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CETI Driver for change


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Driver for Change : The role of Education and Leadership

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CETI Driver for change

  1. 1. CETIDriver for change: the role of education and leadership Professor Steven C. Boyages November 2010
  2. 2. Challenges to the health system Rising Demand Constrained Capacity  Growing & ageing population  Patient Safety  Chronic illness rising  Workforce shortages and  High levels smoking, obesity, stress attitudes  High consumer expectations  Manage demand within finite resources  Cost vs investment  NSW spends about 28% of budget on health care  1.3 million dollars per hour 2
  3. 3. Investing In Health IT perceived as asolution to some of the challenges Benefits Risks  Improved automation  Financial investment not  Improved productivity realised  Poor connectivity  Reduced duplication  Lack of common standards  Improved safety  Increased risk to patients  Improved patient and staff  Increased staff frustration experience and lower morale  Improved reach of  Staff expectations not information and service realised  Poor execution and implementation due to inadequate training 3
  4. 4. Execution is the keyEvolution as opposed to revolutionEngagement with key staff in designIntegration with key legacy systemsUnderstand complexity and complex systemsManage expectations and scopeUnderstand nature of the workforceAppropriate start up and sustainable training
  5. 5. Medical Mistakes trigger major inquiryinto health system-2008
  6. 6. The Four Pillars of Reform of the PublicHospital System Clinical Education and Training Institute Bureau of Clinical Health Excellence Information Commission Agency for Clinical Innovation
  7. 7. Clinical Education and Training InstituteVISIONTo lead, facilitate and build sustainable capacity to improve health and achieve better health through education, training and development of a clinical workforce that will meet the healthcare needs of the people of New South Wales.MISSIONInvestment, Innovation and InfluenceGOALS To achieve inter-professional standards of competency for new graduates To build better systems and models of clinical supervision To develop and role a learning management system to facilitate e – learning and blended learning opportunities
  8. 8. The Five Cs to Success Competency Capacity Culture Collaboration Communication 8
  9. 9. Success is 80% related to people 9
  10. 10. Understand the nature of the work • Workforce • Mobile • Collaborative • Team based • Bee-hive mode • Disconnected • Malunga.C, 2000: The Beehive Model for Team Building, Footsteps Magazine no 43
  11. 11. Technology Paradox of Work vs Personal 12
  12. 12. Disconnect in School Slide Courtesy of Cisco, Australia 13
  13. 13. Drivers for change Slide Courtesy of Cisco, Australia 14
  14. 14. Technology Enabling• New Ways of Organising Learning• New pedagogy• New relationships• More sophisticated learning mix• Richer assessments and evaluations• Data at all levels 15
  15. 15. Technology (finally) ripe for education Slide Courtesy of Cisco, Australia 16
  16. 16. Content versus collaboration Slide Courtesy of Cisco, Australia 17
  17. 17. eLearning is evolving  eLearning is an evolving format which has been enabled through technology. Just as the landscape of ‘technology supported activities’ continues to evolve, so does eLearning 19
  18. 18. Developing a common platform  eLearning by definition is any learning that can be delivered (and undertaken) electronically.  There are 2 elements to eLearning: o the technology, or learning experience, ie the electronic media of formats o the learning design, or the learning experience, ie the events, activities and relationships that the learner is involved in  While the technology and the learning design are intrinsically bound together, it is useful to be mindful of these elements in isolation when considering eLearning. 20
  19. 19. Element of blended learning The right place to situate eLearning is within the equally contemporary idea of ‘blended learning’ Blended learning is a concept that acquired currency when learning designers began to consider how to integrate self-directed technology-supported learning activity into learning programs The key is that technology supports non-instructor facilitated learning, ie learning done outside a classroom or traditional learning environment and which is undertaken in a ‘self directed’ manner. Such learning can be done according to the speed of an individual’s own capacity to absorb information, and also their inclinations as to other choices open to them where there is no instructor. 21
  20. 20. Element of blended learning The term ‘blended learning’ now simply serves to consciously remind the learning designer of the spectrum of possible approaches and techniques from which he or she can draw from – and of the need to duly consider both the technological and the instructional elements of what they are looking to achieve in designing a learning program. Therefore, eLearning and eLearning design is a facet of learning and learning design generally. 22
  21. 21. Types of eLearning Web-based or online tutorial Podcast / Vodcast Virtual or Simulated Reality Webinar / Virtual Classroom Session Blog Threaded online discussion Wiki Yammer; Twitter (micro-blogs) Mobile learning (mLearning) Others e.g. Web sites, Video or Phone Conferencing 23
  22. 22. Discrete eLearning objects Learning design element  Design standards, methodology and processes  Policies regarding content authorisation and intellectual property rules  Designers with capability in the design methodology and processes and understanding of policy 24
  23. 23. eLearning Modes / Formats Technology element  Platforms and software applications supporting the learning mode/format  User access to the infrastructure, platforms and software applications  Users with skills to use skills the platforms and software applications  Development capability in the toolsets required for the modes/formats 25
  24. 24. Summary of Current eLearning Practice Active in a range of operational areas across a range of learning contexts Not active in many operational areas and learning contexts where it potentially could have strong value Operating without a formal state-wide process framework of policy, standards, methodology and process Developing unevenly without a consistent approach Fairly low on the scale of sophistication Not supported by uniform technical infrastructure, platforms and tools Significantly less effective thank it could be The source of both real and potential unnecessary cost (through restricted accessibility, duplication, inefficiency) The source of real and potential risk (through lack of policy and process assurance) 26
  25. 25. What the Current State Report Recommends  NSW Health will undertake a State-Wide IT Literacy Change Initiative to improve the level of IT literacy (in line with ICT’s strategy to increase the PC to person ratio). This will enable the organisation to take best advantage of the benefits of eLearning.  NSW Health will develop eLearning development skills to enable eLearning to move beyond ‘page turners’ and basic simulations to address, in part, the heavily constrained environments and roles.  NSW Health should provide infrastructure and technology to support and host eLearning developed by NSW Health. 27
  26. 26. What the Current State Report Recommends  An eLearning Centre of Excellence will be established in an area best suited to providing the most significant and widest range of benefits as a result of the application and usage of eLearning.  The area recommended is the Clinical Education & Training Institute (CETI), which has a brief for provision of clinical educational and training services and is currently engaged in establishing a framework for its eLearning practice. 28
  27. 27. Current State Report Recommends This centre might be centralised (and informed by a distributed Community of practice), or may indeed be a Community of Practice. The eLearning Centre of Excellence should own a eLearning framework. This framework should be designed to provide:  Technical standards  Visual design standards  Instructional design methodology  Multimedia development standards and methodology  Selection of supported tools and platforms  Intellectual Property (IP) and copyright advice and standards  Accessibility standards  Processes for publication, maintenance and management of eLearning 29
  28. 28. Developing NSW Health eLearning Excellence Develop the ‘eLiteracy’ of NSW Health’s wider IT user community – through a broad strategic change management and capability development program Develop the capability of NSW Health’s eLearning practitioner community – through a targeted capability development program Deliver the technical infrastructure and environment required to support eLearning Support eLearning practice with knowledge, assets and capability – through the establishment of an Centre for eLearning Advice (CeLA), which provides internal expertise in eLearning, and internally leverages best practice, the CeLA will develop and support an eLearning Framework  30
  29. 29. Implementation 31
  30. 30. SummaryWe are on the verge of a great era of transformation in health care through health IT  Intelligent InvestmentThe future will be spearheaded by a better understanding of workflow  Intelligent WorkBetter access to real time information about patient care and health system performance underpinned by sustained investment in technology  Business Intelligence SystemsThis transformation will lead to a sustainable, flexible and safer health system where the patient is at the center of care as an active participant  Intelligent Health Care
  31. 31. Technology Enabling• New Ways of Organising Learning• New pedagogy• New relationships• More sophisticated learning mix• Richer assessments and evaluations• Data at all levels 33
  32. 32. Changing Learning Slide Courtesy of Cisco, Australia 34
  33. 33. Future Slide Courtesy of Cisco, Australia 35