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TAFE QUEENSLAND
Solution-focused approaches to
tomorrow’s workforce
MEET OUR SPEAKERS
Ana Rodger
Lead, Sunshine Coast Health Institute
Beverley Charnley
Lead, Community Services
Debbie Blow
Lead, Health
WE WILL PRESENT:
Three case studies featuring
TAFE Queensland’s
approaches to the
challenges of building
tomorrow’s workforce
TAFE Queensland structure
relating to leadership of
curriculum:
• Six TAFE Queensland (TQ) regionso Brisbane
o East Coast
o Gold Coast
o North
o SkillsTech
o South West
• Each region is a TQ lead
(responsibility) for one or more
curriculum areas
• 24 areas in total in TQ
• Each curriculum area has one or
more Professional Learning
Communities (PLC) e.g. Health has
Nursing and Primary Health
• 65 PLCs in total in TQ
• Each PLC has one or more
educator representative from each
region
TAFE Queensland structure relating to
leadership of curriculum – cont..
PLCs CORE FUNCTIONS:
• provide advice to the Curriculum Leads on product
development strategies based on learner, industry
feedback and consultation
• collaborate with colleagues across TAFE Queensland to
reduce duplication of effort to deliver strong industry and
commercial outcomes (with state-wide efficiencies)
• prioritise the contribution, review and maintenance of
quality assessment, resources and supplementary
materials
Case study 1: Collaboration between educational
institutions and the health system
THE SUNSHINE COAST HEALTH INSTITUTE (SCHI)
Has a full simulation
suite/ward with high
tech equipment and an
exact replica of the
hospital operating
theatres
Purpose built facility of
10,000 sq m embedded
inside the Sunshine Coast
University Hospital –
opened April 2017 with a
738 bed capacity
A joint venture between
TAFE Queensland,
University of the Sunshine
Coast, Griffith University’s
medical school and the
Sunshine Coast Hospital
and Health Services
Fill growing number of jobs with
local people where possible
Build aspiration of school
leavers about the opportunities
in the health sector
Reduce duplication of expensive
and scarce physical resources
Create a Centre of Excellence
where a student can start
studying a TAFE/VET certificate
and graduate as a doctor
WHY SCHI?
Created common operating rules for all partners
Co-branded marketing, joint events and promotions
Annual negotiations, all partners at the table, to determine most
appropriate vocational placements in the health service
Methodical timetabling to maximise student opportunities to simulation
suites, anatomy labs, operating theatre
Joint Management Committee for decision making/strategic planning
Joint subcommittees include Operations, Research and Education,
Work Health and Safety and Library services
Shared reception and IT services
ACHIEVING SCHI’S VISION
OUTCOMES TO DATE
Knowledge transfer occurring - clinical practice experience shared between the organisations’
educators and between students - a major benefit
Student testimonials describe their experience as unique, of the highest educational
standard –the hospital setting is highly motivational
Inter-organisation/inter-professional learning program recently piloted to much acclaim
Barriers between professions broken down – greater understanding of the different
clinical roles in health
More opportunities for cross-sectoral professional development emerging
Health service (private and public) more confident in the students’ skills and knowledge for
vocational placement, graduates more work-ready
… introduce further health, allied health and
community services programs into SCHI
now that the partnership is well-established
AND THE NEXT STEP?
Case Study 2: An Emerging Workforce –
Mental Health Peer Work
(Certificate IV Mental Health Peer Work CHC43515)
Peer work roles supporting people with mental illness
ISSUE
Various supports are required including ‘seeking and promoting the perspectives of people with a lived
experience of mental illness, problematic alcohol and other drug use, as well as people affected by suicide
in our work’. (Qld Mental Health Commission) – reflects a marked change occurring over several decades.
Mental Health Peer Support has now developed along more formal lines and is considered an emerging
workforce & one that we see as an example of the heart of NDIS. At the core of peer support is the need for
the person to feel truly understood, to find that they are not alone in their experiences.
1 in 5 Queenslanders experience
a mental illness in any one year 1:51 in 2 will experience a mental illness at
some point in their lives.1:2
“Shared experience….we may not have the same diagnosis but what we
share is the stigma, the impact on us, the impact on family, reintegration
back to community” (Elliot 2017)
Source / Acknowledgment: The Sunshine Coast Peer Alliance 2017
EMPATHY EDUCATION
& TRAINING
SHARED
KNOWLEDGE
A FORMAL FRAMEWORK
Applicants - people with a lived experience of mental illness
(consumer or carer) wishing to work in roles supporting consumer
peers or carer peers. (Specialisations: Consumer Peer Work
/Carer Peer Work);
Employment - Health and Hospital Services and Community
Services NGOs;
Job roles - Peer Support Worker, Lived Experience Practitioner,
Consumer / Carer Worker, Consumer Engagement Worker;
Legislation - The Mental Health Act 2016 references peer support;
2015 Pilot with stakeholders – now a standard offering.
STAKEHOLDERSCERTIFICATE IV MENTAL HEALTH PEER WORK CHC43515
DEVELOPING STAKEHOLDER BASE –
THE 2015 PILOT PROGRAM
A Backstory – ROCIV and ROMP (2008- 2013)
2014 - Industry liaison with TQ for training for volunteers/ paid workers in mental
health peer work
Teachers active in the mental health sector
TAFE Qld East Coast registered and collaborated with industry on delivery
Industry supported scholarships to assist with the payment of places (22 awarded)
A working party of stakeholders established – investment in the process and
engagement.
Q Health, NGOs, University, TAFE Queensland, Individuals
• Workforce development model approach adopted;
• Quick marking turn around to alleviate anxiety,
accessibility;
• Participant-established weekly study groups;
• The National Mental Health Commission resources
written from the Lived Experience;
• Reasonable adjustment employed;
• Keeping participants informed - foreshadowing what
was forthcoming;
• Ongoing evaluation and reflections between
facilitators;
• Facilitators – TQ teacher and lived experience
facilitator with a CIV TAE.
HIGHLIGHTS ANDCHALLENGES
• 20/22 participants completed the
qualification
• Employment outcomes – 15 students
• Several participants enrolled into
higher level VET qualifications
• Establishment of a Community of
Practice – still in place
• Formal evaluation (UQ PhD student)
soon to be released
• Training service managers to be
“exemplary employers”
• Continued requests from industry to
run the program annually
• Strengthened-collaborative
relationships between community
mental health services and TQ
• Qualification is now on the Qld Govt
subsidy list.
• Industry sector want to see the
qualification grown across TAFE
Queensland (based on the identified
model).
HIGHLIGHTS OUTCOMES OF THE PILOT
FUTURE IDEAS AND DEVELOPMENT
Continue the pre-enrolment interview process & referral pathways to other VET qualifications (e.g. CIV Youth
Work, Diploma level);
Continue face to face delivery – advocated by industry sector and learners
Consideration of campus location (e.g. near the partnering organisations, transport and support);
Continue the co-facilitation model and build on the skills of the lived-experience co-facilitator to take the lead on
the Peer Units (PWK Units) which also supports the authenticity of the delivery (nothing about me without me);
Narratives about the story and the progressions of individual lives;
Continue strong industry work & collaborative practices – electives, VPC;
Industry sector as delivery partners in a range of ways;
NDIS aligned opportunities (NGO brokers, ABN operators)
Case Study 3: Nursing Partnership Program
PARTNERSHIPOVERVIEW
• Ramsay unable to source Enrolled Nurses to fill staffing requirements nationally
• Significant training required for graduates
• Significant ongoing recruitment costs• Significant resource required to
orientate and support new staff
PARTNERSHIPOVERVIEW
• ‘Grow your own workforce’ strategy implemented in 2008
• This strategy has successfully met hospital staffing requirements for ten years
• Students integrated as team members
• Ramsay’s most successful recruitment model nationally
• Graduates able to ‘hit the ground running’
WHEN ENTERING INTO PARTNERSHIP
COLLABORATIVE PARTNERSHIPSTHE ‘PLANNING’ PHASE
WHEN ENTERING INTO PARTNERSHIP
TAILORED & HAND-PICKED WORKFORCE
REDUCTIONS IN TRAINING COSTS
INCREASE IN STAFF
OWNERSHIP
EMPLOYMENT READY
GRADUATES
TRAINING EXPANSION
OPPORTUNITIES
PARTNERINGADVANTAGES
COLLABORATIVE PARTNERSHIPS
THE ‘IMPLEMENTATION’ PHASE
Dedicated administration
and delivery team
established
INTEGRATED
TEAM
MODEL
PARTNERSHIPClient reference
group developed
Staff engagement and
education
Student management
WHEN ENTERING INTO PARTNERSHIP
COLLABORATIVE PARTNERSHIPS
THE ‘IMPLEMENTATION’ PHASE