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Team Health Overview Danielle Byers & Rob Wilkins

Team Health Overview Danielle Byers & Rob Wilkins






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  • AIPPENACT Health
  • Make comment on consultation with local health district,pillars and other partners – the literature says what works, and the challenges to implementation are logistics and resourcing. The purpose of the consultation is to find out what programs are existing and to navigate the challenges

Team Health Overview Danielle Byers & Rob Wilkins Team Health Overview Danielle Byers & Rob Wilkins Presentation Transcript

  • Welcome Team Health Clinical EducationConsultation Forum24 August 2011
  • Forum Aims
    To consult with key stakeholders on Team Health’s four programs
    To consult on ways to better prepare pre and new clinical graduates for work in the NSW public health system
    To consult on ways to improve the development of interprofessional collaborative practice (ICP) or team-based care
    To identify any gaps and to highlight opportunities for existing programs that aim to foster teamwork, collaboration and communication
  • Danielle Byers & Rob Wilkins Team HealthProgram CoordinatorsClinical Education and Training Institute
  • What are we trying to do?
    To improve teamwork, communication and collaboration for safer patient-centred care, and better staff experiences
    Why are we trying to do this?
    Increased staff motivation, well-being and retention
    Decrease in staff turnover
    Increased patient and carer satisfaction
    Increased patient safety
    Increase in appropriate use of specialist clinical resources
    Reductions in patient mortality and critical incidents
    Increase in access to and coordination of health services
  • What do we mean by Team Work?
    Interprofessional Education (IPE)
    Occasions when two or more professions learn from, with and about each other to improve collaboration and the quality of care
    Interprofessional Practice (IPP)
    Occurs when two or more professions work together as a team with a common purpose, commitment and mutual respect (Freeth et al, 2005).
  • The global context
    Global Evidence World Health Organisation
    Framework for Action on Interprofessional
    Education and Collaborative Practice
    International IPL Journals
    Research 2 x Cochrane Collaboration Literature Reviews
    on IPL and professional practice & health
    care outcomes
    Grey Literature Significant national investments: Canada, UK
    U.S. and South Africa
  • Interprofessional core competencies
  • What is the literature saying?
  • Put simply, the education of health professionals in the 21st Century must focus less on memorising and transmitting facts and more on promotion of the reasoning and communication skills that will enable the professional to be an effective partner, facilitator, adviser and advocate.
    The Lancet - December 2010
    Julio Frenk et al. Health Professionals for a new century
    Transforming education to strengthen health systems in an
    Interdependent world. The Lancet v 376 Dec 2010
  • The local context
    Garling Report
    Special Commission of Inquiry into Acute Care Services in NSW Public Hospitals
    ….I recommend that an Institute of Clinical Education and training be established with a broad mandate to take charge of the training of a new generation of clinicians in interdisciplinary team-based treatment of patients….
  • This first report from the Bureau of Health Information shows clearly that patients are calling out for improvements and that improvement in staff teamwork, between doctors and nurses, is the action most likely to change a fair or poor patient care experience to an excellent one.
    The patient perspective…
    Patients who felt their quality of care was excellent were likely to have experienced excellence in staff teamwork.
    Bureau of Health Information. (May 2010) Insights into Care: Patients Perspectives onNSW Public Hospitals
  • What works?
    Multi-faceted strategies
    e-Learning modules across professional groups
    On-site coaching, debriefing and facilitation
    Curriculum that structures formal and informal interactions and is designed to facilitate enquiry
    Clinical placements and particularly rural clinical placements
    Champions in both health and education sectors
    Interdisciplinary program governance
    Links with other programs (Established international movement)
  • What we learned from our last Consultation in June 2011
    Directors of Workforce Development & Clinical Governance
    Managers of Learning and Development and Clinical Redesign
    Clinical Excellence Commission, Bureau of Health Information, Agency for Clinical Innovation and NSW Health Department Representatives
  • What we learned from our last Consultation in June 2011
    Continue to engage with LHDs from program inception
    Coordinate and promote efforts with the CEC, ACI and BHI
    Need to address organisational barriers that hamper team-based approaches
    Localised sub-committees for the governance of education and training be established in LHDs and report to LHD Boards
  • What we learned from our last Consultation in June 2011
    Need to map and build on what’s already out there (Universities, LHDs, proprietary programs)
    Ensure curriculum is clinically-relevant and clinically-based (ie work determines the curriculum or case studies used)
    Consult with senior clinicians and educators involved with teaching, learning and supervision
  • Team Health:Conceptual Model
  • Team Health: Deliverables
  • Team Health: Partnerships Strategy
    CETI & BHI
  • any questions?
    Learning & Teaching Program Coordinators
    Rob Wilkins9844 6564Danielle Byers9844 6527