This document summarizes the Teaching and Research Aged Care Services (TRACS) program in Australia. TRACS provides funding for 16 partnerships between aged care providers and education institutions. The goals are to increase the aged care workforce, improve quality of care, and change perceptions of aged care. Key aspects of the TRACS model include clinical placements for students, workforce education, and conducting research. Challenges include different organizational cultures between partners and a lack of teaching infrastructure in aged care. Overall, evaluations found TRACS improved student understanding of aged care and attitudes towards working in the field.
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
UOW’s Aged Dementia Health Education & Research (ADHERe) team travelled to Taipei, Taiwan for the 11th annual International Association of Gerontology and Geriatrics Asia Pacific Congress (IAGG) from the 21st-27th of October.
The team, consisting of 9 members, delivered a range of presentations at the Congress, including one international symposium with the Ministry of Health and Welfare, Taiwan and Taipei Medical University, four oral papers and three poster.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Supporting Scottish dental education through collaborative development and sharing of digital teaching and learning resources – a model for other healthcare professions?
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
SCUP 2018 Annual Meeting: Ending the Runaround brightspot
Director Adam Griff, Dick Minturn (University of Virginia), and Robert Nalls (Nalls Architecture) presented “Ending the runaround: Creating a one-stop-shop for student advising” at SCUP's 2018 Annual Conference. Using UVA’s vision for Total
Advising as a case study they walked attendees through how to create a more effective and operationally efficient student experience by bringing distinct partners together.
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
Hướng dẫn cách làm bánh trung thu dẻo nước cốt dừa đơn giản nhất tại nhà cho chị em trổ tài trong mùa Trung thu năm nay. Còn bây giờ thì hãy cũng lambanhtrungthu.org khám phá công thức này thôi nào !
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
UOW’s Aged Dementia Health Education & Research (ADHERe) team travelled to Taipei, Taiwan for the 11th annual International Association of Gerontology and Geriatrics Asia Pacific Congress (IAGG) from the 21st-27th of October.
The team, consisting of 9 members, delivered a range of presentations at the Congress, including one international symposium with the Ministry of Health and Welfare, Taiwan and Taipei Medical University, four oral papers and three poster.
Microcredentialing has Increase across most criteria since the 2019 survey. Institutions have developed, developing or seriously considering strategies. Some are integrating existing non-award courses with award systems. Others offer micro-credentials to businesses and government in a commercial capacity. Professional practice degrees are a new space tapping into industry partnerships. Co-delivery with providers in VET is also a active option.
Supporting Scottish dental education through collaborative development and sharing of digital teaching and learning resources – a model for other healthcare professions?
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
SCUP 2018 Annual Meeting: Ending the Runaround brightspot
Director Adam Griff, Dick Minturn (University of Virginia), and Robert Nalls (Nalls Architecture) presented “Ending the runaround: Creating a one-stop-shop for student advising” at SCUP's 2018 Annual Conference. Using UVA’s vision for Total
Advising as a case study they walked attendees through how to create a more effective and operationally efficient student experience by bringing distinct partners together.
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
Hướng dẫn cách làm bánh trung thu dẻo nước cốt dừa đơn giản nhất tại nhà cho chị em trổ tài trong mùa Trung thu năm nay. Còn bây giờ thì hãy cũng lambanhtrungthu.org khám phá công thức này thôi nào !
Bánh trung thu chocolate với vị ngọt đắng của chocolate kết hợp với nhân hạt sen ngọt bùi chắc chắn sẽ là món bánh khiến các thành viên trong gia đình bạn thích thú mùa trung thu này
Business & Management Programs provides you with an educational experience that yields a responsible and responsive global leadership to positively impact employees, customers, owners, and other relevant communities.
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
UNESCO Indigenous Education Research ProjectESD UNU-IAS
UNESCO Indigenous Education Research Project
Ms. Dorothy Taylor, Elder for Fleming College and Trent University and Founder of the Sacred Water Circle, RCE Peterborough-Kawartha-Haliburton
Ms. Jane Gray, Ph.D. Candidate, Teacher at Trent University, RCE Peterborough-Kawartha-Haliburton
Ms. Ashley Safar, B.A., Manager of Indigenous Student Services at Fleming College, RCE Peterborough-Kawartha-Haliburton
9th Americas RCE Regional Meeting
13 & 14 October, 2020
Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docxAASTHA76
Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length
8 weeks
Your instructor may schedule optional synchronous/live sessions using the Virtual Classroom (Blackboard
Collaborate) meeting space. Please check your course announcements for specific dates and times. All meetings
will be recorded and will be accessible in the Virtual Classroom.
Contact Information
Course Description
This course is designed to provide an opportunity to explore the role of educator in both academic and clinical
settings as advanced practice nurses. Understanding how people learn and the various theories about learning is
fundamental to being able to develop solid educational plans. Faculty roles are changing to meet the needs of
learners in a world experiencing explosive technological advances. The educator role now synthesizes a broader
range of scholarship, which emphasizes discovery, integration, application, and the scholarship of Teaching. A
variety of both traditional and innovative Teaching and evaluation methodologies will be explored as well as
appraising the four major components of the educator role: Teaching, curriculum, information technology, and
evaluation of students and programs.
Total Course Credits:
3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum
Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes
1. Discuss the faculty role and responsibilities in nursing education.
2. State your philosophy of teaching and learning.
3. Examine the major determinants of learning.
4. Compare the instructional paradigm with the learning paradigm.
5. Analyze the concepts of pedagogy and andragogy for their similarities and differences.
6. Analyze the characteristics of the learner in today's educational programs.
7. Evaluate current trends in nursing classroom and clinical education, discussing advantages and
disadvantages of each.
8. Assess legal and ethical issues related to academic performance, and issues related to students with
West Coast University • WCU Orange County • College of Nursing
NURS 535 PRINCIPLES OF TEACHING AND LEARNING
201809FAIOL OL-3
201809FAIOL 2018 Section ALL 09/03/2018 to 10/28/2018
Modified 08/20/2018
disabilities.
9. Assess the environments for clinical teaching and learning, and roles and responsibilities of clinical teachers.
10. Develop a plan for creating a safe learning environment in the classroom and in the clinical setting.
11. Create a class for a group of diverse learners.
12. Examine the use of technology and various forms of media in nursing classes.
13. Evaluate classroom and clinical assessment methods, noting the advantages and disadvantages of each.
14. Compare program evaluation methods used to assess student learning outcomes in classroom and clinical
instruction
Week CLOs PLOs ILOs AACN Essentials
1 1, 2, 3, 6, 9, 10 1, 8, 9 1, 2 I, IV
2 3, 6, 7, 8, 9, 11 1, 8, 9 1, 3 I, IV
3 2, 4,.
1. DR KATE BARNETT
DEPUTY DIRECTOR,AUSTRALIAN WORKPLACE INNOVATION AND SOCIAL
RESEARCH CENTRE (WISER),THE UNIVERSITY OF ADELAIDE
TheTRACS Footprint: AustralianTeaching Research Aged Care
Services: Presentation to the Baycrest Centre for Learning
Research & Innovation,Toronto, June 11th 2015
CHURCHILL FELLOW 2014-2015
2. Teaching and Research Aged Care Services
Program (TRACS)
Department of Social Services funding (2012-2015)
16 aged care & education partnerships
Distinct, but shared purpose as
innovators
WISeR is the National Evaluator.
3. Teaching and Research Aged Care Services
TRACS Program drivers –
need to treble aged care workforce by 2050
Need sufficiently skilled workforce to provide high quality
care and meet the demands set by national reform
Funding 16 aged care and education partnerships across the
country that combine teaching, research, and formal care
Distinct but linked by shared purpose of developing ‘learning
organisations’ that support student clinical placements and
workforce professional development
4. TRACS Rationale
Clinical placement in a teaching hospital focused more on
emergency needs and occurs over a relatively brief
timeframe
Clinical placement in a teaching aged
care service focused on complex and
chronic care needs and students
work with older people over longer periods of time
Clinical placement in a teaching aged care service provides
more effective preparation for working with older people,
an important outcome given population ageing.
5. Changing Perceptions
TRACS has broader goal of building and
legitimising aged care’s role in teaching and
in research.
Requires significant shift in perception of role because research is
associated with universities, and health workforce training is
associated with ‘Teaching Hospitals’.
In reality, aged care providers are often involved in both roles, but
typically receive neither resourcing nor recognition to do so.
TRACS projects are showcasing the aged care sector’s research and
workforce training roles, and capturing lessons about how to build
these for the sector as a whole.
7. Features of the Model
Enhanced
Quality of
Care
Current
Workforce
Education
Purpose
designed
Research +
Translation Future
(Student)
Workforce
Education
8. Challenges
Partnerships
o Different expectations and cultures
o Investment of time and work
Turnover and loss of Champions
Aged care staff not trained or resourced to supervise
Competing priorities for aged care staff, heavy
workloads
Ageism – students and teaching staff
Lack of teaching infrastructure in aged care services.
9. Purpose-built Infrastructure
Restorative care focus
Designed for teaching
Technology is key feature
Photos courtesy ACH Group
Contact: Jeff Fiebig – jfiebig@ach.org.au
11. Purpose Modified: Adelaide GeriatricsTraining
and Research with Aged Care (G-TRAC) Centre
GTRAC Video
http://health.adelaide.edu.au/medicine/g-trac/about/
G-TRAC Centre Site: Resthaven
Paradise
Photos courtesy G-TRAC
Contact: Rosie Bonnin – rosie.bonnin@adelaide.edu.au
14. TRACS: Demonstrating Good Practice Student
Education in the Aged Care Setting
Student education - 10 out of 16 TRACS Projects
Structured preparation - students and aged care staff
Mentoring of students by nominated aged care staff + backfill
Structured support of Mentors by education and training
partners
Appropriate physical infrastructure
Evaluation of clinical placements with students, aged care staff
and education/training staff
Structured Learning Programs eg Learning Clinics and
interaction with staff providing care.
16. Consumers asTeachers
I have enjoyed imparting
my knowledge and
experience to the
Students … and am
pleased the Centre
includes consumers in
developing and
delivering their programs.
Betty Freeman, G-TRAC Project
17. Positive Ageing as a focus of student learning
Several focus on Positive and Healthy Ageing
Through specific healthy ageing
programs (eg G-TRAC) or
Exercise Physiology clinics
and placements (eg Wicking
TACF).
Students experience positive aspects of ageing and care
and positive interactions with consumers.
Positive influence on students’ understanding of ageing
and management of ageing-related conditions.
18. IPL Student Education: Helping Hand Strategy
A co-supervision strategy
Complex Case Reviews
IPL education sessions + Projects
Co-funded Learning Clinics
Embedded in broader workforce organisation
Contact: Megan Corlis – mcorlis@helpinghand.org.au
Or Helen Loffler - HLoffler@helpinghand.org.au
19. Supporting IPL: Centralised Student Placement
Value of a centralised student placement system
to plan and coordinate different professional
group placements. Evident in Helping Hand and
ACH Group TRACS Projects.
Supports a conversation between the aged care
provider and education and training providers.
Sees aged care providers driving the placement
process.
20. Wicking Teaching Aged Care Facility (TACF)
Learning Organisation Leadership
One project component devoted to Leadership Development to
lead change and innovation (delivered by AP Leadership)
Guided program that begins with detailed ‘Organisational
Health Check’ and review of Learning Organisation capacity ,
followed by Action Plan for Change and supported by TRACS
Leads and AP Leadership
Strategy is to build Leadership Capacity across workforce groups
Establishes Mentor Leaders in each RACF and Mentor Groups to
support students on placement and workforce development.
Contact: Prof Andrew Robinson - Andrew.Robinson@utas.edu.au
21. Wicking Teaching Aged Care Facility (TACF)
Student Learning
4 RACFs (2 in Tasmania, 1 in Victoria, 1 in Western
Australia) each with a Mentor Group and Mentor Leader.
Each has a University partner.
Mentor Leaders collaborate with university and TRACS
Project staff.
10 x 1 hour preparation sessions prior to students
commencing placement.
Resources developed for Mentors (eg Student
Information Toolkit).
Participate in workshops to build knowledge and evaluate
placements.
22. Student Education:VET student training
Traditional focus of model is higher education, not VET.
Helping Hand Aged Care tailoring model for VET,
partnering with TAFESA.
Helping Hand employs Certificate III Facilitator.
Trialling strategies for applying IPL focus to VET training.
Very positive employment outcomes (70+% for
Certificate III students on graduation in 2013).
23. TRACS Student Education: Evaluation findings
Positive ratings (Leads, Partner, Students)
regarding TRACS clinical placements.
Outcomes achieved from Placement (80+% of
Leads and Partners):
increased understanding of aged care
increased aged care knowledge
increased aged care related skills.
Less impact in producing changes to the aged care
curriculum.
24. TRACS National Evaluation findings: Students’
assessment of clinical placement features
0 10 20 30 40 50 60 70 80 90 100
Preparation
Mentoring
Supervision
Evaluation
Infrastructure
25. TRACS National Evaluation: Students’
assessment of Learning Outcomes
27%
27%
27%
23%
27%
69%
70%
70%
73%
67%
0% 20% 40% 60% 80% 100%
Understanding of caring for older
people
Understanding of aged care services
and how they operate
Knowledge of the needs of older
people
Knowledge of specific ageing-related
conditions
Skills in meeting the care needs of
older people
Somewhat Great extentWISeR 2014
26. TRACS National Evaluation: Changes in
Student Attitudes
8%
6%
8%
31%
7%
6%
43%
52%
35%
50%
52%
49%
38%
27%
40%
40%
0% 20% 40% 60% 80% 100%
A positive and useful experience
More positive attitudes towards
working with older people
Interested in employment in aged care
Aged care services can provide a high
quality learning environment
Aged care services should have
recognised role in student training
Strongly disagree Disagree Agree Strongly agree
WISeR 2014
27. Interest in future aged care employment x
course enrolled and age group (Max ‘4’ Rating)
3.8
2.7
3
2.7
0
0.5
1
1.5
2
2.5
3
3.5
4
Enrolled in aged care
course
Enrolled in other
course
Aged >25 Aged <25
28. Workforce Education: Models inTRACS
Sector-wide (seminars, conferences)
o CHART (U of Canberra)
o G-TRAC (U of Adelaide)
Organisation-specific
o CLAN-D (Griffith U + RSL Care Queensland)
o QUT + Masonic Care + Churches of Christ Queensland
o Hammondcare NSW
o Deakin U + Cabrini + Monash Health + Western Districts Health
o RSL LifeCare (NSW) + Australian Catholic University
29. Sector-wideWorkforce Education
Providing a Learning Hub for health and aged care
providers in the region (G-TRAC)
Monthly face to face Seminar Series (G-TRAC)
Quarterly online interactive seminar series (CHART)
Video-recorded and accessible via
www.canberra.edu.au/faculties/health/CHART
Practice Education
Roundtables (CHART)
Annual National Aged Care
Conference (CHART)
30. Whole ofWorkforce Education :
Deakin University + Monash Health, Cabrini,
Western District Health Service
9 evidence based education modules applying Tri-
Focal Model of Care
Delivered to care delivery + support staff
(modified program) in 5 facilities across 3
healthcare organisations.
Leadership Training and Development
components.
31. TheTri-focal Model of Care Workforce Education
Key Outputs
225+ education sessions across the facilities.
1,616 staff attendances (range of roles).
Content converted to online digital format
suitable for self-paced, off-campus delivery
Resources – Manuals, CD, Online program,
various implementation templates.
Contact: Prof Alison Hutchinson -
alison.hutchinson@deakin.edu.au
32. Workforce Education using newTechnologies:
Hammondcare NSW
Clinical education program
2 streams x 10 sessions
Stream 1: higher
education trained
Stream 2: VET trained workforce
Applies Case Study teaching method to both.
Live from Hammondville site in SW Sydney, video-
conferencing to all Hammondcare sites.
70 aged care staff and managers each month
33. Workforce Education using newTechnologies:
Hammondcare NSW
Adult education principles, encouraging enquiry
& ongoing self-directed learning.
Backfilling is resourced.
Certificate of Completion + CNE Points.
Breaking down barriers between staff groups.
Valuable lessons about using technology of
relevance to wider aged care sector.
Contact A/Prof Andrew Cole - acole@hammond.com.au
34. New Work Roles: CHART Liaisons
CHART Liaisons– link between University and Aged
Care Partners
Academic Mentors paired with Liaisons to support
Action Research
5 day Practice Development
Course at Monash University
‘Transforming Culture,
Transforming Care’ program
Contact: Prof Catherine Hungerford -
Catherine.Hungerford@canberra.edu.au
35. NewWork Roles: RSL LifeCare Peer
Support and Assessor
Certificate IV Training and Assessment Diploma
conducted by TAFE NSW and taught on site at Narrabeen
and via video conferencing.
Supports new position– ‘Peer Support and Assessor’ –
recognised financially and through career progression.
Assess, train and mentor.
Ongoing, informal training for
care worker staff.
Supports enhanced quality
of care.
Graduates from the first course
36. Challenging Core Workforce Profiles: In-house
Psychologists in Residential Aged Care
Southern NSW Local Health District Aged Care Evaluation
Unit with Goodwin Aged Care Services and Australian
National University (ANU)
• Clinical psychologists - 1 day week
• ANU clinical psychology student placements
• Psychologists on-site, embedded in care team.
• Provide information, training and support to
Goodwin staff, residents and families.
• Positively rated by residents, staff, and families.
Contact: Annaliese Blair - Annaliese.Blair@gsahs.health.nsw.gov.au
37. Project Evaluation Findings: Significant
Reduction in Behavioural Incidents
Reported Behaviours pre and post workforce training
38. Most PositiveWorkforce Education
Outcomes– National Evaluation
Additional education and/or training materials for
participating aged care staff (84+% )
Increased aged care staff participation in TRACS-
driven education or training (76+%).
Participating aged care organisations better able
to provide high quality learning environments
(71+%).
Participating aged care organisations increasingly
operating as learning organisations (71+%).
39. Moderately Positive Workforce Education
Outcomes– National Evaluation
Improved care outcomes being demonstrated for
consumers (63+%).
New or modified internal guidelines developed
to support improved care practice (56+%).
Participating aged care organisations using TRACS
research evidence in care provision (54+%).
40. TRACS Research
Research is co-designed to address key care
issues.
Evaluation finding – importance of support by
research partner as part of capacity building.
Range of strategies to build aged care capacity in:
a) undertaking research
b) translating evidence into practice.
41. ACCERT - Aged Care & Community
Education ResearchTraining
University of Southern Queensland & Anglicare Southern Queensland
Methodology
Clinical Audit with QA focus
Development of Clinical Risk Register
Translated into Register of Research Priorities
5 Evidence Utilisation Research Projects
42. ACCERT – Building Research Capacity
Anglicare identified 5 volunteer Research Fellows
/ Research Champions (1 per Research Project)
JBI Research Fellowships
Course + support to
develop Research Project
Projects applied in
Anglicare workplace
Attending the Joanna Briggs Institute Fellowship Program, Adelaide
Contact: Dr Clint Moloney - Clint.Moloney@usq.edu
43. RSL LifeCare and ACU: Better Practice
Research Program
RSL LifeCare Ltd, NSW and Australian Catholic University
RSL LifeCare endowed Chair of Ageing at ACU
Practice-Driven Research Agenda based
on issues identified by staff.
Series of Better Practice
Research Projects (6 TRACS funded)
RN Research Forums
Findings translated into RSL LifeCare practice.
Contact: Prof Tracey McDonald - Tracey.McDonald@acu.edu.au
44. Building Research Capacity: IllawarraTeaching
and Research Aged Care Service (ITRACS)
University of Wollongong (UoW) and IRT partnership
IRT Research Foundation -
2 TRACS Research Directors - 1 from UoW + 1 from IRT - jointly
coordinate research program.
Joint Research Program includes
4 Research Projects focused on care (dementia focus)
Research in Aged Care seminars to build IRT staff research
capacity
Research Toolkit - step by step guide to research
Contact Prof Richard Fleming – rfleming@uow.edu.au
45. ITRACS - University of Wollongong and IRT
Lead: University of Wollongong
Partner: IRT (Illawarra Retirement Trust)
Research Coordinator appointed in each partner organisation
Builds on IRT’s Research Foundation (established 2009)
http://www.irt.org.au/irt-research-foundation
Project goal of building a Learning Community at IRT which builds on
existing IRT College - http://www.irt.org.au/irt-college and is supported by:
Clinical placement and workforce development program
Intergenerational research and teaching programs that include
students, staff, residents and their families
Contact Prof Richard Fleming – rfleming@uow.edu.au
46. What are the ingredients?
People with commitment + skill
Leadership – multi-level
Organisational Learning Culture
Effective partnerships
People in dedicated and resourced
roles – eg Project Coordinators
Learning Infrastructure
Resources: investment
Time
47. Further Information …
kate.barnett@adelaide.edu.au
National Evaluation Website
www.adelaide.edu.au/wiser/tracs
ProjectWebsites
University of Tasmania -
http://www.utas.edu.au/wicking/research/current/tacfp
http://www.utas.edu.au/wicking/home
UniSA Training module website - www.agedcareawareness.com
G-TRAC - http://health.adelaide.edu.au/medicine/g-trac
CHART - http://www.canberra.edu.au/faculties/health/community-
connections/community-partnerships/chart