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?
- 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]