Career & Development Framework for Infection Prevention ... · PDF fileNHS EDUCATION FOR SCOTLAND Career & Development Framework for Infection ... Development Framework for Infection

Career & Development Framework for Infection Prevention and Control Nurses Version 2: Updated August 2013NHS EDUCATION FOR SCOTLAND Career & Development Framework for Infection Prevention and Control Nurses Version 2: Updated August 2013NHS EDUCATION FOR SCOTLAND

Version 2: Updated August 2013

Career & Development Framework for Infection Prevention and Control Nurses


Introduction

Level 5 Practitioner Level

Level 6 Senior Level

Level 7 Advanced Practitioner

Level 8 Consultant Practitioner

Level 9 More Senior Staff

Appendices

Appendix 1 Career Framework Model

Appendix 2Articulation of Career Framework with Scottish Credit Qualification Framework

Appendix 3Career & Development Framework: Mapping to Skills for Health - Health Protection Competencies

Appendix 4 Infection Prevention Society Outcome Competences

Appendix 5 Membership of working group

Contents

Career & Development Framework for Infection Prevention and Control Nurses

© NHS Education for Scotland 2013. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.

NESD0183 | Designed and typeset by the NES Design Service.

Career & Development Framework for Infection Prevention and Control Nurses Version 2: Updated August 2013NHS EDUCATION FOR SCOTLAND

IntroductionThe NHS in Scotland is committed to the prevention and control of Healthcare Associated Infection (HAI) by providing the safest healthcare and creating a zero tolerance approach to avoidable infections. Infection Prevention and Control Nurses advise in all health and social care environments including care homes, general practice, dental practice and NHS and non NHS settings

The role of the Infection Prevention and Control Nurse is evolving in response to the patient safety agenda, quality improvement initiatives, critical incidents /occurrences and new and emerging threats to health care. Practitioners are responsible for the advice, surveillance, investigation and control of HAI and have a pivotal role in preventing avoidable infections by providing colleagues, patients/clients and their families/carers with expertise, advice and support. This is achievable by working in partnership with health and social care colleagues across organisational boundaries and developing new ways of working in ever increasing and challenging environments.

Infection Prevention and Control Nurses require to be knowledgeable, experienced, adaptable and innovative and this Career and Development Framework will assist organisations, senior nurses and service leads in identifying the practice and competence required to provide safe, effective and person centred care. This process is supported throughout this framework by embedding at practitioner level, the National Occupational Standards (Skills for Health 2010) for effective infection prevention and control applicable to all staff working in health and social care and at more advanced levels, the Infection Prevention Society (IPS) competences (Burnett, 2011). These support a consistent standard across the United Kingdom and enable the provision of appropriate education, training and development for future infection prevention and control workforce.

This framework will assist in the benchmarking of existing roles and inform nurses in their career progression and development, while signposting supporting resources which may assist with educational/practice needs. Education providers can use the framework to inform formal or workbased learning and workforce planners can use this as a resource to inform capacity building within the Infection Prevention and Control team.

Although this document is written for Infection Prevention and Control Nurses, it may be of interest to the wider Infection Prevention and Control workforce.

http://www.skillsforhealth.org.uk/about-us/news/national-occupational-standards-for-commissioning-in-the-public-sector/

http://bji.sagepub.com/content/early/2011/02/07/1757177410395797.full.pdf+html

http://bji.sagepub.com/content/early/2011/02/07/1757177410395797.full.pdf+html


StructureThis Career and Development Framework is comprised of templates which map development through Levels 5-8 of the Career Framework for Health (Appendix 1). The information presented is organised around each of the four pillars of practice described in the Advanced Practice toolkit - Leadership; Facilitation of Learning: Evidence, Research and Development and Clinical Practice. The material presented in the first three pillars is generic to any professional group and it is the Clinical Practice pillar which defines the specific nature of Infection Prevention and Control Nursing. The emphasis on each pillar, at a particular level of the Career Framework, will vary according to role e.g. for senior nurses the Leadership pillar may predominate.

Overview pages for each career framework level provides detail of the broad sphere of responsibility/role, recommended educational/professional requirements and examples of broad educational themes appropriate to those wishing to gain a relevant qualification mapped against the Scottish Credit and Qualifications Framework (Appendix 2). An example of suggested mapping to the NHS Knowledge and Skills Framework is provided in Appendix 3. N.B.It is important to note that the NHS Career Framework do not directly “read across” to the Agenda for Change (AfC) pay bands levels as the Career Framework for Health has no direct link to pay.

The level templates provide more detailed examples of the sphere of responsibility/role associated with a particular level, key knowledge and skills and examples of appropriate educational and development preparation which can be achieved through formal or workbased learning opportunities.

http://www.advancedpractice.scot.nhs.uk/home.aspx

http://www.advancedpractice.scot.nhs.uk/home.aspx

http://www.scqf.org.uk/

http://www.scqf.org.uk/


The four pillars of practice for Level 5 of the Career and Development Framework have been mapped against the Skills for Health, National Occupational Standards for Infection Prevention and Control which apply to all staff. Level 5 practitioners may not be working as Infection Prevention and Control Nurses but can use the information presented at this level as a guide to the skills and knowledge required for career development. For Infection Prevention and Control Practitioners at Levels 6, 7 and 8 of the Career Framework, the pillars of practice have been mapped against the Infection Prevention Society (IPS) outcome competences. The spheres of responsibility/role are mapped against the IPS Performance indicators and key knowledge, skills and behaviours mapped against those identified by IPS (Appendix 4). This mapping provides an indication of progress towards achievement of the IPS competences enabling practitioners to develop in confidence and competence within, and across, each level of the career framework moving from novice, towards experienced more expert infection prevention and control practice. While this framework is not linked to Agenda for Change bands, the gateway review processes that take place as part of the NHS Knowledge and Skills Framework support and influence this developmental process (Scottish Executive 2004). The consolidation of existing knowledge and skills, and the acquisition of new ones, are reflected in the incremental nature of the Career Framework Levels.


Level 5Practitioner


Career Framework Level Central Pillars Broad Sphere of

responsibility/roleMinimum Professional/Education Requirements

Examples of Core Educational Themes SCQF

LEVEL 5

Practitioner Level

1. Clinical Practice

2. Facilitation of Learning

3. Leadership

4. Evidence, Research and Development

Within own workplace:

• Deliver safe, effective and person centred care as part of a multi-disciplinary team

• Undertake personal and professional development

• Contribute to the support, development/supervision of health and social care staff

• Registered on Part 1 of the Nursing and Midwifery Council register

• Educated to a minimum of Pre-Registration Diploma Level

• Working towards work experience, training and/or a post registration qualification in infection prevention in control

• Mentorship preparation

• Research and Evidence Based Practice

• Reflective Practice

• Leadership and Management

• Facilitation of Learning

• Legal issues including Public Health etc Scotland Act 2008

• Infection Prevention and Control

• Quality and Patient Safety

8 – 10

Career & Development Framework Level 5 – Overview


Mapping of Pillars to Skills for Health Infection, Prevention and

Control National Occupational Standards Framework

Examples of Sphere of responsibility/role Key Knowledge, Skills and BehavioursExamples of Educational & Professional Development

Level 5 - Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

Within own area of work

Ability to:-

• build on essential skills cluster: Infection Prevention and Control (NMC 2010)

• work within protocols and standard operating procedures

• document accurately

• use initiative and follow organisational procedures in times of crisis

• demonstrate knowledge and understanding of:-o health and safety, o standard infection control precautionso COSSH regulationso risk management o clinical governance framework locally and

nationally

• continue to develop care, compassion and communication skills and behaviours in line with Essential Skills cluster

• adhere to the NMC Code (2008)

• demonstrate high level of awareness of own values and beliefs.

National Initiatives

Flying Start NHS®

Effective Practitioner – Clinical Practice resources

Healthcare Associated infection resources

Scottish patient safety programme resources

NMC Code: Standards of conduct, performance and ethics for nurses and midwives(NMC 2008)

NMC Standards for Practice

Within own area of work: -

Practice in line with the Infection Prevention and Control National Occupational Standards

Demonstrate competence, innovation and lead in the management and delivery of care and interventions appropriate to client need

Work autonomously and as part of team, using knowledge, skills and the evidence base to facilitate the delivery of safe, effective and person centred care

Proactively use relationships and partnerships to maximise care by promoting self management

Share information effectively and concisely for a range of situations and contexts to ensure patient safety and continuity of care

Assess, investigate and communicate/act on risk

Promote and support clinical governance

Work as part of a multi-disciplinary team, develop specialist knowledge and skills to provide appropriate care.

Effectively use a range of information and communication technologies to support and enhance practice

IPC2Perform hand hygiene to prevent the spread of infection

IPC3Clean and remove spillages of blood and other body fluids

IPC4Clean and store care equipment to minimise the risks of spreading infection

IPC6 Use personal protective equipment to prevent the spread of infection

IPC 7Safely dispose of health care waste, including sharps, to prevent the spread of infection

IPC 9Minimise the risks of spreading infection when removing used linen

IPC12Minimise the risks of spreading infection when storing and using clean linen

http://www.flyingstart.scot.nhs.uk

http://www.effectivepractitioner.nes.scot.nhs.uk/resources/clinical-practice-resources.aspx

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/healthcare-associated-infections.aspx


http://www.patientsafetyalliance.scot.nhs.uk/programme


www.nmc-uk.org/





Level 5 - Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

• understand informed consent and the implications of the Data Protection Act

• report and document accurately

• consolidate I.T. and e-health skill

• apply information governance principles to on-line activities

Local Delivery

Topic specific HAI educational programmes, short courses, e-learning and trainer resources e.g.

Communicable diseases

Introduction/

orientation to e-KSF

Quality and Risk Management

Shadowing

Support and enable others to incorporate non-judgemental, values- based care into practice

Support others to incorporate quality improvement processes into practice

GEN1 Ensure personal fitness for work

GEN2 Prepare and dress for work in healthcare setting

GEN97Communicate effectively in a healthcare environment

GEN96 Maintain health, safety and security practices within a health setting

GEN63 Act within the limits of your competence and authority





Level 5 - Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision making

Ability to:-• maintain and develop knowledge and skills

of legislation, policies, procedures, protocols, professional regulation and codes of practice

Please refer to earlier pages for examples of educational and professional development

Draw on a range of sources in making judgements guided as necessary by senior colleagues within defined policies, procedures and protocols

Use critical thinking, analysis and evaluation in making clinical judgments

Assume accountability and responsibility for agreed specific aspects of care.

Respect the dignity, wishes and beliefs of all clients involving them in shared decision making and obtaining their informed consent

IPC12Minimise the risks of spreading infection when storing and using clean linen

GEN1 Ensure personal fitness for work

GEN2 Prepare and dress for work in healthcare setting

GEN97Communicate effectively in a healthcare environment

GEN96 Maintain health, safety and security practices within a health setting






Level 5 - Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Learning, Teaching and Assessment

Ability to:-

• maintain own personal and professional development, learning from experience through supervision, feedback, reflection and evaluation

• motivate, stimulate, encourage and facilitate the learning process

• use reflective practice techniques

• Develop skills in:- clinical/practice assessment teaching/ facilitation


Effective Practitioner – Learning, Teaching and Supervision resources

Quality Standards for Practice Placements

Local Delivery

Mentor Preparation

A1 Assessor qualifications

Practice Education Sessions e.g. Mentor updates, Managing failing

students; Clinical learning environment,

Learning styles

Work based learning

Accredited courses

Academic programmes

Be responsible and accountable for keeping own knowledge and skills up to date through continuing professional development and participating in clinical support strategies e.g. mentoring, coaching, clinical supervision

Facilitate students and others to develop their competence, using a range of professional and personal development skills

Provide educational support and facilitation to clients, patients and families to support self-management and decision making

Conduct a fair, objective and timely assessment of learners

HSC241aAgree and carry out your role and responsibilities within the team

GEN 63Act within the limits of your competence and authority

http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/learning,-teaching-and-supervision.aspx



http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/resources/publications/quality-standards-for-practice-placements-audit-tool.aspx


http://www.learning-styles-online.com/overview/





Level 5 - Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment

Ability to:-

• use core facilitation and teaching skills

• develop educational materials

• understand improvement approaches such as learning audit and appreciative enquiry

• use models of supervision/mentor-ship

Use established models of supervision and mentorship

Contribute to creation of an effective learning environment ensuring learning opportunities for students

Participate in educational audit








Level 5 - Practitioner Pillar of Practice LeadershipAspect of Practice Team Work and Development

Ability to:-

• demonstrate clinical leadership behaviours and skills

• give and receive feedback in a open, honest and constructive manner

• apply equality and diversity legislation which underpins practice


Flying Start NHS® - teamwork

Effective Practitioner Leadership and Management resources

Early Clinical Careers Fellowships

Knowledge Network Good Practice toolkits

Local Delivery

Short introductory courses for leadership

Work based learning

Accredited courses

Academic programmes

Act as a positive role model

Work independently as well as in teams to coordinate, delegate and supervise care for a designated group of individuals

Manage risk and remain accountable for the care given to these individuals

Work effectively across professional and agency boundaries, actively involving and respecting others’ contribution

Recognise diversity, individual differences and perspectives

HSC241 Contribute to the effectiveness of teams

HSC241aAgree and carry out your role and responsibility within a team

HSC241b Participate effectively as a team member


http://www.flyingstart.scot.nhs.uk/

http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/leadership-and-management.aspx

http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/careers-and-recruitment/early-clinical-career-fellowships.aspx


http://www.knowledge.scot.nhs.uk/home/portals-and-topics/Goodpractice.aspx






Level 5 - Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership


Ability to:-

• respond autonomously and confidently to planned and uncertain situations, managing themselves and others confidently

• practice in line with local, national and professional strategies, policies, protocols and standards e.g. Health and Safety, Equality legislation, SIGN Guidelines, Professional policies and codes

• demonstrate professional accountability in relation to performance of self and others

Develop skills in: • negotiation • influencing• organisation • problem solving• sustaining arguments to solve problems

Consolidate • critical thinking skills• analytical skills • evaluation skills• interpersonal skills

Ability to:-

• understand improvement approaches to support service enhancement

• understand implications for practice of key legal and ethical issues.

Identify priorities, manage time and resources effectively to ensure that quality of care is maintained or enhanced

In conjunction with senior NMAHPs, monitor and evaluate standards of care adhering to defined guidelines, policies standards and protocols to ensure the delivery of safe, effective and person centred care (Scottish Government 2010)

Responsible for aspects of clinical effectiveness and management of resources

Recognise own accountability to act where performance and practice of self and others should be improved.

Engage in any required change management

Participate in monitoring the effectiveness and impact of change

Seek opportunities to improve the service for example, by generating ideas for innovation and solution

Adherence to importance of confidentiality and appropriate disclosure

Awareness of how organisational goals are reflected in personal and team objectives

Recognise early signs of poor performance and take appropriate measures

Build professional networks promoting exchange of knowledge, skills and resources in relation to work and health












Examples of Sphere of responsibility/role Key Knowledge, Skills and Behaviours Examples of Educational & Professional Development

Level 5 - Practitioner Pillar of Practice Evidence, Research and DevelopmentAspect of Practice Evidence into practice

Ability to:-

• display literature/ database searching and information literacy skills

• demonstrate confidence in using information technology skills and systems

• access and apply research

• critically appraise

Ability to demonstrate knowledge of:-

• clinical audit and local NHS information and research governance policies

• local systematic processes that contribute to quality improvement e.g. releasing time to care

• user defined and person centred outcomes e.g. Talking Points and other personal outcome approaches

• research governance – ethics, data protection, confidentiality

• data analysis and interpretation

National InitiativesFlying Start NHS®Effective Practitioner - Evidence into Practice Knowledge Network Evidence into PracticeKnowledge Network Good Practice toolkits Professional Body Research and Development ResourcesJoanna Briggs InstituteCochrane Collaboration LibraryGovernance arrangements for research ethics committees. A harmonised edition. Department of Health, 2011. NHSScotland Quality Improvement HubInstitute for Health Improvement (IHI) Open School Resources

Local DeliveryResearch courses/modulesLocal NHS Boards Research Starter PacksLocal research, development and clinical effectiveness resourcesLocal Research ForumsLocal journal ClubsLocal writing groups

Access databases on research and evidence related to area of practice

Appraise research and evidence and use to underpin own practice

Assess own practice and interventions against person centred outcomes

Contribute to review of impact of NMAHP interventions on the wider individual/ patient experience

Consolidate understanding and application of different research approaches

Identify ideas for research activity

Observe and record data as directed for clinical trials, audits, surveillance





www.flyingstart.scot.nhs.uk

www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/evidenc-based-practice.aspx

http://www.evidenceintopractice.scot.nhs.uk




http://www.joannabriggs.edu.au

http://www.cochrane.org

http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_126614.pdf


http://www.qihub.scot.nhs.uk/education-and-learning.aspx


http://www.ihi.org/offerings/IHIOpenSchool/Pages/default.aspx



Level 6Senior Level






LEVEL 6

Practitioners/Specialist Practitioners



3. Leadership


• Responsible for maintenance of high levels of safe, effective and person centred care

• Skilled effective practitioner within infection prevention and control

• Support and supervise work of others

• Act as a role model/mentor

• Registered on the Nurses Part of the Nursing and Midwifery Council register

• Educated to a minimum of degree level

• Engaging in work experience while working towards a post registration qualification in infection prevention and control

• Research and Evidence Based Practice



• Legal issues including Public Health Act, Health and Safety Law, COSHH and Equal Opportunities

• Introduction to outbreak management

• Advanced communication and coordination skills

• Patient safety

• Quality and risk management

• Risk communication, assessment and management

• Surveillance Education

• Antibiotic Stewardship

• Decontamination

• Critical thinking/decision making/critical appraisal

9 – 11


Mapping to Infection Prevention Society

Outcome Competences

Examples of Sphere of responsibility/role mapped against the IPS Performance indicators

Key Knowledge, Skills and Behaviours mapped against IPS Knowledge, Understanding and Skills

Examples of Educational & Professional Development

Level 6 - Senior Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

Ability to:-

• build on specialist knowledge of infection prevention and control (1a-I, 5a, 6a)

• demonstrate knowledge and utilisation of clinical governance framework (4a-4i)

• assess, investigate and communicate/act on risk and manage incidents and outbreaks)

• document accurately (NMC Record Keeping) (2a-2g, 3a-3m, 4b-4d)

• display decontamination skills (6a, b, c, e, f, g, h, I, k)

• work within protocols and standard operating procedures (5c-5f, 6c-6k)

• contribute to the development and review of protocols (5c-5f, 6c-6k)

• display a high level of awareness of own values and beliefs

• demonstrate care, compassion and communication skills and behaviours (2b, 3d, 3p, 4f, 5b, 6c, 6b)

• adhere to the NMC Code (2008)

• recognise and respect peoples diversity, individual differences and perspectives (Employability Skills L6)


Effective Practitioner – Clinical Practice resources

Healthcare Associated Infection resources

Advanced practice toolkit

Leading Better Care Education and Development Framework Education and Development Framework for Senior Charge Nurses/Midwives and Team Leaders in all areas of practice

NHSScotland Quality Improvement Hub

NES Clinical Skills Managed Education Network resources

Scottish patient safety programme resources

Clinical Decision Making

Local Delivery

Relevant clinically focused courses e.g infection control; chemotherapy; clinical skills; long term conditions

Mandatory training e.g. Health and Safety, Equality and diversity

Accredited courses

Work based learning

Practitioner must work autonomously and as part of team, using specialist knowledge and skills to facilitate the delivery of safe and effective and person centred care using evidence based practice (1.4, 1.5, 5.1-5.5)

Engagement in clinical governance activities (1.2, 1.8, 4.7-4.12)

Participate in a wide range of effective high quality IPC interventions including assessment and problem solving to prevent and/or manage actual or potential risk to improve health outcomes (1.7, 3.1-3.11, 4.7-4.12)

Facilitate safe, effective and person centred care using evidence informed practice (1.3, 4.1-4.6)

Providing and sharing more complex information effectively and concisely for a range of situations and contexts to ensure patient safety and continuity of care (1.1, 2.1-2.9, 5.1-5.5)

Assess, investigate and communicate/act on risk (3.1-3.8)

Support and enable others to incorporate non-judgemental, values- based care into practice (1.4, 1.5)

1. Improve quality and safety by developing and implementing robust, high–quality policies and guidelines that prevent and control infection

2. Collate,analyse and communicate data relating to presenting and controlling infection for surveillance purposes

3. Manage incidents and outbreaks

4. Improve quality and safety through the application of improvement methodologies

5. Advise on the design, construction and modification of facilities to prevent and control infection in the built environment

6. Evaluate, monitor and review the effectiveness of decontamination processes for equipment and environment

http://www.effectivepractitioner.nes.scot.nhs.uk/resources/clinical-practice-resources.aspx


http://www.advancedpractice.scot.nhs.uk

http://www.evidenceintopractice.scot.nhs.uk/leading-better-care/scn,-scm-and-team-leader-role.aspx


http://www.csmen.scot.nhs.uk/resources.aspx


http://www.evidenceintopractice.scot.nhs.uk/clinical-decision-making.aspx



Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision making

Ability to:-

• Reflect in practice on own values and beliefs and support others in decision making

• maintain, develop and apply knowledge and skills of legislation, policies, procedures, protocols, professional regulation and codes of practice (3p, 5c-5f, 6c-6k)

Utilise critical thinking to explore and analyse evidence, cases and situations in clinical practice. Draw on a range of sources in making judgements (4.7-4.12)

Assume accountability and responsibility for elements of the service (5.1-5.3, 6.1-6.6)

Freedom to act but is guided by precedent and clearly defined policies, procedures and protocols (PI 1.6, 1.9, 6.1-6.6, 5.1-5.5)

Respect the dignity, wishes and beliefs of all clients involving them in shared decision making and obtaining their informed consent (1.4, 4.7, 4.10, 4.8, 4.9, 5.5)

1. Improve quality and safety by developing and implementing robust, high–quality policies and guidelines that prevent and control infection

2. Collate,analyse and communicate data relating to presenting and controlling infection for surveillance purposes








Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Learning, Teaching and Assessment

Ability to:-

• Consolidate core skills to support workplace learning and assessment (7a-7f, 9a-9e, 10d, 10e)

• reflect on practice and support reflection in others (7a,b)

• understand and apply standards and guidelines that underpin a quality learning environment (8e, 10a, 10b)

• demonstrate skills in undertaking and responding to evaluation of learning (7b, 8a, 10g)

• use appropriate interviewing techniques

National InitiativesEffective Practitioner – Learning, Teaching and Supervision resources


Testing for the Best

Generic guiding principles for those supporting learning in the workplace



Learning styles

Local DeliveryMentor PreparationA1 Assessor qualificationsPractice Education Sessions e.g. Mentor updates, Managing failing studentsPractice TeacherPost Graduate certificate in Teaching Learning and AssessmentWork based learningAccredited coursesAcademic programmes

Identify and support the achievement of learning needs of individuals/team in response to service need and personal development planning (p7.1-7.6, 8.1-8.6, 9.1)

Evaluate the effectiveness of educational interventions (9.2)

Consolidate own assessment skills and support others in making assessment judgments (9.4, 7.1, 10.1-10.5)

Participate in teaching and where appropriate student selection in HEIs and/or other education organisations (9.4, 9.5, 9.7, 9.8)

7. Develop own knowledge, skills and practice

8. Lead the development of the knowledge, skills and practice of the infection prevention and control team

9. Develop and implement learning and development opportunities and solutions to improve infection prevention and control

10. Work with others to

develop ,implement, evaluate and embed infection prevention and control within workforce development strategies



http://www.test4best.scot.nhs.uk/

http://www.effectivepractitioner.nes.scot.nhs.uk/media/234665/generic-guiding-principles-for-supporting-learning-in-workplace.pdf






Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment

Ability to:-

• demonstrate a high level of skill in:-• facilitation• support and supervision• learning needs analysis

(8b, c, d, e, f, 10f)

• use a range of information to review/evaluate the learning environment (9a, b)

Create an effective learning environment that ensures learning opportunities for staff and students (8.3, 8.4, 9.3)

Lead/participate in educational audit and learning needs analysis (9.6, 9.7)

Facilitate access to a range of clinical support strategies (mentoring, coaching, clinical supervision and action learning) (7.2, 8.2, 8.4, 9.3, 10.3)

Support ongoing mandatory learning including orientation, induction and relevant educational/ development opportunities (10.1-10.5)




10. Work with others to

develop, implement, evaluate and embed infection prevention and control within workforce development strategies




Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice LeadershipAspect of Practice Team Work and Development

Ability to:-

• demonstrate clinical leadership behaviours and skills (16a-e, 17a-f)

• give and receive feedback in a open, honest and constructive manner (14b, 17b)

• apply equality and diversity legislation which underpins practice (17f)


Advanced practice MSK

Effective Practitioner – Leadership and Management resources

Early Clinical Careers Fellowships





Local DeliveryShort introductory courses for leadershipShort leadership courses (e.g. 3 day inspired to lead)Work based learningAccredited coursesAcademic programmes Shadowing Guided participation in managing practice

Work independently as well as in teams to coordinate, delegate and supervise care for a designated group of individuals (14.3, 14.4, 17.1, 17.2, 16.4)

Contribute towards the achievement of the teams purpose and objectives (17.1, 17.2, 17.3)

Manage risk and remain accountable for the care given to these individuals (14.2, 14.6, 14.7, 14.8, 14.10, 14.11)

Work effectively across professional and agency boundaries, actively involving and respecting others’ contribution (15.2, 15.3, 15.4, 15.5, 15.6, 15.7, 15.8, 16.4, 16.5, 16.6)

Manage professional development of individuals and groups (17.4-17.8)

Begin to develop skills in recognized workload assessment tools and skill mix (16.2)

14. Improve quality and safety through networking, influence, proactivity and challenge

15. Improve quality and safety through the design, planning, monitoring and development of services

16 Lead the infection prevention and control service

17. Lead and manage the work of the infection prevention and control team to achieve objectives

http://www.ahpadvancedpractice.nes.scot.nhs.uk

http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/leadership-and-management.aspx








Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership

Ability to:-

• organise and implement change (16a-e)

• support others improve and enhance practice (17b-e)

• display creativity and innovation in exploring and implementing possible solutions to problems and evaluate their effectiveness (15a-g)

• lead, persuade and influence others effectively (14a-d) (15a-g)

Act as a change agent (14.1-14.11)

Provide leadership for quality improvement and service development to enhance people’s wellbeing and experiences of healthcare (15.1-15.10, 16.2, 16.3)

Encourage staff to contribute ideas and solutions for quality improvement and innovation (15.3, 16.1, 17.3)

Actively contribute to a variety of professional networks e.g. managed knowledge networks (MKN), professional learning (14.3, 14.4, 14.5)

Negotiate and influence locally in terms of professional practice and in relation to health care (14.9, 14.10, 15.3, 15.4)

Recognise early signs of poor performance and take appropriate measures to address concerns (17.1-8)



16. Lead the infection prevention and control service





Outcome Competences




Level 6 - Senior Practitioner Pillar of Practice Evidence, Research and DevelopmentAspect of Practice Evidence into practice

Ability to:-

• adhere to research governance for self and others (11a)

• support others to access data and develop literacy skills (13a, b, c)

• participate in research audit/evaluation and Quality Improvement processes

• understand research processes (11a-j, 12a-d)

• skills of interpreting research and project outcomes (13a)

National InitiativesFlying Start NHS®

Effective Practitioner - Evidence into Practice

Knowledge Network Evidence into Practice


Professional Body Research and Development Resources

Joanna Briggs Institute

Cochrane Collaboration Library

Governance arrangements for research ethics committees. A harmonised edition. Department of Health, 2011.


Institute for Health Improvement (IHI) Open School Resources



Local Delivery Local NHS Board Research Starter PacksLocal research, development and clinical effectiveness resourcesLocal Research ForumsLocal journal ClubsLocal writing group

Use research related approaches to assess how evidence is being used to inform the quality of care of individuals by self and others (11.1-11.5)

Observe and record data using appropriate methods, tools and technology for complex audits or clinical trials or projects (Employability Skills L6) (2.1-2.6)

Contribute to, or participate in research related activity (12.1-8)

Identify and utilise skills and knowledge of staff to support or undertake research related activity such as audit, evaluation, and wider research for benefit of the organisation (12.1-8)

Identify and disseminate information on NHS Board/University programmes of research/forums/special interest groups/networks relevant to area of practice (13.1-4)

Contribute to the development of local guidelines and policy and where appropriate at regional level (11.4,5)

Share research activity findings through local bulletins, team meetings forum/professional journals (13.1, 13.3)

11 Assess, appraise and apply robust evidence of all types, and from a range of research and other sources, to the domains of the role

12. Build the evidence and knowledge base to improve and develop Infection Prevention and Control strategies and practices through the participation in, or completing research and other related activities, Including audit

13. Share best practice through the dissemination of evidence and knowledge

http://www.flyingstart.scot.nhs.uk/













Level 7Advanced Practitioner






LEVEL 7

Advanced Practitioner



3. Leadership


• Advanced Nurse practitioner within Infection Prevention and Control who provides a highly specialist nursing function

• Responsible for maintenance of high levels of safe, effective and person centred care

• Manage/supervise work of others

• Provide training, support and supervision to staff

• Faciliate the availability of evidence informed and participate in practice development


• Educated to degree level

• Evidence of operating/ thinking at Masters level

• Evidence of working towards relevant Masters level Award

• Research methods

• Evidence Based Practice



• Public Health (Policy Drivers, Service Provision)

• Legal & ethical issues including Health and Safety Law, Employment Law and Equal Opportunities, (Public Health Act 2008)

• Incident management

• Quality and Risk Management

11



Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

Ability to:-

• demonstrate advanced knowledge of infection prevention and control (1a-I, 5a, 6a)

• display knowledge of clinical governance framework within own organisation (4a-i)

• assess, investigate and communicate/act on risk (3a-3p)

• documentation accurately (NMC Record Keeping) (2a-2g, 3a-3p, 4a-4i)

• display Improvement and change methodologies (4a-i)

• undertake outbreak prevention and management (3a-3p)

• develop and support the implementation of policies, protocols and standard operating procedures to reflect national policy and legislation (1a-l ,4a-i)

• demonstrate in depth knowledge of policies and procedure ,legislation and guidance (1a-l, 4a-i)




Better Together programme

Little things make a big difference




Scottish Patient Safety Programme


Practitioner must work autonomously and as part of team, using advanced knowledge and skills to facilitate the delivery of safe and effective and person centred care using evidence based practice (1.4, 1.5, 5.1-5.5)

Assess situations and identify the root causes of a complex problem and then take a lead in clinical governance in specific areas of practice (2.1-2.9, 3.1 , 4.1, 4.2)

Support and advise clinical teams and other partnership agencies on infection control risk at regional and national level (4.1-4.12)

Manage incidents and outbreaks (3.1-3.11)

Promote and support clinical governance within a defined area (1.2, 1.8, 4.7-4.12)

Assume operational accountability and responsibility for the service/elements of the service (5.1-5, 6.1-6.6)

Identify and share more complex information effectively and concisely for a range of situations and contexts to ensure patient safety and continuity of care (2.1-2.9, 3.13.11)

Contribute to the development of organisational objectives and create opportunities to involve other practitioners (4.1-4.12)

Lead/participate in a wide range of effective high quality IPC interventions including assessment and problem solving to prevent and/or manage actual or potential risk to improve health outcomes (2.1-2.9)

Identify and share more complex information effectively and concisely for a range of situations and contexts to ensure patient safety and continuity of care (1.1, 2.1-2.9, 3.3, 5.1-5.5)

1. Improve quality and safety by developing and implementing robust, high –quality policies and guidelines that prevent and control infection

2. Collate,analyse and communicate data relating to preventing and controlling infection for surveillance purposes





http://wwwnmc-uk.org/Documents/nmcGuidanceRecordKeepingGuidanceforNursesad Midwives.pdf

http://wwwnmc-uk.org/Documents/nmcGuidanceRecordKeepingGuidanceforNursesad Midwives.pdf




http://www.bettertogetherscotland.com/bettertogetherscotland/682.html

http://www.knowledge.scot.nhs.uk/making-a-difference.aspx














Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

• demonstrate detailed knowledge and understanding of decontamination processes and Infection prevention and control in built environment (5a-f, 6a-k)

• Display skills in o Surveillanceo Analysiso communications

(2a-2g, 5e, 5f)

• Policy and development skills (1a-1l)

Local Delivery

Topic specific educational programmes, short courses, e-learning and trainer resources for leadership

Short leadership courses (e.g. 3 day inspired to lead)

Shadowing

Guided participation in managing practice

Contribute to/develop organisational policies in relation to infection prevention and control and use opportunities to influence others (1.1-1.9)

Promote and act to influence others to incorporate non-judgemental, values-based care into practice

Respect the dignity, wishes and beliefs of all clients involving them in shared decision making (1.4)

Act on feedback from patients/clients/wider public to inform and improve practice (1.2, 1.4, 1.5, 1.8, 1.1.9)









Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Learning, Teaching and Assessment

Ability to:-

• develop and facilitate use of educational materials for students, staff and service users linking to local and national strategies (10e)

• role model skills in assessment of competence (9d)

National InitiativesQuality Standards for Practice Placements

Leading Better Care Education and Development Framework for Senior Charge Nurses/Midwives and Team Leaders in All Areas of Practice




Learning styles

Local DeliveryPractice Education Sessions e.g. Mentor updates, Managing failing students; Clinical learning environment,

Practice Teacher

Post Graduate certificate in Teaching Learning and Assessment

Work based learning

Accredited courses

Academic programmes

Advance practice through educational development and delivery (7.1-7.6, 8.1-8.6, 10.1-10.5)

Act as an experienced work based learning educator /assessor by providing advice and support to other practitioners (7.1, 9.4, 10.1-10.5)

Design, plan, implement and evaluate learning and development programmes (9.1-9.7)

Engage with education providers to contribute to curriculum development and teaching (9.4, 9.5, 9.7, 9.8)

Take a lead role in ensuring the application of standards and guidelines that underpin a quality learning experience (9.2.9.4, 9.5, 9.6)




10. Work with others to develop, implement, evaluate and embed infection prevention and control within workforce development strategies













Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment

Ability to:-

• act as an experienced mentor/clinical coach/supervisor (7a, 7b, 8b, 8c, 8d, 9a, b, c)

• encourage and support teaching, supervision and mentorship skills in others (8e, 8f)

• apply quality improvement cycle and implement findings (7a, 7b, 10a, 10b)

• act on intelligence from educational audits to strengthen the workplace as a positive learning environment (7a, 7b, 7e, 7f, 10c)

Analyse the range of factors which influence learning and take account of these when planning and managing learning experiences (8.3, 8.4, 9.3)

Build capability and capacity to support learning in practice settings (9.6-9.7)

Create a positive culture of learning through role modelling and support for the development of others (7.2, 8.2, 8.4, 9.3, 10.3)

Assure and improve the quality of educational opportunities within the work environment (10.1-10.5)




10. Work with others to develop, implement, evaluate and embed infection prevention and control within workforce development strategies




Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice LeadershipAspect of Practice Team Work and Development

Ability to:-

• apply models of team building and group working (15a-g, 16a-e)

• use conflict management and resolution strategies (15a, b)

• apply knowledge, understanding and utilisation of NHS KSF to enhance team performance (16b, 17b)

National InitiativesAdvanced practice MSK




Six steps methodology (Skills for Health)

NES Skills maximisaton toolkit

Local DeliveryWork based learningAccredited coursesAcademic programmes First line management courses Finance trainingManagement coursesPolitical leadership Communication skills Business case developmentReport writingShadowing

Provide strong and effective leadership across professional and organisational teams/boundaries (15.1-15.10, 16.1-16.6)

Create a culture of support and empowerment for the team (14.3, 14.4, 17.1, 17.2, 16.4)

Critically review skill mix and apply workload assessment tools and use results to build a business case (16.1-16.6)

Critically review team performance and use results to enhance self and team member working and development for the benefit of person-centred care (17.1-17.8)

Provide timely feedback to team that recognises good performance and identify areas for improvement (17.5, 17.6, 17.7, 17.8)











http://www.healthcareworkforce.nhs.uk/sixstepsonline/


http://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-health-professionals/about-nes-ahp/resources-and-publications/publications/skills-maximisation-toolkit-volume-4-more-stories-and-resources.aspx



Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership

Role model:-

• excellent organisational skills (16a-e)

• creativity and innovation in exploring and implementing possible solutions

• management and leadership skills that contribute to successful change (14a-d, 17a-f)

Ability to:-

• support implementation of local and national professional strategy and policy (14a-d, 15c)

• demonstrate Partnership Working (15a, b)

• lead, negotiate and influence others effectively by responding appropriately to queries and complaints, negotiating assertively and presenting a positive self image (15f, g, 17a, b)

• use advanced written and oral communication skills (16e)

• present complex information effectively in written and oral reports (14b, 16e)

Lead and monitor clinical effectiveness and efficiency to enhance management of resources (16.2-6)

Actively encourage involvement of service users to influence and improve person-centred care (14.3, 15.3, 15.4, 15.5)

Lead innovation and quality improvement and promote input of others (14.1, 14.2, 14.3)

Identify poor performance and take responsibility for ensuring appropriate development opportunities are available to address concerns. (17.5-17.7)

Assess, lead, manage and monitor the effectiveness and impact of change (17.5-17.7)

Ensure that organisational goals are reflected in personal and team objectives (17.5-17.7)

Participate and influence local (and where appropriate )national policy and strategy development by supporting and developing lateral thinking in self and others (14.1, 14.2, 15.1, 16.1, 16.2, 17.1, 17.3)

Work in partnership with a range of clinicians, managers and service users in planning development of specific areas of work and health services (15.2, 15.3, 15.4)

Establish, lead and support a variety of professional networks with peers across professional groups promoting exchange of knowledge, skills and resources (17.8)








Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership

• engage with colleagues using a person centered critical approach by:-

• listening to, and appreciating the complexity of a range of views and adopting effective questioning techniques (15a, b)

• displaying a sensitive manner and using appropriate language within a range of situations (15a, b)






Please refer to previous section for examples of sphere of responsibility/role mapped against IPS Performance Indicators.



Outcome Competences




Level 7 - Advanced Practitioner Pillar of Practice Evidence, Research and DevelopmentAspect of Practice Evidence into Practice

Ability to:-

• further enhance knowledge of research approaches (11a-j)

• demonstrate understanding of proposal application development, ethical approval process and funding sources (11a-j, 12d)

• utilise knowledge of research and information governance to support others in research processes (1)

• gather, collate and communicate appropriate clinical data to enable audit, service evaluation (12a-c)





Local Delivery

Local NHS Board Research Starter Packs

Local research, development and clinical effectiveness resources

Local Research Forums

Local journal Clubs

Local writing groups

Academic programmes

Be a role model for the wider team by creating a positive research culture within the workplace (13.1)

Develop clinically effective practice through effective utilisation and integration of evidence (13.1, 13.3, 13.4)

Monitor impact of evidence utilisation (12.8)

Develop policies, procedures and protocols at a regional and national level l (11.4, 11.5) (Adapted from SCN p.9)

Contribute to the wider research agenda through initiating or supporting research activity (12.1-8)

Identify, promote, embed and monitor the measurement of outcomes relevant to area of practice, using findings to enhance future activity (11.1-11.5, 13.2)

11. Assess, appraise and apply robust evidence of all types, and from a range of research and other sources, to the domains of the role



http://www.advancedpractice.scot.nhs.uk/





Level 8Consultant Practitioner






LEVEL 8

Consultant Practitioner



3. Leadership


• Act as a nursing expert in the field of infection prevention and control

• Provide expert advice nationally, regionally and locally

• Lead development and regular proactive review of discreet areas of infection prevention and control policies/guidelines and monitor their implementation

• Lead on nursing research establishing relationships with Higher Education Institutes

• Take a lead role in implementing or influencing regional and national strategy

• Establish professional networks with allied professions, groups and statutory bodies

• Ensure area wide initiatives relating to specific aspects of infection prevention and control


• Educated to minimum of Masters level

• Evidence of current infection prevention and control consolidation over a 5 year period

• Advanced Leadership/ Management skills




• Infection prevention and control (Policy Drivers, Service Provision)

• New and emerging guidance and legislation

• Legal & ethical issues

• Expert knowledge and understanding of the broad measures of infection prevention and control e.g. epidemiology, surveillance incident management, quality improvement, risk analysis

11 - 12



Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Clinical PracticeAspect of Practice Safe, effective and person-centred care

Ability to demonstrate:-

• expert knowledge of infection prevention and control underpinned by current evidence/research (all domains)

• display high level of awareness of own values and beliefs

• work in a positive way with difference and diversity (Advanced Practice Toolkit) (17f)

• apply epidemiology interpreting data and applying to practice (2a-g)

• managing adverse events (3a-p)

• knowledge management and sharing (3a-3f)

• Improvement methodologies (4a-i)







Practitioner will be able to work as part of wider multidisciplinary team providing expert infection prevention and control knowledge and skills (1.4, 1.5, 5.1-5.5)

Demonstrate clinical expertise, innovation and professional / clinical leadership (4.1-4.12)

Model and promote expert level critical thinking to explore and analyse evidence, cases and situations enabling a high level of judgement and decision making. (Adapted from Capability Framework for the Advanced Practitioner: Nursing in the Community (NES 2008)) (4.7-12, 5.1-5.5)

Provide expert input and /or lead in investigating and controlling adverse events in collaboration with members of the multi-disciplinary team (3.1-11)

Assume operational accountability and responsibility for the service (all indicators)

Promote and act to influence others across the service to incorporate non-judgemental, value-based care into practice and service development (4.7)

Act as a champion and role model for values based care and ensure that professional development and quality improvement plans reflect the importance of this approach to care (4.7)

Provide leadership and /or management at relevant local, regional and national levels (1.1-1.9)

Anticipate and predict risks and threats through the application of surveillance and assessment data, intelligence and horizon scanning (2.1-2.9)



















Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision making

Ability to:-

• implement new and emerging guidance and legislation that govern legal and ethical aspects of practice (1a-l ,4a-i)

• utilise the principles of clinical governance, clinical supervision and clinical audit to lead, manage and develop the ethical and legal aspects of infection prevention and control (4a—i)

• engage with ethics committees as required (12a—d)

• display expert knowledge of legislation, policies, procedures, protocols, professional regulation and codes of practice (1h.1i, 5d, 6i, 6j)

• utilise expert knowledge to develop, lead & establish protocols & procedures at operational & strategic levels (1h, 1i, 5d, 5e, 6i, 6j)

• innovate, develop and lead on safe, effective & person centred practice (4f)

Give consideration to the legal and ethical issues when leading and advising at departmental, operational and strategic levels on general and specific legislation, policy, protocol and guidelines (1.1-1.9, 4.7)

Recognise ethical issues which may arise in practice and contributing to multidisciplinary team discussion in reaching decisions, while supporting others to contribute (4.7)

Lead service delivery within the context of the current professional and legal frameworks while remaining accountable for own professional practice (4.8)

Manage service delivery within the context of the current professional and legal frameworks while remaining accountable for own professional practice (1.1-1.9)

Has freedom to act guided by precedent and expert understanding of policies, guidelines, protocols and procedures (4.9)

Demonstrate ability to exercise expert levels of clinical decision making (1.6, 1.9, 6.1-6.6, 5.1-5.5)










Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Learning, Teaching and Assessment

Ability to:-

• transform health care practice through evidence based educational and curriculum development and delivery (9a-e, 10a-f)

• apply educational governance skills (10g)

• use expert consultation skills (9a-c)

• use advanced evaluation approaches (10g)

National InitiativesQuality Standards for Practice Placements





Learning styles

Local DeliveryPractice Education Sessions e.g. Mentor updates, Managing failing students

Practice Teacher


Work based learning

Accredited courses

Academic programmes

Contribute to the strategic development of education for students, staff and service users at a local and national level (10.1-5)

Work collaboratively with Higher Education Institutions, Scotland’s Colleges and Stakeholders to review, develop and implement appropriate programmes/ training for own organisation (10.1-5)

Lead planning, implementation and evaluation of educational interventions at a local and national level for patients, a range of staff and the wider service informed by training needs analysis and in response to strategy (9.1-8)

Promote motivational ways to influence and optimise learning (8.1-6)

Use evaluation findings to improve future educational initiatives (10.4)




10. Work with others to develop ,implement, evaluate and embed infection prevention and control within workforce development strategies













Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment

Ability to:-

• initiate and provide skilled supervision of others (8d)

• influence and implement organisational learning and development strategy (10c)

Communicate scholarly activity, research and new developments to support the integration of evidence based practice and influence the development of the learning environment (8.1-6)

Evaluate the effectiveness of educational/ training interventions (10.4)








Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice LeadershipAspect of Practice Team Work and Development

Ability to:-

• model behaviors that value diversity, individual differences and perspectives (17f)





Institute of Healthcare Improvement

Executive leadership and management programmes e.g. Delivering for the Future: Strategic Leadership programme


Skills maximisaton toolkit

Provide leadership to influence strategic direction across professional and organisational teams/boundaries (15.1, 15.10, 16.1-16.6)

Support teams in their development by developing networks and sharing information (17.1-8)









http://www.ihi.org/

http://www.ihi.org/

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/leadership-and-management/what-we-do/4-we-nurture-the-supply-of-future-leaders.aspx







Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership

Ability to:-

• report effectively for a range of complex situations and contexts (14a-d)

• readily use highly specialised theoretical and practice knowledge to think, gain and share information, solve problems and make decisions. (Employability Level 8 SfH) (14a,b)

• assess situations and identify the root cause of a complex problem in environments that are unfamiliar, complex and unpredictable and have many interacting factors (Employability Level 8 SfH) (16a-e)

• lead and implement local, national and professional strategy and policy (16a-e)

• use critical reading skills to analyse and synthesise information (14a-c)

• interpret health information, statistics and research data (14a-d)

• use highly developed influencing and political leadership and influencing lobbying skills (16a-e)

Responsible for business planning and people management skills including workforce development and succession planning (16.1-6)

Contribute to the strategic review of clinical effectiveness and management of resources (14.7-14.11)

Provide strong and effective leadership across professional and organisational boundaries with a focus on quality improvement and service excellence (14.1-11)

Act as an expert resource for patient care and decision making (16.1-6)

Influences practice development by supporting and developing innovative and lateral thinking in self and others (14.1-14.11)

Initiate, influence and lead new service developments (14.1-11)

Monitor, and demonstrate how organisational goals are reflected in own and others objectives (16.1-6)

Act as a organisational level change agent through identifying, challenging and managing poor performance (17.7)

Work collaboratively across boundaries to develop and raise awareness of relevant policies, guidelines and strategies and influence change at local and national level (15.4, 15.6, 15.8)

Identify and act on opportunities to influence and develop policy and guidelines at national level (15.8, 15.10)

Respond to national and local requests for document review (e.g. strategy, policy guidelines) (15.8, 15.10)

Lead and manage change at local and national level (15.6, 17.3)









Institute of Healthcare Improvement

Executive leadership and management programmes e.g. Delivering for the Future: Strategic Leadership programme


Skills maximisaton toolkit





http://www.ihi.org/

http://www.ihi.org/








Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership

• model advanced communication and interpersonal skills (16d)

• display a high level of presentation and report writing skills (14d)

Initiating communities of practice/networks to disseminate resources and practice initiatives (17.8)

Network with a wide range of organisations and individuals to shape and respond to policy and strategy at national and local level (14.3)

Represent Nursing and Midwifery widely nationally and internationally (16.2, 16.6)





Local DeliveryExecutive Leadership coursesPolitical leadershipShadowing colleagues working in different areas of NHS Scotland.National public sector executive coaching and mentorship schemes.NetworkingAction LearningLocal DeliveryWork based learningAccredited coursesAcademic programmes Business case developmentReport writingLegal aspects such as Employment lawHuman resources training / Workforce planningProject managementFinancial managementMarketing strategies



Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Evidence, Research and DevelopmentAspect of Practice Evidence into practice

Ability to:-

• critically review literature (11f)

• understand advanced research methods (11c-j)

• understand the responsibilities of a Principal Investigator (11b)

• present information clearly and concisely (13a-c)

• write critically including analysis, synthesis and interpretation of the evidence base to underpin practice (12a)

• write for publication and contribute to peer review (13b)

• establish appropriate policies and ensure support for clinical research activity (11a)

• understand functions and processes of ethical and research committees (11a)

• act as a role model to develop a positive research culture within the NMAHP community












Ensure that services are based on high-quality evidence (11.1-5)

Identify gaps in the evidence base and communicate findings to appropriate clinical, policy and research communities (11.1-5)

Understanding of the responsibilities of research governance (13.2)

Collaborate with appropriate research partners and build links with Research Forums and Universities

Initiate, facilitate or undertake appropriate high-quality research acting as principal investigator where appropriate (12.1-8)

Contribute to development and implementation of a NMAHP research strategy (12.1-8)

Present research findings to relevant people in a variety of ways e.g. in peer reviewed journals, conference and meetings (13.1-4)





















Outcome Competences




Level 8 - Consultant Practitioner Pillar of Practice Evidence, Research and DevelopmentAspect of Practice Evidence into practice

• contribute to developing policies and maintenance of research governance (13c)

• lead/participate in cross-professional and/or cross-organisational research programmes

• access research funding (12d)

Local Delivery

Local NHS Board Research Starter Packs

Local research, development and clinical effectiveness resources

Local Research Forums

Local journal Clubs





Please refer to previous section for examples of sphere of responsibility/role mapped against IPS Performance Indicators.


Level 9More Senior Staff






LEVEL 9

More Senior Staff Staff with ultimate responsibility for decision-making and full on-call accountability.

People working at level 9 require knowledge at the most advanced frontier of the field of work and at the interface between fields. They will have responsibility for the development and delivery of a service to a population, at the highest level of the organisation.



3. Leadership


• Accountability for direct delivery of high quality evidence based Infection Prevention and Control that delivers key national targets

• Act as a highly specialist expert.• Interpretation of legislation,

policy and guidance to enable implementation at organisational/national level

• Take a lead role influencing and developing national policy and strategy

• Evaluate incidents and outbreaks reports and made recommendations for prevention and control

• Taking a role in promoting leading research and establishing relationships across the NHS and non NHS setting, where applicable

• Establish professions network with all professions across multidisciplinary boundaries

• Lead complex risk communication on issues considered threat to person centred, safe and effective care

• Contribute to the support, development/supervision of health and social care staff

• Registered on the Part1 part of the Nursing and Midwifery Council register

• Educated to a Master Qualification and operating at Doctorate or equivalent level

• Evidence of significant experience in the field of infection prevention and control or related area.

• Advanced Leadership/Management qualification or equivalent




• Infection prevention and Control

• Legal issues and ethical issues including Public Health Law, equal opportunities, equality and diversity

• Quality and Patient Safety

11 - 12


Level 9 - Senior Professional Practitioner


Outcome Competences




Central Pillars Clinical PracticeAspect of Practice Safe, effective and person-centred care

Ability to:

• translate and lead the implementation of strategy relating to the prevention of infection, safety and improvement into practice, demonstrating creativity and vision for the future (14a-d)

• act as a role model and create a culture that promotes values based, safe, effective and person centered care (15a,b,d-g)

• demonstrate knowledge of the role that communities and others play in protecting and improving health wellbeing and health of the population (15a-g)

• Develop knowledge and skills in epidemiology and statistics (2c-g)

• Demonstrate knowledge of national and regional roles and responsibilities in outbreak control and major incidence planning (3d-p,5d,5e,6g-k)



Healthcare Associated infection resources

The 10 Essential Shared Capabilities: Learning materials (Scotland) – (for all practitioners).






Communicating, connecting caring

Local Delivery

Mandatory training

Contemporary clinical updates

Work based learning

Accredited courses

Academic programmes

Provide professional, clinical leadership to reduce risk and minimise potential for adverse events (14.1-11)

Communicate the vision motivate and inspire others (14.4, 14.10, 15.1)

Work with others across multi-agency boundaries to developing, implementing and evaluating strategic plans for accessing hard to reach groups (15.1-5)

Critically assess the strength and limitations of data to identify and analyse potential risks (2.3-2.9)

Generation of reports and other forms of verbal, written and visual communication relating to clinical, operational, ethical and legal consideration (1.8, 2.7, 3.5, 4.10)

Lead professional development and quality improvement planning across the service reflecting the importance of values based approaches (4.1-4.12)




















Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars Clinical PracticeAspect of Practice Professional judgement and decision making

Ability to:

• interpret, advise and lead implementation of new and emerging guidance related to infection prevention and control and legislation that governs legal and ethical aspects of service (16a-c,9e)

• use expert knowledge of clinical governance, legal and ethical issues and professional codes of conduct to make complex decisions (1g-1l)

• development of own and others knowledge and skills (7a-f) (8a-f)


Clinical Decision Making

Professional Codes of Conduct

The 10 Essential Shared Capabilities: Learning materials (Scotland)

Local Delivery

Work based learning

Accredited courses

Academic programmes

Shadowing

Take the professional lead within the context of the current professional and legal frameworks while remaining accountable for own practice (16.1-6)

Provide guidance to others on governance issues relating to ethical and legal issues (1.1-1.9,4.7)

Identify learning and development opportunities organisationally and nationally (9.8)

Identify own, and the learning needs of others ,within sphere of responsibility (7.1-6) (8.1-6)







http://www.evidenceintopractice.scot.nhs.uk/clinical-decision-making.aspx



Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars Facilitation of LearningAspect of Practice Learning, Teaching and Assessment

Ability to:

• apply standards for ensuring the quality of the educational experience (10a-d)

• transform health care practice through evidence based educational and curriculum development and delivery (9a-e,10a-f)

• initiate and lead on collaborative working with education providers (10d)







Local Delivery

Learning styles


Work based learning

Accredited courses

Academic programmes

Provide strategic influence/guidance to support organisational learning and assessment (10.1-5)

Generate and operationalise ideas for enhancing the educational direction of the organisation (10.1-5)

Responsible for organisational adherence to the application of standards and guidelines (1-1.9)














Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars Facilitation of LearningAspect of Practice Creation of the learning environment

Ability to:

• lead strategically to create a culture of learning within the organisation (10c)





Local Delivery

Accredited courses

Academic programmes

Create an ethos in the organisation which creates and values a positive learning environment (8.3,8.4)













Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars LeadershipAspect of Practice Team Work and Development

Ability to:

• strategically manage teams by sharing information and expertise (8a-f)

• use strategic organisational approaches to increase team effectiveness of team outputs (17c,17f)

National InitiativesKnowledge Network Good Practice toolkitsInstitute of Healthcare ImprovementExecutive leadership and management programmes e.g. Delivering for the Future: Strategic Leadership programmeSix steps methodology (Skills for Health)Skills maximisaton toolkitShadowing colleagues working in different areas of NHS Scotland.National public sector executive coaching and mentorship schemes.Political leadershipNetworkingAction learning

Local DeliveryWork based learningAccredited coursesAcademic programmes Legal aspects such as Employment lawFinancial managementMarketing strategies

Maximise the potential of the team through the use of recognised workforce planning methodologies and skill mix.(17.1-17.8)

Operates autonomously, manages department, develops and interprets organisational policies and impact of team performance using workforce intelligence (15.15.10,16.1-6)





%20http://www.knowledge.scot.nhs.uk/home/portals-and-topics/Goodpractice.aspx


http://www.ihi.org/

http://www.ihi.org/










Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars LeadershipAspect of Practice Professional and Organisational Leadership

Ability to:

• respond and report effectively on a range of complex situations and contexts (14a-d)

• pro-actively anticipate and manage risk (4b,4c)

• demonstrate creativity and vision (16a-e)

• interpret health information, statistics and research data at an advanced level (11g-j)

• write for publication nationally and internationally (13b)

Demonstrate expert skills in:

• change management

• leadership

• influencing and political lobbying

• communication and interpersonal relationships

• presentation of information to wide ranging audiences (16a-e)

National InitiativesKnowledge Network Good Practice toolkitsInstitute of Healthcare ImprovementExecutive leadership and management programmes e.g. Delivering for the Future: Strategic Leadership programmeSix steps methodology (Skills for Health)Skills maximisaton toolkitShadowing colleagues working in different areas of NHS Scotland.National public sector executive coaching and mentorship schemes.Political leadership

Local DeliveryWork based learningAccredited coursesAcademic programmes Business case developmentLegal aspects such as Employment lawHuman resources training / Workforce planningFinancial managementMarketing strategies

Provide executive level leadership within sphere of accountability (14.1-14.11)

Lead on the strategic review of clinical effectiveness of services (14.7-11)

Develop and lead quality assurance and problem solving in an ethical, reflective and evidence based manner. (4.1-4.12)

Ensure delivery of a excellent quality service (16.1-16.6)

Accountable for: • clinical and corporate governance• operational and workforce planning• developing effective organisational communication systems

(14.1-11, 15.1-10)

Contribute to the setting of organisational goals which are reflected in own, others, departmental and National objectives (16.1-6)

Work collaboratively across organisational boundaries leading on development, implementation and awareness raising of relevant policies, guidelines and strategies (15.4,15.6,15.8)

Influence change at local and national level (14.1-14.11)

Identify and act on opportunities to influence and develop policy and guidelines (14.1,14.2)

Respond to and lead on, national and local requests for document review (e.g. strategy, policy guidelines) (1.8,1.9)

Lead and manage change at National and organisational level (14.1-11)

Monitor effectiveness and impact of change using evidence based tools (11.1-11.5)

Share expertise with partner organisations and lead on the marketing, costing, delivery and monitoring of contracts as appropriate (12.1-8)







http://www.ihi.org/

http://www.ihi.org/










Outcome Competences




Level 9 - Senior Professional PractitionerCentral Pillars Evidence, Research and DevelopmentAspect of Practice Evidence into practice

Ability to:

• apply advanced knowledge of research governance (11a)

• develop a research culture in infection prevention and control by acting as a role model, establishing appropriate policies and ensuring support for clinical and person-centred research activity (17a-f)











Local Delivery

Research, development and clinical effectiveness resources

Research Forums

Journal Clubs


Contribute to National Infection Prevention and control developments and organisational wide strategy for research and development (11.1-11.5)

Monitor the impact of National research strategy (11.5,12.6,12.8)

Work with senior colleagues from partner Universities to develop shared funding applications for research linked to national priorities and programmes of work (12.3,12.4)

Provide opportunities for appropriate members of the workforce to participate in programmes of research relevant to practice (12.1-8)






www.evidenceintopractice.scot.nhs.uk

www.evidenceintopractice.scot.nhs.uk

www.joannabriggs.edu.au

www.cochrane.org











Appendices


1

2

3

4

5

6

7

8

9 Career Framework Level 9People working at level 9 require knowledge at the most advanced frontier of the �eld of work and at the interface between �elds. They will have responsibility for the development and delivery of a service to a population, at the highest level of the organisation. Indicative or Reference title: Director

Career Framework Level 7People at level 7 of the career framework have a critical awareness of knowledge issues in the �eld and at the interface between di�erent �elds. They are innovative, and have a responsibility for developing and changing practice and/or services in a complex and unpredictable environment. Indicative or Reference title: Advanced Practitioner

Career Framework Level 6People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist and /or have management and leadership responsibilities. They demonstrate initiative and are creative in �nding solutions to problems. They have some responsibility for team performance and service development and they consistently undertake self development. Indicative or Reference title: Specialist/Senior Practitioner

Career Framework Level 5People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a �eld of work and an awareness of the boundaries of that knowledge. They are able to use knowledge to solve problems creatively, make judgements which require analysis and interpretation, and actively contribute to service and self development. They may have responsibility for supervision of sta� or training. Indicative or Reference title: Practitioner

Career Framework Level 4People at level 4 require factual and theoretical knowledge in broad contexts within a �eld of work. Work is guided by standard operating procedures, protocols or systems of work, but the worker makes judgements, plans activities, contributes to service development and demonstrates self development. They may have responsibility for supervision of some sta�. Indicative or Reference title: Assistant/Associate Practitioner

Career Framework Level 3People at level 3 require knowledge of facts, principles, processes and general concepts in a �eld of work. They may carry out a wider range of duties than the person working at level 2, and will have more responsibility, with guidance and supervision available when needed. They will contribute to service development, and are responsible for self development. Indicative or Reference title: Senior Healthcare Assistants/Technicians

Career Framework Level 2People at level 2 require basic factual knowledge of a �eld of work. They may carry out clinical, technical, scienti�c or administrative duties according to established protocols or procedures, or systems of work.Indicative or Reference title: Support Worker

Career Framework Level 1People at level 1 are at entry level, and require basic general knowledge. They undertake a limited number of straightforward tasks under direct supervision. They could be any new starter to work in the Health sector, and progress rapidly to Level 2. Indicative or Reference title: Cadet

Career Framework Level 8People at level 8 of the career framework require highly specialised knowledge, some of which is at the forefront of knowledge in a �eld of work, which they use as the basis for original thinking and/or research. They are leaders with considerable responsibility, and the ability to research and analyse complex processes. They have responsibility for service improvement or development. They may have considerable clinical and/or management responsibilities, be accountable for service delivery or have a leading education or commissioning role.Indicative or Reference title: ConsultantCareer Framework Model

Taken with Permission from the Scottish Government Workforce Directorate “Guidance to NHS Boards on the Career Framework for Health” 11 March 2009 (Annex 2).

The diagram outlines the Career Framework Levels, the appropriate Clinical level title (in brackets), a brief clinical level descriptor and, for illustration, some possible non-clinical role examples

Note: This diagram is a slight adaptation of the version on the Skills for Health website and from the one formally launched in 2006. These adaptations are simply to reflect generally recognised terms in Scotland, which may differ from those used elsewhere in the UK. They do not affect the substance of the Career Framework or represent a departure from the Career Framework launched in 2006.

Appendix 1


Appendix 2Articulation of Career Framework with Scottish Credit and Qualification Framework

Taken from Scottish Government Health Workforce Directorate “Guidance to NHS Boards on the Career Framework for Health” 11 March 2009. Annex 2, a range of post-registration courses.

Note: The levels on the framework are indicative only. They can be broadly linked to qualifications and SCQF levels but this will only be a rough guide – there will be exceptions.

Learning required at each level will vary according to the occupational groups into which the role falls and the KSF outline for each particular role. However, in general, the following level(s) of qualification (in areas related to the work being undertaken) might be expected for roles which appear at the same level of the Career Framework

The learning required for each role should be considered in conjunction with the Career Framework level descriptorswww.skillsforhealth.org.uk/page/career-framework

Career Framework Level

Indicative SCQF Levels Example Qualifications

Level 9 Level 11/12Masters DegreeDoctorateSVQ5

Level 8 Level 11/12Masters DegreeDoctorateSVQ5

Level 7 Level 11Post Graduate Certificate/DiplomaMasters Degree

Level 6 Level 9/10Ordinary or Honours DegreeGraduate DiplomaSVQ4

Level 5 Level 8-10Diploma HE Ordinary or Honours DegreeSVQ4

Level 4 Level 7/8 HNCHND

Level 3 Level 6/7 SVQ3HNC

Level 2 Level 5/6 SVQ2

Level 1 Induction Standards


Central Pillars of Career and Development Framework for Public Health Nurses

Core and Specific Dimensions of the NHS Knowledge and Skills Framework

Clinical Practice Core 1 CommunicationCore 2 People and personal developmentCore 3 Health, safety and securityCore 4 Service improvementCore 5 QualityCore 6 Equality and Diversity HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeingHWB2 Assessment and care planning to meet health and wellbeing needsHWB3 Protection of health and wellbeingHWB4 Enablement to address health and wellbeing needsHWB5 Provision of care to meet health and wellbeing needsHWB6 Assessment and treatment planningHWB7 Interventions and treatmentsIK2 Information collection and analysis

Appendix 3Suggested matching of the four Central Pillars identified in this document against the Core and Specific Dimensions of the NHS Knowledge and Skills Framework (NHS KSF) . Post outlines based on the NHS KSF will set out the actual requirements of a post, the dimensions and levels required.


Central Pillars of Career and Development Framework for Public Health Nurses

Core and Specific Dimensions of the NHS Knowledge and Skills Framework

Facilitation of Learning Core 1 CommunicationCore 2 People and personal developmentCore 5 QualityCore 6 Equality and DiversityG1 Learning and developmentG2 Development and innovationHWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing

Leadership Core 1 CommunicationCore 4 Core 5 Service improvementCore 6 Equality and DiversityG5 Services and project managementG6 People managementG7 Capacity and capability

Evidence, Research and Development Core 1 CommunicationCore 6 Equality and DiversityIK1 Information processingIK2 Information collection and analysisIK3 Knowledge and information resources


Appendix 4Outcome competences for Practitioners in infection prevention and control

Competency structure

1 Domains of practice - the four domains that describe the major componenets of advanced-level practice, that is: a Clinical practiceb educationc researchd leadership and management

2 Competence statements - these are the broad role expectations of practitioners working at an advanced level of practice in IPC. They describe the ‘what has to be done’.

3 Performance indicators - aligned to each of the competence statements, the performance indicators describe what competent performance in advanced-level practice in IPC looks like. The indicators describe the level and scope of competent practice - that is, the indicator against which competence would be judged.

4 Knowledge, understanding and skills - these descriptions identify the knowledge, understanding and skills that a practitioner would need to develop in order to achieve the competences to the level of performance required in the indicators. These statements do not have a one-to-one relationship with the performance indicators, because to achieve one indicator it is often necessary to use a range of different knowledge and apply different skills.

NHS Education for Scotland wishes to acknowledge the Infection Prevention Society who gave their permission to include the outcome competences for practitioners in infection prevention in this document and our thank you to Emma Burnett (Lecturer and Research Infection Prevention, University of Dundee) for facilitating this process.

These competences were developed by the infection prevention Society and Competency Steering Group on behalf of the four United Kingdom Chief Nursing Officers (Burnett, 2011). They contain four domains of practice followed by a competency statement, this aligns with the performance indicator and the identified knowledge, understanding and skills. The full article publication describing the competency and how they can be used is free to download by clicking on the following link: http://bji.sagepub.com/content/early/2011/02/07/1757177410395797.full.pdf+html


Domain 1: Clinical practice

1 Improve quality and safety by developing and implementing robust, high-quality policies and guidelines that prevent and control infection

Performance indicators1. Provide guidance for those working in all areas of health and social-care practice through critically analysing and interpreting national quality and safety

resources and initiatives and presenting the information in a way that is suitable for the people concerned2. Evaluate the effectiveness of existing policies and guidelines and identify areas for improvement3. Promote evidence-based improvements in policies and guidelines through demonstrating their value in terms of safety and quality in the context concerned4. Work in partnership with individuals, the population and colleagues to develop clear and robust policies and guidelines that prevent and control infection5. Work in partnership with others to plan the effective implementation of policies and guidelines to prevent and control infection6. Provide expert advisory support for the implementation of policies and guidelines to prevent and control infection 7. Monitor the implementation of infection prevention and control policies and guidelines, taking any corrective actions as and when necessary8. Identify the need for improvements in infection prevention and control policies and guidelines in the light of implementation and the changing knowledge

base and evidence9. Provide expert infection prevention and control input to the development of broader policies and guidelines.

Knowledge, understanding and skillsa. Applied microbiology in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body defence mechanismsb. The significance of microbiological results, interpreting the diagnostic laboratory results, practices designed to break the chain of infection, including

standard and transmission-based precautions including the placement of populations and individuals in care settingsc. Hand hygiene (including social hand hygiene, antiseptic hand hygiene, surgical scrub)d. Safe management of invasive devices and prevention of device-related infectionse. Asepsisf. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial-resistant organismsg. Aligning infection prevention and control with the quality and safety agenda (using outcomes, risk assessment matrix, programmes and systems) and making

use of health information exchange systemsh. Legislation, national guidance and outcomes/indicators related to preventing and controlling infection in health and social-care environments and facilities

(including ventilation, water sources, waste management, hygiene, isolation facilities, laundry management, food hygiene)


1 Clinical Practice1.1 Improve quality and safety by developing and implementing robust, high-quality policies and guidelines that prevent and

control infection

Clinical practice

1 Improve quality and safety by developing and implementing robust, high-quality policies and guidelines that prevent and control infection (cont)

i. Legislation, national guidance and outcomes/indicators related to preventing and controlling infection for individuals and populations in health and social-care environments and facilities (for example, communicable disease control; immunisation; prevention and management of injuries (including sharps); post-exposure prophylaxis; specific controls in specialist areas such as burns, critical care, renal and transplant, maternity, neonatal, children, operating rooms, mental health, dentistry and ambulance services)

j. The evidence base on which infection prevention and control policies should be based

k. Knowledge of national and organisational strategies, objectives, structure and accountability and how to present information in a manner that fits within the strategic context

l. Policy development skills.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF:

Core 4 Service improvement Level 4 HWB3 Protection of health and wellbeing Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence:

GEN67: Establish quality policy and quality assurance systems for the delivery of a service or function – see https://tools.skillsforhealth.org.uk/competence/show?code=GEN 67



control infection

Clinical practice

2 Collate, analyse and communicate data relating to preventing and controlling infection for surveillance purposes

Performance indicators1. Obtain and link data using appropriate methods and systems for the surveillance of infection

2. Structure and analyse the data correctly to identify patterns, trends and anomalies that may be significant in relation to preventing and controlling infection

3. Critically assess the strengths and limitations of the data using methods of analysis that are appropriate to the nature and form of the data and the purpose for which the results are to be used

4. Identify areas that might require further investigation or analysis in relation to potential risks

5. Analyse potential risks and reach conclusions appropriate to the risks

6. Critically assess the conclusions reached, identifying the strengths and limitations of the analysis undertaken

7. Act upon the risks identified, communicating them effectively to the appropriate people

8. Enable health and social-care staff to understand the data and make the necessary changes to achieve improved outcomes

9. Take the appropriate action when surveillance methods and data can be improved

Knowledge, understanding and skillsa. Applied microbiology in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body defence mechanisms

b. The significance of microbiological results, interpreting the diagnostic laboratory results and practices designed to break the chain of infection, including standard and transmission-based precautions including the placement of populations and individuals in care settings

c. Definitions, methods and types of surveillance, data handling, data analysis, interpreting outcomes, assessing limitations of data

d. Epidemiology, descriptive and applied (that is, the application and evaluation of epidemiologic discoveries and methods in public health and health and social-care settings, including applications of aetiological research, priority setting and evaluation of programmes, policies and services)

e. Principles of epidemiology, incidence, prevalence

f. Principles of statistics and variation

g. Feedback and reporting mechanisms.



control infection

Clinical practice

2 Collate, analyse and communicate data relating to preventing and controlling infection for surveillance purposes (cont)


HWB3 Protection of health and wellbeing Level 4 IK2 Information collection and analysis Level 3

Links to national occupational standardsThis competence used NOS HP2 Collate, analyse and interpret surveillance data to assess risks to population health, wellbeing and safety as its starting point for the development of the IPC competences. There are a number of similarities between the two sets of performance indicators/criteria but full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?code=HP2


Clinical practice

3 Manage incidents and outbreaks

Performance indicators1 Assess the information available on the incident/outbreak and seek any necessary further evidence to establish its nature and scale

2 Establish the appropriate response using local incident/outbreak/emergency planning guides

3 Inform and involve relevant colleagues and partner organisations in a timely manner consistent with incident or emergency plans

4 Facilitate the development of an outbreak/incident management team, ensuring that the appropriate organisations and functions are represented

5 Communicate clear, accurate and timely information with colleagues, partner organisations and others throughout the incident in a manner that effectively manages risk and supports effective team working

6 Establish agreement on the control measures to be taken to minimise exposure to hazards and to reduce risks and prevent secondary or further spread or exposures

7 Review the availability of resources to implement the control measures throughout the duration of the incident/outbreak

8 Ensure accurate records of the investigation and management of the incident/outbreak are maintained throughout the process

9 Lead review of the investigation and management of the incident/outbreak and modify measures as a result

10 Produce a final report of the incident/outbreak and communicate it to all concerned

11 Evaluate the incident/outbreak and make recommendations for future improvement

Knowledge, understanding and skillsa. Alert micro-organisms, baseline

b. Defining and recognising outbreaks

c. Investigation of outbreaks, data collection

d. The significance of microbiological results; interpreting the diagnostic laboratory results; practices designed to break the chain of infection, including standard and transmission-based precautions including the placement of populations and individuals in care settings


Clinical practice

3 Manage incidents and outbreaks (cont)

e. Control measures

f. Epidemiology, descriptive and applied (that is, the application and evaluation of epidemiologic discoveries and methods in public health and health and social-care settings, including applications of aetiological research, priority setting and evaluation of programmes, policies and services)

g. Principles of epidemiology, incidence, prevalence

h. Principles of statistics and variation

i. Feedback and reporting mechanism

j. Epidemics, pandemics, endemic

k. Public health dimension; public health epidemiology

l. Methods of performing post-outbreak evaluation; report evaluation feedback; serious untoward incident tools

m. Emergency systems and procedures for managing incidents and outbreaks

n. The roles and responsibilities of national, regional and local agencies and departments in managing incidents and outbreaks

o. Knowledge of sources of advice and expertise that can be drawn upon to contribute to investigating and managing the hazard

p. Legal frameworks (that is, legal powers and duties, responsibilities and accountability) and organisational and professional policies and protocols when there is an outbreak or incident.


HWB3 Protection of health and wellbeing Level 4

Links to national occupational standardsThis competence used NOS HP15 Coordinate a team investigating and managing an incident or outbreak as its starting point for the development of the IPC competences. There are a number of similarities between the two sets of performance indicators/criteria but full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?code=HP15


Clinical practice

4 Improve quality and safety through the application of improvement methodologies

Performance indicators1. Identify the need for change in practices and environments

2. Work in partnership with others to develop practice innovations and service re-design solutions to improve safety and quality

3. Lead the organisation’s infection prevention and control programme to improve safety and the overall quality and experience of care through linking it with the work of internal and external partners and influencing direction

4. Ensure that audit, surveillance, epidemiology and risk register data are collated, communicated, used and interpreted effectively

5. Access existing and create new databases to manage and use data and information related to improving quality and safety

6. Guide practice in infection prevention and control through the critical analysis and effective communication of national quality and safety resources and initiatives

7. Work in partnership with individuals, populations, staff and others to develop improvement programmes that are in line with the culture and context of the area

8. Lead the implementation of improvement programmes, working in partnership with all involved

9. Evaluate the effectiveness of improvement programmes in partnership with individuals, populations, staff and others, identifying the improvements that need to be made in practice

10. Prepare and present infection prevention and control reports and recommendations to individuals, populations, staff, members of the organisation and others

11. Confirm that agreed actions have been taken to improve safety and the quality of health and social-care practice

12. Take the necessary action to escalate concerns when there is a failure to act which compromises safety and quality.


Clinical practice

4 Improve quality and safety through the application of improvement methodologies (cont)

Knowledge, understanding and skillsa. Clinical governance, quality assurance, clinical effectiveness, quality improvement framework and service improvement frameworks

b. Risk identification, assessment and management including: risk register analysis, action planning, feedback and re-evaluation

c. Serious untoward incident and root cause analysis

d. Review of audit findings, action planning, feedback and re-evaluation

e. Available quality and safety resources and initiatives

f. Outcome measures including measures that are reported by individuals receiving health and social-care services

g. Corrective and preventive actions

h. Development, implementation and evaluation of evidence-based achievable metrics and outcome measures that can be audited

i. Improvement and change methodologies.


Core 4 Service improvement Level 4 HWB3 Protection of health and wellbeing Level 4


M&L B6: Provide leadership in your area of responsibility – see http://www.ukstandards.org.uk/Admin/DB/0033/B5%202009.pdf M&L B5: Provide leadership for your team – see https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B5


Clinical practice

5 Advise on the design, construction and modification of facilities to prevent and control infection in the built environment

Performance indicators1. Work with others on plans for the design, construction and modification of facilities to improve safety and quality through infection prevention and control

2. Advise on the infection prevention and control risk assessment criteria prior to a new build and in advance of any demolition or modification of a building consistent with current building guidance and legislation

3. Liaise with key health and social-care staff and others prior to and at every subsequent stage of the build, demolition or modification to ensure that infection prevention and control advice is effectively incorporated into the works

4. Work in partnership with key health and social-care staff to reduce the risk of infection to individuals, populations, staff ad others during construction, demolition or modification activities

5. On the completion of the works, review with individuals, populations, staff and others the effectiveness of the development for preventing and controlling infection.

Knowledge, understanding and skillsa. Applied microbiology in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body defence mechanisms

b. The significance of microbiological results, interpreting the diagnostic laboratory results; practices designed to break the chain of infection – for example, standard and transmission-based precautions including the placement of individuals and populations within care settings

c. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial resistant organisms

d. Legislation, national guidance and outcomes/indicators relating to the design, construction and modification of the built environment in general and health and social-care facilities in particular (for example, ventilation, water sources, waste management, hygiene)

e. Organisational strategy for new builds, refurbishments, planned programme maintenance

f. Interpretation of architects’, estates’ and facilities’ plans for new builds, refurbishment and modification


EF2 Environments and buildings Level 4


HSC 3117 Conduct a health and safety risk assessment of a workplace – see https://tools.skillsforhealth.org.uk/competence/show?code=HSC3117


Clinical practice

6 Evaluate, monitor and review the effectiveness of decontamination processes for equipment and environment

Performance indicators1. Provide evidence-based infection prevention and control input in the development of decontamination policies and procedures

2. Audit decontamination methods to determine their effectiveness

3. Report the outcomes of the audit, drawing specific attention to the risks to safety and quality that have been identified

4. Advise on the actions that are required to improve quality and safety when decontamination processes are ineffective and the timescale in which they need to be implemented

5. Confirm that the required actions have been effectively undertaken to control infection and promote safety and quality

6. Take the necessary action to escalate concerns when there is a failure to act which compromises safety and quality.

Knowledge, understanding and skillsa. Applied in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body defence mechanisms

b. The significance of microbiological results; interpreting the diagnostic laboratory results; practices designed to break the chain of infection – for example, standard and transmission-based precautions including the placement of individuals and populations in care settings

c. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial-resistant organisms

d. Levels of decontamination – lifecycle and cycle parameters, use of various tests, water quality tests (for example, TVC levels)

e. Methods and processes of decontamination (for example, physical and chemical disinfection, sterilisation)

f. Methods and processes of decontamination for: medical devices (for example, endoscopes, surgical instruments), equipment and environments

g. Risk assessment of processes, environments and systems used for decontamination

h. Evaluation of application of decontamination processes in clinical practice

i. National guidance on decontamination processes for equipment and reusable medical devices (for example, Health Technical Memorandum (HTM), Scottish HTM) and the evidence base on which they are built


Clinical practice

6 Evaluate, monitor and review the effectiveness of decontamination processes for equipment and environment (cont)

j. Legislation, national guidance and outcomes/indicators on decontamination processes for the built environment and the evidence base on which they are built

k. Regional and local policies which differ from national guidance and the rationale for this.


EF1 Systems, buildings and equipment Level 4 EF2 Environments and buildings Level 4


DEC6: Monitor procedures and operate tracking systems and procedures – see https://tools.skillsforhealth.org.uk/competence/show?code=DEC6


Domain 2: Education

7 Develop own knowledge, skills and practice

Performance indicators1. Evaluate own development and application of knowledge and skills to meet current and emerging work demands and organisational objectives

2. Identify own development needs and set own personal development objectives, including professional development

3. Develop a personal development portfolio, recognising strengths and limitations, with clear learning needs, plans, actions and outcomes

4. Develop own knowledge, skills and practice through active engagement in a range of learning and development opportunities

5. Continually maintain an up-to-date knowledge of infection prevention and control through a range of different activities (including reading peer-reviewed journals, accessing other sources of published information, and peer review sessions)

6. Seize opportunities to learn new knowledge and skills and apply them in the development of practice

Knowledge, understanding and skillsa. Self awareness of competence and level required

b. Critical analysis, evaluation and appraisal skills

c. Critical analysis and evaluation of published literature and peer-reviewed research studies

d. Writing for publication and reviewing journal articles

e. Knowledge management and knowledge sharing

f. Dissemination of best practice, internal to the organisation, at conferences and in journals.


Core 2 Personal and people development Level 4


GEN13: Synthesise new knowledge into the development of your own practice – see https://tools.skillsforhealth.org.uk/competence/show?code=GEN13


Education

8 Lead the development of the knowledge, skills and practice of the infection prevention and control team

Performance indicators1. Encourage others to make accurate and credible assessments of their knowledge and skills, challenging complacency and actions that are not in the

interests of safety and quality2. Identify and address gaps in knowledge, skills and competence of staff working within the infection prevention and control team3. Develop an environment that values learning and development and promotes a learning culture in the workplace4. Develop and inspire all members of the team to use their abilities to practise effectively and efficiently to deliver the infection prevention and control

programme5. Work in partnership with members of the infection prevention and control team to include professional development as part of their personal development

planning6. Alert relevant others to resource issues that affect learning, development and performance

Knowledge, understanding and skillsa. Staff appraisal, feedback, action plan and re-evaluation skillsb. The meaning of the term ‘learning culture’ and how it can be facilitatedc. Facilitating work-based learning, practice development and research activitiesd. Staff development skills (including mentoring and coaching)e. Effective methods of levels of delegation and supportf. Leadership models and styles and their application to practice.


Core 2 Personal and people development Level 4


HSC43: Take responsibility for the continuing professional development of self and others – see https://tools.skillsforhealth.org.uk/competence/show?code=HSC43 CMF1: Provide clinical leadership and take responsibility for the continuing professional development of self and others – see https://tools.skillsforhealth.org.uk/competence/show?code=CM+F1


Education

9 Develop and implement learning and development opportunities and solutions to improve infection prevention and control

Performance indicators1. Identify the learning and development needs of individuals and teams through the use of epidemiological, surveillance and audit data

2. Evaluate with the relevant people the current approaches to learning and development related to infection prevention and control and identify areas for improvement

3. Work in partnership with individuals, populations and other relevant people to identify learning and development opportunities and solutions that offer best value for money and are targeted to address key issues

4. Develop a range of evidence-based learning and development activities that are tailored to the needs of specific groups of health and social-care staff and offer best value for money

5. Lead the implementation of learning and development activities to ensure that they are fit for purpose and improve infection prevention and control

6. Ensure the necessary modifications are made to learning and development activities to improve their effectiveness

7. Advise others on how to effectively include infection prevention and control in their own learning and development programmes and activities

8. Provide consultancy services on infection prevention and control to individuals and teams inside and outside the organisation

Knowledge, understanding and skillsa. Models and theories of learning (for example, learning styles)

b. Learning processes, methods and opportunities including innovative approaches to learning

c. How to identify learning need

d. Types and methods of assessment

e. Integration of learning and development with organisational strategy and objectives for infection prevention and control.


Education

9 Develop and implement learning and development opportunities and solutions to improve infection prevention and control (cont)


G1 Learning and development Level 4


AC3: Contribute to the development of the knowledge and practice of others – see https://tools.skillsforhealth.org.uk/competence/show?code=AC3

LLUKL1: Develop a strategy and plan for learning and development – see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L1

LLUKL2: Identify the learning and development needs of the organisation - see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L2

LLUKL3: Identify individual learning aims and programmes – see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L3

LLUKL7: Prepare and develop resources to support learning – see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L7


Education

10 Work with others to develop, implement, evaluate and embed infection prevention and control within workforce development strategies

Performance indicators1. Work with others to build infection prevention and control into workforce development strategies

2. Provide expert advice and support in implementing a strategy for developing the workforce to improve infection prevention and control

3. Influence and persuade others to see infection prevention and control as an integral part of the learning and development culture in health and social care and essential to safety and quality

4. Evaluate the effectiveness of workforce development strategies in improving infection prevention and control

5. Make recommendations to improve the knowledge and skills of the workforce to prevent and control infection

Knowledge, understanding and skillsa. Risk management and quality improvement programmes

b. Learning culture

c. Integration of learning and development with organisational strategy and objectives for infection prevention and control

d. Identifying and negotiating training programmes

e. Clinical education and clinical teaching

f. Preparation of practitioners for different roles in the infection prevention and control team and for preventing and controlling infection more generally

g. Evaluation of the effectiveness of workforce development strategies including specifi c education and training programmes.


G1 Learning and development Level 4 G7 Capacity and capability Level 3


LLUK L1: Develop a strategy and plan for learning and development – see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L1


Domain 3: Research

11 Access, appraise and apply robust evidence of all types, and from a range of research and other sources, to the domains of the role

Performance indicators1. Appraise the validity, sufficiency and relevance of research methodologies and other information sources applicable to infection prevention and control

2. Critically appraise the literature to establish its validity and application to practice

3. Synthesise and analyse the arguments of others, identifying strengths and weaknesses

4. Apply the findings of the appraisal to practice

5. Evaluate the outcomes and findings of research and other literature to determine their impact on, and potential for improving infection prevention and control

Knowledge, understanding and skillsa. Organisational strategies and objectives

b. The research process

c. Research approaches and design

d. Qualitative and quantitative research skills

e. Literature searching

f. Literature reviewing

g. Peer review

h. Secondary sources

i. domains of the role — Continued

j. Critical analytical skills

k. Application of research evidence to practice.


Research

11 Access, appraise and apply robust evidence of all types, and from a range of research and other sources, to the domains of the role (cont)


IK2 Information collection and analysis Level 3

Links to national occupational standardsThis competence uses NOS PHS22 Appraise, plan and manage research related to improving health and wellbeing as its starting point and adapted it for advanced-level practice in infection prevention and control. The competence set out above is very similar to NOS PHS22 and full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?code=PHS22


Research

12 Build the evidence and knowledge base to improve and develop infection prevention and control strategies and practices through participation in, or completing research and other related activities, including audit

Performance indicators1. Determine priorities for research and development within infection prevention and control, working in partnership with individuals, populations and

colleagues (at national and local level and within services and academia)

2. Identify, select and summarise research and other related activities from a variety of sources that are applicable to infection prevention and control

3. Work with others to develop clear proposals that are consistent with identified priorities

4. Present clear, succinct, valid, reliable and cost-effective proposals to appropriate people and organisations

5. Collect, collate, analyse and synthesise qualitative and quantitative data and information using appropriate methods

6. Ensure projects are delivered and reported to time, addressing the questions or issues posed

7. Reach agreements with key people and stakeholders about the need for applying research outcomes and findings to infection prevention and control practice and how best to do this

8. Monitor and review implementation against anticipated outcomes and findings and make necessary adjustments in agreement with others

Knowledge, understanding and skillsa. Skills of interpreting research and related literature

b. Skills for evaluating research and other related literature in relation to:– research questions– research design– study analysis– limitations of the study– clinical implications of the study– implications for practice

c. Strategies for implementing findings in practice

d. Role of the funder.


Research

12 Build the evidence and knowledge base to improve and develop infection prevention and control strategies and practices through participation in, or completing research and other related activities, including audit (cont)


IK2 Information collection and analysis Level 3 G5 Services and project management Level 3

Links to national occupational standardsThis competence uses NOS PHS23 Interpret research findings and implement them in practice as its starting point and adapted it for advanced-level practice in infection prevention and control. The competence set out above is similar in content to NOS PHS23 and full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?code=PHS23


Research

13 Share best practice through the dissemination of evidence and knowledge

Performance indicators1. Communicate findings and outcomes in various ways, to relevant people and stakeholders in a manner that is appropriate to their needs

2. Defend the intellectual basis of the evidence underpinning findings and outcomes

3. Reach agreements with key people and stakeholders in applying the findings and outcomes to infection prevention and control practice

4. In collaboration with others, apply evidence and knowledge in developing policy and driving forward improvement

Knowledge, understanding and skills1. Skills of interpreting research and project outcomes

2. Skills of communicating research and project outcomes

– implications for practice

– report writing

– writing for publication

– oral presentation skills

3. Strategies for implementing research findings in practice.


G2 Development and innovation Level 3

Links to national occupational standardsThis competence uses NOS PHS23 Interpret research findings and implement them in practice as its starting point and adapted it for advanced-level practice in infection prevention and control. The competence set out above is similar in content to NOS PHS23 and full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?code=PHS23


Domain 4: Leadership and management

14 Improve quality and safety through networking, influence, proactivity and challenge

Performance indicators1. Scan worldwide developments for emerging threats to safety and quality, emerging measures to address threats, and opportunities for action

2. Measure the future risks and threats; infection and prevention control measures

3. Proactively develop and sustain new partnerships and networks to influence and improve safety and quality working across professional, organisational and system boundaries

4. Develop and sustain a strategic vision and related plans, and gather evidence of improved quality, safety and infection prevention and control, using a range of different skills and drawing on own and others’ expert knowledge

5. Seize appropriate and timely opportunities to stress safety and quality across different pathways, health and social-care settings and institutions

6. Continuously assess and monitor the risks to safety and quality and challenge others’ actions and decisions when they put individuals, populations and others at risk

7. Advise key people of the effect that their decisions will have on safety and quality and the risks of not taking actions related to infection prevention and control

8. Recommend courses of action to key people that will improve safety and quality and bring other related benefits

9. Develop quality and safety improvement practices through understanding the implications of epidemiological, micro-biological, demographic, social, political and professional trends and developments and applying them to the context and environment following horizon scanning

10. Effectively communicate key messages to wider audiences to influence the wider safety and quality agenda

11. Take the necessary action to escalate concerns when safety and quality are compromised and there is a failure to act

Knowledge, understanding and skillsa. The national and local strategic context, and sources of information about relevant factors and trends

b. How to present information in a manner that fits within the strategic context

c. Organisational strategy, objectives, structure and accountability

d. Local, regional and national networks.


Leadership and management

14 Improve quality and safety through networking, influence, proactivity and challenge (cont)


Core 1 Communication Level 4 HWB3 Protection of health and wellbeing Level 4 G2 Development and innovation Level 3


GEN32: Search information, evidence and knowledge resources and communicate the results – see https://tools.skillsforhealth.org.uk/competence/show?code=GEN32



15 Improve quality and safety through the design, planning, monitoring and development of services

Performance indicators1. Promote a vision of improved quality and safety and better infection prevention and control within health and social-care and related services to meet the

needs of the population(s) that they are designed to serve

2. Actively engage with individuals and populations about their needs and priorities in relation to infection prevention and control

3. Enable different health and social-care providers and professionals within health economies to understand the need for, and commit to, common goals and objectives

4. Work with others to develop the standards of infection prevention and control that health and social-care services should meet so that they increase public confidence and deliver high-quality outcomes

5. Determine the needs of individuals and populations, and the outcomes they require from health and social-care services, from an analysis of hard and soft public health data

6. Draft specifications for services which contain clear and specific outcomes and indicators, sufficient levers to change practice, and identify the consequences of achieving or not achieving these

7. Secure the agreement of providers to the delivery of the specified services within available resources

8. Confirm that health and social-care providers have the necessary systems, policies, procedures and governance structures in place to provide high-quality and safe services and that they comply with national environmental standards

9. Analyse data on performance from service providers to determine if standards, indicators and outcomes are being met in service provision

10. Actively monitor and review the delivery of services against specification, outcomes and indicators (for example, through making unannounced visits) and take timely action when issues arise, including escalating to others if required

Knowledge, understanding and skillsa. Effective engagement methods with individuals and populations about their needs and priorities in relation to infection prevention and control

b. Engagement strategies with health and social-care providers and professionals to build common goals and interests

c. Development of standards, indicators, outcome measures and so on

d. Skills in analysing public health data (hard and soft) to identify the needs and interests of individuals and populations



15 Improve quality and safety through the design, planning, monitoring and development of services (cont)

e. Service specifications – contents, driving quality and safety, specifying standards for monitoring and assurance, performance management requirements (services will include those relating to health and social-care services themselves and related services, for example, facilities management – cleaning, food, waste disposal, linen)

f. Clinical governance, quality assurance, clinical effectiveness, quality improvement framework and service improvement frameworks

g. Improvement and change methodologies.


Core 4 Service improvement Level 4 HWB3 Protection of health and wellbeing Level 4 G3 Procurement and commissioning Level 3 G5 Services and project management Level 4


ENTO HSP1: Develop and review the organisation’s health and safety strategy – see https://tools.skillsforhealth.org.uk/competence/show?code=ENTO+HSP1 ENTO HSP13: Influence and keep pace with improvements in health and safety practice – see https://tools.skillsforhealth.org.uk/competence/show?code=ENTO+HSP13



16 Lead high quality infection prevention and control services

Performance indicators1. Communicate a vision of infection prevention and control that is related to major organisational objectives and captures the interests of key people

2. Develop a strategy for an effective infection prevention and control service

3. Negotiate and agree deliverables, outcomes and resource allocations for the infection prevention and control service and specific projects

4. Develop and facilitate the implementation of the infection prevention and control annual programme in partnership with key people

5. Review outcomes, plans, methods, processes and systems related to infection prevention and control and modify them to improve effectiveness

6. Prepare and present relevant and focused infection prevention and control reports and other forms of communication to key people

Knowledge, understanding and skillsa. Organisational management strategy

b. Individual and organisational management strategy

c. Principles and methods of planning, resourcing, monitoring and controlling

d. Leadership theories and styles (for example, situational leadership, transformational leadership, servant leaders, distributed leadership) and their application to practice

e. Organisational and directorate communication strategy.


Core 4 Service improvement Level 4 HWB3 Protection of health and wellbeing Level 4 G3 Procurement and commissioning Level 3 G5 Services and project management Level 4


M&L B6: Provide leadership in your area of responsibility – see https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B6



17 Lead and manage the work of the infection prevention and control team to achieve objectives

Performance indicators1. Agree and communicate clear team and individual objectives and work plans2. Ensure objectives and work plans are realistic and achievable, making adjustments where necessary3. Develop, coach and encourage all members of the team to use their abilities to practise effectively and efficiently to deliver the infection prevention and

control programme4. Ensure that team members have access to sufficient resources to deliver the programme5. Assess the performance of the team and individuals at appropriate times, using valid and reliable information6. Provide feedback to teams and individuals in a situation and in a manner most likely to maintain and improve their performance, including providing

recognition of achievements7. Where necessary, help team members to address poor performance8. Encourage and support good relationships between the team and other teams and departments within the organisation

Knowledge, understanding and skillsa. Leadership theories and styles (for example, situational leadership, transformational leadership, servant leaders, distributed leadership) and their

application to practiceb. Staff support mechanismsc. Resource management to deliver organisational strategy and objectivesd. Time managemente. Budget managementf. Legislation, national guidance and outcomes/indicators related to the employment, management and development of employees.


G5 Services and project management Level 4 G6 People management Level 3


M&L B5: Provide leadership for your team – see https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B5


Appendix 5Infection Prevention and Control – Nurses Career Framework Development MembersNHS Education for Scotland wishes to acknowledge the contribution of a wide range of practitioners in constructing the framework. In particular we would like to acknowledge the members of the Career and Development Framework group which can be viewed at:www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/healthcare-associated-infections.aspx
