Victorian Simulated Learning Environment Strategic Plan ...docs2.health.vic.gov.au/docs/doc/70D3105ABF5C326... · The Victorian Simulated Learning Environment Strategic Plan will

Department of Health

Victorian Simulated Learning Environment Strategic Plan 2012 – 2015

Draft plan for consultation September 2011

Victorian Simulated Learning Environment Strategic Plan 2012 – 2015

Draft plan for consultation September 2011

Contents

A note about this document 1

Introduction 2

Health professional training in Victoria 2

Simulated learning environments 2

Development of the strategic plan 4

Mission 4

Vision 4

Principles 5

Strategic priorities 6

Implementation and monitoring 11

Roles and responsibilities 11

Measurement of progress 1

References 5

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A note about this document

This document forms part of the stakeholder consultation process for the development of a Victorian Simulated Learning Environment Strategic Plan (2012 – 2015). It has been developed by Raven Consulting Group in consultation with a panel of experts in simulation (termed the Expert Advisory Group, EAG), representatives from Health Workforce Australia (HWA) and the support of the Department of Health.

As well as including information that would normally be included in a strategic plan, it includes further information on the process used to develop the plan. All elements within this plan are considered draft and open to comment via the consultation process conducted throughout September 2011.

For further information on the project, simulated learning environments within Victoria or clinical placement activities more broadly, please contact Mr Kade Dillon, at the Department of Health.

Kade Dillon Senior Policy Adviser p. 03 9096 5041 e. [email protected]

Victorian Simulated Learning Environment Strategic Plan 2012 - 2015

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Introduction

Health professional training in Victoria In recent years, Victoria has successfully secured a large number of additional Commonwealth-supported entry-level places (CSPs) in health professional courses[1]. In addition to this growth in CSPs, and on the back of the Bradley Review of higher education, the past two years have witnessed a shift in the education sector from a regulated system that caps the number of CSPs, to a more open system where universities will be funded for student places on the basis of student demand, with caps removed for enrolments in 2012[2]. Coupled with a national goal of self sufficiency in terms of workforce supply by 2025[3], this is likely to significantly increase the numbers of health students training in Victoria. Whilst this growth in students will have a positive impact on the available workforce in the medium to long term, it places significant short to medium term pressure on health services to meet the associated clinical placement demand. This in turn places increased pressure on post-graduate and existing workforce training programs as health service training systems broadly become increasingly stretched.

Health care stakeholders, including education providers, health services and government, are working to address the challenge of improving system-wide clinical learning capacity and efficiency through identifying and implementing innovative training solutions.

Simulated learning environments The term simulation is used generically to apply to all technologies that are used to imitate tasks. In health care, it refers to any teaching activity in which a real life situation is replicated. Simulation and simulated learning environments (SLEs) have been identified by stakeholders as a useful mechanism to increase clinical training capacity and efficiency, without negatively impacting on patient, learner, educator or staff safety. Independent of its capacity to augment clinical placement capacity, simulation has proven to be a powerful methodology for the teaching of specific procedural skills as well as clinical management, teamwork, decision making and communication skills (amongst others).

Supporting the growth of SLEs in Victoria

Since 2005, the Victorian Department of Health (the department) has supported the development or enhancement of over 30 SLEs across the state. These investments have been further supported through department-funded train-the-trainer programs and investment from individual health services and education providers.

Building on these investments, the department commissioned several projects aimed at developing clinical placement capacity (while maintaining quality) starting with Clinical Placements in Victoria: Establishing a Statewide Approach[1] and culminating in A New Model of Clinical Placement Governance in Victoria[4] – the basis of the newly formed Victorian Clinical Placements Council (VCPC) and Clinical Placement Networks (CPNs)[5]. All projects noted the significant role simulation and SLEs could play in clinical education and the need for coordination across the state[6-7].

More recently, in 2010, the department commissioned a study to review the existing levels of clinical skills SLE infrastructure in Victoria [8]. Specifically, this review examined the type, capability, deployment and utilisation of existing SLE equipment, including barriers to increased SLE utilisation. Amongst other findings, the review noted there is likely adequate simulation infrastructure within Victoria, but it is not fully utilised due to issues of staffing and staff training. The review reiterated the need for coordination of SLEs across CPNs.

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SLEs in a national context

At a national level, Health Workforce Australia (HWA) is currently undertaking a significant body of work to encourage the (further) uptake of SLEs in Australia[9] including support for staff training, infrastructure developments and recurrent operations[10]. Several activities have been conducted under the auspices of these programs including a profession-based review of education using simulation, which identified common elements of educational programs that could be successfully delivered (across the country) using simulation [11].

The need for a strategic plan

The increased use of simulation in health professional education, coupled with state and federal support for the development of infrastructure, has facilitated rapid and extensive growth of SLEs across Victoria. The variability in funding sources and arrangements, together with the number and diversity of stakeholders who have implemented (or are seeking to implement) clinical skills SLEs or simulation activities more broadly, has meant there are a large number of facilities in existence operating below their intended or optimal usage rates[8]. Increasingly, the variety of governance, utilisation and funding models is making access difficult.

These factors all suggest the need for planned growth and development of SLEs. Significantly, the recent activities at state and national level will provide the structure (VCPC and CPNs) and support (data and funding), to develop and implement a strategic plan for simulation.

Importantly, this Victorian simulated learning environment strategic plan (2012 – 2015) has been drafted with input from simulation stakeholders. It has also been developed in the context of the Draft Victorian strategic plan for clinical placements (2012 – 2015), which takes into consideration the findings of the Victorian Clinical Skills SLE Review and the HWA report on Use of Simulated Learning Environments in Professional Entry Curricula of Selected Professions in Australia and builds on the department’s current activities for best practice in, and governance of, clinical placements in Victoria. As far as practicable and appropriate, this SLE strategic plan reflects the definition of simulation1, vision, principles, and expected outcomes set out in the clinical placements strategic plan.

1 Within the Draft Victorian strategic plan for clinical placements (2012 – 2015) the following definition of simulation is provided: The

term simulation is used generically to apply to all technologies that are used to imitate tasks. In health care, it refers to any teaching activity in which a real life situation is replicated.


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Development of the strategic plan

Strategic planning is the process of understanding where you are (the current situation), where you would like to be (the target), and how to get there (the path or proposal)[12]. Through a strategic planning process, organisations are able to articulate fundamental decisions and actions that shape and guide what the organisation is, what it does and why it does it[13]. Importantly, a strategic plan takes into account the environment within which an organisation (or in this case an activity) takes place. This is often achieved through SWOT analysis. That is, understanding the strengths, weaknesses, opportunities and threats of, and to, an activity.

The Victorian Simulated Learning Environment Strategic Plan will be one of the documents informing the 2012 – 2015 Victorian Clinical Placements Strategy (draft currently under development). It is also expected the plan will play a major role in determining how HWA SLE funding (and indeed other future funding) is allocated across the state (i.e. it is expected upcoming applications will need to address strategies and priorities articulated within this plan).

The strategic planning process was initiated by two half-day workshops involving key individuals from simulation within Victoria (the expert advisory group, EAG), as well as representatives from the department and HWA. The group first agreed (in principle) on a definition of simulation as proposed by Gaba in 2004[14]:

Simulation is a technique – not a technology – to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner.

This definition guided future activities of the group, including a discussion of issues affecting simulation in Victoria, a SWOT analysis in respect of the Victorian simulation system and articulation of objectives and strategies to further develop simulation within Victoria.

Mission With the definition of simulation as a guide, the EAG considered the need for and purpose of simulation – i.e. factors that might inform the development of a mission statement. A number of key themes emerged including the intrinsic value of simulation as an education methodology, the potential for simulation to augment current clinical placement activities and the relatively safety of simulation to all participants. These themes drove the development of a draft mission statement for simulation within Victoria:

In the context of initiatives to increase the state’s capacity for high quality health professional education, simulation will contribute to optimising the efficiency and effectiveness of learning in the clinical or social care environment. It will enhance the range of experiences that learners are exposed to and expand the opportunities for appropriate multi-disciplinary training, while minimising risks to patients/clients, learners and to the health care system overall. Simulation will contribute to and enable competency-based training and assessment, and will both foster and reflect innovation in clinical education and training.

Vision Building on the definition of simulation and the draft mission statement, the EAG set about describing how the Victorian simulation system might look and feel as the mission is achieved. Common themes emerged regarding a more efficient system (covering a range of definitions of efficient), informed/well-trained educators and improved access to facilities and resources. These themes were combined to create the draft mission statement for simulation within Victoria:

Over the next four years (2012 – 2015), simulation will contribute to the increased capacity for high quality health professional training in Victoria, through a well-integrated and coordinated network of facilities and resources characterised by:

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• More efficient simulation facilities, resources and environments, optimised for expanded access in terms of the number and range of learners and delivering appropriate, fit-for-purpose simulation;

• Increased numbers of well-trained educators; and

• Accessible, affordable and innovative resources.

Principles Gleaned from discussions amongst EAG members, the following draft principles are suggested as underpinning the further development of simulation as a teaching and learning methodology in Victoria:

• Simulation has intrinsic value as a teaching and learning methodology.

• Ensuring all health professional learners have access to the learning opportunities and modalities that will best prepare them for safe, high quality practice is the most important consideration in relation to the availability of simulation resources and facilities.

• Victorian simulation resources and facilities are a public good and should be valued, applied efficiently and distributed fairly.

• The Victorian simulation system should embody good governance, ethical management and transparency in decision-making.

• The best outcomes will be achieved if stakeholders collaborate to identify and implement solutions that are responsive to local needs.


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Strategic priorities The draft strategic priorities provided below were created as a result of the outcomes of the workshops with the EAG. They are based on high-level categorisation of the issues identified during the SWOT analysis and align with the draft mission, vision and principles. They attempt to provide a framework within which individual strategies and activities can be planned and undertaken.

The Victorian simulation system is one component of the state’s clinical education system. As such, the development of simulation must align with the broader landscape of clinical education and training, which is now being coordinated on a statewide basis by the VCPC. The VCPC is in the process of drafting a strategic plan for clinical placements in Victoria (for the period 2012 – 2015) and has identified the following strategic priorities:

• Enhance capacity

• Assure and improve quality

• Support innovation

• Strengthen governance

In line with these priorities – and taking into account the issues that are particularly relevant to the effective and efficient use of simulation in Victoria – three draft strategic priorities for simulation have been identified for the period 2012 – 2015:

Management and organisation

To create a stakeholder-led simulation system that is sustainable, coordinated and efficient.

Capacity and quality

To ensure there is appropriate simulation and sufficient simulated learning environments to meet the needs of the clinical education system in Victoria, offering uniformly high quality experiences for learners.

Innovation and capability development

To broaden awareness and improve understanding of simulation as a teaching and learning tool, with a view to encouraging curriculum-driven development of simulation.

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Objectives and strategies

Following on from the SWOT analysis, the consultants identified objectives and subsequent strategies to build on strengths, reduce or eliminate weaknesses, capture opportunities and avoid threats. The objectives and associated strategies take into consideration the discussions with the EAG, as well as the broader clinical placement context (at the state and national level).

The following sections summarise the EAG discussion of issues, and provide (in table format) the draft objectives and strategies proposed to deal with each of the issues, categorised by strategic priority.

Strategic priority 1: Management and organisation

Through the SWOT analysis, the EAG identified multiple issues that were subsequently categorised as relating to management and organisation. Specifically, they noted:

• a mal-distribution of facilities and resources (especially in regional areas);

• a mismatch between distribution of skilled individuals and facilities/resources;

• a lack of coordination between elements of the Victorian SLE system;

• an insufficient critical mass for some disciplines in some areas to support access to facilities and resources;

• there is insufficient funding within simulation in general;

• the cost structures and business models of simulation facilities are often focused on cost recovery to its fullest (and sometimes a profit-making) extent; and

• there is limited knowledge of SLEs amongst the broader clinical placement community.

Taking these issues into account, the consultants developed the overarching draft outcome for management and organisation of creating a stakeholder-led simulation system that is sustainable, coordinated and efficient. Table 1, provides a list of draft objectives and associated draft strategies to address the issues identified by the EAG, while taking the system towards being stakeholder-led, sustainable, coordinated and efficient.

Table 1: Draft objectives and strategies for management and organisation

Outcome: A stakeholder-led simulation system that is sustainable, coordinated and efficient

Draft Objectives Draft Strategies

• The Victorian simulation system functions as a co-ordinated whole, supporting the use and development of appropriate simulation modalities, at the right time and in the right place

• Through the VCPC and CPNs, establish statewide and network mechanisms for coordinating various aspects of resourcing, maintaining, operating and managing Victorian simulation facilities and resources

• Future investment and allocation of resources is based on need and addresses statewide strategic priority criteria

• SLE efficiency and effectiveness is supported at a network level through collaborative and coordinated planning and development mechanisms for funding and resourcing opportunities

• The business models of simulation facilities are financially sustainable.

• Investigate models of SLE staffing structures that support efficient use of SLE facilities

• Utilising the agreed models of SLE staffing create guidelines that support fair, equitable and transparent SLE cost structures

• Develop mechanisms to increase SLE utilisation using cost efficient models such as cooperative models, time-share or resource-share models, or cross-subsidy models

• The process for accessing simulation resources, simulation infrastructure and SLEs is common

• Determine capability, capacity and utilisation of SLE’s at a network level.


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and consistent across the state • SLE infrastructure and resources are documented and updated within CPN data profiles.

• Establish common processes for access to simulation resources, simulation infrastructure and SLEs at a network level

• Support expanded access to SLE facilities beyond traditional perceptions of applicability.

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Strategic priority 2: Capacity and quality

The Victorian Clinical Skills Simulated Learning Environment Infrastructure Review reported that equipment was not a major barrier to immediately improving the capacity of the system. The basis for this finding was data collected relating to equipment usage (showing most equipment was used less than 50% of the time), as well as through direct survey of stakeholders.

This finding was also reflected in the SWOT analysis conducted with the EAG,. Issues identified during this process rather focussed on the impact of staff levels and training on the capacity (and quality) of the simulation system (also identified in the Victorian Clinical Skills Simulated Learning Environment Infrastructure Review). The issues specifically raised by the EAG were:

• inadequate numbers of appropriately trained and prepared simulation educators and technicians;

• lack of quality standards for simulation infrastructure, environments, teaching and learning;

• lack of career structures and role clarity for simulation educators; and

• lack of space to maximise the effective and efficient use of equipment or to innovate.

Considering the identified barriers to capacity and quality, the consultants have developed a range of draft objectives and associated draft strategies, with the aim of supporting the development of appropriate and sufficient SLEs to meet the needs of the clinical education system in Victoria.

Table 2: Draft objectives and strategies for capacity and quality

Outcome: Appropriate and sufficient simulated learning environments to meet the needs of the clinical education system in Victoria, offering uniformly high quality experiences for learners.


• There are sufficient numbers of appropriately trained educators and technicians, distributed appropriately relative to the facilities, resources and requirements

• Create a statewide simulation workforce profile (current and required)

• Support the development of, and access to, SLE training programs (including making use of HWA-funded programs)

• Provide incentives for educator and technicians to take up roles in areas of need

• Quality standards for learning using simulation are defined and applied across the system to ensure teaching and learning activities represent best practice.

• Support the development and implementation of quality standards being developed by the Australian Society for Simulation in Healthcare

• Implement the BPCLE as it applies to SLEs, including use of associated indicators as appropriate

• The Victorian simulation workforce is valued, appropriately skilled and sustainable

• Develop a continuing professional development framework for simulation educators and technicians.

• Define a career pathway for simulation educators and technicians


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Strategic priority 3: Innovation and capability development

Similarly to capacity, the Victorian Clinical Skills Simulated Learning Environment Infrastructure Review reported that equipment was not a major barrier to immediately improving the capability of the system, and this was supported by the SWOT analysis conducted with the EAG.

Issues relating to innovation and capability were:

• lack of integration of simulation into some curricula;

• perception of simulation-based learning being synonymous with infrastructure/equipment;

• lack of research/evidence base;

• traditional silos and boundaries influence access and usage;

• lack of visibility and access (physical and cost) to champions/leaders; and

• limited knowledge of SLEs amongst the broader clinical placement community.

Table 3: Draft objectives and strategies for innovation and capability development

Outcome: Awareness and understanding of simulation as a teaching and learning tool, with a view to encouraging curriculum-driven development of simulation


• The use of simulation is evidence-based • Support the conduct of research at a Victorian level • Establish links to leading international simulation

centres to foster exchange of expertise and ideas

• Simulation is evident as a teaching and learning methodology in all curricula as appropriate and there are suitable simulation activities for every discipline.

• Engage with appropriate accreditation/registration bodies to acknowledge the use of simulation in professional entry courses

• Integrate learning using simulation in the curricula of courses including making use of HWA funded curriculum project outcomes

• Support disciplines to implement the interprofessional learning findings from the HWA curriculum mapping project

• Support simulation curriculum development tools and activities

• Stakeholders are well-informed about the uses, practicalities, potential and limitations of simulation as a teaching and learning methodology

• Develop and implement a communication strategy

• A platform of excellence for simulation, where resources and expertise are accessible to all stakeholders

• Establish resource and expertise sharing mechanisms

• Establish mentoring pathways

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Implementation and monitoring

At the highest level, this plan is linked to the Draft Victorian strategic plan for clinical placements (2012 – 2015) and thus implementation and monitoring activities will take place in the broader context of the Victorian clinical placement governance system. As noted in the introduction, the availability of funding from HWA provides an immediate opportunity for the conduct/implementation of many strategies proposed in this plan, forming the first part of progress toward the mission and vision for simulation within Victoria.

However, the system will need to be sustainable beyond funding from one specific source and the responsibility for implementing and monitoring this strategic plan will need to be explicit. Indeed, the existence of the VCPC and CPNs provide a suitable (if not perfect) vehicle for the support and co-ordination activities required to ensure the sustainability of simulation activities. Of course, other stakeholders will also necessarily play a role including education providers, health services and perhaps even suppliers/manufacturers.

Roles and responsibilities The success of the strategic plan and the value simulation can bring to the health education system more broadly, will depend on how the stakeholders involved execute their responsibilities.

VCPC and CPNs

The VCPC has responsibility for strategic policy setting and planning, and efficient provision of stakeholder-informed advice to the Department of Health and HWA as it relates to clinical placement activity in Victoria. As such, it will play the major role in implementation and oversight of the Victorian Simulated Learning Environment Strategic Plan (2012 – 2015). This would be best achieved by the formation of a simulation subcommittee, working group or similar, assigned responsibility for simulation and simulated learning environments, including implementing the strategy.

To the extent that simulation development activities may need to occur at the CPN-level and noting the VCPC itself is formed from the CPNs, the proposed simulation subcommittee of the VCPC may delegate some implementation and monitoring responsibilities to individual CPNs. This may be particularly relevant for simulation projects that are proposed to meet specific CPN needs, rather than broader state-wide needs.

Given the (likely immediate) availability of funding to support this strategic plan, implementation of individual strategies within it may largely be achieved through support for specific projects. It is expected these projects will be endorsed by one or more CPNs and/or the VCPC and address objectives articulated within the simulation strategic plan.

In the absence of specific funding being available, the simulation subcommittee would determine the activities undertaken based on need/value to the system and available resources. It is reasonable to expect the subcommittee would work with potential funding sources if there is a particular (demonstrable) area of need.

The VCPC and CPNs also have a broader role in keeping their stakeholders informed about the strategy, demonstrating leadership in activities such as working across traditional silos (such as those relating to disciplines, or training sites) and ensuring activities they undertake are in keeping with the strategy.

Simulation facilities

The primary responsibility of simulation facilities is to implement the strategy to the best of their ability. At the simplest level, this translates to understanding how their own needs fit within the strategic plan. They


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can take further part by ensuring all future activities work towards one or more of the goals articulated within the strategic plan.

It is noted there are few autonomous simulated learning environments; most operate within an existing health service or educational facility. Thus, staff working within simulated learning environments will need to ensure their respective employer is aware of the Victorian Simulated Learning Environment Strategic Plan (2012 – 2015) and that broader activities or initiatives, including potential partnerships and collaborations, support the plan (e.g. financial, access or collaborative models).

Health services

Health services would rightly be expected to focus on delivery of quality health care. As noted within the Draft Victorian Clinical Placements Strategic Plan (2012 – 2015), sustainability and continued excellence in care require high quality education and training activities (including simulation where appropriate). Those services with existing simulation facilities should ensure they understand how the strategy applies to them (see above), and if developing a new simulation facility it ought to be established with objectives that directly align with the Victorian strategy.

To the extent that health services play a role in the development and implementation of curricula, efforts should be made to incorporate simulation-based methodologies as appropriate.

Education providers

Given their role in curriculum development and as owners of simulation facilities, education providers will play a major role in implementing the Victorian Simulated Learning Environment Strategic Plan (2012 – 2015). They will need to ensure existing simulation facilities are aware of how the strategy applies to them (see above), and that new facilities are established with objectives that directly align with the Victorian strategy.

Their significant role in the development and implementation of curricula means many of the objectives articulated in this strategy will require involvement of education providers and efforts should be made to work with appropriately skilled simulationists to integrate simulation-based methodologies into curricula as appropriate. This may also necessitate working with HWA and relevant discipline accreditation bodies.

Government

As the bodies responsible for policy development and coordination and as a primary source of funds for many health services and education providers (and therefore simulation facilities), governments (state and national) have a role to play in supporting the coordinated development of simulation as articulated in this plan. Indeed, the role government has played in the development of this plan and simulation more broadly is noted.

Further to this, as one of the regulatory bodies health services and education providers report to, governments also have a responsibility to ensure performance targets and reporting requirements, support the prioritisation of simulation-based learning (or at a minimum do not create an incentive to de-prioritise simulation-based learning).

Education accreditation bodies

Work commissioned by HWA on the use of simulated learning environments within health professional curricula suggests education accreditation bodies are open to the use of simulation in health professional courses[11]. However, they may need to be more than open, and perhaps actively encourage its integration, working more closely with simulation experts on the value of simulation to health professional education.

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Measurement of progress To understand the impact the strategy is having on simulation-based education, the simulation sector and clinical education more broadly, it is necessary to set some performance targets or deliverables. Table 4 provides the list of draft objectives and associated strategies, with feedback being sought on the deliverable, accountable entity and timeframe for delivery. This information is based on the workshops held with the EAG and will be further updated during the consultation process. There is also a further EAG workshop to consider feedback received during the consultations and to finalise the strategic plan.

Table 4: Draft objectives and associated deliverables

Draft Objectives Draft Strategies Draft Deliverables associated with strategies

Proposed Accountability

Draft Timeline

Strategic Priority 1: Management and organisation

• Through the VCPC and CPNs, establish statewide and network mechanisms for coordinating various aspects of resourcing, maintaining, operating and managing Victorian simulation facilities and resources

• A statewide SLE expert group is established with clear links to the VCPC

• VCPC • December 2011

• Future investment and allocation of resources is based on need and addresses statewide strategic priority criteria

• Funding and resourcing allocations (including for upcoming HWA funding) are based on the priority areas identified within this strategy.

• Department of Health, Health Workforce Australia and the VCPC

• Ongoing

• The Victorian simulation system functions as a co-ordinated whole, supporting the use and development of appropriate simulation modalities, at the right time and in the right place

• SLE efficiency and effectiveness is supported at a network level through collaborative and coordinated planning and development mechanisms for funding and resourcing opportunities

• Stakeholders are engaged in the development of planned and coordinated CPN based proposals

• CPNs • November 2011 for HWA funding opportunities

• Ongoing for future opportunities

• Investigate models of SLE staffing structures that support efficient use of SLE facilities.

• Models of SLE staffing structures that enable the efficient use of SLE facilities are presented

• Statewide SLE expert group

• December 2012

• Utilising the agreed models of SLE staffing create guidelines that support fair, equitable and transparent SLE cost structures

• Cost guidelines are developed • Statewide SLE expert group

• June 2013

• The business models of simulation facilities are financially sustainable.

• Develop mechanisms for enabling access by all user groups (including small user groups or groups with limited access to funds), such as cooperative models, time-share or resource-share models, or cross-

• Access mechanisms/models are developed at a network level

• CPNs • December 2012


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Draft Timeline

subsidy models

• Determine capability, capacity and utilisation of SLE’s at a network level.

• Network based analysis of SLE infrastructure.

• CPNs • June 2012

• SLE infrastructure and resources are documented and updated within CPN data profiles.

• Information regarding SLE infrastructure and resources is available within CPN data profiles

• CPNs • October 2011 • Updates ongoing

• Establish common processes for access to simulation resources, simulation infrastructure and SLEs at a network level

• Documented processes or agreements which enable access to SLE infrastructure

• CPNs • December 2012

• The process for accessing simulation resources, simulation infrastructure and SLEs is common and consistent across the state

• Support expanded access to SLE facilities beyond traditional perceptions of applicability.

• Demonstrated increase of non-traditional disciplines and professions utilising SLE modalities.


• CPNs

• December 2014

Strategic Priority 2: Capacity and quality

• Create a statewide simulation workforce profile (current and required)

• Workforce profile developed • CPNs • June 2012

• Staff are trained • SLEs • Support the development of, and access to, SLE training programs (including making use of HWA-funded programs)

• SLE training programs developed • Statewide SLE expert group

• On-going after training needs are known

• Incentives are documented • Statewide SLE expert group, working with CPNs and SLEs

• After workforce profile is known

• There are sufficient numbers of appropriately trained educators and technicians, distributed appropriately relative to the facilities, resources and requirements

• Provide incentives for educator and technicians to take up roles in areas of need

• Roles in areas of need are being filled

• SLEs • On-going, after incentives documented

• Support the development and implementation of quality standards being developed by the Australian Society for Simulation in Healthcare

• Standards implemented • SLEs • On-going from December 2012

• Quality standards for learning using simulation are defined and applied across the system to ensure teaching and learning activities represent best practice.

• Implement the BPCLE as it applies to SLEs, including use of associated indicators as appropriate

• BPCLE implemented within SLEs • SLEs • On-going from January 2012

• The Victorian simulation • Develop a continuing professional • Framework developed • Statewide SLE • Following development

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Draft Timeline

development (CPD) framework for simulation educators and technicians.

expert group of workforce profile workforce is valued, appropriately skilled and sustainable • Define a career pathway for simulation

educators and technicians • Career pathway developed • Statewide SLE

expert group, working with CPNs and SLEs

• Following development of workforce profile and CPD framework

Strategic Priority 3: Innovation and capability

• Support the conduct of research at a Victorian level

• Research outcomes are evident (e.g. peer reviewed research articles published in appropriate journals)

• Statewide SLE expert group, working with CPNs, SLEs, the department and HWA

• On-going • The use of simulation is evidence-based

• Establish links to leading international simulation centres to foster exchange of expertise and ideas

• Links and information sharing pathways established.

• Statewide SLE expert group, working with CPNs and SLEs

• On-going

• Engage with appropriate accreditation/registration bodies to acknowledge the use of simulation in professional entry courses

• Simulation is appropriately acknowledged within course accreditation/registration processes for professional entry courses

• Statewide SLE expert group working with the department, HWA and AHPRA

• December 2013 and beyond

• Integrate learning using simulation in the curricula of courses including making use of HWA funded curriculum project outcomes

• Simulation-based learning is integrated into the curricula of professional entry courses

• Statewide SLE expert group, education providers.

• December 2015 or following acknowledgement of simulation within accreditation processes

• Support disciplines to implement the interprofessional learning findings from the HWA curriculum mapping project

• Simulation-based learning is integrated into the curricula of professional entry courses

• Statewide SLE expert group, education providers

• December 2015

• Simulation is evident as a teaching and learning methodology in all curricula as appropriate and there are suitable simulation activities for every discipline.

• Support simulation curriculum development tools and activities

• Simulation curriculum development tools exist within Victoria and are accessible to educators


• June 2012

• Stakeholders are well-informed • Develop and implement a communication • Communication strategy exists • Statewide SLE • March 2012


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Draft Timeline

about the uses, practicalities, potential and limitations of simulation as a teaching and learning methodology

strategy expert group

• Establish resource and expertise sharing mechanisms

• Mechanisms exist • Statewide SLE expert group, working with HWA CPNs and SLEs

• June 2012 • A platform of excellence for simulation, where resources and expertise are accessible to all stakeholders

• Establish mentoring pathways • Pathways exist • Statewide SLE expert group, working with, CPNs and SLEs

• June 2012

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References

1. Department of Human Services, Clinical Placements in Victoria: Establishing a Statewide Approach, 2007. (Report prepared by Department of Human Services).

2. Transforming Australia’s Higher Education System, 2009. (Report prepared by Commonwealth of Australia). Cited 23 Aug, 2011. Report available from: http://www.deewr.gov.au/HigherEducation/Documents/PDF/Additional%20Report%20-%20Transforming%20Aus%20Higher%20ED_webaw.pdf.

3. Health Workforce Australia, The National Training Plan. Cited 23 Aug, 2011. Web address: http://www.hwa.gov.au/national-training-plan. 4. A New Model of Clinical Placement Governance in Victoria. Final Report to Council of Victorian Health Deans and the Department of Human Services, 2009.

(Report prepared by Darcy Associates Consulting Services). Cited 17 Feb, 2010. Report available from: http://www.health.vic.gov.au/__data/assets/pdf_file/0015/350430/Clinical-Placement-Governance---Final-Report.pdf.

5. Department of Health, A New Model of Clinical Placement Governance for Victoria. Cited 23 Feb, 2010. Web address: http://www.health.vic.gov.au/workforce/placements/governance/placement-governance.

6. Department of Human Services, Clinical placement agency – report on consultation workshops, 2008. (Report prepared by DLA Phillips Fox). Cited 7 Jun, 2009. Report available from: http://www.health.vic.gov.au/workforce/agency-concept.

7. Clinical Placements in Victoria: Considering a Clinical Placement Agency, 2008. (Report prepared by Department of Human Services). Cited 23 Feb, 2010. Report available from: http://www.health.vic.gov.au/__data/assets/pdf_file/0003/307317/clinical_placements_in_victoria_agency_discussion-08.pdf.

8. Victorian Clinical Skills Simulated Learning Environment Infrastructure Review - Final Report, 2010. (Report prepared by Department of Health). Cited 28 Mar, 2011. Report available from: http://www.health.vic.gov.au/__data/assets/pdf_file/0004/518332/SLE-Audit-Final-Report.pdf.

9. Health Workforce Australia, Simulated Learning Environments. Cited 12 Aug, 2010. Web address: http://hwa.gov.au/programs/clinical-training/simulated-learning-environments-sles.

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