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Mhpod in practice for TheMHS Conference
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  • This being said, it was acknowledged from the outset that MHPOD would be useful to people working more broadly in health and community services with people who have a serious mental illness. This may include mental health workers in the non-government sector, people working in emergency departments and general practitioners.
  • Draw attention to credit tabs for further details re: contributions of expertise
  • We identified five themes which underpin learning in this area – Policy, Knowledge, Practice, Partnership and Research Related topics from different themes are grouped into 13 streams for delivery purposes. Overall, the 45 topics that make up MHPOD have been developed within the themes and across the streams as described here. For example, the EBP & quality of care stream includes topics from Policy, Knowledge, Partnership and Research themes and has six topics.
  • We did organise CPD points for the ten topics that were tested in the pilot last year. In August 2011, applications to obtain CPD points for all 45 topics were submitted to: Royal College of Nursing Australia Australian College of Mental Health Nurses Australian Psychological Society Royal Australian College of General Practitioners The APS has indicated that they have approved the application- we are awaiting final confirmation regarding the number of CPD hours that are approved. Discussions are also occurring with the Australian Association of Social Workers, OT Australia and the Royal Australian and New Zealand College of Psychiatrists. (Not all professional bodies have a formal process regarding CPD points)
  • 726 in total as of Tuesday September 6.
  • Mental Health Pod ticks all the boxes for your staff! It’s learning is self directed It builds on experience It integrates demands of every day life It has an immediate problem centred approach It also recognises (through its voluntary nature) that internal drivers motivate learning more than external
  • Learning the product is more than just learning the modules provided, You have to understand the history of the development of the product to date. MHPOD commenced in 2006 – I joined the team in 2011 Five years development had taken place prior to my joining the team – you must understand the history and how the product came into being and interview the people involved. Understanding the climate Mental Health and Health services undergo change often – be on the ready for changes in workplace structure – personnel etc.
  • Obstacles addressed included…. The NSW State Health Dept. Restructure - my recommendation is that you …. Be prepared for unforseen changes! these may be completely out of your control! We met with worked with “Mental Health Inform” IT staff– they provided us with a spread sheet with new names for Local Health Districts – before they had been declared. These were then distributed for comment and then loaded into system just prior to change in Govt. The issues (the restructure) brought into the mix were things such as the fear of possible redundancy and the fear that MHPOD may be used to replace Educators.
  • Special Vs Specialist Understand that although designed to be generic the product is not one size fits all – This requires some innovation and blended learning is the solution – The workshop guides are helpful and are contained on the Web Site – but need to be seen as guides – as a project officer one needs to assist in developing local ownership and this is the best way of doing this. Facilitators / Educators each have their own way of doing things and it is easier to sell MHPOD as a tool that can be integrated into the work plan / curriculum of the Educator. Referring facilitators to the reference on Online Learning has been useful - The product ticks all the boxes when it comes to online learning –
  • Users will have varying levels of expertise with Information Technology and E- Learning, we had to be aware of this and accommodate all levels of learner. This validated the need for a local Facilitator as a project officer cannot be available to resolve hands on issues for the whole of State Health service. We needed to provide support in many and various ways to assist the local facilitator. User Guide – for user Educator Guide – for facilitator Online access to frequently asked questions A Starter Pack – financed by NSW Health
  • What has really worked well you may ask……….. Our presentation and booth at the Rural and Remote Mental Health Conference has reaped huge benefits. It engaged senior staff – established buy in from senior management It gave some hands on to Local Education staff It advertised the product far and wide – through the web site and program It established personal contact with key players that are essential to the roll out
  • Just a quick look at the Web site for the conference – you can see that the MHPOD Logo was prominent
  • Again the text was carefully worded to advertise the product
  • Further to this we used Adverts and articles in professional magazines and journals Banners – designed and purchased User starter package – funding sought and items purchased Posters and Bookmarks Advertised on Web sites and URL to National site as a link to sample the product Facebook page established
  • The Banners
  • Following the success of the sponsorship of the Rural and Remote Mental Health Conference the local Health Service determined that they should in fact be the first of the NSW Health Service to roll out MHPOD.   What followed was to be affectionately named the Amy and Mick Road show; this was modelled on a similar events held by the Queensland Centre of Mental Health Learning staff and the Qld. Project Officer.   The sessions had three main components – A didactic session on the history and development of MHPOD Followed by a pictorial session of the major components of the “POD”, the Web Site and the Learning Management System (LMS). The session then broke up into smaller groups and assisted each member in logging on and adjusting profile etc. (This allowed us to see firsthand if the educator was able to log on without difficulty and ascertain if they had any difficulties moving through the program.)   These sessions have been very successful in that they have enlisted a group of well-informed facilitators/educators who now understand the bulk loading of users, their role in developing blended learning, the role of overseeing the use of MHPOD in the long term. We ironed out minor glitches with the loading of bulk users, some local IT issues (the local Internet access has a set time out for users) and established a great working relationship with those on the ground.   The senior management have now asked all staff to complete a learning pathway that contains a set number of subjects.     Further roadshows are in the pipeline, perhaps with fewer miles to travel.
  • The National Education Association of the United States have recommended that courses were effective, but the level of effectiveness was influenced by the existence of a community of students and inclusion of various modes of delivery. While the benefits of online professional development are obvious – providing access to ongoing education in place, at workers’ convenience, to every corner of the country - online training is not a global panacea. The online environment provides an excellent means for distribution of knowledge and MHPOD seeks to capitalise on this to provide access to the current knowledge required by the mental health workforce. All trainers and managers will appreciate that knowledge alone is not enough to make a difference in practice. Mental health workers also need attitudes and skills that are commensurate with the National Practice Standards, and it is more challenging to provide education around these through an online environment. To enhance the take-up of key attitudes, skills and knowledge promoted in the National Practice Standards, consideration must be given to ways that blended learning can be implemented locally, with face-to-face training springing from - and enhancing - the online materials developed for MHPOD. To achieve higher order learning workers need the opportunity to: discuss concepts and consider how they apply locally, reflect on what this knowledge means for their own practice, and actively practice skills and attitudes in a safe learning environment. As such five blended learning sessions have been prepared specifically as guides and can be found on the Web site for educators to use in the preparation of their own blended learning sessions. Health services have been encouraged to develop these sessions to support the MHPOD topics They should have a Teaching Session Plan Session materials Identified Learning Outcomes Learning Activities Teaching Activities Evaluation Closure
  • Those we have yet to address….. Defining pathways for specialist services CPD accreditation update with professional bodies Establishing MHPOD for private sector and NGO’s Evaluation of the product and the long term impact it has had on practice Ongoing review process of modules and content

Mhpod in practice for TheMHS Conference Mhpod in practice for TheMHS Conference Presentation Transcript

  • Mental Health Professional Online Development Associate Professor Carol Harvey University of Melbourne North Western Mental Health – Victoria Ms Penny Tolhurst Secretariat Manager | Mental Health Workforce Advisory Committee Victorian Dept of Health Mr Michael Blair MHPOD Senior Project Officer – NSW Ms Judy Bentley National Mental Health Consumer and Carers Forum Dr John Farhall La Trobe University North Western Mental Health - Victoria Implementing eLearning for the Mental Health Workforce
  • Overview
    • MHPOD is The National Practice Standards for Australia’s M ental H ealth Workforce P rofessional O nline D evelopment
    • Broad, balanced, evidence-based curriculum, which will enhance the knowledge, skills and attitudes of the multidisciplinary mental health workforce
    • Nationally consistent curriculum to help practitioners reach the required level of professional practice that is consistent with the National Practice Standards
    • Improve access to educational programs for workers in rural and remote areas
  • Target audience
    • The curriculum targets the five professions making up most of the workforce for mental health services:
    • Nursing
    • Social work
    • Occupational therapy
    • Psychology
    • Psychiatry
    • The primary target audience are working mental health professionals within the first 2 years post-qualification (with this to broaden in time)
    View slide
  • Development
    • Project initiated by the Mental Health Workforce Advisory Committee (Federal and State and Territory governments)
    • Curriculum developed by Psychosocial Research Centre (PRC) with expert writers and subject matter experts
    • National Expert Group – representatives of all mental health professionals plus consumers and carers
    • Design by Cadre – eLearning designers
    • Started in 2008 - MHPOD available now!
    View slide
  • National Expert Group
    • Allied Health: Dr Val Gerrand (Vic), Ms Kath Thorburn (NSW)
    • Carer: Ms Eileen McDonald (NSW), Ms Judy Bentley (ACT)
    • Consumer: Mr Noel Muller (Qld)
    • Mental Health Nurse: Ms Cat Schofield (Tas), Prof Eimear Muir-Cochrane (SA), Adj. A/Prof Euan Hails (NSW),
    • Adj. A/Prof Kim Ryan CEO ACMHN (ACT)
    • Psychiatrist: A/Prof Beth Kotze (NSW), A/Prof Carol Harvey (Vic)
    • Psychologist: Dr John Farhall (Vic)
  • Curriculum content expertise
    • PRC in-house writers and experts
    • Specialist topic writers ....
    • Ms Helen Glover (recovery),
    • Ms Sandy Watson (consumer identity),
    • Dr Margaret Leggatt (carer advocacy),
    • Ms Vicki Stanton (MH care for indigenous Australians),
    • Prof Sid Bloch (ethics in healthcare research),
    • Mr Anthony Hillin (MH for same sex attracted persons)
    • Organisations provided existing materials for use in MHPOD e.g. Victorian Transcultural Psychiatry Unit, Victorian Dual Disability Service, Children of Parents with a Mental Illness, National Mental Health Consumer and Carer Forum
  • Underpinned by 5 Themes Knowledge Practice Partnership Ethics Rights & responsibilities Health promotion, prevention & early detection Recovery based practice Consumers & carers rights, roles, advocacy Service integration and partnership Generic skills for practice Clinical Mental Health Interventions Managing co- occurring conditions MH across the lifespan Policy Research Quality improvement and EBP Outcome measures Evidence based practice Service development Effective documentation in clinical files Becoming an evidence based practitioner EBP & quality of care Cultural diversity & awareness 45 Topics Organised into 13 Streams National Practice Standards Ethics in healthcare research Professional ethics Cultural awareness MH care for indigenous Australians Culturally sensitive practice Recovery 1 Recovery 2
  • List of Additional Topics
    • 13 topics – 20 hours of curriculum
    • Strategies for working with people with personality disorders
    • Strategies for working with people with forensic histories
    • Strategies for working with people who may be at risk of suicide
    • Supervision, self care and self management in Mental Health Services
    • Working creatively in case management
    • CAMHS and Youth MH: Conditions and assessments
    • CAMHS and Youth MH: Interventions
    • Old Age Psychiatry: Conditions and assessments
    • Old Age Psychiatry: Interventions
    • Trauma and mental health
    • Supporting a MH peer workforce
    • Mental health services in primary care environments
    • Psychosocial Interventions: Strategies for case managers
  • Recognition of study
    • Applications are underway for:
    • Continuing Professional Development (CPD) points
    • Accreditation of MHPOD as an academic course of study
    • Current Learners on MHPOD
    108 Learners in A.C.T. 5 Learners in N.T. 155 Learners in Qld. 232 Learners in NSW. 5 Learners in W.A. 5 Learners in Tas. 208 Learners in Vic. 8 Learners in S.A.
  • MHPOD In practice
    • Our Challenges
    • Selling the product
    • Limited time frame for Project Officer
    • All Health services across the State –
    • Metro, Rural, Remote.
    • Major restructure of Health Services –
    • Area Health Service to Networks to Local Health Districts
    • Limited Budget allocation
    • National – State project collaboration
    With the implementation of any online learning product certain challenges arise.
    • “ Apathy can be overcome by enthusiasm, and enthusiasm can only be aroused by two things: first, an ideal, which takes the imagination by storm, and second, a definite intelligible plan for carrying that ideal into practice.”
    • Arnold J. Toynbee
    • Challenges – sharing solutions
    • Know your product - “inside out”
    • Understand the climate / and your customer
    • Define your approach…. Top down? or Bottom Up?
    • Work within your constraints.
    • Think laterally about ways to provide extra funding
    • Don’t re-invent the wheel, use resources produced by others
    • Established steering committees
  • The Challenges overcome
    • NSW State Health Dept. - Restructure
    • Be prepared for unforeseen changes!
    • (They may be completely out of your control)
    • We met with worked with “Mental Health Inform” IT staff– they provided us with a spread sheet with new names for Local Health Districts – before they had been declared.
    • These were then distributed for comment and then loaded into system just prior to change in Govt.
    • The issues (the restructure) brought into the mix were things such as the fear of possible redundancy and the fear that MHPOD may be used to replace Educators.
  • The Challenges overcome cont.
    • IT issues -
    • know the software,
    • know the environment it will be running in,
    • know its limitations,
    • know how to resolve issues,
    • know how to get help
        • Special services V Specialist services -
    • Some areas are “special” and some deliver specialist service
    • Finance Issues -
    • Understanding the investment
    • Understanding that the customer has no investment
    • OH&S Issues -
    • Consider the implications
    • Pre-empt the concerns and provide solutions
  • The Challenges overcome cont.
    • User Issues
    • Varying levels of experience
    • with E-learning
    • The need for Introduction
    • Bulk loading of Users
    • Design of spreadsheet with dropdown lists to prevent “orphaning” of users by errors
    • User guide – prepare State specific user guide
    • Facilitator guide - prepare State specific facilitator guide
    • Education sessions for facilitators/educators
    • Starter Pack
  • MHPOD In practice
    • What has worked well for us?
    • Conference sponsorship – Major Sponsor of Rural and Remote Mental Health Conference
    • Booth with presentation of working program
  •  
  •  
  • MHPOD In practice
    • Adverts/articles in Professional/Union Magazines
    • Banners
    • User Package
    • Posters and Bookmarks
    • Advert and URL on website
    • Blog?
  •  
  • MHPOD In practice
    • Following the success of the sponsorship of the Rural and Remote Mental Health Conference the local Health Service determined that they should in fact be the first of the NSW Health Service to roll out MHPOD.
    •   
    • The sessions had three main components –
    • A didactic session on the history and development of MHPOD
    • Followed by a pictorial session of the major components of the “POD”, the Web Site and the Learning Management System (LMS).
    • The session then broke up into smaller groups and assisted each member in logging on and adjusting profile etc.
    • (This allowed us to see firsthand if the educator was able to log on without difficulty and ascertain if they had any difficulties moving through the program.)
    • These sessions have been very successful
  • MHPOD In practice
    • The National Education Association of the United States have recommended that [online] courses were effective, but the level of effectiveness was influenced by the existence of a community of students and inclusion of various modes of delivery.
    • As such five blended learning sessions have been prepared specifically as guides and can be found on the Web site for educators to use in the preparation of their own blended learning sessions.
    • Health services have been encouraged to develop these sessions to support the MHPOD topics
    • They should have a
    • Teaching Session Plan
    • Session materials
    • Identified Learning Outcomes
    • Learning Activities
    • Teaching Activities
    • Evaluation
    • Closure
  • MHPOD In practice
    • Those we have yet to address…..
    • Defining pathways for specialist services
    • CPD accreditation update with professional bodies
    • Establishing MHPOD for private sector and NGO’s
    • Evaluation of the product and the long term impact it has had on practice
    • Ongoing review process of modules and content
    • Small group discussion