Learning &

Development
Strategy
2018 - 2021

‘People Caring for People to Live Better Lives’

Learning & Development Strategy 2018-2021
Table of Contents

Foreword ...................................................................................................................................................................4
Acknowledgements ...................................................................................................................................................5
Strategy Statement ...................................................................................................................................................5
Centre for Learning and Development has an active communication network ........................................................7
The Robert Graves Post Graduate Centre ...............................................................................................................8
Accreditation .............................................................................................................................................................8
Programme Evaluation .............................................................................................................................................8
Informal Feedback ....................................................................................................................................................9
Attendance Records .................................................................................................................................................9
Employee Wellbeing .............................................................................................................................................. 10
Section 1: Introduction ........................................................................................................................................... 11
Section 2: The Strategic Planning Process ........................................................................................................... 13
2.1 Tacit Knowledge Survey .................................................................................................................................. 13
2.2 Training Needs Analysis (TNA) Focus Group interviews ................................................................................ 14
2.3 An Online Learning and Development Strategy Survey .................................................................................. 14
2.4 The National Health Sector Staff Survey ......................................................................................................... 15
2.5 Essential Change Indicators ............................................................................................................................ 15
2.5.1 Changing nature of patient requirements ..................................................................................................... 15
2.5.2 National standards for quality and safe patient care .................................................................................... 16
2.5.3 New methods of delivering training and education ....................................................................................... 16
2.5.4 Simulation ..................................................................................................................................................... 16
2.5.5 Quality improvements in accessing electronic patient data / resources for staff .......................................... 17
2.6 Four current deficiencies in the delivery of education ..................................................................................... 17
Section 3: Key Strategic Objectives....................................................................................................................... 18
Strategic Aim 1 - To Provide Career Progression Education Programmes .......................................................... 18
Strategic Aim 2 - Develop the Leadership Academy ............................................................................................. 19
Strategic Aim 3 - Develop Innovative Learning & Development Pedagogy .......................................................... 20
Strategic Aim 4 - Develop Multidisciplinary Education Programmes ..................................................................... 20
Strategic Aim 5 - Expand ICT Programmes .......................................................................................................... 21
Bibliography ........................................................................................................................................................... 22
Appendix 1 - List of Learning & Development Policies, Procedures and Guidelines ............................................ 24
Appendix 2 - Training Needs Identified through the Focus Groups ...................................................................... 25
Appendix 3 - Online Learning & Development Strategy Survey Results .............................................................. 30
Appendix 4 - National Health Sector Staff Survey ................................................................................................. 34
Appendix 5 - Training Requirements for the HIQA National Standards ................................................................ 35

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Foreword

Learning is a way of life at Tallaght University Hospital and to ensure that way of life is nurtured and
developed appropriately the team in the Centre for Learning & Development work diligently to clearly set
out a strategy to deliver responsive education programmes which meet the needs of our staff.

This strategy outlines a range of actions that will be undertaken to deliver the learning and development
requirements identified by the training needs analysis focus group and surveys.

In developing the strategy the CLD team engaged with representatives from all directorates within the
Hospital as well as with our service users. The team also reviewed external standards and forthcoming
changes from regulatory bodies to ensure the training the Hospital provides is up-to-date and current for
existing and future standards.

I would like to acknowledge the contribution from a large number of stakeholders in the development of
this strategy and the work of the team in CLD in producing the strategy and the comprehensive
prospectus that is put in place to support its delivery.

Shauna Ennis

Head of Learning & Development

Human Resources Directorate

Tallaght University Hospital

Acknowledgements
Sandra Mc Carthy, former Head of Learning and Development.
Christina Lydon, former Education Advisor, Centre for Learning and Development.
Sinead Fagan, Administrator CLD.
Centre for Learning & Development Colleagues.
Participants in the Training Needs Analysis Focus Groups and staff who completed the online Learning
and Development Strategy Survey.

Strategy Statement
The CLD will deliver education in line with the Hospital’s mission statement and values. Healthcare is
about people: the people who need care and the people who provide it. Tallaght University Hospital
mission statement is patient focussed and aims to service the health care needs of the community,
provide evidence based care, enhance patients’ wellbeing through education and information, educate
healthcare students in partnership with third level institutes, support staff in lifelong learning, undertake
and support research for improved patient and public care and develop voluntary participation and
support. Tallaght University Hospital core values include respect for patient autonomy, respect for each
other, caring and openness, partnership and teamwork, equity and fairness. Learning and development
will be based on identified needs following the Training Needs Analysis that was conducted to inform this
strategy. The use of shared resources will be maximised including human, financial, software and
physical resources. Learning and development will be delivered on a value for money basis. The CLD
will create programmes in accessible formats for all staff. Education programme evaluation will be
based on best practice. Learning will be focused on the development of the necessary competencies to
enable individuals to perform to the best of their ability.

This strategy development involved an interactive process of research, consultation and analysis. The
data and ideas gathered through research and consultation with key stakeholders were analysed and
incorporated into this strategy. A critical review of the current learning and development policies was
undertaken. A list of learning and development policies and protocols is available in Appendix 1.

Tallaght University Hospital employees will have access to an array of education programmes through
education pedagogies that will enable them to continue to enhance their personal and professional
development. The strategy is employee focused and aims to provide learning and development
experiences that will enhance career progression and the quality of care delivered to patients.

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Centre for Learning & Development at a glance
The Centre for Learning & Development (CLD) has the following facilities available:

A Blended Learning Suite equipped with 12 PCs

Two seminar rooms equipped with presentation facilities including LED TV screens
One large seminar room, newly refurbished with state of the art presentation facilities
Two large seminar rooms, newly refurbished with state of the art presentation facilities
Conference venue – three large seminar rooms combined
Meeting venues
Tiered Lecture Theatre with state of the art presentation facilities
Three Clinical Skills Labs
Robert Graves Post Graduate Centre, newly refurbished with state of the art presentation facilities and
a hosting reception area
Accommodates courses for all healthcare professionals
Develops and manages the online learning hub
Provides 157 courses for Healthcare staff

Publishes annual prospectus outlining all courses available

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Centre for Learning and Development has an active communication network
The CLD recognises the importance of having a clear Communications Strategy. The purpose of CLD
communications is to create a clear path for all our programme information, updates and news for
Hospital Staff. The CLD currently communicates our programme information as follows:

Annual Prospectus Visual Display unit

 Published every September – contains  Located in the CLD Reception Area
information regarding 142 programmes for Leaflets, fliers and copies of the annual
the staff of Tallaght University Hospital to prospectus
avail of  CLD Monthly Newsletter – Print copies

CLD Monthly Newsletter “TouchPoint”

 Programme information and news - printed  Hospital Communications Newsletter
and circulated to all Hospital Departments, produced fortnightly
Ward areas etc.  CLD Programmes included in events
 Posted on Notice Boards and Outlook section and various news pieces e.g. CLD
Noticeboard Prospectus launch

Email
 Programme information is regularly emailed Social Media
to Managers and Staff regarding relevant  Twitter account – @CLDTallaghtHosp
programmes  Tallaght University Hospital Facebook
 Central email address for easy processing Page
of enquiries – [Link]@[Link]  Tallaght University Hospital LinkedIn Page

Tallaght University Hospital - Learning Station Websites

 Email alerts sent to staff regarding  CLD Intranet page – includes programme
mandatory training and newsfeed with information, contact details and link to
upcoming programme information SharePoint Leave and funding application
form
 External Hospital Internet Page

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The Robert Graves Post Graduate Centre
The objective of the Robert Graves Postgraduate Centre is to support the
postgraduate professional development of medical professionals in Tallaght
University Hospital (TUH) and the surrounding area. The Centre aims to
achieve this objective through the following activities:

 Grand Rounds are held every Friday 8am-9am during academic terms January-June and
September-December. Teams and external speakers from all disciplines are invited to present
cases.
 Annual Hospital Study Day for General Practitioners
 Robert Mayne Lecture
 Intern induction and continuing education

Accreditation
The CLD will ensure that education programmes designed and delivered by
the CLD are to the very highest education standard and are accredited as
applicable by:
a) The Nursing & Midwifery Board of Ireland (NMBI)
b) Quality & Qualifications Ireland (QQI)
c) Trinity College Dublin (TCD)
d) Royal College of Physicians in Ireland (RCPI) & Royal College of Surgeons in Ireland (RCSI)

Programme Evaluation
All programmes are evaluated utilising a standardised evaluation tool based on a recognised model to
ensure that the students’ expectations are met and learning outcomes are achieved. The CLD staff
review evaluations as part of an annual
review of curricula.

Figure 1: Kirkpatrick Evaluation Model 1

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Informal Feedback
The CLD team welcome informal feedback from attendees at courses or who are completing online
courses and all feedback is considered as part of evaluation.

Attendance Records
Attendance records are reviewed as part of the evaluation and shared with managers, directorate leads
and the Executive Management Team as required.

Dealing with Plagiarism: Plagiarism Committee

The CLD established a Plagiarism Committee in 2016. The Plagiarism Committee comprises of the
Head of Learning and Development as Chairperson, Nurse Tutor x 1, Education Facilitator x 1 and the
Educational Advisor from the CLD. Additional key stakeholders may be nominated as the need arises as
selected by the chairperson. The roles of the Plagiarism Committee are:
 To investigate cases of alleged plagiarism and seek explanations from the Learner and the
Educator.
 To ensure that suspected cases of plagiarism are examined comprehensively to establish the
facts and relative contexts of the suspected offence taking into account the nature and extent of
plagiarism as well as, the experience and seniority of the Learner.
 To establish if the allegation of plagiarism is founded and determines if it is a minor or major case
of plagiarism.
 To determine the penalty that should be applied for a confirmed case of plagiarism.
 To review Learners’ appeals if received within fourteen days of the outcome issue letter date.
 To adhere to the Terms of Reference of the Plagiarism Committee. Policy and Standard
Operating Procedures (SOPs) are available on Q pulse.

Learning Management System: The Learning Station

The TUH Learning Management System (LMS) “Learning Station”, is a

centralised software application for the administration, documentation,
tracking, reporting and delivery of eLearning programmes. It enables the
electronic capturing of attendances, education alerts and reminders to
staff who are booked onto a programme and evaluation of all programmes.

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Employee Wellbeing
Tallaght University Hospital recognises the key to compassionate
caring is self-wellbeing. Employee wellbeing sessions are delivered
during lunchtimes throughout the year. Staff are our most important
asset and as professionals working in a challenging, dynamic environment, the Hospital identified the
requirement to promote the mental, social and physical wellbeing of all employees. A healthy workforce
is a happier one with lower levels of sick leave and greater productivity. There is considerable evidence
that the stress inherent in health care negatively impacts health care professionals, therefore it is
important that we have structures and processes in place to support all staff in their work.

With this in mind, the CLD established the Employee Workplace Wellbeing Programme with financial
support from The Meath Foundation which focuses on mental and social wellbeing. Monthly lunchtime
presentations are facilitated and co-ordinated by the CLD. A timetable of events is prepared six months
in advance, staff are notified of events via email, notice boards and TouchPoint. To date in excess of
1,200 staff have attended the programme.

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Section 1: Introduction
This Strategy identifies a road map for design and delivery of learning and development opportunities to
Tallaght University Hospital staff and community colleagues for the next three years. It is informed by
Training Needs Analysis Focus Groups, the online Learning and Development Strategy Survey and the
Tacit Knowledge Survey.

The priorities identified include:

 Information and communications technology
 Leadership and management
 Project management skills
 Online learning platforms
 Design technology

One of the main foundations of the strategy is the change in

the learning culture of the organisation. The CLD is
abandoning the traditional “push” training for the “pull”
learning model. Push training is a centralised, top-down
model in which management determines what it is people
need to know or do and ‘pushes’ educational programmes
out from a central Education Centre. Research has
demonstrated that “push” training is an inefficient way of
developing skills, abilities and attitudes. Estimates of the
learning transfer rates from “push” training programmes to
the workplace range between 10 to 20%.

“In a push training model, learning is test-based. It is all about what you know. In a pull model learning is
performance-based. The focus is on what you can do when you need to get it done” (Grebow, 2015).

The Pull learning model is the model for the new Knowledge Economy. It is a decentralised, bottom-up
approach in which employees access the information they need when they need it. Employees are
connected and collaborative and make the best use of the supporting technology which connects them
to one another and to the sources of information. For example, when an employee is in a new situation
in which they require more instruction they can find the relevant information in a variety of ways when
and where they need it.

The teaching team in the CLD is committed to maintaining a climate of caring, excellence and quality
and fostering a culture of lifelong learning among staff working in the Hospital and the surrounding
community. The team assists the Head of Learning and Development in planning and implementing
continuing professional development programmes that reflect the philosophy, vision, mission and ethos

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unique to Tallaght University Hospital. These programmes are designed to be comprehensive, relevant
and flexible and to respond to the most recent changes in national and international health care policy
and legislation. An interagency partnership approach to programme provision is ensured by collaboration
with the Learning & Development Advisory Committee, which provides a forum for stakeholders to
participate in promoting multidisciplinary learning and maximising resources by facilitating cross-
divisional and interagency programmes.

The CLD at Tallaght University Hospital takes an interdisciplinary approach to provide a variety of
programmes and training to the Hospital community, for example staff development opportunities,
teaching technologies, student preparation for university courses and expert advice on teaching and
learning. The CLD provide leadership in learning and development opportunities that supports the
priorities of Tallaght University Hospital and its overall Human Resources management strategies. In
partnership with the Hospitals academic partner, Trinity College Dublin, the Centre promotes employee
and organisational effectiveness.

No building can be supported by only one pillar, it requires a foundation and a number of supports to
make the building structurally sound. Similarly, Learning & Development in Tallaght University Hospital
requires a number of pillars to ensure that its foundation is responsive to the developmental and clinical
needs of both patients and staff.

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As the CLD continues on its developmental path, building on the existing foundation of education and
training provided in the CLD, four pillars of Learning and Development in TUH used in the prospectus will
be continued in the Strategy. The CLD Strategy 2018-2021 continues on this theme, with learning and
development strategies categorised under the most relevant pillar, providing a scaffold of longitudinal
learning.

Section 2: The Strategic Planning Process

The Learning and Development Strategy is part of the strategic planning process. The purpose is to link
learning and development activities systematically with business needs and to establish priorities and
plans for activities and resources. The Tacit Knowledge Survey, Training Needs Analysis and Learning &
Development Strategy Survey were undertaken to inform this strategy. The Training Needs Analysis
assisted with the identification of the essential change indicators and key drivers.

2.1 Tacit Knowledge Survey

The CLD conducted a Knowledge Insights Inventory survey electronically in 2016. The survey was
developed by the University of Limerick to assess knowledge exchange within the organisation, how tacit
knowledge is sought, accessed, captured and shared in an organisation. It focused on the organisation
and employees’ facilitative characteristics to identify their ability to share, seek, capture and access tacit
knowledge. Tacit knowledge is ‘owned’ by employees and consists of their expertise, know-how, know-
whom and experience gained though everyday work performance. There were 312 response rates
overall. The participants who completed the survey 67% were in the Hospital greater than ten years. In
comparison to the benchmark the ability to seek, share and capture tacit knowledge within the
organisation was on par with similar organisations.

There were a total of 222 completed electronic surveys. The results indicate that Tacit Knowledge
sharing is the strongest tacit knowledge readiness behaviour. This behaviour focuses on how much
employees share tacit knowledge with peers, managers and employees. Figure 2 displays the tacit
knowledge readiness results. The individual drivers are all around the mean of four or higher. The
scores for confidence and intention to share are strongest. The data on
individual drivers suggest that employees are attitudinally prepared and they
possess the confidence to both share and seek. Employees perceive there are
significant intrinsic rewards for both sharing and seeking tacit knowledge.

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 Figure 2: Tacit Knowledge Readiness Variables Vs Benchmark

The most challenging organisational driver concerns are the quality of the learning culture for tacit
knowledge readiness, the time available to share and seek both the individual and organisational
capacity to absorb tacit knowledge. The data reveals significant relationship and trust issues that inhibit
both tacit knowledge sharing and seeking. The data also suggests that employees perceive that the
norms communicated from senior management, peers and supervisors do not necessarily support or
reinforce tacit knowledge sharing and seeking.

2.2 Training Needs Analysis (TNA) Focus Group interviews were conducted
between January and February 2017 with representative members (n=43) from each of the 13
Directorates to identify learning and development requirements and priorities for their department for the
next three years. The educational requirements identified by the TNA participants are displayed in
Appendix 2. Some of the programmes suggested are already available. The plans for provision of the
educational requirements is also outlined in Appendix 2.

2.3 An Online Learning and Development Strategy Survey was sent to all hospital
employees who were not involved in the focus groups to identify any learning and development
requirements that are not available at present and to ascertain the current knowledge of existing learning
and development opportunities. A total of (n=414) staff responded to the online Learning and
Development Strategy survey. The data from the survey is presented in Appendix 3.

The following learning and development requirements were identified from the focus group interviews and
the online Learning and Development Strategy Survey;
 Information Technology
 Team Training
 Customer Care

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  Conflict Management
 Quality Improvement Modules
 Career Pathway Progression for Non-Allied Healthcare Professions
 Data Protection Training
The Training Needs Analysis Report is included in Appendix 2.

2.4 The National Health Sector Staff Survey

The National Health Sector staff survey published in 2017 included staff from TUH (Appendix 4). This
survey explored staff’s perception of training and development. This survey reported that 64% of staff
agreed and strongly agreed that work enables them to improve their skills. Over 50% of staff agreed and
strongly agreed that they receive training to help them do their job properly. Almost half (48%) of hospital
staff felt that they had the opportunity for training while 36% were provided with opportunities for career
progression.

2.5 Essential Change Indicators

Learning and development change indicators are influenced by both internal and external factors. Focus
groups with staff representatives from all Directorates identified such factors as:
 Hospital vision, mission and values
 Changing nature of patient requirements
 National Standards for quality and safe patient care
 New methods of delivering education programmes
 Quality improvements in accessing electronic patient data/ resources for staff
 Training and scheduling requirements (Learning Management System)
 Current deficiencies in the delivery of education
The development of the strategy is prompted by changes in health care as outlined below.

2.5.1 Changing nature of patient requirements

The Health Assets and Needs Assessment (HANA) Report published in 2014 outlined the changing
demographics and health status of the Tallaght community. The HANA Report outlined the service usage
by the Tallaght Community. Almost half of the residents (40%) had used the Emergency Department
services in the last 12 months. The survey identified a need to develop older persons and chronic diseases
models of care to reduce the reliance on the hospital services (Darker et al, 2014; Tallaght University
Hospital, 2016). The CLD will develop modules in line with the hospital strategy and the chronic disease
models of care. Health promotion and health literacy will be a focus to enable staff to link with the service
users and deliver individualised care based on the service users’ requirements.

15
2.5.2 National standards for quality and safe patient care
The National Standards for Quality and Safe Patient Care are published by the Health Information
Quality Authority. HIQA is also responsible for setting standards, monitoring and inspecting services.
The aim of the standards is to help drive improvements in the quality and safety of healthcare services in
Ireland. Their purpose is to help the public, people who use healthcare services and the people who
provide them understand what a high quality, safe healthcare service looks like. The Centre for Learning
and Development is cognisant of these standards and the training requirements to ensure compliance
with the national standards. The education requirements to meet the HIQA standards are incorporated
into Training Objectives and Actions later in the Strategy (Appendix 5).

2.5.3 New methods of delivering training and education

Hospital employees require greater flexibility in the way education is delivered. Education needs to be
available anywhere, anytime and through a variety of mediums. With the advent of professional
development portfolios by governing bodies, employees are increasingly seeking courses that are
accredited. The CLD delivers accredited education programmes in line with the quality assurance cycle.

There has been an increase in the availability and demand for simulation and eLearning programmes to
enhance and develop knowledge and skills in a practical format. Scott and Ferguson (2016) identify the
benefits of the 70:20:10 model include a combination of various learning approaches to provide an
effective method of learning. The 70:20:10 model is:
 70 (informal on-the-job training) work experiences, tacit knowledge
 20 learning from peers, developing learning channels where you seek information from the subject
expert
 10 formal education programmes
The 70:20:10 model outlines new ways of learning as such techniques can develop effective learning and
development.
The Centre for Learning & Development will develop education programmes for all cohorts of staff.

2.5.4 Simulation
Simulation teaching methods will be used for clinical and team training as this enables healthcare
professionals to develop and maintain the skills required to effectively manage patient care. Simulation
enables the educator to create an environment that mimics the real clinical setting thus, enabling
healthcare professionals to practice their skills in a safe environment. Simulation is an essential
teaching method to equip healthcare professionals with the skills to function effectively as part of a team
especially true for those events when emergency interventions require urgent, accurate, and cohesive
team functioning.

16
There are benefits to developing a programme that engages with personnel from various specialities in a
controlled environment such as working as part of a crash team. Devita et al (2015) demonstrated that
simulated patients had better outcomes if teams were trained to respond to medical crisis situations
using an organisational approach. The essence of a team represents a unit of collective performance
(Lateef, 2010). Yet, to develop a sense of group identity, there needs to be a defined strategy to bring
these individuals together to practice integrating their individual skills towards a collective goal.

A needs assessment focuses on the state of knowledge, ability, interest or attitude of a defined group
involving a particular subject (Mc Cawley, 2009). In the context of developing a simulation-based
education (SBE) programme, a needs assessment is the best way to understand what challenges face
healthcare providers in their delivery of care, and by extension, the impact it can have on patients.
Additionally, it can help identify the gap between what is known and what should be known. It can be
used to direct and shape educational initiatives and is a major component of the framework for effective
continuing education.

2.5.5 Quality improvements in accessing electronic patient data / resources

for staff
The focus group interviews identified information technology skills as a key priority for all employees in
preparation for electronic records and
electronic documentation. In addition to the
current system for accessing policies,
procedures and guidelines on Q-pulse
employees will require access to training in
computer skills and the development of a
centralised system for accessing care
pathways and care bundles.

2.6 Four current deficiencies in the delivery of education

There were a number of key findings from the CLD Strategy Focus Group interviews;
1. Staff identified a lack of awareness of the courses available in spite of the availability of the electronic
and hard copy prospectus published annually, flyers emailed to line managers and the advertisements in
TouchPoint. To address this the CLD team will develop a monthly newsletter that will be available on the
electronic notice board, hard copies in the canteen and posted to each department.

17
2. The availability of flexible learning options is currently restricted to HSELanD
and platforms specific to specialist departments. The introduction of the Learning
Management System, “The Learning Station”, in July 2018 will increase the
availability of flexible learning options.

3. Course funding was also identified as a limitation. The budget for learning and development has been
centralised with the Head of Learning & Development in recent years. This ensured an annual budget for
the continuing professional development of staff. An application process is launched in March of each
year and funding is allocated based on service requirements.

4. Release of staff to attend education courses in the CLD was identified as a limitation to the ability to
undertake a course by the focus group participants. Line managers who book staff onto the course
arrange their release. The CLD launched the eLearning policy in 2016 which states that protected time
for mandatory eLearning Programmes should be offered to staff to complete during their normal working
hours or to provide staff with time owing in lieu upon successful completion and presentation of
certificates. There may be occasions when staff complete the eLearning programme in a shorter or
longer timeframe, however managers should allocate the protected time as agreed. With regards to
protected time for non-mandatory eLearning programmes the staff member should seek approval from
their line manager prior to commencement of the programme (Tallaght University Hospital eLearning
Policy, 2016).

Section 3: Key Strategic Objectives

1. Provide Career Progression Education Programmes
2. Develop the Leadership Academy
3. Develop Innovative Learning & Development Pedagogy
4. Develop multidisciplinary Education Programmes
5. Expand ICT Programmes

Strategic Objective 1 - To Provide Career Progression Education

Programmes
Planning for the future is essential to ensure that there is a trained workforce available to deliver service
needs. Every department in the hospital will experience changes in workforce. The gap that occurs in
service delivery when an employee exits should be filled. Therefore, succession planning is important for
line managers and staff. The very recognition of a skill set or absence of a skills set that requires
development in order to fill a vacancy needs to be considered in advance of the vacancy arising thereby
ensuring provision of the service in all circumstances.

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Personal Professional Development Plans are essential for line managers to consider with staff, in order
to be able to plan for the future of the department and the changing needs of the service.
Career pathway planning and continuing professional development are all essential for career progression.

Strategy action for achievement

Outcome: Knowledge and skills are developed to enable staff to achieve their potential:
1. Personal Development Planning seminar for all staff. Personal Development Plans will enable staff to
acquire personal and professional responsibility for the quality and safety of services provided.
2. Coaching and mentoring leadership programme to facilitate improved supports and career
development.
3. ‘On the job’ experiential learning through shadowing to develop skills and capabilities through
partnerships and inter changes. Assist staff to recognise on the job experiential learning.

Strategic Objective 2 - Develop the Leadership Academy

Leadership in healthcare is essential to ensure the delivery of quality, safe care and optimum outcomes
for service users. Increasing leadership skills for health care professionals will enable staff perspectives
to be considered in an ever changing healthcare environment.

While the organisation has recently developed a coaching programme by providing a platform for
managers to develop their individual leadership capacity. It is important that line managers provide
leadership to ensure healthy work environments for staff and the achievement of organisational goals of
providing a safe and effective standard of patient care.

The clinical environment is dynamic and presents new challenges that require action. Therefore, it is
important that line managers can lead and manage in a manner that displays professional effective
methods of dealing with situations in line with the hospitals core values. Healthcare leaders must exhibit
certain core competencies and display a high degree of emotional intelligence to accomplish change goals.
The HSE Leadership Academy is also available to Tallaght University Hospital.

Strategy action for achievement

Outcome: Leadership skills are developed to lead and deliver a quality service.
1. The leadership programme will aim to support clinically led structures and develop effective
multidisciplinary teams. This is in line with the objectives of the People Strategy (HSE, 2015).
2. Coaching and Leadership programmes will be developed and available to all line managers and
prospective line mangers.
3. Leadership development will remain the focus of the Centre for Learning and Development as
Leadership and management programmes will be designed with both the current and prospective
managers in mind.

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4. Meath Foundation Fellowships include
 MSc Leadership
 MSC Healthcare Management
 MSc Quality & Safety in Healthcare Management
6. Introduction to Roles & Responsibilities for People Managers Programme.

Strategic Objective 3 - Develop Innovative Learning & Development

Pedagogy
Education delivery methodologies are changing with the constant advancement in technology.
Environmental factors such as release make it difficult for staff to attend face to face education sessions.
Innovative methods are necessary to deliver teaching and learning experiences to respond to this.
Online learning is available for all healthcare employees of TUH through the TUH Learning Station
eLearning hub, HSELanD and other online platforms.
Strategy action for achievement
Outcome: Learning and development opportunities anytime, anywhere.
The Centre for Learning & Development will continue to incorporate technology into education
programmes utilising:
1. Podcast/Webcast
2. ELearning
3. Discussion Forums
4. Blended Learning
5. Quizdom
6. Simulation

Strategic Objective 4 - Develop Multidisciplinary Education Programmes

The Centre for Learning and Development recognises the importance of multidisciplinary learning as a
key objective of the organisation. Multidisciplinary learning in healthcare improves teamwork,
communication and leadership and the patient experience (Young et al, 2007; Weaver et al, 2014).
Multidisciplinary learning provides an ability to share skills and knowledge between professions and
allows for a better understanding, shared values, and respect for the roles of other healthcare
professionals (Craddock et al, 2006; Bridges et al, 2011).

Inter professional learning is an important aspect of undergraduate and post graduate education. The
World Health Organisation also promote inter disciplinary learning and the development of collaborative
practice to deliver quality care to patients. This learning method enhances the development of working
together with a common focus, commitment and mutual respect as professionals come to understand
each other’s role and the importance of their contribution to achieving safe standards of care for patients.

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Strategy action for achievement
Outcome: Interdisciplinary Education Programmes
The Centre for Learning & Development will:
1. Promote interdisciplinary learning through the structured module process and will incorporate it into
learning and development opportunities for all staff.
2. Collaborate with the Dublin Midlands Hospital Group to promote the engagement with key
stakeholders in the development of interdisciplinary modules and learning opportunities.
3. Continue to deliver interdisciplinary learning and development programmes to promote peer support
and review.

Strategic Objective 5 - Expand ICT Programmes

Health service delivery is changing, in order to remain abreast of such changes ICT programmes need
to be developed to ensure staff are equipped with the knowledge and skills for the advancing
technological society.

Strategy action for achievement

Outcome: Develop ICT Education Programmes
1. Deliver ICT programmes on core systems in the Hospital as a foundation for the Electronic Patient
Record.
2. Support the delivery of the clinical programmes through enabling technologies.

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Bridges, D.R., Davidson, R. A., Soule Odegard, P., Maki, I. V. and Tomkowiak, J. (2011) Interprofessional
collaboration: three best practice models of interprofessional education, Medical Education Online, 16,
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Craddock, D., O'Halloran, C., Borthwick, A. and McPherson, K. (2006) Interprofessional education in health and
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Darker, C., Whiston, L., Long, J., Donnelly-Swift, E. and Barry, J. (2014) Health Assets & Needs Assessment
(HANA) Tallaght.

Department of Education & Skills (2013) Training Needs Analysis Guide, Dublin: Department of Education & Skills.

Devita, M., Schafer, J., Lutz, J. and Dongilli, T. (2005) Improving medical emergency team (MET) performance
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[Accessed 7 July 2017].

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Tallaght University Hospital (2018) Tallaght University Hospital Learning & Development Prospectus, Dublin:
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The Royal Australian & New Zealand College of Radiologists (2011) Training Needs Analysis, Sydney: The Royal
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Appendix 1 - List of Learning & Development Policies, Procedures and
Guidelines
eLearning Policy HR-POL-56
Centre or Learning & Development Facilities Policy HR-POL-57
Mandatory Education & Training Policy HR-POL-30
Plagiarism Policy HR-POL-62
Governance Policy for Fee Setting, Fee Payment, Fee Refund and
Procurement of External Lecturers for Education & Training purposes HR-POL-33
Corporate Induction Policy HR-POL-28

Learning & Development Study & Funding Leave Policy HR-POL-29

Recording & Reporting of Corporate Mandatory Training HR-POL-49
Transition Year Work Experience & Unpaid Work Experience HR-POL-51

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Appendix 2 - Training Needs Identified through the Focus Groups
The table below summaries the training objectives identified through the TNA focus group, CLD TNA
Survey and HIQA standards training requirements and how they will be achieved.
You said you require education in We will provide education in
1 Business Intelligence Training CLD will liaise with the ICT Dept.
2 ICT Project Management System - PRINCE CLD will liaise with the ICT Dept.
3 SAP eLearning programme, quick reference guide with CLD will link with SAP Manager
frequently asked questions
4 Data Protection eLearning programme See CLD Prospectus
5 Learning Management System Implementation See CLD prospectus
6 Expansion of IT programmes Microsoft Word, Excel, Microsoft Office - Word and Excel
Advanced Excel with SPSS elements are currently delivered. CLD will
liaise with Excel trainer to develop
Advanced Excel training. CLD will
link with the Healthcare
Researcher to develop SPSS
training
7 Nursing Outcomes Research Group – presentation of CLD will link with the QSRM
incident to highlight the learning Department and NPDD to develop
a Nursing Outcomes Incident
Group
8 Performance Management Education Programme with See CLD Prospectus -
action planning workshop for qualified nurses. Also Introduction to Roles and
include negotiation skills for this process, challenges that Responsibilities
maybe encountered and the legal aspects to be
delivered by the Human Resource Department.
Face to face education programme for new Managers so
they can share experiences and acquire skills necessary
for the role.
9 Leadership & Management Education Programme See CLD Prospectus -
(Managing & Leading at the next level) for senior nurses Introduction to Roles and
and potential management candidates to enable them to Responsibilities
understand the role particularly now that they only need
3 years’ experience post qualification.

25
10 Training Pathway for auxiliary Healthcare workers – CLD will explore the possibility of
secretarial, portering and HCAs develop links with linking with IT Tallaght for courses
Tallaght IT and academic partners for part-time for all service managers
education programmes. Reciprocal arrangement with
Tallaght IT
11 Catering Legislative compliance training e.g. calorie CLD will explore the option of
posting linking with IT Tallaght
12 Health Initiative Training Matrix around mandatory CLD will explore the option of
training In terms of standards - nutrition, hydration, linking with IT Tallaght
allergen compliance, HIQA guidelines keeping different
levels within the department informed - Joined forces
with Patient Food Services, change of management
affect people in departmental collaboration
13 Relevant Technology training for staff – digital footprint CLD will explore the option of
in catering linking with IT Tallaght
14 Information Technology Skills for preparing Reports – This will be explored with the ICT
Serious Incident Reports evidence to be backed up with Trainer
research
15 Presentation Skills See CLD Prospectus - Academic
Writing
16 Safety & Quality Training Programme linking it to CLD will link with QSRM
Practice
17 Stakeholder analysis training and include the medical CLD will link with the Quality
staff as part of solution analysis. Improvement Manager
18 Statistical Analysis Training and display CLD will link with the Healthcare
Researcher to develop SPSS
training
19 Project Management with Gantt Chart Development CLD will link with the Quality
Improvement Manager
20 Six Sigma Theory CLD will link with the Quality
Improvement Manager
21 Case study development incorporating you tube videos CLD will link with the Quality
and podcasts, writing a case study, Kaizen Improvement Manager
22 Incident Case Reviews /root cause analysis CLD will link with QSRM
23 Policy training, compliance and evidence of compliance, CLD will link with the Q Pulse
process chart Manager

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24 Risk Management & Patient Safety – how to prevent CLD will link with QSRM
incidences from happening
25 Business case development See CLD Prospectus - Report
Writing
26 Design policy list that fit with job description so when CLD will link with the Q Pulse
commence employment need to read these policies Manager, HR and relevant line
manager
27 Care Bundle / Care Pathways Data base on q pulse and CLD will link with the Q-Pulse
short online training programme on how to complete Manager & NPDD
them
28 Communication skills and ICT network to enable CLD will link with ICT Trainer
secretaries to view who patients last spoke to and refer
them to if they contact with queries.
29 Training for Medical Teams on how to book a patient’s CLD will link with ICT Trainer
appointment so that it is recorded electronically
30 Pims training – how to request current chart as opposed CLD will link with iPims Trainer
to creating new ones, need update training
31 Healthlinks training CLD will link with ICT Trainer
32 Quality Improvement- Foundation Level CLD will link with the Quality
Improvement Manager
33 Online learning / skype education programmes for CLD Technology Facilitator will
delivering to chronic disease management patients link with subject experts
34 Information Technology Support tools, practical tools, CLD Technology Facilitator will
video editing, hosting things online, platforms and link with ICT
technology tools
35 Capacity Assessment CLD will link with subject expert
36 One day leadership training for existing managers CLD will develop as part of a
Masterclass in Leadership
37 Service Management updates for Middle Managers, HR CLD will link with Communications
updates, Health & Safety updates Manager
38 Coaching Programme for existing Mangers Already provided through
academic partner
39 Literacy Awareness See CLD Prospectus – delivered
by external speaker from NALA
40 HSE updates, HSE staff get talks on all the changes, CLD will link with Communications
organisational structures, policies etc. Manager

27
 Key people in the HSE could come in and give talks at a
high level - link in the HSE Intranet or receive
newsletters.
41 Advanced Care Directives – update on legal scenarios CLD to link with QSRM
42 Ethics CLD to link with QSRM
43 Clinical Service Strategy presentation CLD will link with Communications
Manager
44 Presentation Skills Workshop Already delivered as part of
academic writing
45 Policy training 1 hour session how to access – refresher CLD to link with Q pulse Manager
on HR policies – dress code, sick leave etc.
46 Care focus training / conflict training– how to deal with See CLD Prospectus - Customer
difficult phone call, Telephone training technique Care programme
escalation and dealing with difficult service users and
conflict management
47 Business Education Programme CLD to link with Finance Dept.
48 Radiology interpretation programme CLD to link with Radiographers
49 Language and literacy skills workshop for overseas staff CLD to link with NALA
50 Team Building Programme CLD to link with HR
51 Scope of Practice Workshop See CLD Prospectus - Adaptation
Candidates
52 Interview Skills Workshop See CLD Prospectus
53 HR employment law CLD will link with HR
54 Develop expert searching to support systematic reviews Sessions provided by the Library
from the databases
55 Develop webinars CLD Technology facilitator to link
with ICT
56 Culture course patient focus on how to deal with patients
from different backgrounds and also in the work
environment and people have a different way of
approaching activities. Interaction/interpersonal skills as
we move to an open space working environment. There
is a lot of courses available.
57 Employment Law Education Programme with HIQA CLD will link with HR
running their own courses
58 Inter-team communication Education Programme- See Prospectus
conflict among teams who not have medical background

28
59 Project Management & Process Improvement Already delivered as part of QIP
CLD will link with the Quality
Improvement Manager
60 List of Mandatory Training for Staff Available online
61 Anaphylaxis Education Programme for Children Available on HSELanD

62 Competency & Preceptorship Education Programme See Prospectus

with mandatory status five hours with TCD involved and
attendees to complete Preceptorship Online Training
Programme (90 mins) in advance (New Graduates to
attend six months post qualification)
63 Employee Wellbeing See Prospectus
64 Succession planning and career progression
65 How to manage a meeting See Prospectus
66 Process Mapping See Prospectus
67 HIQA standards
68 Sepsis Education Programme See Prospectus
69 Training for employees to maybe counsel and mentor
patients/clients
70 Employment Law Education Programme with HIQA
running their own courses

Table1: Training needs identified though the Focus Groups and CLD TNA Survey

29
Appendix 3 - Online Learning & Development Strategy Survey Results

30
31
32
 If your answer was “Yes” please comment below.
Education about medication re drugs their actions e.g. analgesia.
BMS Training, electrical certification training.
Critical Appraisal, End Note, Systematic Review Training. I am also interested in courses in mediation and
adult education.
More training on excel and basic statistical analysis.
Training requirements relate to keep up professional development to attain and maintain qualification.
Many of the PD course to keep up accreditation qualification are held abroad.
Newly qualified / new staff would benefit from training such as spinal manual handling, collars and braces
etc.
Spinal Manual handling staff are undertaking this externally.
Spinal Patients Care.

33
Appendix 4 - National Health Sector Staff Survey

Perceptions of Training & Development

34
Appendix 5 - Training Requirements for the HIQA National Standards
Table 2 below identifies the training requirements for HIQA standards. The Centre for Learning and
Development plans to develop training required in consultation with subject experts.

HIQA Training Education Available

Standard
1.1 Staff training on implementation of principles of Quality Conversations Workshop
service user involvement
1.2 Staff training on implementation of policies Q Pulse Administrator
relating to referral management
1.3 Staff training on advocacy and effective Quality Conversations Workshop
communication skills
1.3 Staff training on cultural diversity
1.5 Staff training on obtaining consent
1.6 Staff training relating to privacy, dignity and HSELanD – Module 5 People
autonomy of service users Management the Legal framework;
Corporate Induction Programme
1.7 Induction training Monthly to bi-monthly depending on
demand
1.7 Training in relation to dealing with bad news Prospectus -Final Journeys
1.7 Evaluation of training including staff feedback and Already completed by CLD as part
findings from analysis of service user feedback of each programme delivered
1.8 Staff training on complaint management Already available – Customer Care
2.1 Training on establishing / implementing/
evaluating Clinical Care Pathways
2.1 Training on implementing/ evaluating and
outcomes measured for Care Bundles
2.2 Staff training for improving care assessments
2.2 Staff training EWS [Link] Compass E-Learning
Education Programme
incorporating the National Early
Warning Score (NEWS) for non-
pregnant adult patients

Nursing induction programme

Paediatric Compass Programme

(PEWS)

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2.2 Staff training dealing with Bad News (also in 1.7 Prospectus - Final Journeys;
above) Enhancing Communication Skills in
the delivery of Bad News
2.5 Staff training on Data Protection Act and Online Data Protection Programme
complying with legislation when sharing via The Learning Station
information
2.6 Staff training on the Development of KPI’s
2.6 Staff training on National Programme/s Open Disclosure; Enhancing &
implementation Enabling Persons Living with
Dementia
2.7 Staff training on Health & Safety legislation Radiation Protection
2.7 Staff training on Environmental Risk Chemical Safety awareness
Assessments training; Chemical Agent Risk
Assessment (CARA) Training;
Waste Management & Waste
Segregation training
3.1 Staff training on implementing National Policies Falls Education Programme;
e.g., safe surgery, prevention of falls/fractures, Haemovigilance & blood
wound management Transfusion; Haemovigilance
Electronic Blood Tracking system
Compression Bandaging
Workshop; Wound Management
Education Programme; Wound
Management topical Negative
Pressure Wound Therapy
3.1 Staff training on hospital PPPGs Q Pulse Administrator
3.1 Risk Management training
3.1 Staff training programme on Prevention and
Control of Healthcare Infections
3.1 Decontamination process user training
3.1 Medical Device and equipment training Nursing Induction Programme
3.3 Staff training on incident investigations/incident
analysis
3.4 Staff training on prevention, identification and An introduction to Children First;
response to suspected abuse Child protection Awareness
Training (CPAT) for Frontline Staff

36
3.4 Staff training on Trust in Care Policy HSELanD – Module 6 People
Management the Legal framework
3.4 Staff training on Children First Policy An introduction to Children First;
Child protection Awareness
Training (CPAT) for Frontline Staff
3.5 Staff Education/training on Open Disclosure National Open Disclosure Briefing
Policy sessions and Workshops delivered
since November 2017
3.6 Staff training on Quality Improvement Quality improvement - project
methodologies management training;
Quality Improvement and Lean
Methodologies (an Overview)
3.6 Staff training on Quality initiatives (also 5.7) Quality improvement - project
management training;
Quality Improvement and Lean
Methodologies (an Overview)
4.1 Health inequality staff training programme – HSE
Health Inequalities Framework 2010-2012
5.2 Education & training resource available to staff on
governance e.g., clinical governance information
leaflet
5.5 Staff training on effective Change Management
5.7 Staff training on Protected Disclosure
5.10 Staff training on relevant legislation Online Data Protection Programme
via The Learning Station
6.1 Staff training on HR PPGs
6.2 Training & development plans with short/medium
and long term goals
6.3 Evaluation of induction & training programmes,
reports of attendance at mandatory training,
eLearning and innovative approaches
6.4 Performance improvement plan is linked to
training & development
8.1 Staff training on legislation, standards and
policies relating to Information Management
8.2 Staff training on Information Governance, trained Online Data Protection Programme
decision makers FOI/Data Protection via The Learning Station

37
8.3 Training and education sessions on Healthcare Nursing Documentation training
Records and their effective management delivered monthly
Clinical Handover – eLearning
programme via The Learning
Station
iPIMS training

Table 2: HIQA Standards Training Requirements

38
39
Centre for Learning & Development
Tallaght University Hospital
Tallaght
Dublin 24
D24 NR0A Ireland
[Link]@[Link]
learningstation@[Link]

40