Patient driven element

What does this include?

Possible examples

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

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

Data management systems are in place to capture patient trends throughout the care continuum (inpatient, outpatient and community), enabling managers to plan education services that target patient/client needs

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

Support access to Aboriginal cultural awareness, safety and responsiveness training relevant to the location of the LHD/SHN

• Development of Aboriginal related training within the LHD/SHN or external provider

Clinician focussed element

What does this include?

Possible examples

Education and training of Allied Health staff is actively supported

• Policies and procedures are in place to support education and training of staff
• Education is provided that is relevant, evidence-based and corresponds to learning needs of staff and the services they provide

Leadership element

What does this include?

Possible examples

Staff are supported to devote a minimum of 20-40 hours per year(for a FTE staff member), excluding mandatory training to CPD which supports clinician capability in delivering person-centred care (AHPRA, 2015)

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

Formal partnerships exist with key stakeholders to support education and training of allied health professionals both internally and externally

• Partnerships are developed between LHDs/SHNs, Vocational   Education and Training sector, tertiary institutions, research institutes, pillars Ministry of Health
• Policy and procedures relating to education reflect involvement   of external stakeholders

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

• Committees are comprised of clinicians, managers and executives from a cross section of professional groups including allied health, medicine and nursing
• Composition of committees is reflected within terms of reference

Interprofessional learning opportunities are identified and supported within the organisation

• Allied   health collaborates with medical and nursing colleagues to plan and promote   interdisciplinary learning activities

Organisational factors element

What does this include?

Possible examples

Education and training is planned following the identification of individual, team or discipline learning needs

• Education needs identified and analysed
• Annual allied health education and training plan

The quality and impact (change in workplace/clinical practices) of education and training is evaluated

• Education and training evaluated in short medium and long term

A culture that values education and training within the organisation is fostered

• Allied health staff are involved in education and training activities
• Processes are in place to ensure service continuity when allied health professionals are attending education and training

Education and training activities are aligned with the strategic direction of the organisation, state plans and priorities and local health needs

• Allied health professionals receive appropriate education and   training relevant to service delivery requirements

Key performance indicators and or targets surrounding education and training of allied health professionals have been established, monitored and reported on

• Reporting of activity occurs through data management systems

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

Eg PREMs and PROMs

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

Allied Health educator positions are advocated for

• Allied Health educator positions are in place

An implementation strategy for these guidelines is in place and is aligned with state and national drivers for education and training

• The implementation of these guidelines is progressed through   consultation with all health professional groups and is aligned with state   and national strategies

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

• The clinical supervision policy is developed and reviewed   through consultation with key groups and communicated to all staff
• Supervision is embedded in core business of the organisation

There is a system to ensure that Allied Health needs are communicated to education and peak committees

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

Resources element

What does this include?

Possible examples

Resources are in place that support education and training of allied health professionals both inter-professionally and within specific disciplines and specialty areas

• An Allied Health Education and Training Plan in place
• The guidelines and measures are incorporated as core business.
• Education is provided that is relevant and corresponds to learning needs of staff

Allied Health educator positions are advocated for

• Allied Health educator positions are in place

There is access to resources required to support workplace education and training

• Allied health professionals are supported financially and/or through time to attend education and training (outside essential training) which is relevant to their clinical specialty and/or service delivery requirements
• All staff have access to the internet and library services
• Video/teleconferencing and webinars are accessible to enable   participation in learning activities

Education and training trends across the organisation are monitored to identify common need areas

• Resources allocated to identified needs analysis priority areas
• Systems are in place for collecting data that informs education and training needs (e.g MHL, incident reporting systems, patient admission data)

In rural and remote organisations, access to professional development is prioritised

• Resources actively allocated to professional development in rural and remote areas