BPCLE Indicators & the Performance Monitoring Framework
Monitoring the implementation of the BPCLE Framework is an important strategy to assist health services in developing, strengthening and maintaining a high quality clinical learning environment. For this purpose, a BPCLE performance monitoring framework (PMF) was developed that includes a comprehensive suite of indicators across the six elements of the framework.
The PMF provides a practical guide for evaluating clinical education activities and incorporates:
- General information about program evaluation;
- Principles that define the assumptions on which the PMF is based, namely:
- Evaluation is integral to the continual improvement of processes and protocols.
- Evaluation is a dynamic process.
- No single indicator will tell the complete story about the implementation of the BPCLE Framework.
- Monitoring the implementation of the BPCLE Framework should not place an undue burden on health services.
- Individual health services are best placed to determine the indicators for internal monitoring that are most appropriate for their purposes.
- Detailed specifications for 55 indicators, setting out the rationale or evidence supporting the use of the indicator as a meaningful measure of quality, as well as specifying the information or data that must be collected for monitoring and reporting against the indicator;
- A weighting system that provides a systematic approach for health services to prioritise the indicators for monitoring; and
- Guidance for health services in relation to data collection, analysis and reporting.
Although the major emphasis of the PMF is on internal monitoring for organisational learning purposes, it is possible for the relevant authority within a jurisdiction to nominate indicators for external reporting. For example, within Victoria, the Department of Health and Human Services has nominated the following indicators as externally reportable to the Department (for publicly funded health services).
|Indicator||Rationale for external reporting|
|i1: The organisation is internally monitoring at least 60% of the Category I indicators||Provides attestation that the health service is internally monitoring its performance against the BPCLE Framework.|
|i2: Education-related issues are explicitly addressed in the mission, vision and strategic documents (or equivalent) of the health service||Indicates that the organisation understands education to be part of its core business.|
|i13: Facilities prioritised for educational uses exist within the organisation||Reporting this data to the department will provide much-needed statewide information on the educational facilities that exist in health services. Eventually, as this data can be correlated with the results of learner surveys and other outcome measures, it may be possible to establish benchmarks for the various health service settings and the range of health professional disciplines.|
|i21: Statements exist within relevant policies in relation to the creation and maintenance of safe environments||Indicates that the organisation is aware of – and committed to – all aspects of the safety of staff and learners.|
|i23: Learner perceptions about their feelings of safety and wellbeing.||Provides an outcome measure of the effectiveness of an organisation’s safety policies and protocols, from a learner perspective.|
|i27: Proportion of staff currently involved in clinical education activities that have educational training, experience or qualifications||Reporting this data to the department will provide much-needed statewide information on the level of educational training, experience and qualifications of clinical educators. Eventually, as this data can be correlated with the results of learner surveys and other outcome measures, it may be possible to establish benchmarks for appropriate levels of training, experience or qualifications.|
|i46: The existence of KPIs that allow the partners to evaluate key aspects of the relationship||Indicates the extent to which health services have formalised clinical placement arrangements with their education provider partners.|