinical practice support safe quality health care.

Guideline 6 2.3.2 - Corporate records management systems support the collection of information and meet the organisation’s needs.2.3.3 - Data and information are collected, stored and used for strategic, operational and service improvement purposes.3.1.2 - Governance is assisted by formal structures and delegation practices within the organisation.

World Health Organisation 2011, Transformative scale up of health professional education: An effort to increase the numbers of health professionals and their impact on population health.Viewed on 4 December 2011http://www.who.int/hrh/resources/transformative_education/en/index.html

Guideline 2

http://www.who.int/hrh/resources/transformative_education/en/index.html


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References

Australian Health Practitioners Regulation Agency 2012 www.ahpra.gov.au

Braithwaite, J 2008, ‘L(H)”’ 2: (m1, m2 ... mn)’, Leadership in Health Services, vol. 21, no. 1, 2008, pp. 8-15.

Braithwaite, J & Travaglia, JF 2008, ‘An overview of clinical governance policies, practices and initiatives’, Australian Health Review, vol. 32, no. 1, pp. 10-22.

Centre for the Advancement of lnterprofessional Education (CAIPE) 2002. Defining IPE, viewed on 9 February 2012 http://www.caipe.org.uk/resources/defining-ipe/?keywords=defining+IPE

Frenk, J. et al. 2010. ‘Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world’, The Lancet, vol. 376, pp. 1923-1958.

Garling, P 2008, Final report of the special commission of inquiry: Acute care in NSW public hospitals, State of NSW, 27 November 2008.

Health Education and Training Institute 2012. The Learning Guide: A handbook for allied health professionals facilitating learning in the workplace. Sydney: HETI.

Health Education and Training Institute 2012. The Superguide: A handbook for supervising allied health professionals. Sydney: HETI.

Health Workforce Australia 2011a, Clinical Supervision Support Program Directions Paper, viewed on 2 February 2012 http://www.hwa.gov.au/sites/uploads/clinical-supervision-support-program-directions-paper-april-2011.pdf

Health Workforce Australia 2011b. National Clinical Supervision Support Framework, viewed on 2 February 2012 http://www.hwa.gov.au/sites/uploads/hwa-national-clinical-supervision-support-framework-201110.pdf

Manley, K, Sanders, K, Cardiff, S & Webster, J 2011, ‘Effective workplace culture: The attributes, enabling factors and consequences of a new concept’, International Practice Development Journal, vol.1, no.2, p. 10.

Mohr, JJ 2005, ‘Creating a safe learning organisation’. Frontiers of Health Services Management, vol. 22, no. 1, pp. 41-44.

NSW Department of Health 2005, Corporate Governance and Accountability Compendium for NSW Health, Sydney: NSW Department of Health.

NSW Department of Health 2005, NSW Health Policy Directive, Performance managing for a better practice approach for NSW Health, Sydney: NSW Department of Health.

NSW Department of Health 2006, NSW Health Policy Directive, Learning and Development Leave Policy, PD2006_066, viewed on 15 March 2012 http://www.health.nsw.gov.au/policies/pd/2006/pdf/PD2006_066.pdf

NSW Department of Health 2009, Policy Distribution System (PDS) for NSW Health, PD2009_029, viewed on 15 March 2012 http://www.health.nsw.gov.au/policies/pd/2009/pdf/PD2009_029.pdf

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http://www.caipe.org.uk/resources/defining-ipe/?keywords=defining+IPE








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NSW Department of Health 2011, NSW Health Service Health Professionals (State) Award, viewed on 18 April 2012 http://www.health.nsw.gov.au/resources/jobs/conditions/awards/pdf/hsu_health_professional.pdf

NSW Ministry of Health 2011, Clinical Governance, viewed on 31 August 2012 http://www.health.nsw.gov.au/mhdao/clinical_governance.asp

Senge P 199 0, The fifth discipline: The art and practice of the learning organisation, Random House, Milsons Point.

Way D, Jones L & Busing N 2000, Implementing strategies: Collaboration in Primary Care - Family Doctors & Nurse Practitioners delivering shared care, viewed on 20 January 2012 http://www.eicp.ca/en/toolkit/hhr/ocfp-paper-handout.pdf

World Health Organisation 2011, Transformative scale up of health professional education: An effort to increase the numbers of health professionals and their impact on population health, viewed on 4 December 2011 http://www.who.int/hrh/resources/transformative_education/en/index.html

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http://www.health.nsw.gov.au/resources/jobs/conditions/awards/pdf/hsu_health_professional.pdf

http://www.health.nsw.gov.au/resources/jobs/conditions/awards/pdf/hsu_health_professional.pdf

http://www.health.nsw.gov.au/mhdao/clinical_governance.asp

http://www.health.nsw.gov.au/mhdao/clinical_governance.asp

http://www.eicp.ca/en/toolkit/hhr/ocfp-paper-handout.pdf

http://www.eicp.ca/en/toolkit/hhr/ocfp-paper-handout.pdf


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Notes

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SECOND EDITIONMay 2014

HETI | RESOURCE

ISBN: 978-1-741 8799-8-8




This guide provides best practice guidelines for allied health professionals, educators, managers and executives to establish or enhance systems of governance for allied health education and training within Local Health Districts and Specialty Networks.

It was developed following a review of existing accreditation, policy frameworks and current evidence to support allied health professionals gaining the necessary up to date skills and knowledge to provide high quality and safe care to the people of NSW.

the governance guide a best practice governance framework ... · governance of health care...

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