Overview: Practice Standards reflect both a minimum expectation and an ideal. Participants in the MH workforce are not equally prepared to practice in accordance with the National Practice Standards. As practice and expectations of services evolve, significant change in practice is required for some. Practice rests not only on knowledge but also on attitudes, and is ultimately demonstrated in skills in the workplace.

Knowledge, skills and attitudes that underpin the National Practice Standards (2002, 2013) were addressed in the development of the MHPOD curriculum.
This symposium will demonstrate how this was achieved, and the ways in which the topics translate those knowledge, skills and attitudes into practice in services. MHPOD topics use diverse perspectives from lived experience, and constructed scenarios and activities where practitioners make decisions in a simulated environment and receive immediate feedback in order to change attitudes and practice in line with the National Standards. MHPOD also utilises other health practitioners speaking directly to learners about their own experience, including their own learning over time. The ‘in practice’ interviews model reflective practice, appropriate use of language, recovery oriented approaches and examples from practice. Examples of the embedding of the National Standards in topic development will also be provided.

Examples of several means of delivery of MHPOD topics in several service settings will be presented. Discussion of the translation of ‘best practice’ to local environments will be invited.

Chair: TBD

Abstract #1 Curriculum design for MHPOD: how the National Standards were translated into an educational resource
Presenter: Associate Professor Carol Harvey (Chair, National Expert Group MHPOD; Department of Psychiatry, University of Melbourne & North Western Mental Health, Melbourne)

Professional development is a relatively neglected, yet crucial, area of workforce development and service improvement. Unique challenges are presented in using national guidelines such as the Practice Standards to guide development of educational resources to support professional development. These challenges included: recognising the different knowledge and skill sets of key mental health practitioners whilst seeking to achieve greater consistency in core practices; reflecting the existing complexity of service systems whilst taking account of jurisdictional variation; and, incorporating essential elements such as consumer and carer participation and recovery focus at all levels of curriculum design. Examples of how the MHPOD curriculum was designed and what it contains will be provided. These will demonstrate how these challenges were addressed in order to develop a resource focussed on what mental health practitioners need to know and do to meet the requirements of the National Practice Standards.

Abstract #2 Embedding the National Standards in the construction and production of MHPOD topics
Presenter: Michelle Everett (Editor, MHPOD3; In-practice interviews)

A challenge for MHPOD was to develop accessible, relevant and effective educational modules that are applicable to a broad range of mental health (and subsequently primary health, NGO and Peer practitioners) across many service settings and all Australian jurisdictions. The most recently developed 10 topics (MHPOD 3) were guided by the National Expert group and a subject matter expert, and were reviewed during development by consumer and carer members. Key principles of the Standards (for instance, facilitating recovery, recognition of carers and family, tailoring services to meet specific needs) were embedded in the development of material and examples from topics will be given to illustrate this.


Abstract #3 MHPOD in Queensland – aligning with the National Practice Standards National Standards for Mental Health Services 2010
Presenter: Marisa Stewart, MHPOD Statewide Co-ordinator, Queensland Centre for mental Health Learning

The delivery of MHPOD is supported in QLD by 41 co-ordinators in metropolitan, rural and remote Queensland. The co-ordinators provide local guidance regarding the modules, and the Statewide co-ordinator provides support, advice and supervision to local co-ordinators.

Queensland has actively encouraged the investigation and application of unique ways to utilise MHPOD and has found several applications that maximise the relevance for staff in each service. Examples of the application of MHPOD will be presented, including :
-a more structured style utilising workbooks that guide the learner to complete specified ‘mandatory’ modules in a pre-determined order, within a preferred timeframe, tying in further tasks and exercises to demonstrate how a learned competency applies back into the workplace.
- a blended learning approach, with a class room/computer lab setting and educator on hand to answer questions.
- MHPOD modules demonstrated workshop style, with group interaction and discussion of material using local examples
- clinical staff inviting administrative staff, consumer and carer representatives and staff from related agencies into selected MHPOD education sessions, to promote mutual understanding of key elements of practice and facilitate discussion.

Utilising creative applications, Queensland report increased uptake of MHPOD enrolment and activity rates, and have made MHPOD much more approachable for many staff, acting as a conduit for the ‘translation of National Standards into local practice’.

Abstract #4 Innovative use of on-line learning (MHPOD) within a metropolitan addiction and mental health service.
Presenter: Sarah Keis Nurse Educator (MH); Metro South Hospital and Health Service (HHS) Brisbane.

Metro South Addiction and Mental Health Services, Brisbane (MSAMHS) actively promote and encourage MHPOD usage to support and supplement other education programs and activities.

At MSAMHS MHPOD is utilised in a variety of innovative ways, including as self-directed learning, as part of learning and development plans to guide staff, refresher training, in a ‘flipped classroom’ format to promote discussion during in-service sessions, and as a proposed foundation course for a peer support workforce.

Examples of how the Mental Health Nurse Education Team at MSAMHS have incorporated MHPOD into the education offered to mental health staff will be provided.