Denise prescott putting the pieces together

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]

Denise prescott putting the pieces together

Education

cpd activity

cpd

context

time

purpose

teaching

learned