E.2 Learning and Development
Learning and development programs
In ACT Health, learning and development programs and activities are provided to ensure staff, volunteers, tertiary students and contractors are educated about legislative and organisational requirements and receive the training recommended in the National Safety and Quality Health Service Standards.
Planned and integrated education and training are based on an annual learning needs analysis and identified organisational requirements. To quality-assure all learning and development, a standard operating procedure guides the design, development and approval of training programs.
The Education Activity Register (EAR) monitors all programs registered on the learning management system (Capabiliti) to ensure they are reviewed, evaluated, linked to evidence-based practice, involve consumers, are updated annually, and are approved by the relevant executive director. In 2013-14, there were 158 programs on the EAR.
Learning and development outcomes
In 2013-14, achievements include:
- procurement and completion of a new contract for the learning management (Capabiliti) and Student Placement Online (SPO) systems
- development of the e-learning Workplace Induction Pathway
- implementation of a project to engage consumers in training programs and seek consumer input for applicable clinical programs
- development of e-learning education on writing consumer publications and face-to-face training for staff on partnering with consumers
- development of a report on essential education categories and training completion that is available to all executives
- development of recruitment assessment centres for registered and enrolled nurse graduates commencing in the ACT Health transition to practice programs
- endorsement of program requirements for registered nurses in the transition to practice program to achieve one postgraduate nursing unit with the University of Canberra
- an increase in competency-based training and reporting to comply with the National Safety and Quality Health Service Standards (NSQHSS)
- commencement of face-to-face teaching on aseptic technique for students and clinical staff; development and testing of an e-learning program for aseptic technique; and development of a risk assessment tool and auditing tools for aseptic technique
- development and implementation of an e-learning update program for Neonatal Advanced Life Support
- launch of the Allied Health Assistant Network to support allied health assistants in their roles and promote interprofessional collaboration.
Leadership and culture programs
The ACT Health Leadership Network is composed of around 100 employees identified by the executive as the leaders and potential leaders who could most benefit from, and contribute to, the network's objectives. In the three workshops held in 2013, participants were encouraged to develop their individual leadership skills and worked in small collaborative groups, which were valuable in allowing participants to form constructive partnerships across the organisation.
The People Manager Program (PMP) aims to develop knowledge and skills in people management, underpinned by ACT Health's values. The PMP is for clinicians and non-clinicians in front-line supervisor and middle management positions who have people management responsibilities. It consists of five half-day modules. The significant demand for, and delivery of, the PMP in 2013-14 resulted in 1055 staff attending this program. The ACTPS Performance Framework was supported by the development and delivery of information sessions for 887 staff and workshops for 446 supervisors and managers. The workshops focused on the practical skills used in performance conversations and on providing feedback, including feedback on conduct and behaviour.
Training in managing and preventing bullying, harassment and discrimination was provided to 158 managers and 444 staff. Since the program began in 2011, over 5200 staff and managers have been trained, which represents over 75 per cent of the workforce.
The number of Respect, Equity and Diversity (RED) contact officers at 30 June 2014 was 101. RED contact officers include nurses, allied health professionals, administrative staff and staff who work outside traditional business hours.
All ACT Health staff are allocated essential education categories based on what the organisation and their manager require them to do in their job role, based on legislative requirements, risk assessment of the need for staff to have training, and training requirements under the NSQHSS.
All new employees are required to attend the Orientation Program in their first month of employment. Its aim is to ensure new staff are aware of legislative requirements, roles, responsibilities, accountabilities and how ACT Health contributes to the local community. Evaluations from the program have been positive: new employees report gaining a general awareness of their roles and responsibilities and the organisation. In 2013-14, 1083 staff and volunteers attended orientation. A separate program is conducted for contractors according to their role. In 2013-14, 1043 site contractors were inducted into ACT Health.
Workplace Induction Pathway
The Workplace Induction Pathway complements the Orientation Program and is available as a checklist or an e-learning program. All new staff complete this education in their work area. The pathway was developed to ensure staff follow safe practice and to help staff learn about their workplace and the organisation. In 2013-14, 2671 staff completed the pathway.
Managers Orientation Program
All new managers are required to complete the Managers Orientation Program, which is a requirement of the Essential Education policy. The two-day program welcomes new managers and provides information on responsibilities with regard to legislation, policies, procedures and management of staff. In 2013-14, 114 managers attended.
Safety training is essential education for all staff, students, contractors and volunteers in ACT Health. It ensures that staff comply with legislative requirements and that ACT Health meets the NSQHS standard requirement that the workforce has access to ongoing safety education.
|Program||Outcomes and Initiatives||Completion data|
Clinical manual tasks programs
Manual tasks - work area specific-programs
|Customised programs are provided to meet the needs of specific groups who perform different functions in both clinical and administrative environments. In evaluations, programs receive a 95 per cent positive average rating.Initiatives in 2013-14 include:
1,118 face-to-face (staff programs):
Tertiary students and interns: 715 attendances
Volunteers: 145 attendances
|Predict, Assess and Respond to Challenging/ Aggressive Behaviour (PART)||This externally developed program provides staff with the knowledge and skills to de-escalate and respond to challenging client behaviour. Initiatives in 2013-14 include the following:
One-day additional module (high-risk areas):
|Personal Safety and Conflict Awareness (Violence and Aggression) e-learning||
These externally developed e-learning modules were implemented in 2013-14. Staff can choose which modules to complete. They help staff to respond to violence and aggression in the workplace.
726 staff accessed the modules
|Work Safety Act e-learning||The e-learning program was revised in 2013.||469 completions|
Human Rights Act training for managers
Human rights training is an essential education requirement for managers. ACT Health trainers who have been trained by the Human Rights Commission provide 41 face-to-face sessions. An e-learning program developed by the Staff Development Unit in consultation with the ACT Human Rights Commission was completed by 246 staff in 2013-14.
Child protection training
Three levels of child protection training are provided to staff. The level of training staff attend depends on their role, their area of work and the likelihood they will have contact with children and young people. Staff may attend more than one level of training - for example, level 1 and level 3. The participant total below reflects the number of attendees at education sessions. These figures include staff from Calvary Bruce and Calvary John James. Training is provided in flexible delivery formats to meet staff needs. Child protection training is also provided to nongovernment agencies that receive funding from ACT Health.
Number of ACT Health staff attending child protection training, 2013-14
|Level of training||Total number trained|
|Level 1 (face-to-face)||75|
|Level 3 refresher||169|
|Level 1 e-learning||612|
|Level 2 e-learning||349|
|Total July 2013-June 2014||2,424|
ACT Health maintains a partnership with the Community Services Directorate to provide the What About Me series of workshops for government and non-government organisations, with the aim of increasing staff confidence and ability to work with vulnerable children and families. Training has also been provided to external health providers such as Medicare Local staff (50 participants) and Winnunga Nimmityjah Aboriginal Health Centre (19 participants).
Number of ACT Health staff attending child protection training, 2013-14
Education programs developed in partnership with consumers and consumer groups
In 2013-14, a key initiative was the introduction of staff education programs designed to improve the patient experience. These programs address the requirements of Standard 2, Partnering with Consumers, of the NSQHSS. All education sessions are designed for an interprofessional audience. Partnering with consumers education also commenced in the Orientation Program in August 2013.
The consumers in education working group is developing a process and guidelines for educators to include consumers in the education of clinical staff. An audit of the Education Activity Register (EAR) indicates 14 per cent of programs currently involve consumers in the planning, delivery or evaluation of the education provided to clinical staff.
|Program||Number of sessions||Staff attendance||Student attendance||Consumers|
|Patient Experience Program 10||14 sessions||185 staff attended||24 students attended||2 consumers attended to evaluate|
|Involving Consumers in Quality Improvement Activities 11||1 session||6 staff attended||N/A||1 consumer as co-presenter|
|Writing Consumer Publications-E-learning2||N/A||44 staff completed||N/A||HCCA guided and reviewed content|
The ACT Health Cultural Competence training program is a new program in 2014 designed to enhance the cultural awareness of nurses and allied health staff working with culturally and linguistically diverse (CALD) consumers and staff.
According to 2011 Census, 24.2 per cent of ACT residents were born overseas. Providing culturally competent care has a positive impact on healthcare outcomes and reduces the disparities in healthcare outcomes of CALD patients as compared to non-CALD patients. The content of the program meets the requirements of Standard 2 of the NSQHSS Standards 2012 and item 1.1.6 of the ACT Health Business Plan 2013-14. The two-hour face-to-face program is being delivered as a stand-alone session and as part of the Clinical Supervision Support Essentials program.
In 2013-14, 69 people completed the training. The program is still in its infancy, yet the feedback received has been extremely positive. More than 90 per cent of participants state that the program contributed to their development as a nurse or clinical supervisor/preceptor. Others state that the training should be compulsory.
Recruitment, graduate and transition to practice programs
ACT Health conducts transition to practice programs for enrolled nurses (EN), registered nurses (RN) and allied health graduates. These programs provide a high level of clinical and professional support, care, feedback and guidance during the transition year.
|Program||No. of participants||Completions||*Retention rate|
|RN Graduate Program 2013||97||91||97%|
|EN Transition Program 2013-14||16||7||87%|
*Retention means the percentage of graduates who choose to stay and work in ACT Health after successful completion of the 12-month program.
In 2013-14, the education component of the RN program was accredited with the University of Canberra. The evaluations demonstrated that the programs met participants' expectations and those of the clinical areas. An enrolled nurse program participant was awarded Graduate Nurse of the Year in 2014 at the ACT Health Annual Nursing and Midwifery Awards.
Interprofessional Graduate Program
This program consists of three sessions per year. Under the ethos of 'Learn together-work together', the program brings together graduates from medical, nursing and allied health fields to network and learn about topics that are relevant to all health professionals. Topics covered to date include patient-centred care and team handover, both of which feature prominently in the National Safety and Quality Health Service Standards. Two sessions have been conducted this year, with 97 attendances.
|February||Patient-centred care - 'Hear me play'||40 registered nurses
allied health staff
57 medical interns
|June||Team handover||29 registered nurses
5 allied health staff
11 registered midwives
52 medical interns
Nurse and Midwives re-entry programs and overseas-qualified nurse programs
The re-entry programs recruit and provide educational support to ACT residents, nurses and midwives who have not worked in acute health care for up to 10 years. The Overseas-Qualified Nurse Program provides education and support for internationally qualified nurses to obtain registration in Australia and the possibility of obtaining a position in ACT Health. Numbers are limited by the availability of placements and by place of residence. Both programs are accredited with the Nursing and Midwifery Board of Australia but, under new guidelines, ACT Health is seeking to partner with a tertiary institute in the next 12 months.
|2013-14||Completed||Currently Undertaking||Employed by ACT Health at program completion|
|Registered nurse re-entry||10||2||2|
ACT Health provides a large number of clinical education programs. Key programs are described below.
Life support programs
These programs are conducted to meet the training and competence requirements of NSQHS Standard 9, (Recognising and responding to clinical deterioration in acute health care). Basic life support is essential education for clinical staff.
The table below shows the number of staff trained.
|Type of training||No. Of participants|
|Basic Life Support-584 programs||*3,478|
|Advanced Life Support-19 programs||*210|
|Advanced Life Support Refresher-18 programs 144||Advanced Life Support two-day course-two programs 32|
|Neonatal Life Support-nine programs||ACT Health-162|
|Update Neonatal Life Support-11 programs||93|
|Paediatric Life Support-six programs facilitated by Advanced Paediatric Life Support (Victoria), held in Canberra and coordinated by SDU||ACT Health-109
|Paediatric Life Support Refresher, Canberra Hospital-one program||8|
The Early Recognition of the Deteriorating Patient Program (COMPASS) is designed for nurses, physiotherapists, doctors and undergraduates and is delivered by the Early Recognition of the Deteriorating Patient team. This program aims to enable health professionals to recognise the deteriorating patient and initiate appropriate and timely interventions. It consists of self-directed learning, face-to-face education on physiology and use of early warning scores, and interactive case studies.
|Training||Length/frequency||No. of sessions||No. of participants|
|Adult COMPASS Workshop||3 hours||22||255|
|Paediatric COMPASS Workshop||3 hours||6||14|
|Maternity COMPASS Workshop||3 hours||5||18|
|Adult COMPASS Refresher||1 hour||54||1,120|
|Paediatric COMPASS Refresher||1 hour||24||97|
|Maternity COMPASS Refresher||1 hour||26||114|
|Modified Early Warning Scores (MEWS)/Medical Emergency Team (MET) Forum||1 hour bi-monthly||6||237|
|Neonatal Early Warning Score Pilot||2 hours||20||80|
|Community Early Warning Score||Part 1-1 hour
Part 2-1 hour
|Part 1-Physiology and use of the MEWS-54
Part 2-Role plays-34
Call and Respond Early (CARE) family escalation program
This program for patient safety provided 13 90-minute in-services for 29 ward nursing staff. In the previous year, the family escalation program also ran a CARE skills day. This program was revised and renamed 'Skills for potential leaders'. It was presented as a full-day program in collaboration with Organisational Development. Three sessions were held, with 47 participants.
Night Duty Program
This program provides the education required under the NSQHSS and other professional development activities for night staff who may otherwise have limited access to in-service education. In 2013-14, 1141 staff attended 29 sessions.
Intermediated Paediatrics Program (i-PaTCH)
This program is targeted at experienced registered nurses who work with acutely unwell paediatric patients.
The program aims to provide participants with an advanced skill set to competently care for the acutely ill child. I-PaTCH is a combination of theoretical and practical training. Participants are required to complete competency assessments during modules and in the ward setting. The program is run over five months, with a study module held every month.
Clinical leaders in paediatrics contribute to the course by presenting sessions in each module. This year, there has been a focus on developing and improving the practical-based components and the competency-based assessments. In 2014, eight people attended the course.
Invasive devices education programs
Training in invasive devices is well established in ACT Health: curriculums, evaluations and assessments are in place for the four most commonly used procedures. Participants complete an assessment in the workshop.
Aseptic technique is included in all programs in line with the recommendations of NSQHS Standard 3, Preventing and controlling healthcare-associated infections. Further work is in progress for these programs to ensure participants complete all competency assessments in their workplace and in class. RiskMan data is reviewed to check clinical incidents, links to training and the need to change training content.
|Program||Outcomes and Initiatives||E-learning||Face-face-workshop|
|Peripheral Intravenous Cannulation||This program provides clinical staff with training and education in procedures involving peripheral intravenous cannulation, maintenance, safety, disposal and competence. In 2013â€“14, the delivery of the program was significantly revised, aligned with national standards and Braun Australia, and benchmarked against New South Wales hospitals. Evaluation outcomes from participants were very positive on content, relevance, program delivery and the revised structure. This change in program structure has contributed to an increase in completion rates. The program receives positive evaluations.||Nil||141 participants attended the practical workshops|
|Venepuncture and Blood Culture Collection||This program provides clinical staff with training and education in procedures involving venepuncture and blood culture collection procedure, maintenance, safety, disposal and competence. In 2013â€“14, the content of the program was aligned with the NSQHSS and was updated to include aseptic technique. This program receives positive evaluations.||320 participants enrolled in program||87 participants attended the face-to-face workshop|
|Central Venous Access Devices (CVAD)||This program provides staff with the theory and clinical competencies to safely manage patients who require central venous access devices for the delivery of therapy. The content of the program is aligned with the NSQHS standards, relevant legislation, organisational policies and standard operating procedures.||263 participants enrolled in program. Participants must successfully complete the e-learning before clinical competency assessment.||70 participants attended a CVAD workshop. Workshops are optional and provide information and practical demonstration of procedures.Participants must complete e-learning and clinical assessment to achieve competency.|
|Indwelling Urinary Catheter||This program is under development as an e-learning course targeted at clinical staff who perform this procedure. It will include a clinical assessment component. The pilot program is undergoing content testing by clinicians, educators and NSQHS Standard 3 members and will be launched in July 2014.|
Education for health staff who support, assess and educate others
ACT Health has a suite of programs to provide professional development to staff from all disciplines who provide workplace learning support and education, competency assessment and student clinical supervision.
This supports compliance with NSQHS Standard 1, which requires that competency-based training is provided to clinical staff and that supervision is provided for individuals to fulfil their designated roles. In 2013-14, the following programs were provided.
|Program||Outcomes and Initiatives||Attendance 2013-14|
|Clinical Support and Supervision Essentials||This program targets clinicians providing student clinical supervision and preceptorship. In 2013-14, the content was revised to align with the Health Workforce Australia National Clinical Supervision Competency Framework. Evaluation of the program demonstrates significant improvement in participant satisfaction. There was also an increase in completion rates for assessable requirements, from 57 per cent in the previous year to 73 per cent in 2013-14. An e-learning module is under development to further improve access.||104 participants:
93 per cent from nursing and 7 per cent from allied health
|TAE40110, Certificate IV in Training and Assessment||As a registered training organisation, ACT Health provides nationally recognised training to staff engaged in education, competency assessment, and student clinical supervision and support. Content is contextualised to suit the health environment and align with organisational requirements. In 2013-14, the program was significantly revised to provide more flexibility, with e-learning components and shorter modules relevant to different target groups in the organisation. Evaluations from both participants and managers were very positive on the program's content, relevance, delivery and revised structure.||64 new enrolments in 2013-14;
34 qualifications or statements of attainment issued, with more due for completion by the end of 2014
|Clinical Development Nurse/Midwife (CDNM) Professional Development Program||This program is designed to provide clinical support and education for CDNMs and as a forum to discuss changes in practice or equipment. In 2013-14, the content of the program was aligned with the National Safety and Quality Health Service Standards, organisational core values, and training identified in a CDNM needs analysis. All professional development activities received positive evaluation.||88 at bi-monthly professional development;
82 at bi-monthly meetings
|Teaching on the run||This program is provided to allied health staff who provide clinical teaching and student supervision. It is an external course using a 'train the trainer' model. The modules include planning learning, clinical teaching, supporting learners and assessment. Participants can select which modules they attend. .||There were 204 total attendances across the modules in 2013-14. (This is not the number of people trained, as they attend several modules each).|
|Supervision for allied health||External clinical supervision training at intermediate/advanced level was conducted for allied health staff by the University of Sydney. Of the participants, 89 per cent in Workshop 1 and 81 per cent in Workshop 2 agreed or strongly agreed that the workshop was of high quality.||Two workshops with a total of 32 attendances|
Allied Health Clinical Education
In 2013-14, the Allied Health Assistant Network was launched. Regular quarterly meetings support allied health assistants in their roles with clients, promote interprofessional collaboration and information sharing, and provide opportunities for professional development.
The annual Allied Health Symposium was held on 2 April 2014 and attracted 174 participants from the ACT Public Service. Ongoing allied health education includes:
- professional development days for multiple professions, including social work, speech pathology and psychology
- interprofessional training for occupational therapy and physiotherapy clinicians in line with best practice guidelines for the management of the upper limb following stroke - 100 per cent of attendees rated the course useful for their clinical practice
- the Allied Health Clinical Educators' Network to support clinical educators in their roles with staff and students
- monthly training sessions for social workers, quarterly community cross-peer education, fortnightly student practice development sessions and field education training sessions, a monthly journal club, and training or mentoring sessions for junior staff
- occupational therapy ongoing professional development opportunities across all teams, fortnightly student practice development sessions and new graduate monthly mentoring
- speech pathology continuing education program each fortnight.
Scholarships to support further learning for allied health, nursing and midwifery
The Allied Health Office supports ongoing learning and development through the Allied Health Postgraduate Scholarship Scheme, which supports allied health professionals in further learning in clinical practice, education and training, research and/or management and leadership.
From July 2013, the Allied Health Postgraduate Scholarship Scheme supported 22 recipients completing postgraduate study in 2013. A further 32 were approved for the 2014 academic year. Funding support of between 80 per cent and 100 per cent of course costs is provided. Eighty per cent of all recipients supported in 2013-14 were undertaking a master's degree.
The Nursing and Midwifery Office manages a range of scholarships for employed nurses and midwives to support their ongoing learning and education. These include scholarships for Aboriginal and Torres Strait Islander enrolled nurses, post-registration, travel, mental health, and clinical leadership and management. Post-registration scholarships continue to support the greatest number of nurses and midwives, with a total of 136 recipients during the 2013 calendar year. Round 1 of 2014 has supported 137 nurses and midwives to date. Further growth is anticipated once round 2, 2014, applications have been considered.
Funding support of between 50 and 100 per cent of course costs is provided. Recipients range from enrolled nurses undertaking a Bachelor of Nursing qualification (10 per cent) to registered nurses studying at graduate certificate/ diploma level (53 per cent) and at master's level (37 per cent).
Student support programs
Student Placement Unit
The Student Placement Unit provides coordination of clinical placements for nursing, midwifery, medical and allied health students and reports to the ACT Chief Nurse.
Collaborative partnerships exist between ACT Health and education providers from 36 tertiary and vocational training facilities throughout Australia. A diverse range of placement options are available in ACT Health facilities that provide opportunities for students to integrate theory into clinical practice. Professional development opportunities are also provided in ACT Health facilities for registered nurses and midwives from regional health services and the Australian Defence Force.
The Student Placement Online (SPO) management system provides a platform for pre-placement preparation, including e-learning programs for legislative compliance prior to the commencement of a clinical placement.
In 2013-14, 22,120 clinical placement days were provided to nursing and midwifery students. Night duty clinical placements were introduced in semester 2 as a new clinical placement initiative, which led to a collaborative evaluation project involving the Research Centre for Nursing and Midwifery Practice and the University of Canberra. In 2013-14,
542 placements were provided to both local and interstate students across 24 allied health disciplines.
The Secondary School Work Experience Program is a four-day placement offered to Year 10, 11 and 12 students attending a high school or college in the ACT. The aim is to provide students with a realistic idea of what it is like to work in health care and encourage them to choose career paths in health. In 2013-14, 329 students were provided with placements.
Postgraduate Certificates for Nurses and Midwives
Two postgraduate certificates are offered to nurses and midwives through the Australian Catholic University (ACU) in partnership with ACT Health. The ACU delivers an online component for two units, and an educator in the Staff Development Unit teaches a revised 2014 curriculum approved by ACU for the remaining two units in each course. This education model combines theory and experiential learning.
The advantages for ACT Health of using this model are that staff are well educated for practice, with their study tailored to work area requirements. ACT Health staff who are students are able to work and study at the same time and do not need to pay fees for the ACT Health component. Of the five students completing the Child and Adolescent Health course in June 2014, four students gained a distinction or high distinction course average.
ACU students 2013-14
|Course||June-December 2013||January-June 2014|
|Neonatal||11 students - 9 students completed and 2 elected to complete in 2014||2 new students and 2 completing from last year|
|Child and Adolescent Health (includes either acute paediatrics or a maternal and child health specialty)||12 students - 7 students completed and 5 students completed in 2014||13 students|
|Master's, Neonatal||1 student||1 student|
|Master's, Child and Adolescent Health||4 students||2 students|
E-learning to support Essential Education and clinical care
There are 58 ACT Health e-learning courses that have been implemented in ACT Health to enable 24-hour-a-day, seven day- a-week access to education and training. Fifteen e-learning courses were implemented in 2013-14 to support clinical and non-clinical staff, with a further 13 under development. Eight courses were reviewed and updated as a result of evaluations and changes to policy.
|E-learning courses developed and implemented in 2013-14|
|DonateLife-Mandatory Update Day||Certificate IV in Training and Assessment, Module 3|
|DonateLife Designated Officer Training||Workplace Induction Pathway|
|Certificate IV in Training and Assessment, Module 1 and 2||Writing Consumer Publications|
|Neonatal Resuscitation Update||Respecting Patient Choices|
|5 x Personal Safety and Conflict Awareness Training Modules||Patient ID and Procedure Matching|
|Certificate IV in Training and Assessment, Module 4|
|Courses under development or nearing completion|
|Indwelling Catheter||Pressure Injury|
|Aseptic Technique||Medication Package|
|Parkinsonâ€™s Disease||Intrathecal Epidural Morphine|
|Basic Life Support||Records Management|
|Clinical Support and Supervision Essentials|
|Courses redeveloped in 2013-14 following evaluation or changes to organisation requirements|
|Infection Prevention and Control, Occupational Medicine and Waste Management||PCA Competency Test|
|Australian Charter of Healthcare Rights||Incident Notification|
|Human Rights Act||Government Procurement|
Demonstrated commitment to whole-of-government learning and development initiatives
|Initiative||No. of participants|
|ACTPS Graduate Program||2 in 2013 and 2 in 2014|
|Future Leaders Program||4|
|Executive Development Program||2|
|Activity||No. of participants||Cost|
|Studies Assistance||216||$36,126 (financial assistance provided)|
|Shared Services Calendar of Training||213 attendances||$68,564 (cost of courses)|
ACT Health total learning and development activity
|Health Division||No. of attendances||Hours||Salary||E-learning completed|
|Office of the Director-General||925||2,174||$101,610||537|
|DDG, Strategy and Corporate||2,205||5,408||$224,182||1,411|
|DDG, Canberra Hospital and Health Services||57,533||119,808||$4,587,242||18,471|
|Special Purpose Account||57||91||$3,972||14|
|Service and Capital Planning||97||222||$9,899||36|
Note: An additional 1039 participants attended training during the year but were not able to be put on Capabiliti as they do not have profiles.
Future learning and development key priorities
- Continually refining and enhancing leadership, management and supervision programs.
- Developing a process and guidelines for educators to incorporate consumers in the education of clinical staff.
- With the current review of the RED framework, exploring opportunities to improve cultural competence within the renewed framework.
- Engaging medical staff in education.