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