Career Advancement Program

RCH staff only programs

Preceptorship Workshop

First Three Minutes Program

First Three Minutes Train the Trainer Program

Recognising & Responding to the Deteriorating Child Workshop

Information for new staff

Nursing Orientation

Clinically essential competencies

Nursing Competency Framework

Transition to Paediatrics Program 

The Transition to Paediatrics (TTP) Program is a 6-month program for registered nurses with limited or no paediatric nursing experience. This structured program with integrated study days and clinical supervision sessions aims to assist the nurse to transition to the paediatric setting and practice in a safe and supportive environment as a confident and accountable professional. The program is scheduled to commence Monday 28^th August 2023. 

Program Aims

The program provides a standardised transition to paediatric nursing pathway at The Royal Children’s Hospital (RCH), providing foundation paediatric knowledge and skills as well as transitional support for nurses new to the organisation and paediatric nursing.

Program Outline

Successful applicants will participate in the six-month program working in one clinical area with an ongoing contract thereafter. Participants will be contracted to a minimum of 0.6 EFT for the duration of the six-month program. The program includes six study days focusing on key organisational and paediatric knowledge and skills. In addition, participants will be supported through a preceptorship model and there will be regular clinical supervision sessions for participants to come together for shared learning and reflection. Each participant will have two weeks of supernumerary time at the commencement of employment.

Program Outcome

It is anticipated that participants will develop:

• Paediatric assessment knowledge and skills 
• An understanding of the fundamental needs of the hospitalised infant, child and young person
• Communication skills necessary for the paediatric environment
• Family centred care principles
• Care planning and organisation skills in the paediatric environment
• Appropriate management principles for the paediatric patient
• Knowledge regarding common paediatric conditions and the essential principles of care
• Reflective practice

Eligibility

Nurses with limited or no paediatric experience who have a minimum of one-year of nursing experience in an acute care setting.

How to Apply 

Application is via Success Factors. Click the link here to apply.

Key Dates

• Applications open – Week of 26^th June 2023
• Interviews Commence – Week of 17^th July 2023
• Outcome Notification Commence – Week of 31^st July 2023
• Program Start Date – Monday 28^th August 2023

Questions

If you have any queries regarding the TTP program, please contact Nursing Education via nursing.education@rch.org.au or on 9345 6716.

Career Advancement Program

The 2024 Career Advancement Program will provide an opportunity for nurses to experience an 8-month placement in a different clinical area, consolidating their paediatric knowledge and skills whilst learning about new clinical specialties and expanding their organisational knowledge.

Initially this program will be available to 2023 graduate nurses only. Once applications close for this group we will know if we are able to support any additional places for other registered nurses across the organisation and will provide an update here. 

Program Aims

The Career Advancement Program aims to provide a supported opportunity for nurses at The Royal Children’s Hospital (RCH) to:

• extend their paediatric nursing skills and knowledge through exposure to other paediatric specialties by gaining experience on another clinical unit,
• gain an organisational perspective of nursing at RCH, and
• contribute to the overall RCH vision of a world where all kids thrive.

Program Outline

As existing RCH nurses participants will have two supernumerary days at the commencement of the placement. There will be two group study days and two unit specific/ ward days across the 8-month program. In addition, participants will have access to clinical supervision sessions throughout the program and will be required to attend 50% of these. There will be regular progress meetings throughout the programs providing an opportunity to link in with the Nurse Unit Manager and/or local education team, set and review learning goals as well as give and receive feedback. There is a hurdle requirement focusing on clinical inquiry as a part of the program that will be explained in more detail during the study days and clinical supervision sessions. Participants will be contracted to a minimum of 0.6EFT for the duration of the program.

Program Outcome

By completing the CAY, participants will develop: 

• advanced paediatric assessment knowledge and skills  
• advanced care planning and organisation skills 
• critical thinking skills  
• reflective practice 
• an increased knowledge of nursing at an organisational level 

Eligibility

Nurses must have a minimum of one-year of paediatric nursing experience at The Royal Children’s Hospital.  

Currently open to all 2023 Graduate Nurses working at RCH and Registered Nurses working on the Wombat Ward.

How to Apply 

It is recommended that you have a conversation with your Nurse Unit Manager prior to applying.

Graduate Nurses can apply via Expressions of Interest (EoI) with the support of one professional Referee Report and submit both forms to nursing.education@rch.org.au.   

RNs working on Wombat can apply by completing an EoI and submitting directly to their Nurse Unit Manager. 

Key Dates

• Expressions of Interest Open - Monday 30th October 2023
• Expressions of Interest Close - Sunday 26th November 2023
• Confirmation of placements - January 2024
• Program Start Date - Monday 15th April 2024

Questions

If you have any queries regarding the Career Advancement Program please contact Nursing Education via nursing.education@rch.org.au or on 9345 6716.

Preceptorship Workshop (Internal Only)

 This interactive workshop provides strategies for managing the practical aspects of preceptorship. 

Workshop aim

To assist in developing skills to support new nurses, undergraduate nurses and graduate nurses to transition into a new area of practice.

Target audience

Suitable for registered and enrolled nurses working as a preceptor or interested in becoming a preceptor.

Workshop description

The Preceptorship Workshop is an eight hour study day commencing at 0800 and concluding by 1615. In addition to the study day it is a requirement that participants complete the online learning packages. Facilitators foster an interactive learning environment and active participation on behalf of the learner is required. Nurses completing the Preceptorship Workshop will receive 12 hours Continuing Professional Development (CPD) hours which included 4 hours online learning and 8 hours in-class learning.

Content includes but is not limited to:

• Clinical Teaching Methods
• Assessing performance
• Constructive Communication

To check availability and register please go to Preceptorship Workshop on Learning HERO 

                       

First Three Minutes Program (Internal only)

The 'First 3 Minutes' Program provides Basic Life Support training, including skills and knowledge as well as team scenario for multidisciplinary teams. This training allows practical engagement within the clinical environment, comprising team members of your clinical area, to mimic experience of 'real time' response to a deteriorating or unresponsive patient.

This course will run for 1 hour and will incorporate anaphylaxis training. Bookings are available on Mondays and Wednesdays between 10am-12pm or Thursdays between 2-4pm.

Please email nursing.education@rch.org.au to secure a booking for your team.

First Three Minutes - Train the Trainer Workshop (Internal only)

The First Three Minutes Train the Trainer Workshop is a four hour workshop, commencing at 0800 hours and concluding by 1230 hours.

To train competent assessors in the "First Three Minutes" (previously known as Basic Life Support Assessors) who facilitate the training and assessments of staff at the RCH.

Successfully completion of the workshop will enable an individual to:

• Explain the roles and responsibilities of an assessor 
• Discuss the key principles of assessment and feedback
• Describe the assessment processes at RCH
• Conduct scenario based assessments according to the standard outlined in your assessment sheet 
• Outline the process for management of an assessment where the individual is deemed not yet competent
• Identity paediatric first three minutes best practice 

Eligibility:

Nurses:

•  Be a Registered Nurse, with minimum classification Clinical Nurse Specialist
• Have successfully completed your online learning and practical assessment within preceding six months 
• Be available to assess on a monthly basis

Other health professionals:

• Have successfully completed the online learning and practical assessment within preceding six months

Places are limited and your place is not finalised until you receive a confirmation email.  

Please note that the First Three Minutes – Train the Trainer Workshop will be cancelled if less than seven participants register to attend. 

To check availability and register please go to First Three Minutes Train the Trainer on Learning HERO.

Recognising & Responding to the Deteriorating Child Workshop (internal only)

The Recognising & Responding to the Deteriorating Child Workshop is a one-day, interactive program.

We will explore the role of the health professional in recognising and responding to a deteriorating paediatric patient, focusing on case studies and incorporating skill stations and a simulation.

The workshop explores common paediatric presentations requiring intervention and is the equivalent of 8 CPD hours. Sessions follow the structured approach of the DRSABCD algorithm including airway management, chest compressions, defibrillation, intraosseous insertion and medications, and fluid management. The simulation is based on our 'First 3 Minutes' program and will focus on human factors around 'first responder' priorities, drawing on the skills and knowledge attained within the workshop.

This program is suitable for nursing, medical and allied health professionals who wish to further develop their knowledge and skills in paediatric assessment and management, in response to a deteriorating child.

It is highly recommended that participants have successfully completed a Paediatric Basic Life Support competency assessment within the six months prior to attending this workshop. All attendees will also be expected to complete pre-reading prior to participating.

Please note we require a minimum of 10 participants for this program. In the event that there are fewer registrations that this, the event will be cancelled and you will be issued a refund.

Changes in access and restrictions related to the COVID-19 pandemic may result in this workshop being changed to a virtual format. In this instance you will be contacted with further details and the cost of your registration will be reduced.

Internal Participants

• To check availability and register please go to Recognising and Responding to the Deteriorating Patient on Learning HERO.

New to RCH nursing?

All nurses new to RCH will attend an EMR training session, nursing orientation day, hospital orientation day and any area specific orientation requirements.   All new employees will automatically be booked into the orientation sessions that falls closest to their start date by Human Resources (hospital orientation) and their respective nursing team (all other days). 

If you are returning to RCH (eg maternity or LSL) and have yet to complete an EMR training session, you will be required to attend a role specific session at re-commencement.  These courses usually occur twice per month and your start date will be scheduled to facilitate your attendance.  Please note that access to the EMR cannot be granted until you attend a training session. 

1. Nursing orientation

The Nursing Orientation program is to welcome and introduce nurses to caring for infants, children and adolescents at The Royal Children's Hospital (RCH). Bookings include an organisation-wide orientation in the morning, followed by nursing-specific afternoon sessions. Staff are required to attend all day. 

2024 Program dates

• Tuesday 6 February 
• Tuesday 5 March
• Tuesday 2 April
• Tuesday 7 May
• Tuesday 4 June
• Tuesday 2 July
• Tuesday 6 August
• Tuesday 3 September
• Tuesday 8 October
• Tuesday 12 November
• Tuesday 3 December

Please note:  Dates listed are subject to change due to room availability and participant numbers.

Nurse Unit Managers (NUM) and Clinical Support Nurses (CSN)/ Clinical Nurse Educators (CNE) can register a nurse new to their team to attend a Orientation by emailing nursing.education@rch.org.au the following details of the nurse:

• Full Name
• Employee Number
• Professional email contact

Confirmation will be emailed to the attendee, NUM and CSN/ CNE. 

2. EMR orientation session

All new nurses and those returning from extended leave for the first time since EMR implementation, will be required to attend an EMR teaching session. Nurses can be directly registered for EMR training on Learning HERO by their local nursing education team members. 

Managers - please note that if EMR classes are full, additional places can be negotiated so that recruitment is not delayed for clinically essential roles.

Please see Learning Hero for dates and bookings.

3. New starter orientation (The RCH orientation)

New starter orientation is facilitated by Human Resources. This study day session is mandatory for all new staff members at RCH. Nurses will attend this day, an EMR session, and Nursing Orientation. All new employees will automatically be booked into the new starter orientation session that falls closest to their start date by Human Resources. New staff members will usually be advised of this before they start and an email reminder will be sent to their RCH email and their direct manager. 

4. Area specific orientation

Orientation to your new workplace is facilitated by the area specific Clinical Support Nurse and/or Nurse Educator and may vary depending on specialty and complexity. This may include a period of focused supernumerary time, completion of clinical and non-clinical competencies and also achievement of organizational requirements.

Nurses in Advanced Practice roles, Management, Research or Education roles will have their orientation coordinated by their respective line manager.

Clinically essential competencies

Nursing competency workbook

The Royal Children's Hospital (RCH) Nursing Competency Framework outlines the characteristics of a competent nursing workforce that guide safe neonatal, child and adolescent nursing practice. All nurses working at the RCH participate in the Nursing Competency Framework with the intention that an organisational wide approach supports excellence in clinical nursing practice. An RCH Nursing Competency Workbook provides a detailed overview of the Nursing Competency Framework and includes many of the tools and resources to support the attainment and demonstration of competence.

Components of the RCH Nursing Competency Framework

Familarisation

Familiarisation is a specified period of induction, orientation and supernumerary time that enables nursing staff to adapt efficiently to a new work environment. A ten week familiarisation period, individualised with respect to previous nursing experience is provided. During familiarisation support and guidance is provided to demonstrate the necessary capability to deliver safe care. Goal setting using the Professional Development & Achievement Plan (PDAP) will be completed by the end of the 10 week period.

The familiarisation period is formally concluded and evaluated at ten weeks with the Manager, involving input from the preceptor. The review at 10 weeks includes:

Supernumerary time

Supernumerary time allows for workload sharing with a preceptor and time away from direct patient care for orientation and additional learning. Supernumerary time is allocated by the Nurse Unit Manager (NUM)/Manager during the ten week familiarisation period and may vary for each nurse. Additional information for Nurse Unit Managers/Managers and forms for approval of supernumerary time are available:  Supernumerary time approval form and instructions

Preceptorship

A preceptor is formally assigned to assist with transition to a new practice setting. The preceptor serves as an educator and role model and assists socialisation into the team. The RCH Preceptorship Model provides more detail of preceptorship at the RCH.

Demonstration of competence

A range of strategies may be employed to determine and demonstrate competence with regards to knowledge, skills and the essence of nursing. Within the RCH Nursing Competency Framework these strategies include.

Self-assessment

Self-assessment has traditionally played a large part in determining competence for nurses in Australia. Opportunities for documenting reflection and self-assessment are built in to the RCH Nursing Competency Framework in the Feedback and Reflections form associated with each Nursing Competency Assessment Form and in the PDAP. The Professional Practice Portfolio (PPP) can also be used for capturing self-assessment.

Observations of practice

Observation provides an opportunity for demonstration and assessment of practice. Many of the nursing competency assessment forms developed for the RCH Nursing Competency Framework include having practice evaluated through observation.

Discussion / Questioning / Interviewing

In completing the nursing competency assessment forms, the dating and signing of some competency elements by an assessor provides evidence of conversations that have been held in which competence has been demonstrated. The Professional Practice Portfolio (PPP) and Performance Development and Assessment Program (PDAP) document also provide opportunity for to capture evidence of discussions in which competence has been demonstrated.

Learning packages / quizzes

There are many packages available to assist in learning and demonstration of competence. Examples of these include Emergency Procedures, Medication Administration, and Central Venous Access Devices. The RCH Nursing Competency Handbook, TrendCare and PPP are examples of where documentation of satisfactory completion of learning packages might occur.

Professional Practice Portfolio (PPP)

The PPP is a tool that enables communication to the individual and others regarding learning plans, achievements, professional development, performance capability and competency based on collated evidence. There is no single way in which a PPP should be put together.

An example of a PPP is available here: 

Continuing professional development

Participation in continuing professional development (CPD) is a widely accepted method for measuring and demonstrating ongoing nursing competence. It is a requirement of the Nursing and Midwifery Board of Australia that nurses participate in at least 20 hours of CPD each year and that documentation of participation will include dates, a brief description of the outcomes, and the number of hours for each activity. In addition all evidence of CPD should be verified.

A template for recording CPD can be found here (this needs to be a link to a document)

Further detail regarding the Nursing and Midwifery Board of Australia’s registration standard can be found here (this needs to be a link to another website)

You can also find answers to some frequently asked questions relating to CPD here (this needs to be a link to another website)

The RCH provides a wide variety of ongoing educational opportunities including in-service education, study days, workshops, seminars and short courses. Most nursing education is coordinated through the Nursing Education team and for more opportunities please view the education calendar.

Performance and Development Assessment Program (PDAP)

The PDAP is a continuous process conducted over a 12 month period, which reflects on past performance and focuses on future outcomes. The PDAP is based on two principles:

• AHPRA Register of Health Practitioners - including Nursing

1. What we do (KPI's) AND how we do it (values and behaviours)
   
   
2. Managers/supervisors and their staff:
   1. Working together to achieve desired outcomes
   2. Communicating openly
   3. Providing regular feedback to each other and
   4. Formally reviewing individual performance at least twice per year.

The PDAP tool is dynamic document that should be used from the commencement of employment to record KPIs and a development plan.