1. Team Health
What we’ve learned so far…
Where we want to go…
Team Health Advisory Committee Meeting
9 February 2012
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2. What are we trying to do?
To improve teamwork, communication and
collaboration for safer patient-centred care, and
better staff experiences
Why are we trying to do this?
• Increased staff motivation, well-being and retention
• Decrease in staff turnover
• Increased patient and carer satisfaction
• Increased patient safety
• Increase in appropriate use of specialist clinical resources
• Reductions in patient mortality and critical incidents
• Increase in access to and coordination of health services
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3. What do we mean by Team Work?
Interprofessional Education (IPE)
Occasions when two or more professions learn from, with and
about each other to improve collaboration and the quality of care
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 client/patient care (Way et al,
2000)
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4. The patient perspective…
This first report from the
Bureau of Health Information
shows clearly that patients
are calling out for Patients who felt their quality of
improvements and that care was excellent were likely
improvement in staff to have experienced excellence
teamwork, between doctors in staff teamwork.
and nurses, is the action
most likely to change a fair or
poor patient care experience
to an excellent one.
Bureau of Health Information. (May 2010) Insights into Care:
Patients Perspectives on NSW Public Hospitals
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5. The clinicians’ perspective…
At the clinical unit level, 96% of respondents reported
that they deliver patient care as part of a team (or
teams), and 94% reported that effective teamwork was
either the most important or in the top three most
important issues affecting the delivery of quality
healthcare
Clinical Excellence Commission (CEC) 2011. Safer Systems Better Care – Quality
Systems Assessment Statewide Report 2011. Sydney: CEC.
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6. What works?
Multi-faceted strategies
e-Learning modules across professional groups
On-site coaching, debriefing and facilitation
Curriculum that structures formal and informal interactions and is
designed to facilitate enquiry
Clinical placements and particularly rural clinical placements
Champions in both health and education sectors
Interdisciplinary program governance
Links with other programs (Established international movement)
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7. What we learned from our
Consultations
• Need to acknowledge and build on what’s already out
there: LHDs, Universities, proprietary programs,
research, competency frameworks and existing high
performing teams
• Ensure curriculum is clinically-relevant and clinically-
based (ie work determines the curriculum or case
studies used)
• Move on from pilot and demonstration programs
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8. Program Model
Right Start: Transition to Work in Health
• Students in their last semester of study
1 • 5000 new clinical graduates a year
• Building core skills & teamwork
Right Start: Foundational Skills
• New clinical graduates over first 2 years (10 000 phased)
2 • Builds on Transition to Work in Health (1), includes the
use of Simulated Learning Environments
Building High Performing Teams
• Existing clinical teams
3 • 62 000 clinical staff
• Network of facilitators, Settings Approach
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9. Next Steps
Right Start: Transition to Work in Health
1 • Students in their last semester of study
• 5000 new clinical graduates a year
• Building core skills & teamwork
• Aims to better prepare new clinical graduates for work
• Foundational + teamwork skills
• Nine funded Expressions of Interest from tertiary providers in
partnership with Local Health Districts
• 300 final year clinical graduates have participated in these
innovative pilots
• Evaluation of programs in progress (quant and qual)
• Showcase event planned for February 27, 2012
• Successful modules will be enhanced & standardised
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10. Next Steps
Right Start: Foundational Skills
• New clinical graduates over first 2 years (10 000 phased)
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• Builds on Transition to Work in Health (1), includes the use of
Simulated Learning Environments
• Top ten Foundational Skills Module Topics identified through
consultations and a review of literature
• Common procedural, clinical and communication issues that
may affect patient-centred care
• Modules under development: Templates for participant and
facilitator guides, assessment activities
• Mapping of elements, competencies performance criteria to the
Health Training Package (CS&H Industry Skills Council)
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11. Proposed Foundational Topics for new Clinical
Graduates
Foundational Topics for new Clinical Graduates
1 Time Management
2 *Knowing when and how to escalate for the deteriorating patient (Detect)
3 Prioritising patient needs or tasks
4 *Communicating clinical handover (JMO Handover)
5 Communicating in medical records
6 Expressing one’s opinion competently to colleagues
7 Communicating with a challenging patient, family or peer
8 Understanding the roles of other health professionals
9 Breaking bad news
10 Working with different cultures and demographics
* Existing packages

12. Next Steps
Right Start: Foundational Skills
2 • New clinical graduates over first 2 years, (10 000 phased)
• Builds on Transition to Work in Health (1), includes the use of
Simulated Learning Environments
• Additional topics:
– Ward Rounds
– Medication safety
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13. Next Steps
Building High Performing Teams
3 • Existing clinical teams
• 62 000 clinical staff
• Network of facilitators, Settings Approach
• Facilitated approaches with teams of staff to explore
elements of team function & to generate and build on local
improvement initiatives
• Tender for Facilitator Training Packages that include:
• Facilitation, Coaching, Program Management, Action
Planning, Overviews of other comparable programs
(EOC, Redesign)
• Modules for teams include: Team Functioning,
Collaborative Leadership, Role Clarification etc. and
topics identified through consultation
• Use of Simulated Learning Environments
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14. Topics to enhance team-based,
patient-centred care
Proposed topics to enhance team-based, patient-centred care
1 Understanding the roles of other health professionals
2 Teamwork communication
3 Team reflective practice and ways to facilitate
4 Team purpose and values
5 Engaging patients and their families to partner in decision-making
6 Professionalism
7 Collaborative decision making
8 Team ethics, including confidentiality
9 Knowing when and how to seek advice from other professionals
10 Ongoing team learning

15. Next Steps
Building High Performing Teams
3 • Existing clinical teams
• 62 000 clinical staff
• Network of facilitators, Settings Approach
First phase implementation:
• Target 5 Metro & 4 Rural LHDs, 1 Speciality Network
• Communication to CEs, trial sites assessed and identified (June)
• Recruitment and Induction of 10 Facilitators (July @ HSM 2)
• 3-day induction for Facilitators (Facilitator Training Package) (August)
• 2-day training for Facilitators (Modules for Teams) (Late August)
• Trialling of curriculum and approach (Sept – Nov)
• Evaluation of curriculum, training package and facilitator network (Dec)
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16. Feedback on the Plan
• Clarification, Scope, Detail
• Additional Foundational Skills topics (or sub-topics)
• Identification of Subject Matter Experts (Foundational
Skills)
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