3. FUTURE DIRECTIONS <
Executive summary
The Clinical Education and Training Institute (CETI) was The second Team Health Consultation Forum took place
formally established on 1 July 2010 as a Chief Executive in August 2011 and aimed to consult on ways to better
Governed Statutory Health Corporation (SHC) directly prepare pre-graduate and new clinical graduates for work
resulting from the Special Commission of Enquiry into and ways to improve the development of interprofessional
Acute Care in NSW Public Hospitals. CETI will soon be collaborative practice or team-based care. The
TEAM HEALTH FUTURE DIRECTIONS
renamed the Health Education and Training Institute consultation also sought to identify gaps and to highlight
(HETI) in late 2011 as part of the NSW governance review. opportunities for existing programs to inform Team Health.
CETI’s Team Health program aims to improve teamwork, This Consultation produced two prioritised lists of
communication and collaboration for safer patient- curriculum topics. One list consisted of proposed
centred care and better staff experiences. foundational topics for new clinical graduates in medical,
This Report provides an overview of CETI’s newly formed nursing, midwifery and allied health and the other list
Team Health Program and presents outcomes and contained proposed topics to enhance team-based,
emerging themes from two statewide consultation forums. patient-centred care. For new clinical graduates, topics
The value of this Report is two-fold: it contains summaries such as time management, knowing when to escalate
of evidence, expert opinion and program activities that for deteriorating patients, prioritising patient needs,
support collaborative practice and team-based care, as communication at clinical handover and communicating
well as key stakeholder opinion relating to the strengths, in medical records were deemed the most relevant and
challenges and opportunities for implementation of Team useful topics to prepare new graduates for the workplace.
Health across New South Wales. Proposed topics to enhance team-based, patient-centred 1
The Inaugural Team Health Consultation Forum in June care included understanding the roles of other health
2011 aimed to establish features of a suitable model professionals; teamwork communication; team reflective
of program governance for Team Health as well as practice and ways to facilitate this and engaging
canvassing opinion with respect to developing evidence- patients and their families to partner in decision-making
based curriculum and monitoring and evaluation about their clinical care.
approaches. The Consultation also sought feedback Throughout the two consultation forums, there was
relating to other relevant programs Team Health may general consensus that the proposed Team Health
leverage from, as well as the identification of program is relevant, evidence based and can be
opportunities and challenges for the program. implemented in coordination with Local Health Districts
Key messages from the Inaugural Team Health and aligned with other programs with similar aims.
Consultation were diverse and extensive. Messages from Consultation, collaboration and transparent processes
delegates confirmed that engagement from Local Health for program development were broad themes that
Districts is vital for program success as is drawing on and emerged from Team Health’s consultation activities.
adapting features of the ‘Optimal Model of Governance’; Over the next year, Team Health will work to ensure a
engaging with professional colleges and associations; coordinated statewide approach to the development
and a blended approach to curriculum development that of curricula which fosters improved teamwork,
includes quality facilitators, social marketing strategies, communication and collaboration for safer patient-
elearning modules and a robust system of project centred care, and better staff experiences.
management. Opportunities included the coordination
and promotion of efforts among the other three pillar
agencies: Agency for Clinical Innovation (ACI), Bureau
of Health Information (BHI) and Clinical Excellence
Commission (CEC) and the recognition of existing
high-functioning teams and leaders as exemplars.
Challenges included organisational barriers to team-
based approaches, a need to build agreement on what
success might look like and acknowledging the complexity
and diversity of teams (casual, virtual, rotational) in the
NSW public health system.
4. Background
The changing of a professional culture can only occur if the why and wherefore of reform is
taught in the undergraduate and early clinical training years. The creation of a modern, well trained,
flexible hospital workforce is a major objective of the recommendations I have made. In particular,
I recommend that an Institute of Clinical Education and Training be established with a broad mandate
to take charge of the training of a new generation of clinicians in inter disciplinary team-based
treatment of patients, and to assess and evaluate the clinical training of junior doctors, nurses and
allied health professionals. (Peter Garling SC 2009)
The Clinical Education and Training Institute (CETI) was formally
established on 1 July 2010 as a Chief Executive Governed
Statutory Health Corporation (SHC) directly resulting from the
Special Commission of Inquiry into Acute Care Services in NSW
Public Hospitals (2008). CETI will soon be renamed the Health
Education and Training Institute (HETI) in late 2011 as part of the
NSW governance review. CETI’s mission is to provide a central
source of leadership and coordination in the area of clinical
education and training to ensure all health professionals have the
necessary skills and knowledge to deliver high quality and safe
2 patient care to the people of NSW.
The purpose of this report is to provide an overview of CETI’s newly
formed Team Health Program and to showcase outcomes to date
from a series of statewide consultations. This report will also identify
key messages that will inform the future directions of the program.
The aim of Team Health is to improve teamwork, communication
and collaboration for safer patient-centred care and better
staff experiences. The aim relates specifically to Garling’s
recommendation for a new generation of clinicians skilled in
the interdisciplinary team-based treatment of patients.
Dr Gaynor Heading, General Manager, and
Professor Steven Boyages, Chief Executive
of the Clinical Education and Training Institute
5. FUTURE DIRECTIONS <
Why a team-based approach?
Interprofessional collaborative practice (ICP) or team-based care describes a patient-centred process of
communication and decision-making that enables the separate and shared knowledge and skills of care
providers to synergistically influence the client/patient care (Way et al, 2000). The World Health Organisation’s
Framework for Action on Interprofessional Education and Collaborative Practice (2010) summarises that
“collaborative practice strengthens health systems and improves health outcomes” (WHO, 2010: 7). The
TEAM HEALTH FUTURE DIRECTIONS
Framework also describes the causal link between the provision of interprofessional education and the
development of interprofessional collaboration:
After almost 50 years of enquiry, the World Health Organization and its partners acknowledge that
there is sufficient evidence to indicate that effective interprofessional education enables effective
collaborative practice. (WHO, 2010: 7)
A great deal of evidence – both nationally and internationally has emerged that identifies a range of
benefits gained through interprofessional collaboration. Examples of these benefits include:
• Increased patient safety;
• Increased staff motivation, well-being and retention;
• Decrease in staff turnover;
• Increased patient and carer satisfaction;
3
• Decrease in tension and conflict among caregivers;
• Increase in appropriate use of specialist clinical resources;
• Reductions in patient mortality and critical incidents, and;
• Increase in access to and coordination of health services.
(WHO, 2010)
In a 2010 global Lancet review of health professional education, Julio Frenk et al (2010) outlined a series of
systemic shortfalls including an outdated and static curricula for pre-graduates, mismatch of competencies
to patient and population needs; poor teamwork and a narrow technical focus.
Of the many instructional reforms recommended, Frenk et al suggested the promotion of “interprofessional
and transprofessional education that breaks down professional silos while enhancing collaborative and
non-hierarchical relationships (Frenk et al, 2010: 1924):
Put simply, the education of health professionals in the 21st Century must focus less on memorising
and transmitting facts and more on promotion of the reasoning and communication skills that will
enable the professional to be an effective partner, facilitator, adviser and advocate.
(Frenk et al, 2010: 1945)
The overarching goal of interprofessional education is to promote interprofessional, patient-centred,
collaborative practice or team-based care.
6. Team Health Consultations
This report focusses on two consultation forums held in Sydney in June and August 2011. Key
stakeholders from across NSW were invited to provide expert opinion and to share ideas and ways
forward. The two consultation forums had unique aims, targeted participants and a program of
consultation that drew from newly emerging evidence and professional opinion. Both consultations were
opened by Professor Steven Boyages who provided a broad overview of the following issues:
• An outline of CETI’s new functions, team-based recommendations arising from the Special Commission
of Enquiry into Acute Care in NSW Public Hospitals and the unique roles of the Clinical Excellence
Commission (CEC), the Bureau of Health Information (BHI) and the Agency for Clinical Innovation (ACI)
• A broad overview of the need for foundational skills of new graduates to more closely align with the
demands of today’s clinical workplaces (including primary health care settings);
• A need to identify, learn from and promote team-based skills of high performance teams within clinical
settings, and;
• A need to identify and support team-based, interprofessional collaborative practice in Advanced
Settings of Care by developing a range of clinical modules and facilitated team communication activities.
Team Health Program Coordinators, Rob Wilkins and Danielle Byers provided an overview of evidence,
features of successful interventions and proposed ways forward for the program. Key points from their
presentations included:
4 • The aims for the Consultation forum
• Key definitions and evidence for enhancing interprofessional collaborative practice or team-based care
• A snapshot of international evidence and program activities occurring in other countries
• A list of key programmatic lessons learned from other states and countries
• A presentation of the conceptual model for Team Health including partnerships and key deliverables.
Daniella Pfeiffer, Learning and Teaching Coordinator Allied Health, Dr Rob Wilkins, Learning
and Teaching Coordinator, Team Health, Pamela Bloomfield, Program Coordinator Nursing
and Midwifery and Jacqueline Dominish, Learning and Teaching Coordinator Allied Health
7. FUTURE DIRECTIONS <
Overview of the Team Health Program
1. Right Start Program
Right start is a dedicated transition program for pre-graduate and new clinical graduates spanning from the
last semester of pre-graduate study and including the first two years of their employment in the NSW public
health system. It is inclusive of all doctors, nurses, midwives and allied health professionals. Right Start aims to
better prepare new clinical graduates for work by building a foundation of core skills for graduates to work in
TEAM HEALTH FUTURE DIRECTIONS
teams. Education modules will be provided both online and face-to-face, and will be developed in consultation
with Local Health Districts. Information will also be provided on new policies relevant to their clinical setting.
Learning modules will cover topics such as collaborative decision-making, team work and interprofessional
conflict resolution skills. The program will also encourage learners to better understand their own roles and the
roles of those around them.
2. Clinical Team Education Modules
The Clinical Team Education Modules component is aimed at both new and current employees within a clinical
team. It will broadly employ a redesign methodology using a trained network of facilitators to explore aspects
of team function and to generate solutions which improve staff experiences. These modules may draw on
innovative tools, processes and ideas employed by other related programs.
3. Policy Development
The Policy Development component of the Program is about influencing health policies and implementation 5
plans towards collaborative decision-making and team-based patient-centred care. Embedding principles
of interprofessional practice within policy statements is a way of formalising and sustaining our Program
components as well as highlighting implications for training and education.
4. Systems Integration
Team Health will link and align program components with other initiatives arising in CETI Directorates such as
the Hospital Skills Program and programs arising from the newly formed Allied Health Directorate. Team Health
will also work in consultation and when appropriate, collaboration with the CEC, the ACI, the BHI, tertiary
education providers and Local Health Districts to make the best use of evidence and related programs.
Team Health: Conceptual Model
• Dedicated program targeting
• A systems approach to redesign ward/unit new graduates and pre-graduates
team communication and culture • Supported by e-learning,
• Core modules to include rationale, evidence, simulation case scenarios
redesign methodology, facilitation tools, • Align curriculum with Garling
benefits recommendations and policy
• Establish a state-wide network of directives
IPL facilitators • Focus: Policy into practice
• Link and align Team Health
• Embed IPL/IPP into
initiatives and other CETI portfolios
emerging policy statements
e.g. Hospital Skills Program, Allied
and implementation plans
Health Education
e.g. The NSW Dementia Services
• Link and align with LHDs, NSW Ministry
Framework, Advance Planning for
of Health, CEC, ACI, BHI initiatives
Quality End of Life Strategic and
• Embed IPE/IPL /IPP into undergraduate university
Implementation Framework
programs, including IPL clinical placements
8. The Inaugural Team Health Consultation – June 2011
The first Team Health consultation targeted Directors of Workforce Development, Directors
of Clinical Governance, Managers of Learning and Organisational Development Centres,
Clinical Redesign Managers, representatives from the CEC, BHI, ACI, representatives
from NSW Ministry of Health and senior clinicians with Local Health District-wide
responsibilities. A total of 44 delegates participated.
Consultation aims:
• To consult with key stakeholders on Team Health’s four program areas;
• To jointly establish a model of local governance to support Team Health’s
implementation;
• To identify resources (human, technological and other) required for local and
sustained implementation;
• To identify existing educational resources or programs that could be used to promote
teamwork, communication and collaboration.
Invited speakers were:
• Dr Charles Pain, Director Health Systems Improvement, Clinical Excellence
Commission. Presentation title: Building Effective Healthcare Unit Teams: Why, Who
and How?
6
Key Messages:
– Healthcare systems have low perceived reliability and healthcare providers are
under increasing pressure to improve reliability;
– Root causes of this include poor governance, insufficient resources, insufficient
skills and inadequate tools;
– Root causes manifest as failures to set objectives of care, poor teamwork and
coordination including poor communication, fragmentation of care, missed
diagnosis, inadequate and inappropriate treatment, and failure to recognise
deterioration; Dr Charles Pain
– Increase in teamwork can lead to reduction in patient mortality;
– There are existing models for Health Systems Improvement (eg CEC Health
Systems Improvement Model) that provide useful ways forward;
– Principles for a solution include the need to view patients as part of a team and the
need for evidence-based, multivariate approaches;
– We should start by understanding the functions that clinical unit teams perform and
reorient the health system towards supporting them in performing these functions
by giving them the tools; and
– The need to draw on a range of tools (new or pre-existing) and methods to support
them.
9. FUTURE DIRECTIONS <
• Mr Terry Clout, Chief Executive, South Eastern Sydney LHD.
Presentation title: Implementing the Optimal Model
Key Messages:
– The Optimal Model of Governance for postgraduate medical
TEAM HEALTH FUTURE DIRECTIONS
education and training in South Eastern Sydney and Illawarra
Shoalhaven LHDs provides a useful model for Team Health to draw on;
– The Model outlines a flexible structure with single point accountability
for medical education and training in SESLHD/ISLHD;
– Governance and communication identified as the main issues that
can be addressed at LHD level;
– The Model offers a transparent and consistent approach to medical
Mr Terry Clout
education and training that can be adapted for Health Reform changes;
– The Model functions target communication, accreditation and coordination
and oversight of networked training including the junior medical workforce;
– The benefits of the Model include a prioritisation of medical education at
the executive level; transparency of funding arrangements; dual network
reporting lines to LHDs and CETI; cost effectiveness;
– The Model requires the establishment of positions within LHDs such as 7
a Manager, and Director of Postgraduate Medical Education and Training;
– There is opportunity for the principles of the Optimal Model to be applied
to the Team Health program.
10. Small Group Discussion – June Consultation
Following these presentations, small group discussions occurred over 50 minutes. Delegates were
allocated to one of three discussion groups:
1. Team Health Governance
2. Curriculum Development
3. Monitoring and Evaluation
All groups were asked to respond to the following opening questions before discussing questions
specific to that topic area:
1. From what you’ve heard so far, what do you see as some of the opportunities and challenges to
a sustainable Team Health Program?
2. Are there any further components for Team Health to consider?
Key Messages
Opportunities
• Engagement with Local Health Districts (LHDs) and their leaders and managers from Program inception
• Coordinate and promote efforts with the CEC, ACI and BHI
• Recognise and promote existing teams as exemplars
8 • Coordinate the use of other related programs from LHDs and other services.
Challenges
• A need to recognise the expertise of individual professions and identifying areas of commonality
• Working with the rotational, casual and virtual nature of teams in health care
• Removing the organisational barriers to collaboration
• A need to make clear the unique roles of the four pillar organisations (including CETI)
Team Health Governance
• A central point of coordination
• An advisory group that has representation from LHDs, the four pillars, the NSW Ministry of Health,
links with the tertiary education sector and operationalised coordination in each LHD
• Potential for the establishment of a sub-committee for the governance of education and training
reporting directly to the LHD Board
Curriculum Development
• Need to look more broadly at both established statewide education programs as well as proprietary
programs
• Engage with professional colleges and associations during consultations and begin mapping
competencies (skills, knowledge, and capabilities for example) common to all health professions
• Curriculum needs to be accompanied with high quality facilitators, social marketing strategies and
a robust system of project management
Monitoring and Evaluation
• Indicators of achievement could include a decrease in clinical incidents; improved coordination of
patient care; use of staff surveys to gauge improved staff experiences and a decrease in patient
complaints and waiting times.
11. FUTURE DIRECTIONS <
Team Health Clinical Education
Consultation Forum – August 2011
The aims for the Clinical Education Consultation Forum were:
• To consult with key stakeholders on Team Health’s programs;
• To consult on ways to better prepare pre and new clinical graduates for work in the
TEAM HEALTH FUTURE DIRECTIONS
NSW public health system;
• To consult on ways to improve the development of interprofessional collaborative
practice (ICP) or team-based care, and;
• To identify any gaps and to highlight opportunities for existing programs that aim to
foster teamwork, collaboration and communication.
Invited speakers were:
• Dr Joanne Travaglia, A/Director Health Management Program, School of Public
Health, UNSW. Working with teams: Lessons learned from a system-wide study
of interprofessional practice.
Key Messages:
– There is great need for ICP in health settings;
– A recent collaborative action-research program aiming to enhance teamwork,
collaboration and the sharing of ideas, knowledge and practice amongst clinicians, 9
academics and students (AIHI IPC Project 2007 – 2010) provides useful lessons for Team
Health;
– Barriers to ICP are many and include lack of workplace trust, lack of psychological
and cultural safety, discipline silos, information silos and lack of horizontal and
Dr Joanne Travaglia
vertical communication;
– Structural and cultural factors contribute both to the facilitation of, and prevention
of effective ICP;
– IPL and IPE have been shown to contribute positively to the development of
interprofessional collaborative practice in both education and clinical settings.
• Professor Merrilyn Walton, Professor of Medical Education, Sydney School of
Public Health, University of Sydney. Working together – Learning together: Improving
workforce readiness.
Key Messages:
– Learning together does not dilute professional education and training or professional
knowledge and skills;
– New knowledge and skills are required from the health workforce which include
partnerships with patients and carers, teamwork, risk communication, data collection,
adverse events, professional responsibility and accountability;
– Patient safety spans a number of fields and applies to all areas of clinical practice;
– Static pedagogy, curricula rigidities, acting in isolation and competition and tribalism
Professor Merrilyn Walton
of professions all contribute to graduates being unprepared for work;
– The National Patient Safety Education Framework is patient-centred and identifies the
knowledge and performance required by all health care workers in relation to patient
safety. It is designed to be flexible and can be used to develop curricula, competency-
based training programs and other safety and quality initiatives;
– Ways forward include: creating a learning culture, collaborating, using different
environments for teaching (workplace, simulation centres), promoting multidisciplinary
teamwork, recognising and encouraging opportunistic learning, creating incentives
and support organisational enablers.
12. Small Group Discussion – August Consultation
All groups were asked to respond to the following opening question before discussing questions
specific to their small group topic area: From what you’ve heard so far, what do you see as some
of the strengths and challenges to Team Health?
Key Messages
Strengths
• The principles of ICP and in particular, the shared learning that occurs between and within teams;
• Evidence-based benefits of ICP to increased patient safety;
• Increased staff retention and morale, and;
• Increased communication and understanding between disciplines.
Challenges
• The complexity of health service delivery;
• The variety of team formations and health worker engagement within these;
• ‘Breaking down silos’ or ‘getting tribes to respect each other’, and;
• The broad scope of the program.
Opportunities
10 • A need for leadership (or leaders) to help drive the Program;
• A recognition that education activities require a self-reflective or critically reflective component
to assist with transformational learning;
• A need to promote evidence based models, strategies and research in this area, and;
• Draw on the patient-safety literature and existing ICP programs.
13. FUTURE DIRECTIONS <
Small Group Discussion – August Consultation
Proposed Foundational Topics for New Clinical Graduates in Medicine,
Nursing, Midwifery and Allied Health
This small group discussion activity sought to identify and prioritise the ten foundational topics for
new clinical graduates. After small and large group discussion, delegates voted using an adapted
TEAM HEALTH FUTURE DIRECTIONS
nominal group process. Rural delegates placed an “R” on their choices to indicate that they were
health practitioners based in a rural health care setting.
Ranking Foundational Topic Points
1 Time Management 13 (Incl 3 rural)
2 Knowing when and how to escalate for the deteriorating patient 10 (Incl 1 rural)
3 Prioritising patient needs or tasks 9 (Incl 3 rural)
4 Communicating clinical handover 9
5 Communicating in medical records 9 (Incl 2 rural)
6 Expressing one’s opinion competently to colleagues 9 (Incl 2 rural)
7 Communicating with a challenging patient, family or peer 8 (Incl 2 rural)
8 Understanding the roles of other health professionals 5 (Incl 2 rural)
9 Breaking bad news 3 (Incl 2 rural) 11
10 Working with different cultures and demographics 3
This small group discussion activity sought to identify and prioritise topics to enhance team-based
patient-centred care. After small and large group discussion, delegates voted using an adapted
nominal group process. Rural delegates placed an “R” on their choices to indicate that they were
health practitioners based in a rural health care setting.
Proposed topics to enhance team-based, patient-centred care
Ranking Topics to enhance team-based patient-centred care Points
1 Understanding the roles of other health professionals 19 (Incl 1 rural)
2 Teamwork communication 16 (Incl 4 rural)
3 Team reflective practice – ways to facilitate 15
4 Team purpose, values and revisiting values regularly 13 (Incl 1 rural)
5 Engaging patients and their families to partner in decision-making 8 (Incl 2 rural)
about their care
6 Professionalism 7
7 Collaborative decision-making 5 (Incl 1 rural)
8 Team ethics, including confidentiality 5
9 Knowing when and how to seek advice from other professionals 5 (Incl 1 rural)
10 Ongoing team learning 5
14. General feedback from both consultations
Delegates were asked to provide further feedback. Key themes included:
• A need to address undergraduate curriculum in universities (and TAFE)
• An acknowledgement of the need for a cultural shift to occur as well as a ‘shift in the
mindsets’ of health managers and staff
• Acknowledge and build on the work of similar programs
• Identify leaders who can drive change locally
• Need to focus on sustainable change
• Investigate successful teams and learn what makes them effective (i.e. oncology)
• Consider investigating teams from other industries
• Address team leadership in team training / facilitated activities
• Need to be aware of national roll-out of TeamSTEPPS and coordinate efforts
• Investigate team processes that facilitate team work (i.e. case conferences, team meetings,
ward rounds)
• Build interprofessional learning requirements into a framework of education and acknowledge
the continuing education requirements mandated by Australian Health Practitioner Regulation
Agency (AHPRA)
• Take advantage of University Departments of Rural Health as they have broad experience in
12
cross boundary health education.
Next Steps: Planning for the future
Team Health will take key messages from both Consultation forums and apply them to the next
phase of program development. In particular, Team Health will:
• Work in consultation, and at times, collaboration with LHDs, the 3 pillar agencies, NSW
Department of Health, and education providers
• Develop a model of program governance with a central point of coordination and broad
representation
• Draw from the interprofessional and patient safety literature and lessons learned from other
related programs
• Recognise existing high-functioning teams and leaders as exemplars
• Establish a multiprofessional statewide advisory group
• Adopt a blended approach to curriculum development and employ multi-faceted strategies.
Expressions of Interest to map new and existing programs for Team Health
A recurring message from delegates at both Consultation Forums was to draw from activities,
programs and past lessons learned. To ensure Team Health makes use of the best available evidence
and programs, A “Right Start” Expression of Interest (EOI) has been developed inviting Local Health
Districts in partnership with tertiary education providers to design and implement programs to
prepare pre-graduate health professionals (medical, nursing and midwifery, allied health) for the
workplace. A total of twenty-three Expressions of Interest were received, which outlined programs
aimed to increase workplace readiness of pre-graduate health professionals for working in the NSW
public health system. This EOI is the first step in a collaborative effort to map new and existing
programs that may align with and inform the development of the Team Health Program.
CETI thanks all those who presented at the Team Health Consultation Forums as well as all
delegates who provided their time and expertise.
15. FUTURE DIRECTIONS <
Glossary of Terms
Interprofessional education (IPE) Occasions when two or more professions learn with, from and
about each other to improve collaboration and the quality of care (CAIPE, 2002)
Interprofessional learning (IPL) is centrally concerned with improving the way people work together
TEAM HEALTH FUTURE DIRECTIONS
so that clinicians can grow professionally, learn from others, provide support to colleagues and improve
the quality of care to patients. (Braithwaite and Travaglia, 2006: 5)
Interprofessional Collaborative Practice (ICP): a patient-centred process of communication and
decision-making that enables the separate and shared knowledge and skills of care providers to
synergistically influence the client/patient care. (Way et al, 2000)
Patient-Centred Care is an innovative approach to the planning, delivery, and evaluation of health care
that is grounded in mutually beneficial partnerships among health care providers, patients, and families.
Patient - and family-centered care applies to patients of all ages, and it may be practiced in any health
care setting. (Australian Commission on Safety and Quality in Health Care, 2010)
Team is a distinguishable set of two or more people who interact dynamically, interdependently and
adaptively towards a common and valued goal/objective/mission, who have been each assigned specific
roles or functions to perform and who have a limited lifespan of membership. (WHO, 2010: 134)
References 13
Australian Council on Safety and Quality in Health Care. National patient safety education framework.
Canberra: Commonwealth of Australia 2005. Cited Aug 2011 http://www.health.gov.au/internet/safety/
publishing.nsf/Content/C06811AD746228E9CA2571C600835DBB/$File/framework0705.pdf
Centre for Advancement of Interprofessional Education (CAIPE) Cited Aug 2011 http://www.caipe.org.uk/
Centered Care in Patient-Centred Care in Improving Quality and Safety by Focussing on Care on Patients
and Consumers Australian Commission on Safety and Quality in Health Care. Cited Sept 2010 www.
safetyandquality.gov.au
Freeth, D., Hammick, M., Reeves, S., Koppel, I., & Barr, H., (2005) Effective Interprofessional Education:
Development, Delivery and Evaluation. Oxford, UK: Blackwell Publishing.
Frenk, J. Chen, L., Bhutta, Z., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley,
P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Mendez, A., Reddy, S., Scrimshaw, S., Sepulveda, J.,
Serwadda, D., and Zurayk, H (2010). Health Professionals for a new century: Transforming education to
strengthen health systems in an Interdependent world. The Lancet, 376(9756), 1923-1958.
Garling P. ( Nov 2008) Final report of the Special Commission of Inquiry: Acute Care Services in NSW
Public Hospitals. Sydney: NSW Government. Cited Oct 2011: http://www.lawlink.nsw.gov.au/lawlink/
Special_Projects/ll_splprojects.nsf/pages/acsi_finalreport
Way, D., Jones, L., & Busing, N. (2000). Implementing strategies: Collaboration in Primary Care - Family
Doctors & Nurse Practitioners delivering shared care. Discussion paper written for the Ontario College of
Family Physicians. Cited 10 August 2011, from Ontario College of FamilyPhysicians Cited Aug 2011:
http://www.ocfp.on.ca/english/ocfp/communications/publications/default.asp?s=1
World Health Organisation (2010) Framework for Action on Interprofessional Education and Collaborative
Practice. Cited Aug 2011: http://www.who.int/hrh/resources/framework_action/en/index.html
World Health Organisation (2010) WHO Patient Safety Curriculum Guide: Multi-Professional Edition. Cited
October 2011: http://whqlibdoc.who.int/publications/2011/9789241501958_eng.pdf
16. Clinical Education and
Training Institute (CETI)
Building 12
Gladesville Hospital
GLADESVILLE NSW 2060
Tel: (02) 9844 6551
Fax: (02) 9844 6544
www.ceti.nsw.gov.au
info@ceti.nsw.gov.au
Post: Locked Bag 5022
GLADESVILLE NSW 1675