18
Putting the pieces together: constructing CPD activity to meet professional and academic requirements. Denise Prescott, University of Liverpool

Denise prescott putting the pieces together

Embed Size (px)

DESCRIPTION

 

Citation preview

  • 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?
    • Why bother?
  • 3. This presentation will look at.......
    • The context which led to development of CPD activity within the School of Health Sciences.
    • How we have done it!
    • 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.
    • Move from the
    • 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
    • SHORT COURSES
  • 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
    • Is it fit for purpose?
    • Type of delivery?
  • 10. Alignment with key documents
    • For example
    • 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**
    • Quality counts
    • ** word of mouth is very powerful**
  • 16. Use the support mechanisms
    • University CPD Unit
    • Informal networks with other departments who deliver CPD e.g. Vets, Dentists, Management School
    • I. T. Support
  • 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]