Education Tool

Templates

Published in September 2009 by Te Pou o Te Whakaaro Nui

The National Centre of Mental Health Research, Information and Workforce Development.

PO Box 108-244, Symonds Street, Auckland, New Zealand.

ISBN 978-1-877537-25-7

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Contents

This document contains the templates from the Let’s get real Education Tool. Sections and templates are numbered as per the tool.

2. Facilitating the inclusion of Let’s get real in curriculum development

2.1 Stage 1 – Needs consideration

Template 2.1: Capturing the special and unique needs of key stakeholders

2.2 Stage 2 - Identification

Template 2.2: Capture all background information for the proposed course or programme

2.3 Stage 3 – Select review panel

Template 2.3: Key stakeholders and members of the advisory and review panel or board

2.4 Stage 4 – Terms of reference

Template 2.4: Ensure Let’s get real and the seven Real Skills are included in the terms of reference for any advisory group

2.6 Stage 6 – Review teaching

Template 2.6: Identify evidence-based teaching methods

2.8 Stage 8 - Feedback

Template 2.7: Capture feedback from key stakeholders regarding the seven Real Skills

2.9 Stage 9 – Incorporate

Template 2.8: Incorporate key stakeholder feedback on the seven Real Skills

3. Facilitating the inclusion of Let’s get real in programme and course reviews

3.1 Stage 1 - Select

Template 3.1: Capture the special and unique needs of key stakeholders

3.2 Stage 2 - Identify

Template 3.2: Capture background information related to the proposed course or programme

3.3 Stage 3 – Establish review panel

Template 3.3: Key stakeholders and members of the advisory and review panel or board

3.4 Stage 4 – Terms of reference

Template 3.4: Ensure Let’s get real and the seven Real Skills are included in the terms of reference

3.7 Stage 7 – Review

Template 3.7: Support the inclusion of Let’s get real in the review process

3.8 Stage 8 – Plan

Template 3.8: Identify the Let’s get real component of the review plan

4. Assessment template for the seven Real Skills

Appendix - Performance indicators for the seven Real Skills

2. Facilitating the inclusion of Let’s get real in curriculum development

2.1 Stage 1 – Needs consideration

Template 2.1: Capturing the special and unique needs of key stakeholders

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
The characteristics of the mental health and addiction population to be served by students, trainees and graduates of this programme or course, for example youth workers attending an industry training provider (ITP) in a rural area, versus nursing students in a degree course in a large city. / Examples:
  • clusters of incidents
  • employment
  • rural or urban
  • hospital-based versus community
  • primary health organisations
  • all mental health and addiction services
  • corrections services.

Any unique characteristics of the location of the services in which students, trainees and graduates may work. / Examples:
  • rural or urban
  • industrial
  • farming.

Any special and unique needs of:
  • service users

  • Māori

  • family and whānau

  • Pasifika.

Other.

2.2 Stage 2 - Identification

Template 2.2: Capture all background information for the proposed course or programme

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
Mission and goals of education or training provider.
Perceived or stated needs of:
  • future employers

  • professional boards and councils

  • industry groups

  • cultural stakeholders

  • the community

  • students and trainees.

Use of technology.
External quality bodies for undergraduate degrees, diploma and certificate qualifications (NZQA, CUAP, ITPQ).
Let’s get real framework. / Strategic intent is to align Let’s get real with all professional competency frameworks.
Integrating Let’s get real into this curriculum offers greater alignment with service delivery requirements.

2.3 Stage 3 – Select review panel

Template 2.3: Key stakeholders and members of the advisory and review panel or board

Note: This template is intended as a prompt only.

Education Tool – Key stakeholders
Date______Compiled by______
Representation / Name(s) / Contact details / Level of experience / Role in curriculum development:
  • advisory
  • technical assistance
  • providing feedback
  • facilitating consultation

Service user
Family or whānau
Māori
Pasifika

2.4 Stage 4 – Terms of reference

Template 2.4: Ensure Let’s get real and the seven Real Skills are included in the terms of reference for any advisory group

Note: This template is intended as a prompt only.

Consider / The Let’s get real component of the terms of reference will be:
Existing terms of reference, or similar briefing guideline or document for curriculum development or revision. / The curriculum will include the following:
  • reference to the Let’s get real framework and the seven Real Skills
  • reference to meeting the performance indicators for essential level for each of the seven Real Skills
  • recommendations for best practice teaching methods that model the Let’s get real values and attitudes, and the seven Real Skills.

Other

2.6 Stage 6 – Review teaching

Template 2.6: Identify evidence-based teaching methods

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
The performance indicators for each of the seven Real Skills. / Please identify which of the following best practice methods would optimise student or trainee learning in relation to each of the seven Real Skills:
  • didactic
  • experiential
  • presentation or guest speaker
  • case work
  • observation
  • practicum
  • role play
  • examinations – oral and written
  • assignments
  • interviews
  • group work
  • behavioural observation and feedback
  • other.

  • Working with service users

  • Working with Māori

  • Working with families/whānau

  • Working within communities

  • Challenging stigma and discrimination

  • Law, policy and practice

  • Professional and personal development

Other

2.8 Stage 8 - Feedback

Template 2.7: Capture feedback from key stakeholders regarding the seven Real Skills

Note: This template is intended as an example only.

Consider / Your response – to be incorporated into the curriculum design
Key questions for each of the groups:
  • service users
  • family and whānau
  • Māori
  • Pasifika.
/ Alignment and fit of language with current trends in the mental health and addiction sector, including Let’s get real.
Inclusion of the following key concepts:
  • inclusiveness (nothing about me, without me)
  • recovery and strengths models
  • partnerships
  • dignity (know me before you judge me)
  • family and whānau participation
  • whakawhāaaungatanga, manaakitanga and wairuatanga.

Evidence of:
  • partnerships in teaching and learning with service users, families and whānau, Māori and Pasifika
  • teaching methods that model the relationship of partnership
  • reflective practice for students and trainees
  • accuracy with current legislation, ethics and policy
  • opportunities for students and trainees to receive feedback about the impact of their behaviour on service users, families and whānau, Māori and Pasifika.

Others specific to this programme or course.

2.9 Stage 9 – Incorporate

Template 2.8: Incorporate key stakeholder feedback on the seven Real Skills

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
Consider and incorporate key stakeholder feedback in alignment with the programme or course purpose, and intended outcomes as outlined in Stage 7.
Other

3. Facilitating the inclusion of Let’s get real in programme and course reviews

3.1 Stage 1 - Select

Template 3.1: Capture the special and unique needs of key stakeholders

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
The characteristics of the mental health and addiction population to be served by students, trainees and graduates of this programme or course, for example youth workers attending an industry training provider (ITP) in a rural area, versus nursing students in a degree course in a large city. / Examples:
  • clusters of incidents
  • employment
  • rural or urban
  • hospital-based versus community
  • primary health organisations
  • all mental health and addiction services
  • corrections services.

Any unique characteristics of the location of the services in which students, trainees and graduates may work. / Examples:
  • rural or urban
  • industrial
  • farming.

Any special and unique needs of:
  • service users

  • family and whānau

  • Māori

  • Pasifika.

Other

3.2 Stage 2 - Identify

Template 3.2: Capture background information related to the proposed course or programme

Note: This template is intended as a prompt only.

Consider / Your response – to be incorporated into the curriculum design
Mission and goals of education or training provider.
Perceived or stated needs of:
  • future employers

  • professional boards and councils

  • industry groups

  • cultural stakeholders

  • the community

  • students and trainees.

Use of technology.
External quality bodies for undergraduate degrees, diploma and certificate qualifications (NZQA, CUAP, ITPQ).
Let’s get real framework. /
  • Strategic intent to integrate Let’s get real into all professional competency frameworks.
  • Integrating Let’s get real into this programme or course review offers greater alignment with service delivery requirements.

Other

3.3 Stage 3 – Establish review panel

Template 3.3: Key stakeholders and members of the advisory and review panel or board

Note: This template is intended as a prompt only.

Education Tool – Key stakeholders
Date ______Compiled by______
Representation / Name(s) / Contact details / Level of experience / Role in programme or course review:
  • advisory
  • technical assistance
  • providing feedback
  • facilitating consultation

Service user
Family or whānau
Māori
Pasifika
Other

3.4 Stage 4 – Terms of reference

Template 3.4: Ensure Let’s get real and the seven Real Skills are included in the terms of reference

Note: This template is intended as a prompt only.

Consider / Evidence of the Let’s get real component in the terms of Reference
Existing terms of reference or similar briefing guideline or document for programme or course review. / The programme or course will include the following:
  • reference to the Let’s get real framework and the seven Real Skills
  • reference to meeting the performance indicators for essential level for each of the seven Real Skills
  • recommendations for best practice teaching methods that model the Let’s get real values and attitudes and the seven Real Skills.

Other

3.7 Stage 7 – Review

Template 3.7: Support the inclusion of Let’s get real in the review process

Note: This template is intended as a prompt only.

Consider / Evidence of
Ensure key stakeholder involvement. /
  • Adequate representation for each of the key stakeholder groups.
  • Clear expectations of the role of each of the key stakeholder groups in the programme or course review.
  • Adequate orientation and briefing of the key stakeholder groups.
  • Opportunity for feedback from key stakeholder groups about:
  • the review process
  • how effectively they were included in the review process
  • the receipt and inclusion of their feedback
  • the method by which their input was facilitated, for example online, interview, questionnaire.

Ensure the programme or course content meets the performance indicators for the essential level for each of the seven Real Skills. / See the seven Real Skills assessment template.
Establish if current teaching methods are best practice and model the requirements of the performance indicators for the essential level for each of the seven Real Skills. / See the seven Real Skills assessment template.
Other

3.8 Stage 8 – Plan

Template 3.8: Identify the Let’s get real component of the review plan

Note: This template is intended as a prompt only.

Consider / Let’s get real component – to be incorporated into the review action plan
Let’s get real component to be included. / Specific Let’s get real components to be addressed:
  • content
  • teaching methodologies.

Let’s get real component to be included. / Identification of key areas to be addressed.
Let’s get real component to be included. / Improvements on inclusion of key stakeholder groups.
Let’s get real component to be included. / Any professional development or support that will be needed to support new practice.
Let’s get real component to be included. / Identification of mechanisms for monitoring the effectiveness of change, including:
  • resources
  • timeframes
  • accountability.

Other

4. Assessment template for the seven Real Skills

Working with service users

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student or trainee understanding of the seven Real Skills
Establishes a connection and rapport with service users as part of a thorough assessment process and recovery planning.
Acknowledges that tāngata whaiora and whānau may choose to communicate in te reo Māori.
Uses age appropriate and culturally appropriate protocols and processes to work with service users.
Acknowledges the personal, physical, social, cultural and spiritual strengths and needs of each person, including the service users’ interpretation of their own experiences.
Acknowledges the importance of identity for Māori and its significance to the recovery process and the achievement of whānau ora.
In day-to-day work, applies basic understanding of:
  • definitions and categories of mental illnesses and addiction
  • a range of therapies and interventions
  • the effects of psychiatric medications on people and interactions of these drugs with others and/or alternative remedies.

Understands and works to mitigate the physical, social and emotional effects of trauma and abuse on people’s lives.
Works in partnership with the service user to develop a plan for recovery that is service user driven, identifies strengths and needs and is solution focused.
Effectively and inclusively ensures service users understand their plan for recovery and facilitates access to any other relevant information.
Includes service users in all decisions about their service and treatment, and seeks feedback.

Working with Māori

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Te reo Māori
Recognises that tāngata whaiora may consider waiata, karakia and te reo Māori as contributors to their recovery.
Uses available resources such as te reo Māori speakers and information written in both English and Māori, when appropriate.
Understands that tāngata whaiora and/or their whānau may wish to nominate a person to speak on their behalf and supports the involvement of nominated speakers.
Is familiar with local Māori groups (e.g. mana whenua), and their roles, responsibilities and relationships with each other as guardians of Māori cultural knowledge and te reo Māori.
Demonstrates respect for te reo Māori and tikanga.
Whakawhanaunga
Recognises and understands the different roles and responsibilities within whānau and the nature of whānau relationships with tāngata whaiora.
Is aware of Māori methods of interaction that support relationships – particularly with whānau, such as “No hea koe?” (Where do you come from?) and tātai (establishing links).
Hauora Māori
Develops an understanding of Māori models or perspectives of hauora in service delivery.
Acknowledges that Māori may consider using traditional healing processes and practices that support health and well-being.
Understands that tāngata whaiora and/or their whānau may utilise whenua, moana and ngahere in the support of whānau ora.
Demonstrates an understanding of the principles of tino rangatiratanga (self-determination) and mana motuhake (autonomy) and actively protects service user rights.
Wairua
Acknowledges differing spiritual practices and understands that these unique perspectives contribute to the support of tāngata whaiora and whānau ora.
Tuakiri tangata
Acknowledges the importance of identity as Māori to the recovery of tāngata whaiora and the process of whānau ora.
Demonstrates knowledge and application of cultural safety and cultural competence in terms of working with Māori.
Manaaki
Acknowledges the significance of manaaki to the processes of engagement and whakamana, which contribute to whānau ora.

Working with families/whānau

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Recognises that a service user’s family/whānau may extend beyond traditional family concepts.
Recognises that Māori have processes that promote and support the establishment of relationships through kinship, genealogy, history and location.
Works in partnership with the service user to identify and include family/whānau, significant people and other networks to support recovery.
Establishes connection and rapport with family/whānau as part of a thorough assessment process and recovery planning.
Works with family/whānau in such a way that they feel heard, informed and supported.
Shares relevant information with family/whānau and significant people, while respecting the service user’s right to privacy.
Works to understand family/whānau perspectives, including the dynamic within families/whānau.
Identifies those who can provide support within the community, including hapū and iwi, and connects family/whānau with them.

Working within communities

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Understands how the mental health and addiction system works and where their service fits within it.
Identifies a service user’s community or communities of interest and supports the service user to develop or maintain connections.
Recognises that tāngata whaiora are supported within a wider network of structures such as hapū, iwi and Māori communities.
Demonstrates a comprehensive knowledge of community services, resources and organisations, and actively supports service users to use them.
Understands and uses mental health promotion principles.

Challenging stigma and discrimination

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Understands the impact of stigma and discrimination on service users, families and whānau, services and communities.
Understands and acknowledges the impact of language in relation to stigma and discrimination, and role models using language that is non-judgemental and non-discriminatory.
Recognises and challenges stigma and discrimination.

Law, policy and practice

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Understands and adheres to legislation, regulations, standards, codes and policies relevant to the role.
Recognises and respects the rights of service users and their families/whānau under the Code of Health and Disability Services Consumers’ Rights.
Understands health policy, legislation and standards of practice that recognise the significance of te reo Māori, Māori concepts and models of practice that achieve whānau ora.
Supports and assists service users to exercise their rights.

Professional and personal development

Performance indicator / Where included in curriculum / Curriculum development / Curriculum review / Action to improve
Recommended best practice teaching methodology, and formative and summative assessment / Evaluation of evidence that teaching methodologies optimise student and trainee understanding of the seven Real Skills
Works effectively in a team by understanding team roles, and respecting and accommodating different working styles.
Communicates effectively (orally, in writing, when listening, by other non-verbal means) with a wide range of people.
Pronounces Māori names and words correctly and asks when unsure.
Understands the nature and benefits of research and evaluation.
Gathers and uses information to inform decisions relevant to their role.
Engages with colleagues to give and receive constructive feedback.
Understands and practises self-care.
Reflects on own practice to identify strengths and needs.
Understands and engages in supervision.
Seeks and takes up learning opportunities.

Appendix - Performance indicators for the seven Real Skills