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tem (LMS) used by many higher contemporary student learning styles.

PRODUCT SPECIFICS ers.

• Compatible with contemporary technologies • Profilit™ is a glazing system consisting of U-shaped profiled glass, and supplied as a glass and framing system facades and internal tablets and computers. The potential is unlimited. gistration to access the platform such as for smart phones, partitions.

The solutions many and o anyone.

• Stylish yet highly durable, Profilit™ allows diffused light to enter the • Links to additional resources and templates. building while presenting a translucent external appearance on the varied. Profilit™ glass k orientation progress and building façade.

YouTube videos embedded. walling systems can define • Profilit™ can be installed• as a double wall (and in single layer for ompletion. specific applications) for extra thermal and sound insulation. the design response of • Health services control local content and • The panels have been manufactured in single lengths of 3 to an see what orientation 5.8 m, and the joints between panels can be configured horizontally your building project. settings. or vertically. een completed.

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• The channels glass are manufactured in single lengths of 3.0m to 5.8m. Depending on wind load, they can span up to 5.0m in double configuration between supports (depending upon engineering).

• Please consult with UFORM for details on spans and safety requirements.

• The flexibility of the Profilit™ system allows architectural creativity while satisfying most requirements for solar protection, thermal insulation, sound control and environmental compatibility.

• Profilit™ walling systems are durable, maintenance free and fully recyclable.

• Design continuity is possible as it can be used for exterior glazing where it’s suitable for glazing large facades, as well as for internal partitions, allowing light to filter through.

• The patterned glass surface and the high translucency allow efficient and a soft pleasant lighting of the glazed area, reducing the need for health artificial lighting Primary • some • Profilit™ is light and easy to work with as the walling system comprises health people’s older glass planks within • of self-supporting an extruded aluminium frame

DISCUSSION

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The purpose of community participation

section two

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The role of leadership and governance in community participation

section six

Engaging community members in participatory processes

section seven

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Each of these sections is presented in a similar way: a summary of the key points, the evidence (all of the articles are provided with this resource), and a summation of what we have learnt. At the end of e section are publications, presentations and documents produced b whole team to support the summations.

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COMPREHENSIVE WORKPlACE HEAlTH ClINIC Stillwater Paddleboards is a Surfing Australia affiliated SUP MEN’S PRIVATE GROUP GROUPs HEAlTH ASSESSMENTS APPOINTMENTS (Standup Paddleboard) school operating on inland waterways Min 10 participants, per 1 hr boo in regional Victoria. Offering groups and organisations the co-located services Includes: opportunity to engage their members in one of the world’s Motor Neurone Disease Support MS Society • 15/20 minutes’ St John of God Raphael Centre Australian Hearing complimentary lan fastest growing water sports.

St John of God Bendigo Loddon Campaspe (whole group/one p safety briefing Pathology Community Legal Centre Operating from three regional locations gives many rural water time) communities the opportunity to experience an activity • 1st hr supervised instructed wate 6 historically delivered coastally and often likened to ‘surfing • 2 fully qualified and accredited ins on flat water’. Not only will they learn and gain new skills with the correct techniques, we educate on valuable water safety • Open class objectives and activitie specifically to the sport, environmental awareness, the fitness • Paddleboard, leg rope and Adjusta and health benefits and most importantly how much fun • School rash vests ‘Standup Paddleboarding’ is.

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Research The school research program continued to strengthen in 2013, in particular maintaining strong contributions into national rural health policy. The program is widely recognised for its high quality contribution to understanding and improving the health of rural Australians.

Medicine, Nursing and Health Sciences

School of Rural Health

The research program is guided by five themes: health services and workforce, health education and training, Indigenous health, population health, and clinical research. Staff publish their research findings widely through peer-reviewed publications and conference presentations, both locally and internationally.

Research endeavours as diverse as identifying rural areas of need, using simulation in rural medical education, and models of rural mental health interventions exemplify the broad interest and research expertise of the school’s researchers.

Year in Review 2013

School-led projects continue to be funded by several agencies, including the National Health and Medical Research Council; the Australian Primary Health Care Research Institute; Australian General Practice Training, the Commonwealth Department of Health; Health Workforce Australia; the Victorian Departments of Health, and Education and Early Childhood Development; and various philanthropic groups. During 2013, the collaborative links between the school and the La Trobe University Rural Health School in Bendigo were strengthened with joint seminars and journal clubs held along with plans underway for a joint research bootcamp involving higher degree research students, researchers and research administrators in a week of joint activities in early 2014.

Capacity building and support for early-career researchers continues to be an important

focus for the school. A number of forums were conducted throughout the year bringing together researchers from within the school and other universities. Successful initiatives included a Grantspersonship Program to support grant submissions, regular journal club meetings, and interactive research seminars.

The higher degrees research program continues to attract talented, committed students who add great value to our research program. Not only do they pursue innovative knowledge in their fields, but, importantly, they provide a critical link between undergraduate education, academic staff, clinicians, health services and community organisations. They are the next generation of academic research leaders whose work will inform education, practice, policies and programs.

HEALTH EDUCATION AND TRAINING

INDIGENOUS HEALTH

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Our people

In 2013, staff from the CRE published 35 peer-reviewed publications and made 40 conference and stakeholder presentations.

Postdoctoral Fellow Dr Susan Thomas received the Australian Journal of Primary Health Award for the “Best Paper/ Symposium” at the 2013 Primary Health Care Research Conference in Sydney.

• Stream 1 addresses the need for an improved basis for resource allocation and workforce planning through the development of a national Index of Access.

This work is already capturing national interest and recognition.

research Australia

The Centre of Research Excellence in Rural and Remote Primary Health Care (CRE) maintains its pre-eminent role in undertaking research on providing primary health care services in rural and remote areas. The CRE is a collaboration between the School of Rural Health (Monash University), the Centre for Remote Health (Flinders University and Charles Darwin University) and the Broken Hill University Department of Rural Health (the University of Sydney).

The CRE undertakes research on key issues associated with maximising access to primary health care in rural and remote areas and identifying the most effective and efficient models of service provision. Projects fall within three mains streams of activity:

The program is widely recognised for its high quality contribution to understanding and improving the health of rural Australians.

HEALTH SERVICES AND WORKFORCE

Centre of Research Excellence in Rural and Remote Primary Health Care

• Stream 2 research involves identifying and formulating an inventory of core primary health care services for rural and remote communities. Staff are currently working closely with primary health care services to establish benchmarks for key dimensions of primary health care, including workforce and funding arrangements.

supporting dental students, working in the sterilisation unit and providing community information on dental health, including within our Aboriginal communities.

Being a qualified Dental Assistant will also allow them to undertake further study in the field in the future.

Showcasing our Allied Health services In August 2015, a number of SCHS staff attended the Loddon Mallee Allied Health Conference in Swan Hill to showcase a range of achievements across SCHS’ Allied Health services. The Conference is held annually across the region, and is an opportunity to disseminate information regarding different Allied Health services being set up in the area which may prove useful to other agencies.

Developing research skills: three practitioners took part in the research capacity building program. L-R: Fiona Tipping (Sunraysia Community Health Service, Mildura), Di Roberts (Kyabram & District Health Service), Carole Meade (Brooke Street Medical Centre, Woodend) capacity building activity involves staff from eight primary health care services located in small rural and remote communities, each of whom is undertaking a research project relevant to their service. Significant research training has been provided, resulting in these service providers becoming highly proficient in program evaluation. The participants are already becoming invaluable assets within their primary health care services because of their ability to integrate evidence provided by their research into the local delivery of quality health care programs for rural and remote Australians.

• Stream 3 involves undertaking a range of health service evaluation projects with a view to formulating guidelines around the important service requirements for sustainability.

The CRE hosted a number of international visitors, including Professor Raymond Pong and Associate Professor Josée Lavoie from Canada. These visits provided early career researchers with an opportunity to receive additional mentoring from eminent international research academics.

The CRE also maintains two major research capacity building activities. The first is the education and training of PhD students and Postdoctoral Research Fellows. Currently, both PhD students and Postdoctoral Research Fellows have assumed a leading role in conducting major streams of research and in drafting research proposals for external funding from the National Health and Medical Research Council and the Australian Research Council. The second research

The CRE has a comprehensive knowledge dissemination strategy targeting researchers, policy-makers, practitioners, funders and consumers associated with primary health care service provision in rural and remote areas. Extensive media engagement has included numerous radio broadcasts, television appearances, newspaper and journal commentaries, and most recently significant involvement resulting from social media such as Twitter and blog, Croakey.

In order to increase access to dental services by the Aboriginal, refugee and early years’ communities, SCHS has explored different ways to take the dental health prevention message into non-traditional settings. This was the focus of a recent SCHS presentation to the Dental Health Services Victoria Public Oral Health Innovations Conference in May this year.

At the 2015 conference, SCHS had a range of services featured. Linda Henderson, Manager Allied Health, provided a presentation on the development and implementation of the Child Health program, including the implementation of the Active Lorikeets program.

The conference also provided an opportunity for two of our staff to participate in a conference for the first time. Laura Wallis, an Occupational Therapist at SCHS, provided a presentation on the development of the Refugee program, including an overview of the Kitchen Garden program. Adelaide Giddens, a Dietitian at SCHS, provided an electronic poster presentation on the Infant program and managed to take out the Award for Best Poster Presentation. A fantastic achievement for Adelaide at her first conference.

The Project Manager of the CRE, Lisa Lavey has developed an innovative Research Impact Database which enables the CRE to monitor the impact and uptake of its activities.

Measures of impact distinguish between researcher ‘push’ and stakeholder ‘pull’, and the stakeholder area most affected (policy and practice, service delivery, workforce planning and consumer needs assessment).

The significant contribution to policy already being made by research undertaken by staff from the CRE is exemplified by its contribution to the Senate Estimates Committee Enquiry into the Rural Health Workforce. In their quest to assist the Australian Government to overcome problems associated with the existing scheme used to allocate rural health retention grants and funding to support rural doctors, Dr Matthew McGrail and other staff members from the CRE examined the evidence relating to what doctors do and the circumstances in which they undertake their activities. The research generated evidence which has led to far more equitable basis for distributing retention grants. The Report of the Senate Committee of Inquiry and the Review of Australian Government Health Workforce Programs both highlighted the central role played by the research of the CRE. This work is currently under consideration by the Commonwealth Department of Health.

SCHS Dental Health Prevention message on display

The project aimed to provide our key partners with the necessary tools and knowledge to empower them to competently spread prevention messages and support facilitated access to public dental services. In particular the project focused on our more diverse user groups.

Initially, key partners were identified from within SCHS, including: Drug Treatment Services, Health Promotion, Allied Health Services, Aboriginal Health Promotion and Refugee Health. Staff were educated in oral health prevention messages and dental history added to initial assessment forms. Clients were assisted to make dental appointments or place name on waitlists.

Koolin Balit Training grants program

annual report

Annually approximately 390 Aboriginal clients access our dental service, receiving a total of 2,900 treatments over 942 visits. In October 2015, due to staff resignations and with the assistance of the Koolin Balit training grants program, SCHS saw an opportunity to employ two Aboriginal trainees to undertake Certificate 4 in Dental Assisting. This not only increased our indigenous workforce, but also improved the cultural safety of our service.

We will value, recognise and develop our people

SCHS Speech Pathologist helps Kindergarten Teachers identify speech and language needs Training Package – to help teachers develop an understanding of the speech and language expectations of a child in 4 year old kinder, to learn how to screen speech and language skills using the tools provided, and to provide interventions to target specific areas of speech and language development.

Jacinta Curley, Speech Pathologist at SCHS, was the successful recipient of this years’ Ian Dickie Scholarship.

This Award provides the opportunity for an SCHS program area or employee to trial and develop new models of excellence, innovation and leading edge service delivery in honour of the ethos of previous longterm Board member, Ian Dickie.

SCHS has committed to continuing the work of the project in an ongoing manner, by including its outcomes in its departmental pathways and procedures. It will also seek to establish a link worker in each kindergarten to act as a point of contact for ongoing support from the Speech Pathology department at SCHS and linkages with supporting services in the region.

This year’s successful project, the Kindergarten Capacity Building Pilot Project, has piloted a link worker approach to building capacity of staff who work with children experiencing speech and/or language difficulties. Three kindergartens were engaged in the project, Red Cliffs, Mildura South and Pasadena Kindergartens, and the following resources were developed: Screening Tool – to briefly and efficiently assess speech and language difficulties, enabling teachers to confidently identify children experiencing difficulties and empowering them to make a referral to speech pathology services;

This year’s successful project, the Kindergarten Capacity Building Pilot Project, has piloted a link worker approach to building capacity of staff who work with children experiencing speech and/or language difficulties.

Speech & Language Resource Kit – a kit of resources and activities to enable staff to work with children on various aspects of speech and language; and

The project has now been extended to external partners including: Mallee District Aboriginal Services, Monash Rural School of Medicine, Mildura Base Hospital and early years’ settings. Kindergartens and early years’ service providers come to the clinic for a “come and see” activity morning, which includes healthy snacks, dressing up as dentists and having a brief dental examination. Appointments are then facilitated for full exams and treatment.

As qualified Dental Assistants, the trainees are expected to undertake all roles required for the effective function of the dental clinic, including: chair side nursing,

www.med.monash.edu

South Africa

15

14

Supporting a sustainable future for GP training

Representing GP supervisors

Supporting our members

GPSA continues its strong representation and advocacy on behalf of GP supervisors throughout 2015-16.

Member engagement

GPSA is a member of the newly-formed General Practice Training Advisory Committee (GPTAC) - the Ministerial Committee tasked with oversight of the governance of the Australian General Practice Training (AGPT) program. The committee met four times during 2015-16.

GPSA is also a member of United General Practice Australia (UGPA). This group was formed in 2008 and met four times in the last year to address and inform policy issues of national significance to general practitioners around Australia.

UGPA membership includes: •

General Practice Supervisors Australia (GPSA)

•

The Royal Australian College of General Practitioners (RACGP)

•

The Australian Medical Association (AMA)

•

The Australian General Practice Network (AGPN)

•

The Rural Doctors Association of Australia (RDAA)

•

The Australian College of Rural and Remote Medicine (ACRRM)

•

General Practice Registrars Australia (GPRA)

National Terms and Conditions for the Employment of Registrars (NTCER)

The Chair of the Board, Dr Bruce Willett and CEO, Glen Wallace presented at nine conferences, discussions and workshops during 2015-16. GPSA continues to attend the new Regional Training Organisation Network (RTON, formerly the ACE Group) and works constructively with RTOs to promote the needs and interests of GP supervisors.

GPSA also continues to work constructively with ACRRM and the RACGP and looks forward to actively encouraging our members to participate in Round 2 of Bi-College accreditation as the new RTOs go through the accreditation process to ensure that the training delivered through the AGPT program meets both colleges’ standards for education program delivery.

Our Directors Short-term and long-term objectives and strategies

MeMBersHiP GrowtH 2015 - 2016

The company’s short-term objectives are to:

4000 2016 3000

2015

2000

1000

2015

0

HONORARY MEMBERS

GP suPervisor MeMBersHiP BY rto

Our staff

2016 GP SUPERVISOR MEMBERS

TOTAL MEMBERS

GP suPervisor MeMBersHiP BY state

In 2015, GPSA joined with all other general practice stakeholders in calling for the lifting of the freeze on Medicare rebates. This issue is of major concern to all GPs and successful lobbying ensured that further cuts planned through to 2020 were dropped from the Federal Budget.

Annual Report 2015 – 2016 GPTA Ltd (T/as GPSA) 1

8

• • • • •

EVGPT - 9% GP SYNERGY - 34% GPEX - 4% GPTO - 9% GPTT - 4%

• • • • •

Complete construction of new facility and commence integrated service delivery

•

Provide leadership through the Northern Mallee Community Partnership and advocate on behalf of community on health related issues

•

Implement the SCHS Marketing Plan

The company’s long-term objectives are to:

In keeping with past practice, GPSA held both its SLON meetings in conjunction with the Australian Medical Educators Network (AMEN). The medical educators in RTOs are strong colleagues of our GP supervisor members in delivering high quality education and training to GP registrars and the holding of joint meetings actively fosters this important collaboration.

GPSA provided a strong response to the proposed 2016-17 Federal Budget and also provided a summary of the likely impact of the budget to its time-poor membership to assist them to understand the impact on them and their practices.

•

2016 2015

Training Practice Engagement Principles

GPSA has engaged actively with the Regional Training Organisations that were successful in the tender for delivery of GP training in the new AGPT and the Remote Vocational Training Scheme. GPSA continued to provide a strong voice for GP supervisors as the system transitioned from seventeen RTPs to nine RTOs across Australia.

7

Responsible for Strategic Direction

GPSA and GPRA NTCER sub-committee met on three occasions to negotiate the new NTCER for the 2017- 2018 training years. The new agreement is in the process of ratification and will be available on the GPSA website in due course.

In response to calls from its members (over 84%), GPSA initiated a process for development of a set of principles for the engagement of training practices with the RTON. The process is at an early stage but aims to establish, in the first instance, a set of principles with RTOs which will give GP supervisors a stronger voice in RTOs and see issues of concern to GP supervisors given more emphasis, priority and clarity in the delivery of GP registrar training through the AGPT.

6

JCU GMT - 14% MCCC - 13% NTGPE - 5% WAGPET - 8% NONE SPECIFIED - 0%

• • • • •

ACT - 1% NSW - 31% NT - 5%

QLD - 22% SA - 5%

• • • •

TAS - 4% VIC - 22% WA - 8% NONE SPECIFIED - 2%

ANNUAL REPORT 2014

Abdulkarim, Abdo Alderton, Rebecca Allen, Sharon Amisi, Stella Babler, Patricia Bassi, Mary Bates, Clair Baynes, Holly Beard, Melissa Beyen, Joanne Bond, Sue Bone, Tracy Boundy, Francie Brade, Ian Briant, Charmaine Brown, Pauline Bryan, Danielle Brymer, Rhys Button, Megan Byrnes, Larni Caldecott, Cathy Calis, Volkan Callahan, Cath Carr, Brittany Carter, Lisa Carter, Daryl Carter, Margaret Carty, Danika Cesco, Jacqueline Cocks, Julie Collins, Joanne Congiusta, Veronica

10 9

Cooper, Clare Coulbourn, Diane Cramer, Simone Cua, Angelina Curley, Jacinta Curran, Linda Davis, Charlene Davis, Marie De Luca, Sam Dichiera, Gabriella Dixon, Belinda Doig, Ray Downing, Julie Duffield, Rosemary Dunning, Lisa Edwards, Andrea Elliott, Brian Evans, Annetta Faulks, Shelley Finch, Jolene Fisher, Joan Fleming, Leah Fonte, Joseph Fonua, Nola Fouin, Nikki Fox, Dianne Fox, Ruth Francis, Susan Fulton, Matthew Gallagher, Elizabeth Gash, Amanda Gee, Matthew

Gentle, Julie Ginman, Alastair Godfrey, Lisa Goel, Aakriti Goodrem, Mick Goodwin, Jessica Goullet, Louise Graham, Sharyn Gregg, Zeljka Hamilton, Vicki Harrison, Donna Heald, Mark Henderson, Linda Hill, Sue Houkamau, Tessa House, Serena Howie, Peta Jaeger, Christiane Jilbert, Nathan Jones, Jennifer Jones, Tracey Joyce, Lauren Kaiser, Renee Kerr, Pauline Kirby, Anne Lambert, Karlie Le Gassick, Toula Libchard, Marise Littlehales, Leah Livens, Melinda Lonsdale, Melissa Madigan, Janeece

Maloney, Kate Marlais, Tereena Marquick, Gaylene Martin, Karen Maynard, Tracey McCracken, Jane McDonald, Kiran McGinty, Tara McKee, Denise McLarty, Anya Michalski, Beverley Middleton, Kristy Modoo, Katherine O’Brien, Debbie O’Callaghan, Simone O’Connor, Lisa Paynting, Raylene Potter, Jess Pratt, Kate Reddick, Jackie Reichelt, Rosemary Rivett, Gayle Rizzica, Ainslee Rozek, Sonia Rudkin, Jennifer Rudman, Tracy Rule, Leeanne Ruyg, Megan Sanders, Lois Seymour, Brittany Shephard, Leeanne Shephard, Jacob

Shillington, Bruce Simpson, Gary Smith, Margot Smith, Joanne Sotnikov, Kaye South, Narelle Spinks, Mandy Stanbridge, Craig Stephenson, Tricia Stewart, Geraldine Stone, Sharon Tarrant, Louise Thompson, Dale Thorkildsen, Denise Thornton, Sue Thorpe, Stefanie Tipping, Fiona Trenorden, Robyn Walker, Alice Wallace, Jen Wallis, Laura Walsh, Emma Wamalwa, Peter Watts, Anne Weaving, John Webb, Leonie Williams, Sharon Withers, Michelle Wong, Natalie Wood, Julianne Woods, Natasha

•

Implement, monitor and review corporate and clinical governance

•

Build business development capacity within organisation to take advantage of emerging opportunities

•

Empower, support and enable our clients to self-manage their own health

To achieve its short-term and long-term objectives, the company has adopted the following strategies:

•

Developed Marketing Plan

•

Corporate and Clinical Governance framework and policies reviewed on continuous basis

•

Maintain and develop ICT framework

Meetings of Directors During the financial year, 10 meetings of Directors were held.

Directors’ meetings

Directors

Number eligible to attend

Number attended

Audit & Finance committee meetings Number eligible to attend

Number attended

Governance committee meetings Number eligible to attend

Leonie Burrows

10

9

-

2*

Rebecca Boreham

10

7

-

-

8

Anne Hines

10

10

-

-

8

-

Number attended

1* 8 8

Angy Fikaris

10

6

9

7

-

-

Helen Jack

10

7

9

5

-

1*

Frank Piscioneri

10

8

9

8

-

-

Brian Smith

10

9

-

-

-

-

Paul Naylor

10

9

-

-

8

5

* attended due to absence of other Committee member

11

Partnering with community

2012 REPORT

PARTNERING WITH COMMUNITY

Taking education to the community.

Acknowledging the benefits of a collaborative approach to diabetes education, we partnered with the Central Victorian General Practice Network and Bendigo Health to raise awareness of Type 2 Diabetes and engage existing Type 2 Diabetes community members in Bendigo and show the range and type of services available.

each week we facilitate four walking groups, walking twice a week in several locations across Bendigo with over 130 participants.

Sometimes being a member of a walking program provides both physical and mental health and wellbeing benefits. it is often easier to identify the physical benefits, however, the benefits of social connectedness and engagement cannot be underestimated.

National Diabetes Week on a busy and a cold wintry Friday at the

What our walkers say:

The Community Vegetable Garden is a project in partnership with The Australian Communities Foundation and the Karen Buddhist Dhamma Dhutta Foundation.

Bendigo Marketplace with our partners we set up to complete risk screenings and give information about Type 2 Diabetes and each of our services.

On the day, we completed 31 diabetes risk screens and spoke to another 30 shoppers. Shoppers at risk of developing diabetes had the opportunity to be contacted following the day to enrol in the “Life! Take Action on Diabetes”.

“Before I joined I was very depressed. Although I am still taking depression tablets I feel much better in myself. The group of people I walk with are really nice and friendly and you can just be yourself. Walking around the Reservoir is really relaxing. I haven’t been with the group very long yet I feel more content with myself”.

Working with community

“I hope it continues as it gives me a reason to get out of bed and enjoy the nice people who are around and enjoy a laugh again”.

Leading and coordinating an extensive range of primary care and community services and activities.

Quality of Care Report 2011

“Working with with community.........leading community.........leading and and coordinating coordinating anan extensive extensive range range ofof primary primary care care and and community community “Working services and and activities, activities, including including those those provided provided inin partnership partnership with with other other agencies agencies and and providers” providers” services

provides physical and mental health benefits.

In their own words, clients from our Humanitarian Settlement Services share their stories.

Gardening brings people together. Putting our hands in the earth to grow and harvest is elemental for many people as is the spirit of our strategic direction to Invest in Community. Bendigo Community Health Services have worked together with community leaders to support the development of a community garden.

The vision is a space for people to grow traditional vegetables, to share and to strengthen cultural traditions. The outcome of our collaboration resulted in a successful grant to invigorate the garden project.

uNITY

Walking together

New beginnings

Community Garden Project

Healthiest COMM

Working in partnership

“… people who still have family in the refugee camps to have a communal place to meet. Gardening is a healthy lifestyle activity. Important goal is to maintain and teach our culture to our children. We will invite Karen people from other Victorian Karen community to share food with us. We will also take our produce to other Karen community festivals and celebrations”.

A snapshot of how some of our partnerships work and the integral part they play in our achievements.

The Venerable Ashin Moonieinda

2011 QUALITY OF CARE REPORT |

1

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| Bendigo Community Health Services

2011 2011QUALITY QUALITYOF OFCARE CAREREPORT REPORT| |

AnnuAl And QuAlity of CAre report to the Community - 2012

17

10

www.bchs.com.au

community health service?

we care about your

whole

body

family

community

Bendigo Community Health Services is a place you can go to for health care, no matter who you are, where you live, or how much you earn.

We are a not-for-profit organisation located within the City of Greater Bendigo. We offer a range of primary and community health services, most of which are free or have minimal cost and are available to anyone and everyone.

We work with all people and are committed to treating the whole person. We have GP services, family and children’s services, mental health, alcohol and drug services and healthy lifestyle programs, to name a few, and they are available to our community, and some to people across the region.

speech podiatry child development occupational therapy medical general practice mental health alcan help you manage your health cohol and drug services counselling speech podiatry child development occupational therapy medical We needs, particularly if you are living general practice mental health alcohol and drug services counselling speech podiatry child devel- with chronic health conditions such as opment occupational therapy medical general practice mental health alcohol and drug services coun- diabetes, respiratory or heart disease.

With over 40 services to support you and selling speech podiatry child development occupational therapy medical general practice mental your family’s health, we strive to deliver a health alcohol and drug services counselling speech podiatry child development occupational therapy diverse range of high quality services to medical general practice mental health alcohol and drug services counselling speech podiatry meet the needs of our communities. the health care system child development occupational therapy medical general practice mental health alcohol and drug Understanding isn’t always easy, Bendigo Community services counselling speech podiatry child development occupational therapy medical general Health Services can help by providing you with a team of understanding, practice mental health alcohol and drug services counselling speech podiatry child development supportive and experienced health care occupational therapy medical general practice mental health alcohol and drug services counselling professionals, who work in partnership speech podiatry child development occupational therapy medical general practice mental health with other health services across Central Victoria to ensure you receive the care alcohol and drug services counselling speech podiatry child development occupational therapy you need. medical general practice mental health alcohol and drug services counselling speech podiatry It can be as simple as taking that first child development occupational therapy medical general practice mental health alcohol and drug step – speak with one of our team and together we can work on a plan to assist you to improve and manage your health and well-being.

2013

44

Wellness

Mental Mental health health

occupational occupational therapy therapy

Nutrition Nutrition

Counselling Counselling Strength Strength training training

child child development development

Soup Kitchen

415 621 meals eaten in

meals taken away

Speech Speech

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diabetes diabetes management management

exercise exercise

2012 AnnuAl & QuAlity of CAre reportS |

Quality of Care 2014-15

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General General Practice Practice

| Bendigo Community health Services

1036

Community Soup Kitchen Nowhere to sleep.

Facing a bleak, lonely night.

That was the story told by a young man as he tucked into a bowl of hot vegetable soup at the Bendigo Community Health Services soup kitchen one day this year.

“Thank you for this. At least I’ve got something warm in my stomach. You guys do a great thing here… thank you,” he said.

Right: Ray White Real Estate staff Brent Mason and Jordan Gardner deliver coats to Bendigo Community Health Services chief executive officer Kim Sykes.

Picture courtesy of Bendigo Advertiser.

BCHS provided the young man with donated items such as blankets, clothes, a woollen scarf and beanie to help him keep warm.

The Soup Kitchen serves those in need every Thursday from an arcade beside sponsor Café de Mill who prepares soup in winter or chicken and salad in summer.

The soup kitchen also serves donated bread from Strath Hill Bakery and operates with financial assistance from sponsor Beck Legal.

BCHS staff volunteer their time on a roster basis to operate the soup kitchen.

But it’s not always the needy who benefit! Two men disappointed the local café was closed one day paid $10 for a bowl of free soup just to help the soup kitchen out. Kindness does matter.

Coat Drive

1839 blankets and coats DONATED

meals in 2014-15

Coat Drive The enormous goodwill of the Bendigo community saw the Bendigo Community Health Services Coat Drive celebrate a record response in 2014.

BCHS staff members, Madeleine Van Harten and Sue Ghalayini

Community members emptied their cupboards of more than 1800 coats and blankets to help BCHS support in-need clients through the cold winter months.

Podiatry Podiatry

Beanies, scarves, pants and other items of clothes were also donated.

Activity Activity

Pristine Dry Cleaners in High Street, Bendigo, provided in-kind support to the Coat Drive by professionally cleaning the coats.

Coats were distributed through BCHS sites in Bendigo, Kangaroo Flat and Eaglehawk.

It was fantastic to see Bendigo businesses supporting the Coat Drive last year.

The amount of meals provided to the community has almost doubled since 2013-2014

Your Your whole body body || Your Your whole family family 5

Ray White Real Estate mailed an invitation to all of its clients to support the Coat Drive. The support resulted in staff members Brent Mason and Jordan Gardner arriving at the BCHS central office in Hargreaves Street with several large bags containing almost 100 coats of all colours and sizes.

BCHS thanks everyone in the community who supported the Coat Drive in 2014 – your efforts and goodwill helped many people in need through a bleak winter.

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The structure of this resource kit

This resource kit is structured in three parts:

1 Improving the health of communities through participation.

In part one, we present an Executive Summary and a brief outline of the program background, rationale and approach. Short bios are provided for each of the staff and students. At the end of this part is a list of the dissemination activities (e.g. publications, conference presentations and awards) that have been completed as part of this program.

3

2

In part two, high level summaries of the projects conducted in each community are provided. The students have documented the approaches used, the major activities and the major outcomes/ learnings. For each of the cross cutting projects a high level summary is also provided (focus on summary of approaches, activities and learnings).

Part three is divided into seven sections: section one

The purpose of community participation

section two

The challenges of community participation

section three

The link between community participation and health literacy

section four

Methods of community participation

section five

The role of leadership and governance in community participation

section six

Engaging community members in participatory processes

section seven

The ethical implication of community participation

Each of these sections is presented in a similar way: a summary of the key points, the evidence (all of the articles are provided with this resource), and a summation of what we have learnt. At the end of each section are publications, presentations and documents produced by our whole team to support the summations. | 2

Improving the health of communities through participation

Part one : project background

Executive Summary

The following table provides a map of how each of the unanswered questions is explored in each part of this resource kid.

We have designed this folder as a resource kit for each service and other interested people. The purpose is to highlight the achievements of the doctoral students engaged in this community participation program and to document the learning’s from the program against some of the unanswered questions that we identified at program commencement (see page 3).

1

The corresponding part of the report that addresses these questions

Unanswered questions

Part two high level summaries of each service and cross cutting projects

•

What service models do communities design for themselves given a range of data, information and research evidence?

•

What is the role of communities in changing health service delivery models? (co-implementation and co-production)?

•

What is the purpose of community participation? What are the outcomes from a health policy and service perspective? Can these outcomes be achieved?

Section one – The purpose of community participation

•

What are the challenges in community participation?

Section two – The challenges of community participation

•

Does community participation lead to changes in community health literacy, attitudinal and behaviour change, changed use of health services?

•

Given that a number of processes and models have been trialled and many ‘experts’ herald their own model as ‘best practice’, what are the key aspects of best practice models/processes?

Section three – The link between community participation and health literacy

•

How can community participation, empowerment, knowledge and health literacy ‘go viral’ – i.e. how can you spread effects from immediate participants, into the wider community?

•

What is the role of novel methods in community participation; e.g. visual methods like geographical information systems (GIS) and global positioning systems (GPS) mapping; and narrative methods like storytelling and consumeraccessible systematic reviews.

•

Is community participation a project, a governance model or both? Is it appropriate to make community participation sustainable and if so, how?

•

How does community participation relate to other governance mechanisms at different levels in health services?

•

Researchers state that community participation should be inclusive. What does inclusion mean in different rural communities? What models have been tried and what is best practice in rural community inclusion? What mitigates inclusion issues? Does inclusion matter and to what extent? What voices are most often lost and what impact does this have?

•

To what extent, can and should community participation and other local health governance mechanisms serve to act as general advocacy vehicles for rural communities?

Section six Engaging community members in participatory processes

Given that ‘the best’ community action is assumed to be bottom-up, what is the ethics of top-down processes generating bottom-up activity? What are the ethics of academic/research involvement in community participation? What divisive actions can arise from community participation and what are their current and ongoing impacts on rural communities?

Section seven The ethical implication of community participation

•

In each of the three services the process worked slightly differently, reflecting the inherent messiness of community participation. Each health service and each community embraced the project in different ways. In Yarriambiack, John Aitken (as the PhD student) led a process where there was major buy in from the health service and the community.

John’s enthusiasm resulted in engagement with over 500 people. The community worked together to host major mental health forums, design community gardens, and deliver aged care expos and age friendly gymnasium equipment in community spaces. In Heathcote, Elena Wilson (PhD student) led a process that resulted in community forums and a community-working group to establish a health and wellbeing plan. A governance framework was developed to bring together members of the community and external stakeholders, who had not previously worked together. In Rochester and Elmore, Mary Magennis (PhD student) led a process that prioritised young families, drug and alcohol issues, youth, older people, mental health and access to specialist services.

There is government acknowledgement that mandating participation is difficult, when there is lack of clarity on how participation can, and should be enacted, beyond a tokenistic, ‘tickbox’ exercise. Community participation remains a policy aspiration in many Western countries, but has been described as an ‘elusive goal’ at the community level.

Consistent with the Scottish RSF process, members of community organisations, [service and sporting clubs, craft and interest groups and older peoples’ groups], citizens, local

| 3

2 Photograph

Health service project :

by Mattinbgn:

Wikimedia Commons

Yarriambiack

- John Aitken (Supervised by Dr Virginia Dickson-Swift and Prof Amanda Kenny)

The developed program had extensive input from the services and was designed to involve the ‘community’ (local residents, service providers [including council, health service and other service providers] and local formal and informal groups) in ‘conversations’ about health and health services in the local area. Through a structured process, communities were supported to devise a forward looking plan to address future, local, health and health service priorities. Through this process, the plan was that communities would be supported to collectively plan and implement change designed to improve local health outcomes.

The program was designed to produce evidence for the services on enacting rural community participation at a grass roots level. It was proposed that the knowledge gained from all aspects of this program would make an important contribution to broader understanding of community participation [particularly in the rural context],

Improving the health of communities through participation

and would result in learnings that could be scaled across regions, geographic contexts and health care systems.

Staff in the La Trobe Rural Health School were interested in testing community participation techniques, implementing and exploring outcomes from use of the Remote Service Futures method [described below], and community priorities and planning activities.

It was envisaged that the program would provide the opportunity to explore some of the unanswered questions that relate to community involvement [see page 8].

Academic outcomes, including international refereed publications and conference presentations were a priority.

It was proposed that the PhD students would benefit from involvement in a highly practical project, based within a service and community. Each student would complete a PhD with refereed publications and conference outcomes.

| 6

1st HIGHEST

As a team we have achieved much, but there have been many challenges along the way. However, everyone is very proud of what has been achieved. We extend our warmest thanks to the services that provided funding, and we look forward to celebrating with you as each student walks across the stage to receive their PhD. We are delighted to present this resource kit as our final report.

| 4

Improving the health of communities through participation

Part three : key points, the evidence and a summation of what we have learnt

3

Community participation: What is the purpose?

•

Participation is variously defined as individual, personalised relationship, meaningful engagement, active involvement, shared or delegated power.

•

Community is commonly defined as people in a bounded geographical area, a social space, people with shared social and cultural customs, and people who have a vested interest in driving local solutions.

•

There is a premise of a somewhat cohesive group of people with a shared purpose, vision, goals and focus.

•

There is an assumption that community participation will lead to resilient, connected communities, with locally responsive services that meet their needs.

•

There is an assumption that giving decision making to communities will improve health outcomes.

Key facts about the community

7th HIGHEST

The students have produced a multitude of publications, key documents, policy papers, and have presented in Australia and internationally. The commitment of the services to this project has been highlighted internationally, with much interest in the unique approach.

SECTION ONE : The purpose of community participation

The proposal was for that each health service to fund a PhD student for a period of three years for focused work on community participation. The student would complete all requirements for the award of their degree through this program and would be aligned to the service/community for the length of the program. Staff from the La Trobe Rural Health School would supervise the students, and support for the students would be provided from the service and from all researchers involved in the program.

Proposed benefits

Given significant interest in community participation at a health service level, the Dean of the then Faculty of Health Sciences (now College of Science, Health, and Engineering) provided funding for three doctoral students to pursue cross cutting projects. Nerida Hyett focused on international exemplars of community participation, Diana Guzys, on the link between community participation and health literacy, and Emma Patten on community inclusion.

Wikimedia Commons

Wikipedia

In 2011-2012, Professor Jane Farmer, Professor Amanda Kenny, Dr Virginia Dickson Swift and Professor Peter o’Meara worked on a proposal for a research partnership focused on community participation in health service design. The development of this proposal was prompted by discussions held with various health services in 2011 about their interest in developing stronger knowledge and practices for working more closely with their community.

There was significant interest in a program of this type and a partnership was formed between the La Trobe Rural Health School and three rural Victorian health services: Rural Northwest Health, Rochester and Elmore District Health Service and Heathcote Health.

The design for this program was developed from the Scottish work of Farmer and Nimegeer. In their Remote Services Future (RSF) study, their method of community participation was based on deliberative decision-making. They engaged citizens, healthcare professionals and service managers in a series of structured workshops to produce hypothetical, rural healthcare service plans. Broader community engagement occurred with those who could not attend formal workshops.

The workshops focused on perceptions of health in the community, versus evidence of actual health status, consideration of service innovations, and a planning exercise, where local service models were designed within existing budgets.

The study focus of consumer participation was a direct response to the international policy directive that consumer participation is central to all aspects of service planning, design, delivery, and evaluation. Within the literature there is growing interest in community participation, but numerous authors debate theories, rationale, purpose, approaches and methods. In healthcare: local responsiveness, cost containment, improvements in health outcomes and greater accountability of services and systems are frequently identified as outcomes. However, many of the underpinning propositions for community participation are tempered by acknowledgements that the evidence base for these claims is not strong.

Section five – The role of leadership and governance in community participation

Part two : high level summaries of the projects conducted in each community and the cross cutting projects Photograph by Mattinbgn:

service agencies [eg. local government], and health service CEos and staff were invited to participate in four community workshops in each community. Invitations were sent via letters and newspaper advertisements. Four key topics from the RSF process were used to guide the workshops: Identifying local health assets and challenges, comparing citizen perspectives with objective health data from local health service and government published sources, examining evidence of what works to address identified health challenges, and what service models might meet their future needs.

In our program the RSF process was followed, with projects established across three rural sites. The choice of communities was pragmatic, in that the Chief Executive officers (CEos) of three rural health services expressed interest in participating in the study after hearing about the work in open presentations.

Section four – Methods of community participation

Improving the health of communities through participation

Image © Bruce R Mitchell:

In late 2012, staff and students from La Trobe University Rural Health School, Rural Northwest Health, Rochester and Elmore District Health Service, and Heathcote Health embarked on a journey to address some of the unanswered questions related to community participation. The partnership was unique, in that funding was provided by the services to attach a doctoral student to each of the communities. The student would complete all requirements for the award of a PhD and support for the students would be provided from the service and from all researchers involved in the program.

Historically, researchers have identified several reasons why community participation has been integrated within healthcare policy and practice (Rifkin & Kangere, 2002): The Yarriambiack community ranks 7th highest in Victoria for the total number of people with asthma

The Yarriambiack community has the highest per capita consumption of sugar sweetened beverages in the State of Victoria

1 in 2 people are overweight or obese

1 in 2 people in the Yarriambiack community do not eat the recommended levels of fruit and vegetables

1.

The health services argument: current health services are either under utilised or misused. Involving communities in the development of healthcare services will improve service use.

2.

The economic argument: resources exist within communities (human, financial, social), which could and should be used for health services development and provision.

3.

The health promotion argument: people’s health improves when they take responsibility for their own health and act for themselves (which produces greater results than medical interventions alone).

4.

The social justice argument: all people, especially marginalised groups, have a right and duty to participate in decisions that affect their health and access to publically-funded healthcare services.

5.

The ‘people know best’ argument: development advocates argue that people know what works for them and professionals need to learn from people

6.

Sustainability argument: if people are involved in healthcare projects and programs, people become committed to activities that they have helped developed, and they are more sustainable.

7.

Capacity building argument: people can develop skills, knowledge and experience that they can use to improve their employability.

1 in 4 people in the Yarriambiack community are over 65 years of age

Improving the health of communities through participation

| 15

Improving the health of communities through participation

S1 | 29

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“That show should be repeated over and over again. Well-done guys and thanks. It was insightful to me as a mental health practitioner”.

Place:

“Amazing, Powerful, Connecting, Brave. Thank you from the bottom of my heart.

You can change the world”.

Time:

“This was so enlightening.

Thank you everyone for sharing your pain but also providing hope.

Thank you for your perseverance.”

InFoRM

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InFoRM

Donations accepted on the evening

REAL EXPERIENCES

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FREE Tickets:

Wodonga, ph 02 6022 8888, kate.fiske@gate wayhealth.org.a

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voices, What’s it like to hear a mental illness? to be diagnosed with rful performances Courageous and powe know first-hand! from those who

A UNIQUE THEATRE EXPERIENCE WHERE PERSONAL STORIES CHALLENGE STIGMA AND INSPIRE HOPE, CONNECTION AND RECOVERY.

For a video preview go to: https://vimeo.com/214585731

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stage as the experts, the lived experience centre This work puts people with e process, we sit up and listen. Using a creativ their stories make people ths based person streng of ance import and the highlight peer connection l health. centred response to menta S: OUR PERFORMANCE OFFER ic arts as a • Real stories and the dramat y, advocacy tool for education, recover and peer support. es of distress, • Diverse personal narrativ a way to diagnosis and recovery as matise. help normalise and to de-stig performance • Creative storytelling and collective as a vehicle for personal and transformation. ctives by • An opportunity to shift perspe tanding . removing barriers to unders als, • Capacity building for individu nity . carers, professionals and commu helpful • Opportunity to explore to conversations that are specific community need. ive practice.

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STIGMA

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BRINGING VOICE HEARING

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INSPIRING A WAY TO TACKLE THE TOUGH TOPICS: Depression, Suicide, Schizophrenia, Psychosis and Trauma.

INFORM

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A M G I T S A M G I ST

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MOTIVATED TO UNDERSTAND AND PARTICPATE.

VERY RECOAUDIENCE FEEDBACK “That message needs to get out there again and again. That hearing voices is diverse and unique to each individual and that it is not insurmountable “ “Because it was real you couldn’t dodge, it was like wow, these people they’re opening up their lives in front of us and that was very precious and they are so brave“

INFORM

Support

“After seeing this performance my husband and I can connect with our daughter in a whole new way.

It transformed our communication” “I brought my family along because you say in theatre what I cant explain in words” “This must be seen again and again. Go out and show them and teach them from your very real experiences. This cant be found in a text book”

“You could write all this down and share with health professionals, community and policy makers and it could be easily swept to the side. But, when people tell you their story in this way, you cant ignore it and you feel such empathy”

“You have helped me to see with fresh eyes.. we are more alike than different and people can not be labelled and put in boxes”

For more information or to book our performance contact Kate Fiske on 0438 567 247 or email Kate.Fiske@gatewayhealth.org.au

Turn 50 and make “number 2’s” your number 1 priority.

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Turn 50 and make “number 2’s” your number 1 priority.

Taking a simple bowel cancer test at home every two years is the best way to protect yourself.

Bowel cancer kills nearly as many women as breast cancer and as many men as prostate cancer.

But the good news is 90% of cases can be successfully treated if found early.

Screening is the only way to detect bowel cancer before symptoms occur.

Taking a simple test at home when you turn 50 and every two years after that is the best way to protect yourself.

Talk to your GP or pharmacist today about a home screening test.

Authorised by the Victorian Government, 1 Treasury Place, Melbourne.

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Taking a simple bowel cancer test at home every two years is the best way to protect yourself.

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POSTAGE PAID

Anxiety Anxiety disorders are highly prevalent and are the second most common mental health presentation in Australian general practice after depression. GP registrars are likely to have had very limited experience in assessing and managing anxiety disorders during their hospital training, and the supervisor can play a key role in increasing their skills. Ideally, registrars should complete formal Level 1 Mental Health Training during their first term.

Antenatal Care Provision of antenatal care is a rewarding aspect of general practice. However, GP registrars very often have limited clinical experience in this area, and can find antenatal care challenging. GP supervisors can support a systematic approach to looking after the pregnant woman, including screening and monitoring for potentially serious problems.

Abdominal Pain Patients frequently present to the GP with abdominal pain. The presentation of abdominal pain is often undifferentiated, and the challenge for registrars is managing the uncertainty of a wide range of causes, including potentially serious conditions in the community setting. It is important that supervisors feel confident that their registras are competent in managing abdominal pain.

TEACHING AND LEARNING AREAS TEACHING AND LEARNING AREAS

PRE- SESSION ACTIVITIES

•

Common manifestations of anxiety in general practice – GAD, panic disorder, phobias, PTSD

TEACHING AND LEARNING AREAS

Common and serious causes of abdominal pain in General Practice Key diagnostic features on history and examination

•

‘Red flag’ symptoms and signs of abdominal pain and indications for investigations

Initial antenatal visit – history, medications, examination, investigations, general advice etc.

•

Management options for common, non-serious causes of abdominal pain

Management of common problems in pregnancy

•

Indications for referral, including emergency review of acute abdominal pain

•

Conditions that need immediate or early referral

•

Approach to abdominal pain in children

•

Non-pharmacological treatment and psychology/mental health service referral (including local providers)

•

Antenatal screening, including screening for Down’s Syndrome

•

Approach to chronic abdominal pain

•

Options for care and referral pathways – private, shared care

•

Medications, including use and S/E – see NPS MedicineWise

•

•

Review the RANZCOG Guidelines for routine antenatal care

Read the AAFP article on abdominal pain as an overview - Evaluation of Acute Abdominal Pain in Adults

•

Ask your registrar to reflect on a couple of patients they have seen in the last couple of weeks with abdonimal pain, and how they managed the uncertainty

•

Taking a good history is essential

•

Up to one third of cases of abdominal pain have no apparent cause

•

Always consider non-abdominal causes of abdominal pain e.g. anxiety/depression, AMI, pneumonia, PE, lumbar spine pelvic pathology, as well as medical causes

•

Consider mesenteric artery occlusion and leaking AAA in the elderly patient with vascular disease

•

Indications for psychiatry referral and local providers

•

Challenges in children and the elderly

•

Undertake the KFP style questions and discuss it during the session

PRE- SESSION ACTIVITIES

PRE- SESSION ACTIVITIES

TEACHING TIPS AND TRAPS

•

Never congratulate the newly pregnant patient without first establishing how she feels!

•

How to use the medical software to record pregnancy visits

•

Use a checklist for important investigations at specific times

•

Family history can be very helpful in establishing a diagnosis

•

Get the dates sorted before 12 weeks - the later you leave it, the more inaccurate an estimate will be

•

Consider anxiety in patients presenting with frequent and/or non-specific presentations e.g. headache, dizziness, chest pains, GIT disturbance

•

Always exclude pregnancy

•

Some tests and interventions are time critical

•

Consider an atypical presentation of appendicitis in children and the elderly

•

Untreated anxiety often leads to co-morbid depression

•

Don’t be complacent about any new BP rise, especially after 20 weeks

•

Non-pharmacological interventions are equally as effective as medication in mild to moderate anxiety

•

Avoid benzodiazepines in long term anxiety management

Read

•

Be aware of cultural issues in antenatal care

•

Influenza vaccine should and can be given anytime during pregnancy

Read

• RANZCP Clinical Practice Guidelines • AFP article – Anxiety Disorders – Assessment and Management in General Practice

Listen

• Radio National Big Ideas Podcast on Anxiety

Watch

• TED talk on anxiety

•

Role play a patient presenting with acute anxiety and escalating panic attacks (including discussion of management of acute severe symptoms)

RESOURCES

Read

• RANZCOG Guidelines - Routine antenatal assessment in the absence of pregnancy complications • RANZCOG Guidelines - Prenatal Screening and Diagnosis of Chromosomal and Genetic Conditions in the Fetus in Pregnancy

• Beyondblue Clinical Practice Guidelines

FOLLOW UP/ EXTENSION ACTIVITIES

• •

• •

Development of the Mental Health Care Plan

RESOURCES RESOURCES

Pre-pregnancy assessment and management

Assessment, including severity, comorbidities (depression, medical conditions etc.), suicidality Severity scales e.g. K10 DASS21

•

TEACHING TIPS AND TRAPS

TEACHING TIPS AND TRAPS

•

• •

Listen

• Bits and Bumps – O&G Podcast – some great talks from GP obstetricians

•

Explore some controversies in antenatal care e.g. thyroid testing, serum screening for Downs and other genetic abnormalities

•

Role play the registrar discussing Down’s Syndrome screening, including the tests, risk assessment and implications

FOLLOW UP & EXTENSION ACTIVITIES

Gastroenterological Society of Australia - Clinical Updates and Recommendations

•

Abdominal Pain in Children - RCH Guidelines

•

Acute Abdomen Patient UK - Excellent article which discusses things not to be missed and pitfalls in presentations

•

NPS Medical Tests and Imaging in Chronic Abdominal Pain

Listen

• •

GI Podcasts American GI Society - this is a suits of podcasts on GIT Abdominal Pain in children - also has an attached summary of causes of abdominal pain in children

Watch

Abdominal Pain Clinical Presentation and Examination from Emergency Medicine and Training

• RANZCOG Pre- Pregnancy Counselling guideline

FOLLOW UP/ EXTENSION ACTIVITIES

•

•

Chronic Abdominal Pain in Adults – When is Imaging indicated? – An online course from NPS MedicineWise

•

Undertake the KFP case under exam conditions (7 minutes)

•

Role play a patient presenting with recurrent episodes of acute abdominal pain related to (undiagnosed) anxiety

•

Registrar to complete a session with a dietician

Digital Literacies for health graduates

Developing ehealth capabilities for practice in a rapidly changing healthcare environment

Developing the culture: BASIC LEVEL HOW TO FIND THIS THEME IN THE CURRICULUM Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.

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Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi.

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Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper

suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis. olore te feugait nulla facilisi. Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

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KEY WORDS FOR LEARNING OUTCOMES Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.

elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et Duis autem vel eum iriure dolor in accumsan et iusto odio dignissim qui hendrerit in vulputate velit esse molestie blandit praesent luptatum zzril delenit consequat, vel illum dolore eu feugiat augue duis dolore te feugait nulla facilisi. nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent Nam liber tempor cum soluta nobis luptatum zzril delenit augue duis dolore eleifend option congue nihil imperdiet te feugait nulla facilisi. Lorem ipsum doming id quod mazim placerat facer dolor sit amet, consectetuer adipiscing possim assum. Lorem ipsum dolor sit

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Digital Literacies for health graduates Creating Understandings:

Interviews that informed the development of this theme

Understanding the context Interview participants described the need for graduates to understand the appropriate use of digital tools and why they are appropriate (or not). Being digitally literate is more than just having the skills to work with different software packages: it is about understanding why different situations might require a digital solution or why a digital solution might not be the answer.

Brooke explained: So there’s this skill set and then there is this knowledge side of things. This understanding of

why. Why would you use this tool here? … knowing which tools to use to get the most out of what you need to do … knowing its capacity and knowing its limitations.

Eric described the current situation in healthcare: We tell them they have to use this system and they have to do this, this and this, but they don’t actually understand why.

Brooke described the important role that students play in creating understandings within healthcare.

By ensuring that students are exposed to different

and expanding digital tools and knowledge they can support clinicians with current evidence of what might be used in different situations: We can use this tool and this tool, and feel like they are useful to the practitioners who are stuck … they have no time to research this. But if we can keep giving them information that is up to date, then they can keep, share it and they can feel useful and then they are spreading the word.

Understanding the connection Central to creating understandings is making the connection between skills that you have with one application or within one context, and how this knowledge and skill translates to healthcare. Brooke described how people might have skills in “using Facebook and Snapchat but don’t translate those skills into these [health] settings.”

Brooke highlighted the importance of students understanding that the various digital learning tools that they are exposed to in their education, builds their digital literacy. She described how teaching digital literacy as a “bolt on” rather than embedding it in all aspects of education creates a view that digital literacy is an “isolated skill set” rather than a skill that can translate to all aspects of contemporary life.

Using the example of students uploading a PDF document to an e-portfolio system, Brooke described how students had not made the connection between that activity and the experiences that they will have as graduates:

education. She described how students perceive that “we make life so hard for them” through the technologies that they are expected to master, rather than “you are developing all of these digital literacies as a result.”

This is the number of people that attempted the task there and this translates to the number of people who could have applied for a job this way and you can hear the silence. Oh, this is why we need this skill and I noticed in a job ad recently it said no handwritten copies will be accepted and I think I will take that to class and say hey guys, no one will accept your job application by walking in the door or by posting.

Understanding how skills learnt in one context or with one application can be translated was viewed as important to ensure that graduates don’t develop a mentality of “oh well that technology will change anyway .. why bother” (Brooke).

For Brooke, it was important to create understanding and make explicit to students why they are exposed to different digital tools in their

Understanding boundaries and responsibilities The participants all highlighted boundaries and responsibilities as central understandings when working with digital technologies. They did, however, have different views on this. For Brooke, it was important that graduates understand that professional boundaries extend to the digital space, and that “the ethics and morals should be all explored.”

Brooke’s view was that rather than banning applications like Facebook, it was important to maintain professionalism in every context: These are the boundaries around using Facebook … you would never criticise another person … never criticise your employer. You are an upstanding professional at all times. You are measured on the ethics of your profession on every forum you are in. So face-to-face or anywhere someone is potentially snapping, taking screen shots of everything you do.

For Eric, the focus was more on compliance: You want protection from the usual threats, and then you need good codes of conduct and privacy agreements that your staff member signs up to.

Discussion from Kate challenged the focus on security and threats within healthcare. Using the example of banking, she described how the healthcare industry has become over concerned about security: In the health industry, they seem to think that there is no standard, from a security perspective, that has actually met the health’s sphere. I think that is garbage. I think there are some very good security standards and privacy standards and banking is a good parallel.

Eric described the need to ensure that graduates understand the audit trail that is created by technology. He stressed the need for clarity in communication and understanding that digital

notes were legal documents but that the audience might not be someone you know: “you are writing for the next person.”

I think making people aware of that certainly heightens their level of responsibility (Eric).

Kate reinforced the need to ensure that graduates understood their responsibilities in ensuring communication using digital means was understood: We try to put it in a way we think is clear but it might sound like garbage.

Name

.......................................................................................................................................................................................

Student Led Feedback Tool

Placement .......................................................................................................................................................................................

Date

Instructions for use

INFORM

TALK HELP

S S U C S I D M R O F IN E

DISCUSSION

HELP

T COMMUNICA

T C A T CTOALN K

MESSAGE TALK

AIM

N INFOECRTMATIO CONN

and your supervisor through this process. It is suggested that feedback sessions be conducted weekly or as negotiated with your supervisor.

The Student Led Feedback Tool will support you and your supervisor to use a positive critique method of giving and receiving feedback.

1.

“What do I do well?”

WHAT?

Provide examples of what you do well.

Invite your supervisor to comment.

2.

“What am I finding difficult?”

prepared to lead the discussion with their supervisor. Adequate preparation is required to ensure you get the most out of this feedback session.

Action

• Review the placement objectives as required - you’ll only need to do this the first time.

placement scope

The Positive Critique Method2, 3

The Student Led Feedback Model requires students to reflect on their practice and come

• Consider how you are feeling generally about the placement. Are there any issues your supervisor should be aware of? These could relate to personal, work-life balance issues or

• Consider any special projects, procedures or competencies that you are expected to complete by the end of this placement

anything else that is affecting learning.

• Consider and record (using the tool) what you believe you do well and what you are finding difficult in the sections provided for you.

• Use the positive critique method for each of the discussion themes or select those most relevant or timely.

• Consider how you find the day to day feedback and supervision you are being given by

• Remember to start with what you have done well and invite your supervisor to comment, then identify something you find difficult and invite your supervisor to comment.

your supervisor? Is there something that s/he could do (or not do) that would assist your personal learning style?

• You should bring a record of past meetings to each feedback session.

• You should work with your supervisor to identify what you can do to improve those things you are finding difficult.

Provide examples of what you are finding difficult.

Invite your supervisor to comment.

• If you are preparing for a follow- up feedback session you should consider and record what

• Wherever possible these strategies should be SMART i.e. Specific, Measurable, Achievable, Relevant and Time based.

discussion themes

1. Rudland et al (2013) A student-centred feedback model for educators. The Clinical Teacher, 10:99-102 2. Vickery and Lake (2005) Teaching on the run tips 10: giving feedback MJA 183: 267-268 3. Pendleton D et al The consultation: an approach to learning and teaching. Oxford: Oxford University Press, 1984

actions you have taken to address the opportunities for improvement identified in the last feedback session. How have they gone? Are you still

• Make sure you document the conversation and the strategies for improvement.

finding the same things difficult? Why, why not?

• At subsequent feedback session it is important to discuss the strategies that were planned and whether they impacted on performance. This may be done at the start of the session or alternatively incorporated into the discussion under the key themes.

INFORMATION

supervision

TALK HELP

CO

• This will again be led by your supervisor and will cover topics such as;

August 2014 If you have any questions or comments regarding this feedback model please contact: Narelle McPhee Project Officer Collaborative Health Education & Research Centre (CHERC) T 5454 6388 E nmcphee@bendigohealth.org.au

DISCUSSION

- Accessibility of supervisors to students

INFORM

- Learning styles

- Opportunities for practice and observation

- Acceptability of feedback delivered by supervisor to the student

- Acceptability of level of support

MESSAGE TALK HELP

This project received funding from the Australian Government and the Department of Health, Victoria.

2

3

©Bendigo Health 2014. Collaborative Health Education & Research Centre

COMM

Date

What do I do well?

What am I finding difficult?

ATI INFORM CT

ON

CONNE

4

©Bendigo Health 2014. Collaborative Health Education & Research Centre

CLINICAL COMPETENCE

Key themes for discussion

CUICSS DISUN ATE

NTACT CO TALK

AIM

Don’t forget to book your next feedback session at the end of each meeting. ©Bendigo Health 2014. Collaborative Health Education & Research Centre

DIALOGUE

NNECNTAIM CO NVERSATIO

IMPROVEMENT STRATEGIES

What will I do differently next time?

Date

The following key themes for discussion have been provided to prompt and guide the discussion with your supervisor. You may wish to discuss your progress against each theme or choose to focus on particular themes that are most applicable to your placement at this point in time.

Each theme has a range of prompts you may wish to explore for feedback as they relate to your

Strategies to improve priority areas:

current year level and specific placement.

The themes that you could discuss are:

Clinical Competence

• Knowledge of client conditions, procedures and treatment • Clinical reasoning (ability to plan, prepare, assess and evaluate clinical care) • Ability to perform clinical skills • Consideration for client, family and staff

Communication

Student Led Feedback Tool

STUDENTS

• Demonstrate professional and collegial communications towards staff (including your supervisor) and therapeutic relationship towards clients.

• Documentation (patient notes, referral letters, hand over) • Tone, body language, listening and responding

Professionalism

• Maintaining confidentiality • Punctuality • Professional presentation • Maintaining a positive attitude towards placement

Reflection on practice

• Consider how your reflection has influenced your practice

Team work

• Working with other students (where applicable)

Supervisor Comments

CO

equal partnership in the feedback process1. This Student Led Feedback Model will help guide you

Student Comments

NTEIOCNT CNOVEN RSA

AIM ATION

• Your supervisor will open the discussion as with any normal conversation.

How are you? How is your day going? At this early stage your supervisor will prompt you about how you are finding your placement generally.

Then your supervisor will ask if there are any work life balance issues that you are finding difficult to navigate. It is important to understand these issues as they relate to performance.

GEneral n discussio

The most effective development outcomes arise where students and supervisors establish an

DIALOGUE

Preparation required

• It is important to break the ice first and then settle into a structured conversation carefully. You should not try to tackle issues that have arisen straight up. You will build up to this.

.......................................................................................................................................................................................

• Working within your discipline • Working as part of the inter-professional team (where applicable)

Time management

NExT MEETING Date:

Time:

Location:

• Managing client load (appropriate for your year level) • Performing tasks in reasonable time frame • Prioritisation of demand

©Bendigo Health 2014. Collaborative Health Education & Research Centre

5

©Bendigo Health 2014. Collaborative Health Education & Research Centre

6

©Bendigo Health 2014. Collaborative Health Education & Research Centre

13

GUIDEBOOK

SOURCING OUR D SE WORKPLACE-BA GIES RATE TEACHING ST

WORKPLACE-BASED TEACHING FOR RURAL AND REGIONAL CLINICAL SUPERVISORS

Program vision Support Clinical Super training The Loddon Mallee three workplace-based visor ted of clinical super (CSSP) consis The advanced asked to over two days. modules held Module 3 were es in their who completed participants ng opportuniti learni ed -utilis consider under e settings. servic health and ical learning of the pract tors, is a compilation advanced educa the This guidebook sted by these voured to keep tunities sugge teaching oppor on s. We have endea that we wrote range of theme and cover a tors used, and that the educa of Module 3. same phrases this part during thoughts and the whiteboard for sharing their and regional ipants le 3 partic rural the 130 Modu to assist other Thank you to cing material thereby produ tors. experiences, roles as educa visors in their clinical super

Natalie Radomski and Pam Harvey

contents Introduction

4 Three: Workplace-based practical skills and clinical reasoning

22

Seven: Readiness to practice and professional formation

How to use this guidebook

5 Four: Developing professional communication skills

30

Key Concepts

54

One: Creating a learning environment in your workplace

6

Five: Working with patients and carers

38 Further Resources

61

62

Two: Planning your teaching encounters

Patient: used in a humanistic way to distinguish the person in a particular health care encounter from the health practitioners involved. This is not to suggest a narrow view of health care or to view individuals in a passive way.

Learners: includes students, practitioners and groups engaged in health care practice across all stages of the vocational education and training continuum.

• Inviting learners to participate in healthcare activities • Signposting learning opportunities when they arise

• Discussing your own clinical reasoning and problem-solving processes • Providing timely feedback - including opportunities for learners to ask questions and reflect on their progress Workplace-based learning can be challenging for students and junior staff as they learn to adapt their skills for real practice situations. When making the transition from the classroom to the workplace, learners not only have to learn how to use their formal knowledge in the situations they encounter, they have to learn how to navigate complex professional cultures and team-working relationships.

63

This practical handbook aims to help you make the most of the rich learning and teaching opportunities available in your health setting. It provides a starting point for educational discussion and exploration. We encourage you to add your own teaching ideas and try something new with your clinical learners and teaching colleagues.

PROjECT ACKNOWLEDGEmENTS This project was possible due to funding made available by Health Workforce Australia and the Department of Health.

I think for me the biggest part is closing the gap between you as a student and the people that you’re learning from and the bigger that gap is, the harder it is for the information to filter down.

3

creating a learning environment in your workplace

•

Encourage staff members to share their knowledge to encourage learning amongst

CLINICaL SUPERVISION STORY

6

Community-based learning: educational programs that utilise community settings as the main environment for learning and teaching activities. Immersing learners in community settings over time, allows the social, bio-medical and political elements that influence health care and service development to be identified.

Curriculum: all of the planned and unplanned experiences that a learner completes under the guidance of the educational institution - including clinical placements.1 Evaluation: Seeking evidence in a systematic way that the educational experiences designed for learners are effective.

Expanded clinical placement settings: health services that are non-public or non-acute or not traditionally utilised for clinical placements.

Experiential learning: learning by doing though action and reflection.

Formative evaluation: used to assist the development of a program, activity or innovation. Questions tend to focus on ‘how activities are progressing’, ‘what is going on’ and ‘what to change or adapt’.

staff and students by making it a valued part of everyday practice.

1

5

Chris works in the Hospital admissions Risk Program (HaRP) in a small rural hospital and is regularly asked to supervise final year nursing and allied health students for short one or two weeks assignments as part of their complex care placements. at first Chris found it difficult to involve the students in the HaRP community practice environment during these brief placements. although most students had some understanding of continuity of care concepts, their appreciation for patient experiences of living with a chronic health issue tends to be limited. To address this, Chris changed her teaching plan to include opportunities for students to attend the weekly HaRP case management meetings, review the case notes for a particular patient and accompany the HaRP worker on a home visit.

supports might a learner need to gain confidence in this environment?

(Health Professional student)

NOTES

The notes space at the end of each section is for your teaching team to use to identify and share other unique learning and teaching opportunities in your workplace.

Clinical Supervision: a formal process of professional support and learning.

Take a few moments to observe your clinical environment as an educational setting.

What do you notice? What structures and

Make time for staff to meet for educational discussions about the ways in which the team can assist learners and each other.

PrAcTIcAL LEArNINg AND TEAchINg TASKS

KEY CONCEPTS

MaKING LEaRNING ExPLICIT

•

cLINIcAL SuPErvISION STOry

4

Whether the learners in your health setting are undergraduate students, post-graduate students, junior staff or more experienced clinicians, creating a supportive learning environment is important for ongoing professional development. The clinical environment, including the day-to-day tasks, patient situations and interactions that occur, can encourage or limit opportunities for active learning and participation. Adapting your workplace to promote a culture of shared learning for staff and students may only need small environmental changes.

•

MAKINg LEArNINg ExPLIcIT

Natalie Radomski and Pam Harvey Monash University, School of Rural Health, Bendigo Regional Clinical School

Printed in 2013.

one

LOOK OuT FOr ThESE IcONS TO DIrEcT yOur rEADINg:

• Identifying agreed learning priorities and how these can be progressed

46

2

The learning and teaching opportunities generated by our Module 3 participants have been organised into seven themes. Each theme has: • A brief introduction • Key learning and teaching points (how to make learning more explicit) • A clinical supervision story • Practical examples of learning and teaching activities that you can use and adapt for your own healthcare setting.

• Identifying the prior knowledge and experience of your learners and building on it

Learning and Teaching Team Checklist

We have used the following definitions for the terms ‘patient’ and ‘learner’:

HOW TO USE THIS GUIDEBOOK

In the workplace, students and clinicians learn through their participation in day-today healthcare activities - by observing, reflecting and working with others (including their peers, more experienced colleagues and patients/clients). In complex health environments, learners may not recognise the depth or breadth of their learning experiences. Potential teaching moments may also be missed. Making learning and teaching opportunities more explicit helps learners unravel what is happening and why, putting practical tasks into a richer context for understanding.

Guiding your learners through the nuances of a clinical encounter helps make important concepts and practices accessible for learning. You can encourage active learning by:

14 Six: Linking learning and teaching opportunities in the workplace

DEFINITIONS:

INTRODUCTION

Hidden curriculum: informal learning that occurs outside the formal curriculum and which is often unarticulated or unexplored – includes the underlying values, cultures and assumptions that influence professional practice.

Interprofessional learning (IPL): the formal and informal learning interactions that occur between members of two or more professions (including students).

Professional socialisation: learning basic skills, knowledge and values necessary for professional practice as well as developing appropriate clinical decision-making skills.

Signposting: making key concepts and processes explicit to learners eg. through discussion and shared planning.

Situated Learning: learning that occurs with a particular activity, social context and culture.

Summative evaluation: used to make decisions about the effectiveness and impact of teaching strategy, program or activity at the end of the program. The focus is on the outcome.

Workplace-based learning: learning explicitly through the experiences and activities of the workplace rather than formalised or pre-structured content.

1 Smith, D & Lovat, J. Curriculum action on reflection. 4th ed. Tuggerah, NSW: Social Sciences Press; 2003

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STUD ENT ORIENTATIO N SPACE

Not enough hours in the day?

Welcome to the SOS, the Student Orientation Space! The SOS As clinicians, weclinical are allplacement time poor. it is is all about preparing you for your ina So range of surprising that although theconfidence intention as is primary health not settings.

The SOS aims to build your your prepare totogoprovide into and students during yourwith clinical placement. a well-designed,

high quality orientation consistently, the reality is most studentsToget what can be enter our courses, please squished into an already click busy on any schedule. of these links:

CO UR SE S PRE PlACEmENT

qUAlITy AND SAfETy

SUPERvISOR DEvElOPmENT SPOT

The Student Orientation Space can help!

PROgRAmS

SITE NEWSThe SOS is an engaging online student STUDENT HElP gUIDE HElP AND SUPPORT

TEll US WHAT yOU THINK

Want more information?

VIDEO TRANSCRIPT Contact: Deborah Mellor, SOS Project Manager

USERNAME:

Phone: 03 5448 1600

PASSWORD:

Forgot password

Email: deborahmellor@bchs.com.au

TIPS • Move navigation or settings menus to the dock (left hand side of screen) by clicking on the icon and the menu will move to the left hand side of the screen.

• Volume may vary slightly between each video This and project was possible due to funding made available by can be adjusted on theHealth Workforce Australia as an Australian Government device (computer, ipad Initiative and the Department of Health, Victoria settings) or can be adjusted on the individual video

orientation resource that can be accessed anytime, anywhere from a student’s smart phone, tablet or computer.

Moodle Docs for this page HOME

You are logged in as SOS Help Desk (logout)

The SOS platform allows services like yours The resources were throughorientation the Clinical Placement saving Network Expanded Climinical Placement Settings Project. to provide anproduced online you This project was possible due to the funding made available by Health Workforce Australia and the Department of Health, Victoria valuable time in orientating students.

Modules provided through the SOS assist students to understand concepts from the patient experience right through to the governance in a healthcare setting. And you The resources were designed and compiled by the Expanded can track who has completed orientation Clinical Settings lead agency: Bendigo Community Health Serivces before their placement.

STUD ENT ORIENTATIO N SPACE

SOS resources designed and compiled by Bendigo Community Health Services

An engaging online student orientation resource that students can access anytime, anywhere.

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Planning Module and Resource Kit

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for undergraduate medical, nursing and allied health students

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Whole-of-System Student Placements

WoSSP

CRISP PR

OD

UCE

25%

OFF

ALL PURCHASES TODAY 16 DECEmbER

& PRESER

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S

Choose from a wide range of delicious sweet and savoury preserves from award-winning artisan producer, Crisp Produce & Preserves. All are handmade in small batches from predominantly home grown fruit and vegetables. A wonderful gift for the foodies in your life.

Or simply a treat for yourself.

Simone Lukacs: 0408 001 506 simone@crispproduceandpreserves.com.au www.crispproduceandpreserves.com.au * This voucher entitles the bearer to a 25% discount on all purchases from Crisp Produce & Preserves. It is valid only on 16th December at The Mermaid Sorority

CRISP PR

OD

UCE

25%

OFF

ALL PURCHASES TODAY 16 DECEmbER

& PRESER

VE

S

Choose from a wide range of delicious sweet and savoury preserves from award-winning artisan producer, Crisp Produce & Preserves. All are handmade in small batches from predominantly home grown fruit and vegetables. A wonderful gift for the foodies in your life.

Or simply a treat for yourself.

Simone Lukacs: 0408 001 506 simone@crispproduceandpreserves.com.au www.crispproduceandpreserves.com.au * This voucher entitles the bearer to a 25% discount on all purchases from Crisp Produce & Preserves. It is valid only on 16th December at The Mermaid Sorority

CRISP PR

OD

UCE

25%

OFF

ALL PURCHASES TODAY 16 DECEmbER

& PRESER

VE

S

Choose from a wide range of delicious sweet and savoury preserves from award-winning artisan producer, Crisp Produce & Preserves. All are handmade in small batches from predominantly home grown fruit and vegetables. A wonderful gift for the foodies in your life.

Or simply a treat for yourself.

Simone Lukacs: 0408 001 506 simone@crispproduceandpreserves.com.au www.crispproduceandpreserves.com.au * This voucher entitles the bearer to a 25% discount on all purchases from Crisp Produce & Preserves. It is valid only on 16th December at The Mermaid Sorority

PRIVATE GROUP BOOKINGS

YOU. YOUR BOARD. AND A SENSE OF ADVENTURE

Get out on the water. Have a heap of fun. Get fit.

Explore nature. Push your boundaries. Learn something new.

Age or skill isn’t a limitation. A sense of adventure is all you need.

board sales Stillwater Paddleboards is a Surfing Australia affiliated SUP (Standup Paddleboard) school operating on inland waterways in regional Victoria. Offering groups and organisations the opportunity to engage their members in one of the world’s fastest growing water sports.

PRIVATE GROUP bOOkInGs Min 10 participants, per 1 hr booking Includes:

• 20/30 minutes’ complimentary land based instruction and safety briefing (whole group/one per booking, additional to Operating from three regional locations gives many rural water time) communities the opportunity to experience an activity • 1st hr supervised instructed water time historically delivered coastally and often likened to ‘surfing • Qualified and accredited instructors (1:8 ratio) on flat water’. Not only will they learn and gain new skills Wewith get behind every single board the correct techniques, we educate on valuable water safety • Open class objectives and activities wefitness recommend and sell. That’s why specifically to the sport, environmental awareness, the • Paddleboard, leg rope and Adjustable paddle and health benefits and most importantly how muchwe fun only deal with the manufacturers • School rash vests ‘Standup Paddleboarding’ is.

we’ve comeMin to 10 know and trust. participants per booking.

Being trained and accredited through Surfing Victoria and Under 10 participants pay for the cost of 10. affiliated with Surfing Australia guarantees our SUP That school way you can be 100% certain Locations: Bendigo, Nagambie, Cohuna, Koondrook and Kerang operates under the most stringent guidelines, ensuring that your board is right for you and lakes. the highest standards of operation. All our instructors are your needs. accredited coaches holding Level one SUP coaches award Session content is tailored to each group’s needs and abilities.

(Surfing Australia), Ocean Safety Coach award (APOLO), Please discuss with us during booking procedure. current First Aid and current WWCC.

www.stillwaterpaddleboards.com.au For enquiries , booking and pricing please call us on: 0419 317 220 or email enquiries@stillwaterpaddleboards.com.au For enquiries, advice and direct sales:

Jamie Gilmour on 0419 518 538 AFFILIATED WITH:

or email enquiries@stillwaterpaddleboards.com.au Follow us on Facebook and Instagram.

For more information: www.stillwaterpaddleboards.com.au

*Please note sessions can be packaged with a tour paddle, please discuss with us at time of booking.

Follow us on Facebook and Instagram.

Get out on the water. Have a heap of fun.

Get fit. Explore nature.

Hang out with family or friends.

Push your boundaries. Learn something new.

Age or skill isn’t a limitation.

A sense of adventure is all you need.

VALID TO:

ENJOY A DRINK ON THE HOUSE

FREE

DRINK

Cardholder is entitled to one free beer, wine or softdrink.

WHO KNEW BEERS COULD GIVE YOU GOOD KARMA?

Name your price for a pot ALL proceeds donated to The Bendigo Health Foundation Thursday April 13 7pm-late

PLUS $5 from every Mister Bobs pizza also donated!

MIS

R BOBS TE

Please contact Clare on 0447 222 859 Email: clarebearc@bigpond.com