The document discusses MHPOD, a national eLearning program for Australia's mental health workforce. It aims to provide a broad, evidence-based curriculum to enhance practitioners' skills and align with national standards. The curriculum targets five main professions and has 45 topics organized into 13 streams. It was developed by an expert group and writers from various organizations. Some strategies that have helped promote uptake include conference sponsorship, professional magazine articles, and education sessions for facilitators. Challenges include engaging busy practitioners and adapting to health system changes, but blended learning sessions and support from local services have helped address these issues.
The Health Employers Association of BC (HEABC) provides a broad range of services to member organizations.This talk will outline a number of the programs and services provided.Topics touched on will include collective bargaining, joint benefit trusts, health human resource planning and knowledge management. Time for questions from the audience will also be available.
Presented by: Michael McMillan, CEO HEABC
The Health Employers Association of BC (HEABC) provides a broad range of services to member organizations.This talk will outline a number of the programs and services provided.Topics touched on will include collective bargaining, joint benefit trusts, health human resource planning and knowledge management. Time for questions from the audience will also be available.
Presented by: Michael McMillan, CEO HEABC
Community Wellbeing - What has Social Prescribing got to offer Public Health
IPH, Open, Conference, Belfast, Northern, Ireland, Dublin, Titanic, October, 2014, Public, Health
NICE have now published three guidelines which are relevant to the care and support of older people:
Home care: delivering personal care and practical support to older people living in their own homes
Transition between inpatient hospital settings and community or care home settings for adults with social care needs
Older people with social care needs and multiple long-term conditions
Alongside hosting three workshops, the NICE Collaborating Centre for Social Care is hosting a FREE webinar to introduce these guidelines together and enable frontline practitioners and managers to consider how they can support practice improvement.
This workshop brought together, for the first time, the pioneers and the partner organisations of the Integrated Care and Support programme. It focused on building a learning community that will help develop, share and spread knowledge and solutions at scale and pace across the country.
More information: http://www.nhsiq.nhs.uk/news-events/events/integrated-care-and-support-pioneers-inaugural-workshop.aspx
More about the integrated care and support pioneers programme: http://www.nhsiq.nhs.uk/7862.aspx
News from the Coal Face: There’s light at the end of the tunnel. Presented by Dr Andrew Miller, General Practitioner, at HINZ 2014, 11 November 2014, 4.30pm, Marlborough Room
Guidance for commissioners of rehabilitation servicesJCP MH
This guide is about the commissioning of good quality mental health interventions and services for people with complex and longer term problems to support them in their recovery.
Guidance for commissioners of community specialist mental health servicesJCP MH
This guide is about the commissioning of specialist community mental health services. It explores the role of Community Mental Health Teams (CMHTs), Assertive Outreach Teams and Early Intervention Teams among others.
21 May 2012 - National End of Life Care Programme
Following on from the 2010 release of the programme's Supporting people to live and die well: a framework for social care at the end of life, Phase 1 of its implementation has been completed and evaluated. Key learning from Phase 1, particularly from the eight social care test sites, has been collated in this publication, which focuses on:
Training
Engagement
Services
Transferability and sustainability
Top tips from each of the test sites are identified, and Phase 2 of the social care framework implementation is outlined. This includes initiatives being developed across the country, the publishing of a Route to Success publication for social work and the creation of a social care champions' network.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Community Wellbeing - What has Social Prescribing got to offer Public Health
IPH, Open, Conference, Belfast, Northern, Ireland, Dublin, Titanic, October, 2014, Public, Health
NICE have now published three guidelines which are relevant to the care and support of older people:
Home care: delivering personal care and practical support to older people living in their own homes
Transition between inpatient hospital settings and community or care home settings for adults with social care needs
Older people with social care needs and multiple long-term conditions
Alongside hosting three workshops, the NICE Collaborating Centre for Social Care is hosting a FREE webinar to introduce these guidelines together and enable frontline practitioners and managers to consider how they can support practice improvement.
This workshop brought together, for the first time, the pioneers and the partner organisations of the Integrated Care and Support programme. It focused on building a learning community that will help develop, share and spread knowledge and solutions at scale and pace across the country.
More information: http://www.nhsiq.nhs.uk/news-events/events/integrated-care-and-support-pioneers-inaugural-workshop.aspx
More about the integrated care and support pioneers programme: http://www.nhsiq.nhs.uk/7862.aspx
News from the Coal Face: There’s light at the end of the tunnel. Presented by Dr Andrew Miller, General Practitioner, at HINZ 2014, 11 November 2014, 4.30pm, Marlborough Room
Guidance for commissioners of rehabilitation servicesJCP MH
This guide is about the commissioning of good quality mental health interventions and services for people with complex and longer term problems to support them in their recovery.
Guidance for commissioners of community specialist mental health servicesJCP MH
This guide is about the commissioning of specialist community mental health services. It explores the role of Community Mental Health Teams (CMHTs), Assertive Outreach Teams and Early Intervention Teams among others.
21 May 2012 - National End of Life Care Programme
Following on from the 2010 release of the programme's Supporting people to live and die well: a framework for social care at the end of life, Phase 1 of its implementation has been completed and evaluated. Key learning from Phase 1, particularly from the eight social care test sites, has been collated in this publication, which focuses on:
Training
Engagement
Services
Transferability and sustainability
Top tips from each of the test sites are identified, and Phase 2 of the social care framework implementation is outlined. This includes initiatives being developed across the country, the publishing of a Route to Success publication for social work and the creation of a social care champions' network.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
How to make care and support planning a two-way dynamic - presentation from webinar held on 1 October 2014
This relates to the first NHS IQ Long Term Conditions Improvement Programmes Wednesday Lunch & Learn Webinar Series. How to make care and support planning a 2 way dynamic hosted by Dr Alan Nye & Brook Howells from AQuA. This webinar discussed how to encourage patients, carers and the public to work alongside (in equal partnership) with clinicians and managers
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
This presentation, given as part of a plenary symposium at the 8th World Congress on Promotion of Mental Health and Prevention of Mental and Behavioural Disorders gives an overview of how one area is trying to develop an approach to public mental health, finding frameworks and tools of use
Sharing the Learning from Innovation in Mental Health PracticeNHSScotlandEvent
Mental health practice has a long history of person‐centred care approaches and recent initiatives and material have further developed this focus. This session will highlight what impact these initiatives have had..
The stigma surrounding mental health means students may be unwilling to disclose difficulties they are experiencing and access help. International students are particularly vulnerable as they are away from their usual support networks. Their limited English can also restrict their communication of any issues.
Australian ELICOS (English language teaching for international students sector) providers are aware that mental health issues can seriously impact a student as they progress through their studies. In a survey by English Australia, over 50 per cent of ELICOS colleges believed the number of students with mental health issues has increased in the past two years which is placing an increased strain on the already limited resources of many ELICOS providers.
English Australia released 'The Guide to Best Practice in International Student Mental Health'. This guide provides tools and information that will help create an environment where students feel supported should they ever have any mental health concerns.
In this presentation, Sophie O'Keefe explores the guide and discusses the mental health issues that international and ELICOS students experience, and shares best practice for addressing these concerns.
The journey to a whole system approach on mental health, slide set by Piers Simey and Jim McManus to introduce a workshop on turning the Mental Health JSNA into action
Teaching slides from a University College London Partners and National Co-ordinating Centre for Mental Health Public Mental Health Course in February 2015. This session focuses on building local approaches to public mental health
How to Organize a Vocational Training Team for Maternal and Child HealthRotary International
Experienced Rotarians will share information about
different types of vocational training teams. You’ll learn
tips for organizing visits for planning, finding resources,
developing partnerships, monitoring, and evaluation.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
1. 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
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7. 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
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Editor's Notes
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