Denise prescott putting the pieces together


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Denise prescott putting the pieces together

  1. 1. Putting the pieces together: constructing CPD activity to meet professional and academic requirements. Denise Prescott, University of Liverpool
  2. 2. Why CPD? <ul><li>Time and resource consuming </li></ul><ul><li>Is there really a demand? </li></ul><ul><li>Why bother? </li></ul>
  3. 3. This presentation will look at....... <ul><li>The context which led to development of CPD activity within the School of Health Sciences. </li></ul><ul><li>How we have done it! </li></ul><ul><li>What we have learned from the journey. </li></ul>
  4. 4. The Context <ul><li>An increased number of advanced health care practitioners seeking to develop and validate their clinical skills and knowledge as they take on new roles. </li></ul><ul><li>Required flexible and adaptable delivery concentrating on the acquisition of transferable skills which can be utilised across traditional role boundaries. </li></ul><ul><li>NEED TO MATCH PEDAGOGY TO PRACTICE </li></ul>
  5. 5. The Context <ul><li>At the same time there has been a paradigm shift in Higher Education away from teaching as instruction to a more student centred and context driven approach with emphasis on the promotion of self directed learning. </li></ul><ul><li>Move from the </li></ul><ul><li>“ Sage on the Stage to the Guide on the Side” </li></ul>
  6. 6. The Context - Drivers <ul><li>National Drivers (Health Professions Council, Nursing and Midwifery Council registration) </li></ul><ul><li>Regional Drivers (Strategic Health Authority) </li></ul><ul><li>Local Drivers (meeting customers ‘wish’ list) </li></ul><ul><li>University Driver (Knowledge Exchange) </li></ul>
  7. 7. CPD in Health Sciences – 3 STREAMS <ul><li>CREDIT RATED MODULES (30+) </li></ul><ul><li>MODULES – WITHOUT ASSESSMENT </li></ul><ul><li>SHORT COURSES </li></ul>
  8. 8. Overarching strategy
  9. 9. How did we do it? <ul><li>Consulted with all key stakeholders </li></ul><ul><li>Broad agreement on module/short course academic level, purpose, aims, learning outcomes and content to be covered </li></ul><ul><li>Is it fit for purpose? </li></ul><ul><li>Type of delivery? </li></ul>
  10. 10. Alignment with key documents <ul><li>For example </li></ul><ul><li>Quality Assurance Agency level descriptors </li></ul><ul><li>Knowledge and Skills Framework </li></ul><ul><li>Profession specific requirements. </li></ul>
  11. 11. Mixed Delivery!
  12. 12. Group Wiki Task (Mentorship module)
  13. 13. Please watch the video clips contained in this folder which show shoulder girdle movement. Make some notes on your observations and share them with your Wiki group.
  14. 14. All part of a process (credit bearing)
  15. 15. What have we learned? <ul><li>Build alliances with key people </li></ul><ul><li>Demand led not supply led </li></ul><ul><li>**Providing what is needed not what we think is needed** </li></ul><ul><li>Quality counts </li></ul><ul><li>** word of mouth is very powerful** </li></ul>
  16. 16. Use the support mechanisms <ul><li>University CPD Unit </li></ul><ul><li>Informal networks with other departments who deliver CPD e.g. Vets, Dentists, Management School </li></ul><ul><li>I. T. Support </li></ul>
  17. 17. Engagement of staff <ul><li>Creating a CPD culture can be difficult </li></ul><ul><li>Lack of staff resource capacity to deliver research, teaching and CPD </li></ul><ul><li>Any extra demand on staff time in the form of CPD activity can be viewed as onerous and an additional burden. </li></ul><ul><li>Links between CPD and research highlighted </li></ul><ul><li>Development of CPD provision has given some staff the opportunity to present their work nationally and internationally. </li></ul>
  18. 18. Any questions? [email_address]