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Disaster Preparedness Education Strategic Framework 2008-2011

Summary The NSW Health Disaster Preparedness Strategic Education Framework 2008-2011 is aguide for the implementation of health disaster preparedness and education for NSWHealth.

Document type Guideline

Document number GL2009_005

Publication date 03 April 2009

Author branch NSW Health Emergency Management Unit

Branch contact 02 8396 5012

Review date 15 November 2017

Policy manual Not applicable

File number

Previous reference N/A

Status Review

Functional group Population Health - Disaster managementPersonnel/Workforce - Learning and Development

Applies to Area Health Services/Chief Executive Governed Statutory Health Corporation

Distributed to Public Health System

Audience Area CEs;AHS Functiona AHS Coordinators;Public Health Service Directors;Mental HealthServices

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Secretary, NSW HealthThis Policy Directive may be varied, withdrawn or replaced at any time. Compliance with this directive is mandatoryfor NSW Health and is a condition of subsidy for public health organisations.

GUIDELINE SUMMARY

DISASTER PREPAREDNESS EDUCATION STRATEGIC FRAMEWORK 2008-2011

Purpose

NSW Health plays a critical role in responding to health emergencies and major incidents both locally and nationally and provides increasing support internationally. The purpose of this Guideline is to support NSW Health in the implementation of a consistent, flexible and accessible disaster preparedness education curriculum across NSW Health. This Framework will assist with the enhancement of knowledge and skill development to ensure personnel are ready to meet health demands and to respond effectively to health emergencies and major incidents. The Guideline sets out the direction and processes of how the disaster preparedness education curriculum will be developed and implemented. Recommended standards

The NSW Health Disaster Preparedness Education Framework 2008-2011 is a guideline that sets out the processes for curriculum development, delivery and evaluation of disaster preparedness education across NSW Health. This guideline identifies and sets out priority education programs and how the programs will be developed and implemented for NSW Health. The guideline should be read in conjunction with NSW HEALTHPLAN v 3.4 May 2008 – PD2009_008 - and the Workforce Learning and Development Strategy for NSW Health PD2005_113. Implementation The NSW Health Disaster Education Strategic Framework 2008-2011 is a guideline for development, implementation and evaluation of health disaster preparedness education across NSW Health. Revision history Doc. Number Approved by Amendment notes GL2009_005 Chief Executive

Ambulance Service New Guideline

Related documents:

• NSW HEALTHPLAN v 3.4 May 2008 (PD2009_008) • Workforce Learning and Development Strategy for NSW

Health (PD2005_113). List of attachments 1. NSW Health Disaster Preparedness Education Framework 2008-2011

GL2009_005 page 1 of 25

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_________________________________________________________________________________________________ NSW Health Disaster Preparedness Strategic Education Framework 2008-2011 Page 1 of 24

NSW HEALTH DISASTER PREPAREDNESS

STRATEGIC EDUCATION FRAMEWORK

2008-2011

Version 1.6 December 2009

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TABLE of CONTENTS 1 EXECUTIVE SUMMARY ............................................................................................. 3 2 INTRODUCTION.......................................................................................................... 4 3 STRATEGIC DIRECTIONS IN TRAINING................................................................... 5

3.1 National Education Directives ............................................................................... 5 3.1.1 Australian Quality Training Framework 2007 ................................................. 5

3.2 Training Packages ................................................................................................ 6 3.3 Competency Based Frameworks .......................................................................... 6 3.4 Higher Education .................................................................................................. 7

4. NSW HEALTH STRATEGIC EDUCATION DIRECTION ............................................. 9 4.1 Disaster Preparedness Education Strategic Framework....................................... 9 4.2 Training Needs Assessment ................................................................................. 9 4.3 Current or identified NSW Health Disaster Preparedness and Emergency

Management Education and Training Needs ......................................................... 10 5.1 Learner Satisfaction ............................................................................................ 11 5.2 Course and Competency Completion Rates ....................................................... 11

6 EDUCATION GOVERNANCE.................................................................................... 11 7 QUALITY IMPROVEMENT ........................................................................................ 11

7.1 Continuous Improvement .................................................................................... 11 7.2 Best Practice....................................................................................................... 12 7.3 Corporate Risk .................................................................................................... 12 7.4 Validation ............................................................................................................ 12

8 CURRICULUM DEVELOPMENT ................................................................................. 12 8.1 Adult Learning Principles .................................................................................... 12 8.2 Skill Sets ............................................................................................................. 12 8.3 Course Profile ......................................................................................................... 13 8.4 Course specific reference groups............................................................................ 13 8.5 Competency Mapping ......................................................................................... 13 8.9 Refresher Programs............................................................................................ 13

9. MODES OF DELIVERY ................................................................................................ 13 9.1 Flexible Delivery.................................................................................................. 13 9.2 E-Learning .......................................................................................................... 13 9 .3 Exercises and Simulation Training Techniques .................................................. 14

10. ADMINISTRATION...................................................................................................... 14 10.1 Training Costs..................................................................................................... 14 10.2 Training Records................................................................................................. 14 10.3 Training Reports ................................................................................................. 14 10.4 Funding............................................................................................................... 15

11. EVALUATION......................................................................................................... 15 11.1 Employer Benefits............................................................................................... 15 11.2 Evaluation Tools ................................................................................................. 15

12 CONCLUSION........................................................................................................ 15 Appendix 1 – Learning Characteristics.......................................................................... 17 Appendix 2 - Blooms Taxonomy of Educational Objectives .......................................... 19 Appendix 3 - Governance Structure.............................................................................. 20 Appendix 4 - Kirkpatrick Model of Evaluation................................................................ 21 Appendix 5 Acronyms, Abbreviations and Definitions ................................................. 23

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1 EXECUTIVE SUMMARY The NSW Health Disaster Preparedness Strategic Education Framework 2008-2011 has been developed to support NSW Health in its preparedness for and ability to respond effectively to health emergencies and major incidents. The Framework will guide consistency in approach and delivery of disaster preparedness education across the State.

Area Health Services deliver a range of training programs to their employees, from emergency procedures for all workers, to specific courses for those involved with disaster preparedness and emergency management on a more regular basis. Emergency management education programs are also available through external providers such as State Emergency Management Committee Professional Development and NSW District Emergency Management Officers.

NSW Health Counter Disaster Unit (CDU) has worked closely with Area Health Services Functional Area Coordinators (HSFACs), Counter Disaster Coordinators and a consultant Medical Officer to identify Area Health Services disaster preparedness and emergency management training needs. These were partially identified through an AHS disaster preparedness training needs survey conducted in 2007 and consultation with Area HSFACs in 2008.

The following areas have been identified as the priority for course benchmarking and curriculum development:

• Emergency Procedures - for all health staff

• Incident Control System – in several formats for key position holders

• A new Health Emergency Management Preparedness course with advanced modules across the five health service components;

• Health Response Team training;

• Chemical, biological and radiological (CBR) training for ED health workers; and

• Liaison officer training for middle management who work in Health Disaster Control Centres/Emergency Operations Centres during a major incident or planned event.

Flexible delivery including e-learning, CD-Rom and face to face teaching will ensure greater ability for a broad cross section of staff participation. Additional courses will be developed or benchmarked as demand arises and curriculum development has been completed for identified programs (see above).

The Framework identifies processes for development, implementation and evaluation of training. Education governance, curriculum development and a model for evaluation are also included.

The NSW Health CDU will continue to work with key stakeholders whilst actively developing strategic disaster preparedness and emergency management policy, education and research networks.

The Disaster Preparedness Strategic Education Framework 2008-2011 is a strategic document that will guide best practice for disaster preparedness and emergency management education across NSW Health.

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2 INTRODUCTION As natural disasters and emergencies increase in impact due to population growth and economic development1, so does the need for the emergency management sector to develop strategies to better plan, prepare and respond to such incidents. NSW Health plays a critical role in responding to health emergencies and major incidents both locally & nationally and provides increasing support internationally. NSW Health takes a ‘whole of government and all hazards approach’ to the planning and management of these situations within the State. Education and research provide a platform from which emergency management knowledge can be advanced to meet the evolving demands of this specialised sector. NSW HEALTHPLAN sets out the arrangements for the whole of health response to emergencies in NSW and states:

“Training is essential to ensure coordinated prevention, preparation, response and recovery in the event of plan activation and is to be tailored for each component of the plan in accordance with the minimum competencies as defined by the CDU. These competencies include risk assessment, disaster planning and disaster exercise management” 2.

The Workforce Learning and Development Strategy for NSW Health, 2005”3 aims to support its workforce by: 1. Providing employees with the competencies necessary for the better achievement of NSW

Health goals; and 2. Assisting in the performance management and career development of individual employees. NSW Area Health Services are responsible for disaster preparedness and emergency management including training within their Area. To ensure compatibility across agencies, multi-Area team deployments or team relief from outside an Area, consistency in training is important. The document is divided into the following parts:

• Strategic directions in training and education • Curriculum development • Modes of delivery • Training Evaluation and • Framework review

The implementation of a strategic education framework for disaster preparedness and emergency management, using evidence based research and training, along with a continuous improvement process, will enhance the capability of NSW Health to prepare and respond to health emergencies

1. Australian Bureau of Statistics 1301.0 Year Book 2008

http://www.abs.gov.au/ausstats/[email protected]/Latestproducts/1301.0Feature%20Article42008?opendocument&tabname=Summary&prodno=1301.0&issue=2008&num=&view= and Crompton R. and McAneney J. ‘The cost of natural disasters in Australia: the case for disaster risk reduction’, Australian Journal of Emergency Management Volume 23, Number 4

November 2008

2. NSW HEALTHPLAN, 2008 A Supporting Plan of The New South Wales State Disaster Plan (DISPLAN), V3.4 May 2008.

3 NSW Department of Health Policy Directive PD2005-113 Workforce Learning and Development Strategy of NSW Health.

http://www.abs.gov.au/ausstats/[email protected]/Latestproducts/1301.0Feature%20Article42008?opendocument&tabname=Summary&prodno=1301.0&issue=2008&num=&view

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and major incidents.

3 STRATEGIC DIRECTIONS IN TRAINING

3.1 National Education Directives

3.1.1 Australian Quality Training Framework 2007 The Australian Quality Training Framework 2007 (AQTF)4 is a national set of standards which assures nationally consistent, quality training and assessment services for training within Australia’s Vocational Education and Training Sector. The AQTF is a national training system that now provides the basis for high-quality, industry developed and nationally recognised training. It was introduced into Australia in 1995 and reviewed in 2007. It provides a comprehensive, consistent and flexible education framework for various industries and is a single Framework incorporating industry with learners and pathways for achievement and obtaining qualifications. Key features of the AQTF include;

• Nationally consistent approach to training and assessment • Outcome focused training • Streamlined standards • Transparent and accessible resources

A national competency based approach to emergency sector training provides NSW Health with a strategic platform to develop a curriculum which will ensure NSW Health is prepared for and capable of responding to major incident and emergencies. 3.1.2 Australian Qualification Framework The Australian Qualifications Framework (AQT) is a unified system of national qualifications. Each qualification is based on the level of outcome and not on the length of the course and has a descriptor of each competency or learning outcome that is required to be achieved. The following qualifications can be issued within the Vocational Education and Training Sector5. The AQF provides nationally consistent recognition of outcomes achieved in post-compulsory education as well as: Offers flexibility to suit the diversity of purposes of education and training Integrates and streamlines the requirements of participating providers, employers, employees,

individuals and interested organisations. Promotes national and international recognition of qualifications offered in Australia.

Vocational Education and Training Sector

Graduate Diploma (or Vocational Graduate Diploma) Graduate Certificate (or Vocational Graduate Certificate)

Advanced Diploma

4 Australian Quality Training Framework, 2007, Essential Standards for Registration, Commonwealth of Australia.

5 Australian Qualifications Framework Advisory Board 2007, Australian Qualification Framework Implementation Guide, Fourth Edition. http://www.aqf.edu.au/aboutaqf.htm

http://www.aqf.edu.au/aboutaqf.htm

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Diploma Certificate IV Certificate III Certificate II Certificate I

(A Statement of Attainment is a record of completion of one or more units of competency from an AQF course. Although not itself an AQF qualification, it may be counted towards one later.)

Table 1 - Table of Qualifications

3.2 Training Packages Training Packages support a set of nationally endorsed standards and qualifications for recognising and assessing an individual’s knowledge and skills. Training Packages are developed through consultation with industry through national Industry Skills Councils and other relevant organisations and enterprise and describe the knowledge and skills needed to perform effectively in the workplace. The Public Safety Training Package provides industry with standards and direction for designing and assessing the performance of people working in sectors such as emergency management, emergency services and community safety. The Public Safety Training Package has been designed to identify core competency standards essential to achieving qualifications together with elective units to provide choice and flexibility. Units of Competency related to disaster preparedness and emergency management are found in the following Training Packages: 1. PUA00 Public Safety Training Package6

2. LGA04 Local Government Training Package7

3. HLT07 Health Training Package8

3.3 Competency Based Frameworks Competency based frameworks provide a strategic process for learners to meet individual and workforce capabilities. Appropriately packaged competencies enhance training for key position holders working in complex disaster preparedness and emergency management roles. Competency is the application of knowledge, skill and attitudes to a specific tasks required for a specific role or job. Competency Standards provide a clear definition of what level of performance is required to meet organisational and assessment requirements. As the disaster preparedness and emergency management issues become more complex it is necessary for competencies and related standards to be packaged to support a strategic learning approach for disaster preparedness and emergency management education. The competency based Health Disaster Preparedness Strategic Education Framework will ensure 6 PUA00 V 5, Public Safety Training Package, 2006 Introduction to Training Package, Commonwealth of Australia, 7 LGA04 Local Government Training Package http://www.ntis.gov.au

8 HLT07 Health Training Package, www.ntis.gov.au

http://www.ntis.gov.au/

http://www.ntis.gov.au/

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a quality and consistent approach to development, implementation and assessment for disaster preparedness and emergency management training Related emergency management Units of competency include: 1. PUAEMR010A Undertake emergency planning. 2. PUAEMR007A Conduct risk assessment. 3. PUAEMR005A Design and manage activities which exercise elements of emergency. 4. PUAOPE002 Operate communications systems and equipment. 5. PUAOPE005A Manage a multi team response. 6. PUAOPE007A Command agency personnel with a multi-agency emergency response. 7. PUASES002A Work in an emergency operations centre.

3.4 Higher Education The emergency management body of knowledge within higher education has escalated in recent years. A number of universities offer Emergency, Disaster and Trauma Management courses within their faculties and schools curriculum. Increasingly workplace programs, short courses and Units of competencies within the AQTF 2007 are being recognised as part of a credit transfer system and articulation processes into the Higher Education Sector. NSW Health through the NSW Health CDU is committed to developing and maintaining strategic alliances with higher education institutions. This will enhance the articulation of disaster preparedness and emergency management courses and competencies into High Education. The continued progression of the professionalisation of the emergency management industry into higher education faculties and schools will increase the knowledge and skills of personnel working in emergency management roles. Greater interaction between the emergency management sector and tertiary institutions will also increase the emergency management body of knowledge and associated research. Research plays a vital role in the development of knowledge and skills and underpins the format on which specialised education is developed and delivered. It is important for the emergency management sector, including NSW Health CDU and relevant AHS Educators to align with research institutions. The following qualifications can be issued within the Higher Education Sector:

Higher Education Sector

Doctoral Degree Masters Degree

Graduate Diploma Graduate Certificate

Bachelor Degree Associate Degree Advanced Diploma

Diploma

Table 2 - Table of Qualifications

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Refer to Appendix 1 Learning Characteristics relating to the Higher Education Sector

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4. NSW HEALTH STRATEGIC EDUCATION DIRECTION

4.1 Disaster Preparedness Education Strategic Framework The NSW Health Disaster Preparedness Education Strategic Framework is aligned with: 1. NSW `whole of government’ all-hazards approach to disaster management 2. NSW HEALTHPLAN 3. Australian Quality Training Framework 2007 4. Australia Qualifications Framework 5. The National Collaborative for Disaster Health Education and Research in Australia 6. NSW Health Prepared, 2006-2011 Counter Disaster Unit Strategic Plan The Disaster Preparedness Strategic Education Framework takes an evidence-based approach to education and research and will interpret for application both international and national strategic directions for disaster preparedness and emergency management. The Framework supports NSW HEALTHPLAN and aims to support and build on the current disaster preparedness knowledge base across NSW Health. While all health workers in health facilities are expected to have a knowledge of emergency procedures, for those who hold specified disaster preparedness planning, operations or recovery roles it is highly desirable that they complete a `suite of learning’. These levels of knowledge are aligned to Blooms Taxonomy of Education Objectives and are outlined in Appendix 2 - Blooms Taxonomy of Education Objectives.

4.2 Training Needs Assessment The NSW Health CDU will regularly conduct a review of training needs to ensure NSW Health maintains a skilled and effective workforce that is prepared for and ready to respond to major incidents and health emergencies. A template for this purpose will be developed in consultation with Area HSFACs and Counter Disaster Coordinators. The NSW CDU will liaise with national, state and local education organisations and professional bodies to keep abreast of contemporary education policy and initiatives. The NSW CDU review of training needs will consist of both quantitative and qualitative processes including: 1. A simple Training Needs Survey to identify whether additional health disaster preparedness

and emergency management training requirements have arisen in the period; and 2. A consultative process with Area Health Service disaster preparedness and emergency

management key position holders to identify any changes in training needs or improvement / changes to existing courses is required.

The implementation of a regular TNA process will ensure education needs and initiatives are identified as they arise. Feedback provided during the consultation process will be valuable for development of new courses and/or competencies as well as specific training courses when identified. Key stakeholders include but are not limited to State Controllers, Area Health Services Functional Coordinators, Disaster Coordinators and Controllers; clerical administrative support and Liaison officers. Results obtained from the analysis will be incorporated in a training report and matrix, both of

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which will be used for future design, development and prioritization of education programs.

4.3 Current or identified NSW Health Disaster Preparedness and Emergency Management Education and Training Needs The key courses available and identified in the training audit and in consultation with Area HSFACs include:

1. Disaster Awareness 2. Emergency Management Arrangements 3. Chemical Biological, Radiological - Awareness - Response 4. Incident Control Systems 6. Disaster Medicine 7. Working in an Emergency Operations Centre 8. Managing a Recovery 9. Exercise Management 10. Health Liaison Officers Program 11. Emergo Train System - Educator - Senior Instructor - Assistant Instructor 12. Health Response Team Training - Team Leadership - Team Member - Community Nurses

The focus for NSW Health CDU, in progressing the Strategic Education Framework will initially be on the benchmarking, or where new, the development of courses as identified in the Executive Summary (page 3) as follows: a. Emergency Procedures - for all health staff b. Incident Control System – in several formats for key position holders c. A new Health Emergency Management Preparedness course with advanced modules across

the five major contributing health service components; d. Health Response Team training; e. Chemical, biological and radiological (CBR) training for ED health workers; and f. Liaison officer training for middle management who work in Health Disaster Control

Centres/Emergency Operations Centres during a major incident or planned event. These courses (a – f) incorporate nine of the twelve identified above (1, 2, aspects of 3, 7 and 10 will be included in c). Emergo Train System training and exercising is controlled and oversighted by KMC Sweden under licence and does not require any benchmarking.

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5. KEY PERFORMANCE INDICATORS The NSW CDU will guide core disaster preparedness and emergency management training and encourage course consistency and appropriate standards through continuous quality improvement processes adapted from the Australian Quality Training Framework 20079.

5.1 Learner Satisfaction It is important that evaluation is conducted at the end of each course to identify the elements of the program which support learners to participate in course activities; learners’ perception of the quality of training; and their confidence and skill development as a result of attending the program. Evaluations are also important to measure educational objectives.

5.2 Course and Competency Completion Rates Information to support this indicator will be obtained from the number of enrolments, and course and competency completion rates. These will be reviewed against the number of courses delivered, delivery format and assessments.

6 EDUCATION GOVERNANCE Disaster Preparedness Strategic Education Framework is a key deliverable of NSW Prepared - Counter Disaster Unit Strategic Plan 2006-2011. The Framework will be governed by the State Health Services Functional Area Coordinator; with advice from the State Health Services Controllers, Health Services Functional Area Coordinators Group; and the NSW Health Disaster Education Advisory Group. Refer to Appendix 3 - Governance Structure

7 QUALITY IMPROVEMENT

7.1 Continuous Improvement Continual improvement will be a priority in the development and delivery of disaster preparedness and emergency management education across NSW Health. Continuous improvement processes will include program changes as a result of post incident analysis and student and instructor feedback. A review of training programs will be conducted 12 months after introduction including consultation with Areas, course facilitators, and course participants. Course evaluation results will also be considered. Regular reviews of disaster preparedness and emergency management training will be conducted ongoing. Relevant emergency management courses provided by non-health Government agencies will be monitored to ensure their ongoing suitability for NSW Health workers. Feedback on education and training provided by the State Emergency Management Committee (SEMC) will be provided to the SEMC Professional Development Working Group.

9 Australian Government Department of Education, Employment & Workplace Relations, http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/aqtf/ and on competencies see www.training.com.au/aqtf2007/

http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/aqtf/

http://www.training.com.au/aqtf2007/

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7.2 Best Practice The NSW CDU will carry out a structured consultative process to benchmark education content and outcomes against accepted disaster preparedness and emergency management education best practice. Where an existing course developed by an Area Health Service represents best practice approval will be sought from that Area to make it available for adoption by other Areas.

7.3 Corporate Risk Corporate risk will be managed by the implementation of a Corporate Risk Mitigation Process to ensure education and assessment policy and procedure complies with National, State and Local Legislation and Standards.

7.4 Validation The NSW Health CDU will introduce a formal validation process with courses as they are developed and added to existing courses as appropriate. This will ensure that courses to be delivered under the RTO structure meet relevant standards and that individual assessment processes comply with relevant policy & procedures.

8 CURRICULUM DEVELOPMENT

8.1 Adult Learning Principles The NSW Health CDU will use Adult Learning Principles as part of a consistent approach to curriculum development. These principles include: 1. Training is relevant to learners needs. 2. Adult learners’ experience and knowledge is recognised. 3. Training is flexible and accessible to meet individual needs. 4. Blooms Taxonomy of education objectives supports course development

8.2 Skill Sets Skill Sets will be identified against each specific disaster preparedness key role (e.g. Area HSFAC, Disaster Coordinator etc) to enable office holders to carry out their job according to legislative or employer requirements. Skill sets are defined by the National Quality Council (NQC) as “single units or combinations of units which link to a license or regulatory requirement, or defined industry need." The NSW Health CDU will ensure Skill Sets for the disaster preparedness and emergency management sector are identified. This will occur when developing course content and mapping Units of Competency, through the governance processes and in consultation with key stakeholders.

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8.3 Course Profile Identified disaster education programs (see 4.3) will be documented and include a Course or Program Profile identifying program details, aims, objectives and assessments. The development of NSW Health disaster preparedness and emergency management training will be oversighted by Course Specific Reference Groups (CSRG see below) with course documentation submitted to the Disaster Education Advisory Group (HDEAG) for input. Current course content will be reviewed and aligned to already existing competencies and will form the basis of the Competency Based Framework. Course delivery guidelines will be developed and available to support the development and implementation of all training programs and units of competencies.

8.4 Course specific reference groups NSW Health CDU will coordinate Course specific reference groups (CSRGs). The aim of the Reference Groups is to review current course content, identify associated units of competency for each course and map current content to available competencies and develop assessment tools. Where a new course is to be developed a group will be established to lead it. The development of the CSRGs will be coordinated by the NSW Health CDU and form part of the NSW Health disaster preparedness education quality improvement and validation processes.

8.5 Competency Mapping Course content is mapped to existing competencies already established within National Training Packages and as part of a Competency Based Framework. Where a core emergency preparedness course has already been benchmarked against units of competency then this information will be sought from the relevant Area Health Service Education & Workforce Development department.

8.9 Refresher Programs The NSW Health CDU will ensure as far as possible regular Refresher Programs for health care workers to maintain currency of specific disaster preparedness and management knowledge and skills (for example see 9.1 and 9.2).

9. MODES OF DELIVERY

9.1 Flexible Delivery The NSW Health CDU, where possible, will facilitate flexible delivery methods so that the most efficient and effective model is available for each course. Flexible delivery includes on-line learning, self directed learning, simulation and exercises as well as face to face teaching. Where the course is not delivered by NSW Health then consultation with external providers to extend flexible delivery will occur.

9.2 E-Learning E-Learning refers to the use of information and communication technology for the delivery of

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training. NSW Health CDU will develop appropriate e-learning packages as part of curriculum development. E- Learning will provide opportunities for increased flexibility and accessibility for NSW Health personnel to disaster preparedness and emergency management training.

9 .3 Exercises and Simulation Training Techniques Exercises and simulation training techniques are support elements of NSW Health disaster preparedness and emergency management curriculum. Discussion exercises, field exercises and Emergo Train System exercises will be included within the training matrix.

10. ADMINISTRATION

10.1 Training Costs The NSW Health CDU recognises that Area Health Service emergency management specialists currently deliver disaster preparedness and emergency management training across their Areas. NSW Health CDU will support Area Health Services by evaluating and benchmarking core current disaster preparedness and emergency management training, facilitating the Course Specific Reference Groups (see 8.3) and providing new and/or revised course packages under the curriculum available for local delivery. Where train the trainer development is required to deliver the curriculum when endorsed, NSW Health CDU will meet those costs.

10.2 Training Records Disaster preparedness and emergency management training activity is to be recorded by the training provider including participation rates and assessment information. Area Health Services who conduct emergency management-related training are required to maintain records for their own organisation either on a formal electronic Learning Management System (LMS) or a manual Record Management System. Under the Framework, Area Health Services are also required to maintain a central register of disaster preparedness instructors, trained personnel, training participation rates and assessment data. NSW Health CDU will maintain a state based register of course instructors and presenters, and of number of disaster preparedness courses conducted including number of participants.

10.3 Training Reports NSW Area Health Services will be requested to provide a quarterly Training Activity Report as an annexure to their current report to the HSFAC Group Meeting Activity Report. This annexure should include: 1. Course facilitator (where face to face involvement) 2. Title of Training Program

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3. Number of participants per program (from area and external to AHS) and 4. Evaluation Report. The development of this form will be in consultation with Area HSFACs and if appropriate their Learning and Development Sections.

10.4 Funding The allocation of specific funds for disaster preparedness and emergency management training and research is critical to the ongoing development of this specialised area. The NSW Health CDU will identify funding opportunities to support the implementation of Area disaster preparedness and emergency management best practice training. NSW Health CDU will work with partners to support and enhance future education research projects.

11. EVALUATION All training programs will be evaluated. Results from the evaluations will provide valuable information to improve future training, support education decision-making, determine course content and to consider the rationale for course continuation. The NSW Health CDU will use the Kirkpatrick Model of Evaluation1010 to evaluate disaster preparedness and emergency management training programs. This model enhances the key performance indicators set out in the Education Framework (Section 5). Refer to Appendix 4 –Kirkpatrick Model of Evaluation

11.1 Employer Benefits Relates to the evaluation by the employer (e.g. represented by Area HSFACs on behalf of the Area Health Service) of the transfer of knowledge and skill to the workplace as a result of workers attending training courses, key position holders’ participation in exercises and the overall satisfaction of the employer to the quality of training provided.

11.2 Evaluation Tools For evaluation results to be effective standard evaluation tools for each level of the evaluation process are required. A series of evaluation tools prepared by NSW Health Counter Disaster Unit for use with disaster preparedness and emergency management education and training are available for use with the Kirkpatrick Model.

12 CONCLUSION The role of education and research is critical to building the capability of NSW Health disaster preparedness and management of major emergencies. The NSW Health Disaster Preparedness Strategic Framework 2008-2011 identifies a structured

10 Kirkpatrick Donald K, 1994, Evaluating Training Programs, The Four Levels, Berrett Koehler, San Francisco,

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disaster preparedness education and training approach to ensure NSW Health officers are ready to meet health demands during an emergency. A timetable of course development, delivery and AQF accreditation will be an early deliverable under the education framework. The NSW Health CDU will monitor contemporary education initiatives and directives in order to ensure the NSW Health workforce remains ready and able to respond.

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NSW Health Disaster Preparedness Strategic Education Framework 2008-2011 Page 17 of 24

Appendix 1 – Learning Characteristics Characteristics of Learning Outcomes: Adapted from Table 3, Australian Qualifications Framework Implementation Handbook Fourth Edition 2007

• Senior Secondary • Certificate of Education

• The characteristics of learning outcomes at this level include the knowledge, skills and understandings, both generic and subject-specific, required as a basic preparation for civic life, work and lifelong learning.

• Certificate I • Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

• Certificate II • Breadth, depth and complexity of skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear there is limited complexity in the range of options to be applied.

• Certificate III • Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specific problems.

• Certificate IV • Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine.

• Diploma • Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination. The self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical operations or organising others.

• Advanced Diploma • Breadth, depth, and complexity involving analysis, diagnosis, design, planning, execution and evaluation across a broad range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability for self and others in achieving the outcomes involved.

• Associate Degree • The acquisition of the foundational underpinning of one or more discipline, including understanding and interpretation of key concepts and theories and how they are evolving within the relevant scientific, technical, and social an d cultural contexts. Development of academic skills and attributes necessary to access, comprehend and evaluate information from a range of sources. Development of generic employment related skills relevant to a range of employment contexts. A capacity for self-directed and lifelong learning.

• Bachelor Degree • The acquisition of a systematic and coherent body of knowledge, the underlying principles and concepts, and the associated communication and problem-solving skills. Development of the academic skills and attributes necessary to undertake research, comprehend and evaluate new information, concepts and evidence from a range of sources.

• Graduate Certificate • Characteristics of learning outcomes at this level cover a wide range of specialised needs following an undergraduate program or relevant prior work, ranging from initial and ongoing professional development to preparation for further postgraduate study.

• Vocational Graduate Certificate

• The self-directed development and achievement of broad and/or specialised areas of knowledge and skills building or prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and/or management functions in highly varied and /or highly specialised contexts.

• Graduate Diploma • Characteristic of learning outcomes at this level cover a wide range of specialised needs following an undergraduate or postgraduate program or relevant prior work, ranging from initial and ongoing professional development to preparation for further postgraduate study, including research higher degrees.

• Vocational Graduate Diploma

• The self –directed development and achievement of broad and/or specialised areas of knowledge and skills building or prior knowledge and skills. Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and/or highly specialised, in highly varied and/or highly specialised contexts.

• Masters Degree • Mastery or overview of the relevant field of study or area of professional practice and the emphasis may range from the acquisition or enhancement of specific professional or vocational skills and knowledge, usually undertaken in a combination of coursework and research, through to the acquisition of in-depth understanding in a specific area of knowledge which is usually undertaken through research.

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• Doctoral Degree • A Substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation application and interpretation of existing knowledge.

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Appendix 2 - Blooms Taxonomy of Educational Objectives Bloom 1956, identified three types of intellectual behaviour important in learning that have been shown to be critical for learning, these are: 1. Cognitive - mental skills (knowledge) 2. Affective, growth in feelings or emotional areas (attitude) 3. Psychomotor; manual or physical skills (skills) Bloom identified six levels of classifications within the cognitive domain from recall to evaluation. These levels within the cognitive domain are represented by verbs from the lowest level of recall to the highest level of evaluation and are shown in Diagram 1 below.

Diagram 1

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Appendix 3 - Governance Structure 1.1 NSW Health Emergency Management Committee (HEMC) This Committee is the principal committee that provides advice to the Director General of Health in exercising his or her functions and responsibilities in relation to emergency planning and response. In particular, HEMC is responsible for monitoring emergency planning across NSW Health. The role of this committee is to:

a. Assist the Director-General in the preparation and review of all State health emergency planning documents, including NSW HEALTHPLAN and its Supporting Plans and Sub Plans.

b. Advise the Director-General on governance arrangements for health emergency planning and response.

c. Ensure the necessary emergency management plans and appropriate business continuity plans are in place across NSW Health.

d. Ensure the structure for emergency management planning across NSW Health is regularly reviewed and updated.

e. Ensure health entities identify, evaluate and monitor threats and hazards to the health of the community of NSW.

f. Review systems for use in the control and coordination of health emergency operations.

g. Ensure that appropriate communication networks are established within and between Area Health Services and NSW Health.

h. Ensure specific hazard management guidelines are in place as required. i. Ensure suitable emergency management training programs are in place across

NSW Health. j. Monitor the conduct of training exercises to periodically test emergency management

plans. 1.2 Health Services Functional Area Coordinators Group The NSW Health Area Health Service Functional Coordinators Group is an advisory body to HEMC and is chaired by the State Health Services Functional Area Coordinator. The terms of reference include: a. To form a network to support the Area Health Services Functional Area Coordinators; b. Advise HEMC on issues referred to it by the Committee; and c. Provide advice on the capabilities and current status of resources within the Area

Health Service boundaries. 1.3 NSW Health Disaster Education Advisory Group The NSW Health Disaster Education Advisory Group (NSWHDEAG) provides advice to the Health Services Functional Area Coordinators Group (including Controllers) on education and training-related issues. The function of the Committee is: a. To provide advice to the State HSFAC on matters relating to health aspects of

emergency education; b. To advise on the development of competency based curricula to meet training needs

and implementation;

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c. To advise on assessment requirements and processes; and d. To assist AHS with the implementation of established training programmes.

Appendix 4 - Kirkpatrick Model of Evaluation The Kirkpatrick Model of Evaluation is a four tiered sequential, valid and reliable model for evaluation of training. The four levels of evaluation are: 1. Reaction 2. Learning 3. Behaviour 4. Results Level 1: Reaction Level one measures the participants’ reaction or customer satisfaction to the program. This information provides qualitative data on how participants feel about training and provides both positive and feedback that highlights elements of the program that can be improved. Results from this level of evaluation can also be used to establish level of performance for future programs. Level 2: Learning Level two is defined as how much participants ‘knowledge or skill has increased and how attitudes are changed as a result of participating in a training program. It is important to measure learning to ascertain if learning objectives have been met and therefore that learning has taken place. This level also measures the effectiveness of an instructor in increasing knowledge or changing attitudes of participants. Level 3: Behaviour Level three refers to the level of change of behaviour a participant demonstrates as a result of attending a training program. This can be done be evaluating before or after training, interviewing participants, their supervisors and other personnel who know the expected behaviour and those who can observe changes in behaviour. Level 4: Results This level of evaluation reflects whether the desired results of the training have been achieved. This level measures tangible results of training, for example application of knowledge and skill, quality improvement, increased sales or productivity and employer satisfaction.

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Appendix 5 Acronyms, Abbreviations and Definitions Acronyms and Abbreviations AHS Area Health Service

AQTF 2007 Australian Quality Training Framework

AQF Australian Qualifications Framework

ASNSW Ambulance Service of NSW

CDU Counter Disaster Unit

CSRG Course specific reference group

DEMO District Emergency Management Officer

HEMC Health Emergency Management Committee

HLO Health Liaison Officer

HSFAC Health Service Functional Area Co-ordinator

LMS Learning Management System

MIMMS Major Incident Medical Management Support

NQC National Quality Council

NSW Health CDU NSW Health Counter Disaster Unit

NSW HDEAG NSW Health Disaster Education Advisory Group

RTO Registered Training Organisation

SEMC State Emergency Management Committee

Definitions ‘Best practice’ Best Practice is an agreed standard in the delivery of internal disaster

preparedness training to health care workers within NSW Health. Competency The broad concept of industry competency concerns the ability to perform

particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise (Source: HLT07 Health Training Package Version 1.0 Aug 2007 www.ntis.gov.au/Default.aspx?/trainingpackage/HLT07.

Disaster An event impacting on a community which causes serious disruption to the functions of that community and generates a large number of casualties, overwhelming the capacity of immediately available resources to manage the situation. (Source State Major Incident/Disaster Plan (AMPLAN) Page vii))

Emergency

An emergency due to actual or imminent occurrence (such as fire, flood, storm, earthquake, explosion, terrorist act, accident, epidemic or warlike action) which:

a) endangers, or threatens to endanger, the safety or health of

http://www.ntis.gov.au/Default.aspx?/trainingpackage/HLT07

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Emergency (cont)

persons or animals in the State; or b) destroys or damages, or threatens to destroy or damage, any

property in the State, being an emergency which requires a significant and coordinated response. (SERM Act 1989)

Five major contributing health service components

a. Medical Services; b. Ambulance Services c. Mental Health Services d. Public Health Services e. Health Communications (Source NSW HEALTHPLAN v3.4 page vii)

Health emergency An emergency due to actual or imminent occurrence, which endangers or threatens to endanger the safety and health of persons in the state of NSW, and requires a significant and coordinated whole-of-health response. This particularly applies to human infectious disease emergencies from whatever cause (Source NSW HEALTHPLAN v3.4 page vi).

Health care workers

All staff working within a hospital facility, Area Health Service and Department of Health.

Major incident Means a localised event, either accidental or deliberate, which may result in death, injury or damage to property, and which requires a normal response from a combat agency or agencies. (Source State Major Incident/Disaster Plan (AMPLAN) Page x))

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