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.