What we do

HLA believes in improving health outcomes for individuals and communities, whether in metropolitan, outer-metropolitan, rural, or remote settings, by facilitating access to quality education and training, and associated support for health sector workers and the organisations that engage their services.

HLA engages a team of highly competent and experienced educators and trainers, to provide professional development education and training programs for doctors, nurses and other healthcare professionals. Our staff can also provide policy and process development support associated with the provision of quality education and training services for health care workers and their workplaces.

Our professional development programs are designed and delivered to support continuing professional development (CPD) needs, through engaging ‘experiential learning and teaching experiences’, and useful information resources. Learning and teaching processes deployed involve ‘learning by doing’, action research, and by reflecting on the learning experience and outcomes. Learners are facilitated to take initiative, make decisions, monitor for and manage risks, and to be accountable for the results of their services. Personal and workplace risk assessment and mitigation practices for safe practice, and for rewarding career outcomes are vitally important elements underpinning the learning and teaching experiences and outcomes.

Our educators and trainers help learners organise and connect their learning needs, personal experience, and reflections on the subject knowledge and skills applicable to each learning and teaching activity. They engage their learners’ experience and teach by example, modelling and stimulating critical thinking.

Our educators and trainers have expertise in their applicable vocational and prevocational education and training area which includes: community general practice, aged care, and hospital setting health professionals. Their expertise includes knowledge and experience in facilitating the identification of learning needs, and in customising education and training programs to meet the learning needs of individuals’ and of their health services providing organisations.

Our education and training programs for health care professionals differ from others on the market, in that each session has been cost-effectively designed to guide the participants in their clinical decision-making, by considering each of the following factors:

• Career development aspirations.
• The interrelationship and differing perspectives on quality, cost, and time, from the needs of the consumer, the health professional, and the facility/agency.
• Communication as if affects contextual and clinical competence.
• Removal, mitigation, or management of risk.
• The relationship between quality indicators and clinical practice.