Education and Development Framework for Senior … · Education and Development Framework for Senior Charge Nurses 1 1. Introduction Education, learning and development are essential

Education and Development Framework for Senior Charge Nurses

Contents

1. Introduction 1

2. Using this framework 3

3. The Senior Charge Nurse role 7

4. Capabilities, key knowledge and skills 13

5. Planning your learning and development 43

6. Learning and development options 45

7. Education provision 55

8. References 58

Appendix 1: NHS Career Framework 59

Appendix 2: NHS KSF indicators and areas of application 61

Appendix 3: Sample learning and development plan 77

Appendix 4: Scottish Credit and Qualifi cations Framework (SCQF) 79


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1. IntroductionEducation, learning and development are essential elements in developing a motivated and flexible workforce, where staff are supported to be effective in their jobs and committed to developing and maintaining high quality health care for the people of Scotland.

The aim of this education and development framework is:

• tofacilitateandsupporttheimplementationoftheSeniorChargeNurse(SCN)review

• toprovideguidancefortheeducationanddevelopmentofSCNs.

The framework will assist SCNs to identify learning and development needs and support access to appropriate learning and development activities, and/or academic education.

This framework will compliment the advanced practice toolkit and will help ensure that continuing professional development activities are valued and embedded as a lifelong process.


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Who is the framework for?The framework is intended for SCNs, their immediate managers, e.g. clinical nurse managers/lead nurses, those aspiring to be a SCN in the future, NHS Boards andHigherEducationInstitutions(HEIs).Itwillalsobeofinterest to providers of education and training. Within this document the term SCN encompasses all nursing and midwifery roles that describe the nurse or midwife who leads a team of staff within an NHS setting. Other titles may include Charge Nurse, Sister, Team Leader or Ward Manager.

Background and contextDelivering Care, Enabling Health(SEHD,2006a)sets out the nursing, midwifery and allied health professionals(NMAHP)contributiontothewiderpolicyagenda in Scotland. It highlights the importance of clinical leadership and workforce developments, and describeshowNMAHPwillworktoenablecontinuingimprovements in the experience and outcomes of patients, public, families and carers.

Clinical leadershipThe key message in Delivering Care, Enabling Health is that clinical leadership is critical in ensuring the transformational change necessary to implement the policy vision of the Scottish Government, and that initiatives and role developments aimed at promoting NMAHPleadershipmustbeprogressed.Oneofthekeyinitiatives is the review of the role of the SCN/Midwife in NHSScotland.

Workforce developmentThere is recognition of the need to modernise health carecareers.AUK-wideinitiativetodevelopaconsistentapproach across a wide range of health professions has resulted in the development of specific career frameworks fornurses,midwives,alliedhealthprofessionals(AHPs)and health care scientists. Within Modernising Nursing Careers(SEHD,2006b),Scotlandisleadingonspecialistand advanced practice. Other related work includes clinical education career pathways, development pathwaysforconsultantnurses,midwivesandAHPs,andearly clinical career fellowships for nurses and midwives.

TheNHScareerframework(appendix1)includessenior/specialistatlevel6andadvancedpractitionersat level 7 of the framework. It is envisaged that SCNs will be working at senior/specialist practitioner with the aspiration that many can be supported towards, advanced practitioner level. The underpinning principles ofadvancedpractice(autonomouspractice,criticalthinking,highlevelsofdecision-makingandproblem-solving,values-basedcareandimprovingpractice)arefundamental components of the SCN role.

Apilotadvancedpracticesuccessionplanningdevelopment pathway is currently being devised to provide a generic, flexible and sustainable framework supporting educational solutions for advanced practice. It is envisioned that this will enhance capability and capacity within the nursing profession, utilising a consistent approach nationally within Scotland.

NHSKnowledgeandSkillsFrameworkTheNHSKnowledgeandSkillsFramework(KSF)hasbeen designed to support the development of individuals in their post and in their careers. It provides a single, consistent, comprehensive and explicit framework on which to base review and development of all staff. OneofthestatedpurposesoftheKSFistosupporttheeffective learning and development of individuals and teams – with all members of staff being supported to learn throughout their careers and develop in a variety of ways,andbeinggiventheresourcestodoso.TheKSFisabouttheapplicationofknowledgeandskills-notaboutthe specific knowledge and skills that individuals need to possess.

2.Usingthisframework


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This framework provides guidance and opportunities for SCN’s to:• assume responsibility for their own continuing

professional development • understand the SCN role and its links with the NHS

KSF,andthecontributionofnursing,midwiferyandallied professionals to healthcare policy as outlined in Delivering Care, Enabling Health(SEHD,2006a)

• continually reflect on practice and critically appraise own knowledge, skills and capabilities, and ability to demonstrate their application in own practice

• throughcriticalappraisalandself-assessment,identifypersonal development needs and develop and agree realistic and appropriate personal development plans

• reflect on and feed back to manager/colleagues on the value, effectiveness and application of learning and development, or education attended/supported

• use own learning, audit, research information and reflective practice to initiate improvements in practice

• work towards advanced practitioner level if appropriate

AlthoughthemainpurposeoftheframeworkistohelpSCNs plan their own learning and development, it can be used by anyone who is looking for ways to enhance or improve their level of knowledge, skills and capability, or by those responsible for planning , supporting or implementing learning and development or education for SCN’s.Throughouttheframework,linkstotheNHSKSFand advanced practice components are highlighted.

NHS Boards, organisations and line managers can use the framework:• toencourageself-developmentofSCNs,givingthem

the opportunity to achieve their potential and have their achievements recognised

• to support the learning and development of their current and future SCNs as part of a continuous process of development

• to identify appropriate education and training for individuals

• to nurture a climate where learning and development are integral to service development

• where appropriate, help SCNs to work towards advanced practice level

Those responsible for developing and delivering education and training can use the framework:• to inform the content of educational programmes• to map content of existing educational programmes• to develop programmes of education in partnership

with local providers• to identify appropriate education and training for

individuals• for quality assurance monitoring


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How SCNs can use this frameworkYou may be a SCN with some years of experience and a wide range of development but wish to map your skills and knowledge against the new role framework, or you may have little or no previous development in all or some aspects of the role. You may be a new or aspiring SCN or one who aims to move to a more senior or strategic post. You may already have a feel for which areas of your practice you would like to be better at. Whatever your current needs are, you can use this framework: • forself-assessmentpurposes• to identify learning and development needs• to plan personal and professional development• asaguidetodevelopingpersonalprogrammesofself-

directedandwork-basedlearning• as a guide to education and training resources• to support the personal development planning and

review(PDPR)process

Learning and development is not just about going on courses. You can learn through study, experience, personal reflection and shared learning and you will be able to access a wide and flexible range of learning opportunities. The focus of this framework is on personal learning and development, a process where you have prime responsibility for and control over your own learning. To do this effectively you need to be able to:• identify your learning and development needs• set yourself goals and objectives or learning outcomes• specify standards to measure your achievements• choose the best learning methods and activities for

you• evaluate your progress and continually assess your

performance

Managing your own continuing personal development is notalwayseasy.Itrequirescommitment,timeandself-discipline. The rewards however are limitless and will last a lifetime.

Althoughtheframeworkfocusesonself-directedandwork-basedlearningoptions,forthosewhowishtoattend training courses or pursue more academic education, a list of education providers has been included in section 7. You are encouraged to speak to your professional development/learning and development department and your line manager, who will be able to advise on relevant internal and external education provision. You can use the framework to support your PDPRprocess.

Section 3 provides an outline of the SCN role profile and its links to the culture, context and capability aspects of Delivering Care, Enabling Health(SEHD,2006a)andtheNHSKSF.

Section 4 outlines 13 capabilities linked to the four dimensions of the SCN role. It also identifies key knowledge and skills – an outline of the knowledge and skills the SCN requires for the role, together with a development needs analysis tool to help identify and prioritise your learning and development needs.

Section 5 suggests ways in which you can use the framework to plan your learning and development.

Section6offers some suggested learning and development options.

Section 7 provides guidance of accessing training courses and academic education, and provides a directory of education providers.

Figure1(overleaf )showsadiagrammaticrepresentationofhow you can use this framework to plan your learning and development.


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SCN Education and Development

Framework

Evaluate your learning and

development and its application to your

work

Develop a personal learning and

development plan

Reviewthelearningand development

options and education provision insections6and7

Revieweachcapability and

related knowledge and skills

Identify and prioritise your learning and development

needs

Reviewhowyouare able to apply

your knowledge and skills to meet the demands of the

SCN role

Familiarise yourself with the SCN

role profile and therelatedKSF

dimensions

Figure 1: UsingtheSCNeducationanddevelopmentframework

3. The Senior Charge Nurse role


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AnationalreviewoftheroleoftheSCNis a key component of Scotland’s nursing, midwifery and allied health profession’s action plan, Delivering Care, Enabling Health(SEHD,2006a).TheaimoftheSCNreviewistocreatea modern role that will enable frontline leaders to maximise their contribution to delivering safe and effective care, within the context of current policy.

AnationalSCNroleprofilehasbeendeveloped.Therolecomponents were generated through consultation with key stakeholders and patient interviews, and have been themed into four areas of responsibility:

1. To ensure safe and effective clinical practice

2. To enhance the patients experience

3. To manage and develop the performance of the team

4. To ensure effective contribution to the delivery of the organisation’s objectives

The role components of each of the four dimensions outlined above were then divided into subgroups and 13 key result areas were developed, which informed the developmentofaSCNroleframework(Figure2).

To support the development of the newly defined SCN role and the development of current post holders, the four dimensions and role components were mapped withtheNHSKSFinpartnershipwithappointedclinical facilitators from each of the NHS Boards and incollaborationwiththenationalKSFImplementationLead in the Scottish Government Health & Wellbeing Department.TheresultingKSFoutlinewasagreedbytheSCNReviewProjectBoard.

Delivering Care, Enabling Health(SEHD,2006a)considersthecontributionofnursing,midwiferyandAHPstohealthcare policy across three critical areas:

Culture and contextTheunderlyingprinciplesofnursing,midwiferyandAHPpractice are defined as caring, promoting individuals rights,workingwithinmulti-disciplinaryandmulti-agencyteams, ensuring an education and research base for practice, and delivering high quality, safe and effective practice.

CapabilityDescribesthenursing,midwiferyandAHPcontributionto meeting the policy agenda, highlighting the need for clinical leadership and the need to use information to improve patients’ experience of health services and improve health outcomes.

CapacityDescribes the need for an adequate and flexible workforce, educated to the right level, with the skills to perform the roles required to deliver the services anticipated in Delivering for Health(SEHD,2005).


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1.1 Clinical leadership and team working

Asclinicalleader,promoteteamworkwithinamulti-professionalenvironment,demonstratingcriticalanalysisanddecision-makingskills,leadingthedeliveryofaclinicallyexcellent,highqualityserviceinfluencingandfacilitatingchange within ward/department and where appropriate the organisation.

1.2Evidence-based,clinicallyeffectivepractice

Actasachangeagent,developingclinicallyeffectivepracticethroughtheeffectiveutilisationandintegrationofevidence, setting, implementing and monitoring evidence based policies, procedures and protocols.

1.3 Continuous quality improvement

Ensure a culture of continuous quality improvement through the use of audit, patient feedback and reflection on practice by self and other members of the team.

1.4Patientsafety

Promoteacleanandsafeenvironmentforstaff,patientsandvisitorsbyensuringcompliancewithlegislation,policiesand protocols including health and safety, healthcare associated infection, risk management and critical incident reportingandanalysis,assessingandmanagingactualandpotentialriskstohealthandwell-being.

Ensure a high standard of record keeping in accordance with Nursing and Midwifery Council, national legislation and localstandards,facilitatingeffectivecommunicationwithmulti-professionalteamregardingpatientcare.

Figure 2: SCNRoleprofile


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3.1Rolemodel

Actasarolemodel,creatingasupportiveethostoempowerstafftocontributetothedeliveryofhighqualityperson-centred care.

3.2 Learning and development

Support the learning and development of all staff, creating a learning environment that ensures effective learning opportunities for staff and students including appropriate orientation and induction programmes, a range of clinical supportstrategies(mentoring,coaching,clinicalsupervisionandactionlearning)andplanningongoingmandatorytraining and relevant education/development opportunities.

3.3 Managing the practice setting

Manage the practice setting, ensuring effective use of resources and workforce planning by monitoring workload and, through efficient rostering, maintain appropriate staffing levels and skill mix taking account of role and competence of staff when delegating work, contributing to the management of the ward/department budget.

Manage the nursing/midwifery team, ensuring compliance by self and others with professional standards, legislation, national and organisational policies, leading recruitment and selection, attendance management, ensuring grievance and disciplinary matters within own department are identified, actioned and reported to the appropriate manager.

2. To enhance the patients experience

2.1Co-ordinationofthepatientjourney

Ensureco-ordinationofthepatient’sjourneybyplanningandco-ordinatingtheepisodeofcareincludingthesmoothtransition to other settings, promoting effective discharge and communication with interdisciplinary and interagency teams as required.

2.2 Clinical expertise

Co-ordinatenursing/midwiferyinterventions,influencingclinicaldecisionsandmonitoringthequalityofpatientcareprovided through using expert clinical knowledge relevant to their own field of practice, underpinned by theory and experience.

2.3Promoteacultureofperson-centredcare

Withinamultidisciplinaryteamenvironment,developacultureofperson-centredcarebeinghighlyvisiblewithintheward/department, communicating regularly with patients, relatives and/or carers; promoting a caring environment where equality and diversity issues are respected and patients are enabled to be partners in their care.

Identify opportunities to develop care and services by ensuring that there are effective systems in place to ascertain patient and carer experience/feedback and ensure complaints are managed in line with organisational policy, including the dissemination of learning points.


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4. To contribute to the delivery of the organisation’s objectives

4.1 Networking

Network with peers across professional groups promoting the exchange of knowledge, skills and resources.

4.2 Service development

Work in partnership with a range of clinicians and managers in the planning or development of own service promoting the involvement of patients/public.

4.3Politicalandstrategicawareness

Develop and maintain a working knowledge of local, national and professional strategy and policy, ensuring that organisational goals are reflected in their personal objectives and in ward/department development plans and demonstrate the ability to contribute to policy and strategy development at a departmental and organisational level and, where appropriate, national level.


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Delivering Care, Enabling Health(SEHD,2006).

SCNRoleProfile NHSKSF

• a team base for practice

• leadership

• a base for safe and effective practice

• an education and research base for practice


1.1 clinical leadership and teamwork

1.2evidence-based,clinicallyeffectivepractice

1.3 continuous quality improvement

1.4 patient safety

1.1 Core 1, Core 4, Core 5

1.2 Core 4, Core 5

1.3Core5,IK2

1.4 Core 1, Core 3, HWB2

• a caring base for practice

• a rights base for practice

2. To enhance the patient experience

2.1co-ordinationofthepatientjourney

2.2 clinical expertise

2.3 promote a culture of person centred care

2.1 Core 1, HWB2

2.2 Core 2, Core 5 HWB2

2.3 Core 1, Core 4, Core6,HWB2

• an education and research base for practice

• continuing professional development and lifelong learning

• developing workforce and workforce planning


3.1 role model

3.2 facilitating learning and development

3.3 managing the practice setting

3.1 Core 2, Core 5

3.2 Core 2

3.3G4,G6,IK2

• capability – delivering policy aims and strategic objectives

4. To contribute to the organisation’s objectives

4.1 networking

4.2 service development

4.3 political and strategic awareness

4.1 Core 1, Core 4

4.2 Core 4

4.3 Core 2, Core 4

TheNHSKSFistheoverarchingframeworkforreviewingthe development of most staff groups in the NHS, as partoftheAgendaforChangeagreement.TheKSFdefines and describes the knowledge and skills that staff needtoapplyinpracticetodeliverqualityservices(DH,

2004a)andthereviewprocessisthemeansforprovidingevidence of continuing capability. Figure 3 demonstrates the relationships between the four dimensions and key result areas of the SCN role profile, the culture, context and capability aspects of Delivering Care, Enabling Health andtheKSF.

4. Capabilities, key knowledge and skills


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This section outlines capabilities linked to the four dimensions of the SCN role. Capability is associated with the continuing development of the SCN’s ability and potential and is an essential element of lifelong learning, and personal and professional development. Capabilities describe the extent to which an individual can apply, adapt and synthesise new knowledge from experience and continue to improvehisorherperformance(FraserandGreenhalgh,2001).Keyknowledgeandskillsare identified in relation to each capability.

The 13 SCN capabilities are:

1. Providingclinicalleadership

2. Promotingevidence-based,clinicallyeffectivepractice

3. Promotingcontinuousqualityimprovement

4. Promotingpatientsafety

5. Ensuringco-ordinationofpatientsjourney

6. Maintaining clinical expertise

7. Promotingperson-centredcare

8. Rolemodelling

9. Facilitating learning and development

10. Managing the practice setting

11. Networking

12. Service development

13. Identifying political and strategic drivers

LinkstotheNHSKSFLinkstotheKSFaregivenforeachcapabilityandappendix2detailstheKSFdimensions,levels,indicatorsand areas of application relevant to the SCN role. UsingtheKSFinconjunctionwiththeSCNroleprofile,capabilities and key knowledge and skills will help define and describe the knowledge and skills which SCNs need to apply in their work in order to deliver quality services.

Links to advanced practiceAnadvancedpracticesuccessionplanningdevelopmentpathway is currently being piloted as a means of providing a generic, flexible and sustainable framework supporting educational solutions for advanced practice. The pathway will help people to identify their development needs and support them in accessing theappropriateeducationthrougheitherwork-basedlearning or academic education provision. Toolkits are currently being developed to support both advanced practice and implementation of the SCN role.


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Level of confidence

1. I require education, learning and development relating to most or all of this capability

2. I require education and development relating to some aspects of this capability

3. I am confident already and can effectively demonstrate my knowledge, skills and performance relating to this capability

Development needs analysis toolAdevelopmentneedsanalysistoolisprovidedtohelp you reflect on each capability and identify areas where you may benefit from learning, education and development. In completing this tool, it is crucial that you are honest and provide an accurate account to help you to identify the appropriate learning and development and education required. You will be assessing yourself against SCN capabilities and related key knowledge and skills, as well as the indicators and related areas of application outlinedintheKSFinappendix2.

Following a review of the 13 capabilities and correspondingKSFapplication,identifywhatyourcurrentknowledge and skills are in relation to each capability. Identify your level of confidence in relation to each capability. Outline evidence to support your confidence level and how you have achieved that level of confidence in your ability. Then identify what further learning and development/education you might need in relation to this capability. Information on planning your learning and development can be found in section 5 of this framework.

AsaSCNyoumaybeworkingatortowardsadvancedpractice level. You can use this framework to help you but will also need to use the advanced practice succession planning development pathway to identify your development needs and access appropriate education througheitherwork-basedlearningoracademiceducation provision. To support your development, links to the four overarching themes of advanced practice are given for each SCN capability. Further information on advanced practice, including these overarching themes, and the main components and underpinning themes of advanced practice can be found on the NES website: www.nes.scot.nhs.uk/nursing/roledevelopment/advanced_practice

Links to the ten essential shared capabilities for mental health practiceThe10EssentialSharedCapabilities(ESC)Framework(DepartmentofHealth,2004b)providesthebasicbuildingblocks for the education, training and continuing developmentofallmentalhealthworkers.The10ESCsare:

1. Working in partnership

2. Respectingdiversity

3. Practisingethically

4. Challenging inequality

5. Promotingrecovery

6. Identifying people’s needs and strengths

7. Providingserviceuser-centredcare

8. Making a difference

9. Promotingsafetyandpositiverisktaking

10. Personaldevelopmentandlearning

Mentalhealthpractitionerscanmapthe10ESCstothe13 capabilities, and underpinning key knowledge and skills, for the SCN role and are encouraged to access the 10EssentialSharedCapabilitiesforMentalHealthPractice:LearningMaterials(Scotland)(NES2007):www.nes.scot.nhs.uk/mentalhealth/publications


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Dimension 1: To ensure safe and effective clinical practice

Capability1.1:Providingclinicalleadership TheSCNprovideseffectiveclinicalleadershiptothenursing/midwiferyteamandtothewidermulti-professionalteam,promotingteamworkandworkinginawaythatdemonstratescriticalanalysisanddecision-makingskills,andinfluencing and facilitating change where appropriate

KSFlinks Advancedpracticelinks

3 Core 1: Communication3 Core 4: Service improvement3 Core 5: Quality

3 Leadership

Keyknowledgeandskills

• creating and articulating a clear, shared vision for service delivery

• using highly developed leadership skills to communicate, motivate and mobilise people towards shared goals

• creating a culture of challenge and support where critical feedback is received positively and mistakes are regarded as learning opportunities

• using a positive leadership style to inspire and empower others to lead change

• providing leadership across professional and organisational teams

• influencing, facilitating, leading and managing change

• building strong working relationships with others, articulating own role and understanding the role of others, and treating people with dignity and respect

• solving problems by using critical analysis and logic in assessing and establishing the need for change

• generating imaginative ideas, original approaches and innovative solutions to challenges and or opportunities

• managing conflicts or disputes and other ‘difficult situations’

• communicating across disciplinary, professional and organisational boundaries, listening and responding constructively to the needs of others

• understanding how you consult, involve, influence and lead your team and others, recognising personal impact on situations


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Level of confidence 3 2 1

Evidence to support performance

Learning and development needs

Capability1.1:Providingclinicalleadership


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Capability1.2:Promotingevidence-based,clinicallyeffectivepractice The SCN acts a change agent, developing clinical practice through the effective utilisation and integration of evidence intopractice;setting,implementingandmonitoringevidence-basedpolicies,proceduresandprotocols


3 Core 4: Service improvement3 Core 5: Quality

3 Research1 and development3 Leadership


• accessing evidence from a variety of sources and critically appraising current evidence and its application where appropriate

• enabling and supporting others to source and use evidence to improve practice

• leading and promoting practice development in collaboration with the team and others

• knowledge and application of relevant national/local policies, procedures and protocols, including NHSQIS standards and SIGN guidelines

• promotingandensuringevidence-baseddecision-makingbyselfandteam

• establishing evidence to underpin service/practice improvement

• knowledge of basic research methods and their application to clinical practice

• demonstrating effective transformational leadership, achieving team ‘buy in’ and supporting others in making agreed changes

1Researchinthiscontextencompassesusinganactiveevidencebase,whichincludesactivitiessuchasaudit,scoping,literaturereviews,service evaluation and research


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Capability1.2:Promotingevidence-based,clinicallyeffectivepractice


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Capability1.3:Promotingcontinuousqualityimprovement The SCN continually practices in a way that develops a culture of improved quality by ensuring continuous review and development of practice through the use of audit, patient feedback and reflection on practice and provides effective leadership to encourage such practice by team members


3 Core 5: Quality3 IK2:Informationcollectionandanalysis

3 Research1 and development3 Leadership


• evaluating practice by monitoring and measurement, using Clinical Quality Indicators across six dimensions of quality and/or audit pertinent to area of practice

• usingthemodelofimprovementandPDSA(plan,do,study,act)cycles

• measuring for improvement and interpreting causes of variation, including run charts and control charts

• accessing and using information systems

• critical thinking and analytical skills incorporating critical reflection

• knowledge and application of methods for eliciting and responding to patient experience taking cognisance of ethical and legal issues

• knowledge and application of data protection policies

• identifying need for change, leading innovation and managing changes in practice and/or service

1Researchinthiscontextencompassesusinganactiveevidencebase,whichincludesactivitiessuchasaudit,scoping,literaturereviews,service evaluation and research


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Capability1.3:Promotingcontinuousqualityimprovement


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Capability1.4:Promotingpatientsafety The SCN consistently takes responsibility for promoting a safe and clean environment for staff, patients and visitors by ensuring compliance with legislation, policies and protocols, assessing and managing actual and potential risks tohealthandwell-beingandensuringahighstandardofrecordkeepingandeffectivecommunicationwithmulti-professional team regarding patient care


3 Core 1: Communication3 Core 3: Health, safety and security3 HWB2:Assessmentandcareplanningtomeet

health and wellbeing needs

3 Advancedclinical/professionalpractice


• understanding and applying strategies for prevention of health care associated infections

• knowledge and application of standards for maintaining cleanliness

• knowledge and application of legislation, policies and protocols relating to health and safety of staff, patients and visitors

• knowledge and application of NMC code of professional conduct: standards for conduct, performance and ethics

• knowledge and application of standards for record keeping

• knowledge of clinical governance, risk assessment/management and adverse incident reporting structures and strategies

• knowledge of professional accountability relating to own practice and that of others

• understanding and applying local and national policy relating to patient/client group, e.g. mental incapacity, vulnerableadults,mentalhealth,childprotection,disability(physicalandlearning)

• knowledge and application of NMC Standards for Medicines Management

• knowledgeandapplicationofmidwivesrolesandstandards(ifappropriate)


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Capability1.4:Promotingpatientsafety


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Dimension 2: To enhance the patients experience

Capability2.1:Ensuringco-ordinationofpatientsjourney TheSCNtakesresponsibilityforensuringtheplanningandco-ordinationofthepatientsepisodeofcareincludingthesmoothtransitiontoothersettings,promotingeffectivedischargeandcommunicationwithinter-disciplinaryandinter-agencyteamsasrequired


3 Core 1: Communication3 HWB2:Assessmentandcareplanningtomeethealth

and wellbeing needs



• ensuring provision of continuity of care and timely access to appropriate services

• workingeffectivelyasamemberofthemulti-professional/multi-agencyteam,contributingtoevidence-basedprogrammes of care and treatment that are sensitive to diversity

• identifying patient need through the evaluation of appropriate assessments, including community and public health information

• planningandco-ordinatingpackagesofcare,initiatingreferralsasrequired

• working collaboratively with other health professionals and agencies as appropriate

• knowledge and application of processes that ensures timely patient discharge and patient journey through the healthcare system at the pace appropriate to their needs

• providing relevant patient information, including appropriate materials that address language, disabilities and cultural beliefs

• analysing past patient experience and identifying any deficiencies in the patient journey

• being confident and proactive in investigating shortfalls in the service provision


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Capability2.1:Ensuringco-ordinationofpatientsjourney


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Capability 2.2: Maintaining clinical expertise The SCN develops and maintains expert clinical knowledge relevant to own field of practice and applies this knowledgeintheco-ordinationofnursing/midwiferyinterventions,influencingofclinicaldecisionsandmonitoring of quality of patient care provided


3 Core 1: Communication3 Core2:Personalandpeopledevelopment3 Core 5: Quality3 HWB2:Assessmentandcareplanningtomeet




• maintaining a high level of accountability in own practice

• demonstrating expert clinical knowledge relevant to own field of practice through knowledge and understanding of the pathophysiology of conditions commonly seen in own area of practice

• assessing and evaluating complex health needs including planning care appropriately to meet patient health and socialcareneeds,involvingothermembersofthemulti-professionalteamasappropriate

• making sure each patient’s treatment and care is based on best practice

• actively promoting health promotion, patient safety, recovery and disease prevention

• rapidly assessing the patient’s unstable and complex health care problems through synthesis and prioritisation of historical and immediately derived data

• utilisingcriticalthinkingandreasoninginclinicaldecision-makingandproblem-solving

• ensuring safe transition to another care provider or independence

• using sound judgement in assessing and rationalising conflicting priorities and needs


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Capability 2.2: Maintaining clinical expertise


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Capability2.3:Promotingperson-centredcare The SCN identifies opportunities to develop care and services, and practices in a way that demonstrates creditable and authoritativeleadershipinthepromotionofperson-centredcare,withinacaringmultidisciplinaryteamenvironmentthat where appropriate enables patients to be partners in their care


3 Core 1: Communication3 Core 4: Service improvement3 Core6:Equalityanddiversity3 HWB2:Assessmentandcareplanningtomeet


3 Advancedclinical/professionalpractice3 Leadership


• knowledge and application of local and national equality and diversity policies

• activelypromoting,supportingandpractisingsoundethicaldecision-making

• developing practices which prompt choice, wellbeing and protection of all individuals

• ensuring that clinical governance is maintained

• using advanced communication strategies to develop and enhance therapeutic relationships

• creating a climate of mutual trust and establishing partnerships with patients, carers and families to encourage active choices and participation in care and treatment

• understanding and valuing cultural preferences, health beliefs and behaviours, challenging inequalities within the scopeofNMCCodeofProfessionalConduct:standardsforconduct,performanceandethics,ScottishLawandtheHumanRightsAct

• understanding the spiritual needs of patients and influence on their health care, behaviours and practices, particularlybutnotexclusivelyinrelationtotheprovisionofend-of-lifecare

• knowledge and application of methods for eliciting and responding to patient experience taking cognisance of ethical and legal issues

• ensuringselfandotherspracticewithinNMCCodeofProfessionalConduct:standardsforconduct,performanceand ethics


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Capability2.3:Promotingperson-centredcare


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Dimension 3: To manage and develop the performance of the team

Capability3.1:Rolemodelling The SCN acts a role model, creating a supportive ethos to empower staff to contribute to the delivery of high quality person-centredcare


3 Core2:Personalandpeopledevelopment3 Core 5: Quality

3 Facilitating learning3 Leadership


• enabling others to develop and apply their knowledge, evidence base and skill relevant to their area of practice

• expert knowledge and application of evidence base relevant to own area of practice

• knowledge and application of principles of facilitating learning in practice, mentoring and coaching, promoting a positive learning environment

• fostering a culture of enquiry that is supportive and facilitative, encouraging creativity and innovation

• enabling and developing leadership skills and qualities in other members of the team

• understanding and practising effective delegation

• understanding how you consult, involve and influence your team and others, recognising personal impact on situations

• articulating a vision, establishing values, goals and objectives relating to the purpose, function and practice of the team and motivating others to strive for that vision


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Capability3.1:Rolemodelling


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Capability 3.2: Facilitating learning and development The SCN practises in a way that creates a positive learning environment, ensures effective learning opportunities for all staff and students and supports the career pathway of individual team members


3 Core2:Personalandpeopledevelopment 3 Facilitating learning


• knowledge and application of NMC standards to support learning and assessment in practice

• knowledgeoftheprinciplesandapplicationofNHSKSFprocesses–personaldevelopmentplanning,reviewandappraisal systems

• identifying and planning for team and individual learning needs applicable to care and service delivery

• knowledge and application of principles of facilitating learning in practice, mentoring and coaching, promoting a positive learning environment

• actively promoting reflective practice, formal and/or informal supervision and support structures

• knowledge and application of the audit cycle to develop the clinical learning environment

• maximising availability and access to resources to support learners and learning


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Capability 3.2: Facilitating learning and development


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Capability 3.3: Managing the practice setting The SCN implements and maintains effective workload measurement and workforce planning, ensuring compliance by self and others with professional standards, legislation, national and organisational policies, contributing to the management of the ward/department budget


3 G4: Financial management3 G6:Peoplemanagement3 IK2:Informationcollectionandanalysis

3 Leadership


• organising work flexibly and efficiently

• knowledge of the factors that influence nursing and/or midwifery workload and approaches to workload measurement appropriate to own area of practice

• interpretingandreportingworkloaddatausinginformationtoguideeffectivedecision-makinginthedevelopmentand implementation of workload and workforce planning

• knowledgeandapplicationofNMCCodeofProfessionalConduct;standardsforconduct,performanceandethics

• knowledge and application of the principles of effective rostering and skill mix when planning, allocating and supervising the work of the team

• monitoringandmanagingtheeffectsofplannedtimeout(annualleave,studyleaveetc)andabsenteeism

• knowledge and application of recruitment policies and procedures

• knowledgeandapplicationofHRpolicies/proceduresandaspectsofgoodpracticeinmanagingpeople

• effectively managing and developing the performance of individuals and the team

• knowledge of how budgets are set and own role in monitoring and managing the budget


35




Capability 3.3: Managing the practice setting


36

Dimension 4: Ensure effective contribution to the delivery of the organisations objectives

Capability 4.1: Networking The SCN promotes the exchange of knowledge, skills and resources through successful networking with peers


3 Core 1: Communication3 Core 4: Service improvement

3 Leadership


• actively participating in clinical forums or professional groups to forge sustainable partnerships, build on existing knowledge and increase resourcefulness

• engaging with the right people to ensure the success of service/practice improvements

• systematically capturing and disseminating learning and best practice at all levels of the service

• encouraging and participating in debriefing and discussion on service improvements at all levels

• encouraging and promoting activities for professional development

• developing a proactive and positive working relationship with partnership organisations and staff associations around change issues

• collaborating with other disciplines and agencies in the development of service plans


37




Capability 4.1: Networking


38


Capability 4.2: Service development The SCN, working in partnership with a range of clinicians and managers, ensures that nursing/midwifery staff make a valuable contribution to the planning or development of their own service, promoting the involvement of patients/public


3 Core 4: Service improvement 3 Leadership


• knowledge and application of patient focus, public involvement strategies

• knowledge of current Government and NHSScotland policy and how to apply this to own area of work and professional development, identifying areas for change, monitoring, supporting and guiding others in relation to service issues.

• creating and effectively communicating a vision for service development

• helping others to understand and see how your vision and plans link to the vision and plans of the organisation

• creating effective partnership working with key stakeholders

• challenging mindsets and working within allocated resources


39




Capability 4.2: Service development


40


Capability 4.3: Identifying political and strategic drivers The SCN practises in a way that demonstrates working knowledge of local, national and professional strategy and policy, contributing to policy and strategy development at a departmental and organisational level and, where appropriate,nationallevelandensuresthatorganisationalgoalsarereflectedinthepost-holder’spersonalobjectivesand that of the ward/department development plans


3 Core2:Personalandpeopledevelopment3 Core 4: Service improvement

3 Leadership


• knowledge of current Government, NHSScotland and NMC policy and how to apply this to own area of work and professional development

• knowledge and application of local NHS objectives and local delivery plans*

• reviewing and evaluating the local implementation of policy initiatives, identifying areas for change

• understanding the broader influences and the relevant power bases within the organisation and the wider community

• representing the service perspective in discussions at all levels

• representing the organisation’s perspective, policies and position with external agencies*

• keeping abreast of wider national, international and health service trends, and tapping into research sources

• articulating a vision, establishing values, goals and objectives relating to the purpose, function and practice of the team and motivating others to strive for that vision

*Pleaserefertolocalorganisationalprioritiesonpage42


41




Capability 4.3: Identifying political and strategic drivers


42

Strategic objectives

Local delivery plans

Divisional/directorate priorities and objectives

Ward/department objectives

Local organisational prioritiesIt is important that you are aware of your organisation’s strategic objectives, local delivery plans and priorities. You are encouraged to record these below and take them into consideration when planning your learning and development.

5.Planningyourlearning and development


44

Evaluate your learning and development•reflectontheeffectivenessofyourlearningindeveloping your knowledge and skills •identifyhowyourlearninghasimprovedyourapplication of knowledge and skills •maintainareflectiverecordofevidence,demonstrating the outcomes of learning •collateevidenceforyourPDPRprocess(seepages49-50)

Formulate a learning and development plan Useyourorganisation’slearninganddevelopmentplanorthe sample in appendix 3 to identify learning outcomes and plan your education and development activities. Discuss the plan with your line manager. Identify your support networks including a suitable mentor/coach.

Identify education and development options Reviewthelearninganddevelopmentoptionsinsection6and education provision in section 7. Can you achieve some orallofyourlearningoutcomesthroughwork-basedorself-directedlearningactivities?Doyouneedtoobtainanacademic qualification?

Consider your preferred learning styles and methods Understandingyourlearningstylesandskills,attitudes,preferences and strengths is an important part of becoming a more effective learner. For useful websites refer to section6.

Identify and prioritise learning and development needs Carryouta360ºappraisalrelatedtosomeorallareasofyourrole.Usethe360ºappraisalandyourself-assessmenttoidentify and prioritise your overall learning and development needs using your organisation’s proforma or the sample learning and development plan provided in appendix 3.

ReviewandassessUsethedevelopmentneedsanalysistooltoassessyourselfagainst each of the SCN capabilities and related key knowledge and skills in section 4, as well as the indicators andrelatedareasofapplicationoutlinedintheKSFinappendix 2. Outline the evidence available to support your assessment.

AsanSCNyouwillusedifferenttypesofknowledgeandskills in you daily practice. You will have learned some of these through formal education and training, but many will have been developed through experience – by ‘just doing your job’ and by working with others or finding things out for yourself. We all learn different things in different ways. Learning is not just about formal learning, going on courses or sitting in a classroom being taught things. Learning and development is a continuous, lifelong process. You can learn through study, experience, personal reflection and shared learning, and you will be able to access a wide and flexible range of learning opportunities. The aim of this framework is to help you plan your personal learning and development as a SCN, helping you identify your learning and development needs and choose the best learning options for you.

You can use the SCN role profile and associated capabilities, skills and knowledge in section 4 together withtheKSFareasofapplicationinappendix2tohelp identify your learning and development needs. Sections6and7willhelpyouidentifysuitablelearningand development options and formal educational programmes. You will then be able to formulate a learning and development plan and link this to your PDPR.

Once you have familiarised yourself with the SCN role profileandassociatedKSFdimensionsandreviewedeachcapability, related knowledge and skills and how you are able to apply these to meet the demands of the SCN role (seeFigure1,page6)youcanuseFigure4toguideyouthough the assessment, planning, implementation and evaluation stages.

Figure 4:Planningyourlearninganddevelopment

6.Learninganddevelopmentoptions


46

Thissectionsuggestsanumberofwork-basedandself-directed learning options, as well as a directory of useful resources. The list is not exhaustive, but rather provides examples of the range of learning options available. When considering your options, ask yourself the following questions: • can I achieve some or all of my learning outcomes

throughwork-basedorself-directedlearningactivities?

• who can help me? • what time do I have available? • have I discussed my learning and development needs

with my line manager, mentor or clinical supervisor? • do I want to use this learning to help gain an

accredited qualification?

To gain maximum benefit from a learning activity you need to decide what you want to learn from the activity and then review the outcome. If you can do this with a colleague or mentor then the opportunity to learn and develop from your experience will be greatly increased. You will also need regular support and commitment from your line manager. He/she may have ideas about specific tasks,projectsorwork-basedactivitiesyoucandoaswell as being able to provide information about planned projects and forthcoming activities.

It will also be useful to discuss your learning options with those who have specific responsibilities for learning and development in your organisation such as:• the human resource and/or the training department • individuals who have responsibility for the

developmentofparticularstaffgroups(suchasprofessionaldevelopmentleads)

• individuals who have statutory responsibility for maintaining standards

• organisational development staff• trade union learning representatives

Once you have identified a learning activity you should:• discuss with your line manager• set review dates• agree specific actions• ask for feedback• keep evidence of learning

Levels of evidence/learning outcomesWhen choosing learning activities it is important to consider the level of the learning outcome and the evidenceoflearningyoucollect.AsanSCN,yourlearningand development activities should be at level 9 or above in relation to the Scottish Credit and Qualifications Framework(SCQF).

The SCQF is a way of making sense of the numerous and varied Scottish academic and vocational qualifications. It is a single, unified framework providing a national vocabularyfordescribingallkindsoflearning.Asthe SCQF focuses on the achievement of learning outcomes and awards credit where credit is due for such achievement, it is a robust mechanism for: • learning progression towards a qualification

(ifdesired);• career progression; • continuing professional development; and• providing evidence for personal development

planning and review/performance appraisal.

In so doing the SCQF emphasises; • the transferability of learning; and • the potential for reducing unnecessary duplication of

learning.

The SCQF has the potential to recognise learning from a range of experiences; therefore it potentially reduces your dependency on courses or programmes of learning. However, where such courses and programmes are required, the SCQF accords a meaningful value to the learning achieved.

The SCQF will show you clearly how you can move up or across the qualifications framework. It will help you make comparisons between learning opportunities at different levels and help you to make decisions about the best way forward for achieving qualifications, for continuing professional development or for lifelong learning. SCQF also makes it possible to build up credit from a range of learning which may contribute towards qualifications: learning is not all course based…it could come from life and work experiences.


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There are 12 levels in the framework. Each level increases with the complexity of learning and demand of the learning outcomes and this is described in the level descriptors that underpin each level, and relates to changes in characteristics such as:• complexity and depth of knowledge and

understanding• links to associated academic, vocational or

professional practice• the degree of integration, independence and

creativity required• the range and sophistication of application/practice• therole(s)takeninrelationtootherlearners/workers

in carrying out tasks

The SCQF descriptors set out the characteristic generic outcomes of each level. They are intended to provide a general, shared understanding of each level and to allow broad comparisons to be made between qualifications and learning at different levels. They are not intended to give precise nor comprehensive statements and there is no expectation that every qualification or programme should have all of the characteristics.

Appendix4givesthedescriptorsforlevels9,10and11 of the SCQF framework. You will need to take these descriptors into account when deciding on your learning outcomes, activities and levels of evidence, especially if you wish to gain academic credit for your learning. Learning outcomes for advanced practitioner level should be at SCQF level 11. For more information on the SCQF visit the NES website www.nes.scot.nhs.uk/scqf/leaflets

Work-basedlearningoptionsWork-basedlearningoffersyoutheopportunitytodemonstrate learning outcomes that are achieved through workplace activities and from additional reading, and organisational and review tasks designed to help you linkyourworkandacademiclearningexperiences.Work-based learning delivers its intended outcomes by enabling you to provide evidence of practical experiences, for example through reflective accounts or learning logs, and assessing your ability to link these practical experiences to relevant theories and perspectives. There are a wide range of possible learning and development options which can be carried out within your work environment. For example:• coachingfromyourlinemanager(internal)/orother

(internal/external)expert• mentoring – the mentor can facilitate personal and

professional development through encouraging reflection, identifying gaps in knowledge and skills andprovidingstructuredfeedback(seechoosingamentorbelow)

• peer-assistedlearninggroups(suchasactionlearningsetsorqualityimprovementgroups)whereyouwork in groups on real live organisation issues and problems

• job rotation – is it possible to move around and learn from this experience?

• project work – can you get involved in a particular project in your department/organisation?

• work shadowing – could you shadow someone who has a skill you want to develop?

• secondment and job rotation – secondments are a useful way for nurses and midwives to gain valuable experience without giving up their current post. They offer opportunities to acquire new skills, qualifications and facilitate professional development.

• teaching and training• significant event analysis• case review• practice-basedaudit• workshops and conferences• policy development• surveying or interviewing fellow learners, colleagues

or experts about a particular issue


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Self-directedlearningoptionsSelf-directedlearningisaprocesswherebyyoutaketheinitiative and responsibility for the learning process. It requires no formal teaching input and can be facilitated by a range of methods and resources. The internet providesapowerfulresourceforthispurpose.Arangeofweb-basededucationalresourcesthatmaybeofinterest to you is given at the end of this section. It is not exhaustive but provides a useful starting point for both reference and learning. The types of learning activities are only limited by your imagination but some ideas are:• structured study materials• written assignments• ‘active’ reading of journals, books and articles

– Survey Question Read Recall Review is a strategy to help you read more productively.

• writing about your learning and application to practice

• writing papers for journals • e-learningmaterials• searching the internet for specific information • developing policies and procedures• research• evaluation• compiling a portfolio of relevant writing about and

reflecting on your own experiences and opinions about a central issue, and then comparing these to the views held by institutions, relevant leaders in the field, etc.

• completing tables or grids, for example, a table to compare similarities and differences from theoretical readings.

• keeping a learning journal, which might include notes on readings, ideas for assignments

• drawing flow charts, diagrams or concept maps to summarise content of readings

ReflectivelearningandpracticeReflectionisthewaythatyouturnyourexperienceintomeaningful learning. You can record and reflect on events or experiences and this will be a useful way of providing evidence of your learning as well as being a learning methodinitself.“Reflectionisaprocessofreviewinganexperience of practice in order to describe, analyse and evaluateandsoinformlearningaboutpractice.”(Reid,1993).Therearemanywaysofreflectingonprofessionalpractice:• describing and discussing in detail everyday aspects of

practice either at the time or later• selecting specific incidents or activities to reflect upon• debriefing after significant events or events that

match learning objectives/goals• writing a detailed reflective account or bullet point

notes for later discussion

Reflectivenotesmayhelpyouclarifywhatyouhavelearned from an activity and what you can deliver in your practice. It may even surprise you when you see the learning or development you have undergone and the skillsyouhavetooffer.Reflectionisaskillthatcanbelearned through practise. The challenge is to keep doing it, so you regularly record your reflections on skills that you perform.

For more information visit the NES Flying Start website www.flyingstart.scot.nhs.uk/ReflectivePractice

Supervision Supervision can be clinical, managerial or educational, all of which are closely linked. Clinical and educational supervision is about support, guidance and helping people to become more competent and you can use it to help your learning and development through reflection.


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Choosing a mentorBefore approaching a potential mentor, you need to identify what you hope to gain from a mentoring relationship and what type of a mentor is best for helping you meet your objectives. Think about your learning and development plan and what you want to achieve. What knowledge, skills, and abilities do you need to get there? What key experiences could a mentor provide that would benefit you most? Depending on your goals, you may want to seek:• a senior colleague whose career path you would like

to learn from; or• a mentor closer to your level of experience, but

who you feel could help you in very specific areas of development.

Whichever approach is adopted, it is vitally important that the mentor is committed to the role. The best mentors are people who are excited about learning and whoarecontinuingtheirowndevelopment.Also,goodmentors will achieve a sense of personal satisfaction from seeing others succeed and have a desire to be active participants in others’ learning and growth. You’ll want to seek out someone who possesses such traits and who also sets high standards for his or her work and can set an example for you. If no potential mentors readily come to mind, ask your colleagues or managers if they know of anyone they think would make a good mentor for you. FormoreinformationonmentorshipvisitthePracticeEducation section of the NES website: www.nes.scot.nhs.uk/practice_education/work/mentorpreparation

Collecting evidenceIt is important that you provide evidence to support the assessment of your capabilities as well the achievement of learning outcomes. Evidence is basically anything you want it to be and can take many different forms. It can come from a wide range of sources including:

ReflectivewritingThis can take the form of a diary or essay. It should demonstrate that you have:• reflected on your clinical practice in the light of, for

example, an experience a study day, course, specific learning activity or further reading

• analysed your reflections and used them to maintain or develop your practice

Practice-basedassignmentsWork that you have done for courses or programmes of study.

ReflectiveaccountsornarrativestoriesAnalysisofthingsthatyouhavedone,orthathavehappened to you, which contains your thoughts and feelings about what went well or badly and why this might have been.

Literature searches and reviewsWhen you are reading or reviewing professional literature, notewhatyouhavelearnedfromtheactivity.Keepacopy of any relevant articles together with your notes and reflections.

Diary entries Keepingaregularrecordofthingsthataremeaningfulto you can provide useful insights into your practice and learning.

Independent witness testimonyThis might involve the opinion of your line manager, colleagues or staff from other departments confirming what you claim to have done. Testimonies may also be from users of the service you provide.


50

Written articlesMaterial that you write, or in which you are featured, provides a useful external demonstration of your activity withinyourworkrole.Keepcopiesofanythingyouhavewritten in a professional capacity including:• journal articles• presentations• practice or ward leaflets• protocols and procedures• reports• essays and assignments

Critical incidentsThese are events that have significance for you that you observed or participated in, with details of actions taken and reactions to them. It should be written by you and may describe:• something you observed• actions taken by you• something done by someone else or• the reaction of a patient, client or colleague to a

particular incident

Consider and document:• your immediate reactions• how your thoughts and feelings affected your

behaviour• how your actions, attitudes or feelings changed as a

result of the incident• what you learned from the experience in terms of

knowledge and skills• how the incident has changed you or the way you

practice

Study days or short coursesYou should try to make explicit what the outcomes were for you rather than the prescribed ‘course outcomes’. Focus on your learning and development plan including your planned learning outcomes.

ProductevidenceProductevidenceshouldbespecificallyselectedmaterialthat demonstrates your involvement in a particular area and can include:• letters• memos• reports• budgets• development plans• case studies

AdaptedfromRCNReturntoPracticematerialscourtesyofKatieRae,HeadofInstitute,RCNScotland.


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E-learningandlibrarycentres

NHSe-LibraryVirtualLearningCentre• learning needs

• KSFsupport

• IT & information skills

• management skills

• core skills

• life skills

• sharing learning

• libraries and learning centres

www.learningcentre.scot.nhs.uk/cmselib/vlc/index.aspx

AnathenspasswordisrequiredwhichgivesfreeaccesstoallNHSstaff.Registeronthee-Libraryhome page

NHSScotlande-Library• wide range of learning resources available.

• particularly useful resources for SCN can be found by linking to 1standgoodpractice.netviathehomepageofthee-LibraryThis gives access to three toolkits for – developing yourself – developing your organisation – continuous improvement toolkit

www.elib.scot.nhs.uk

AnathenspasswordisrequiredwhichgivesfreeaccesstoallNHSstaff.Registeronthee-Libraryhome page.

SHOW Scottish Health on the Web www.show.scot.nhs.uk

RCNLearningZone www.rcn.http://sen.skillnetonline.com/SabaWeborg.uk/development/learning/learningzone

Learn Direct Scotland www.learndirectscotland.com

BMJLearningResources www.bmjlearning.com

Inute(previouslyNMAP):GatewayonresourcesinNursingMidwiferyandAlliedHealthCareProfessionals

www.inute.ac.uk/healthandlifesciences/nursing

Skills for Health www.skillsforhealth.org.uk

OMNIUKgatewaytobiomedicalinternetresources www.omni.ac.uk

Health Management Online www.healthmanagementonline.co.uk

Usefulresources


52

E-learningandlibrarycentres(continued)

Flying Start• national resource to support newly qualified practitioners in their

post qualifying year

• wide range of learning activities/tool which SCN may find useful

www.flyingstart.scot.nhs.uk

NESCleanlinessChampionProgramme www.nes.scot.nhs.uk/hai/champions

E-healthinsider www.e-health-insider.com

TrainingZone www.trainingzone.co.uk/index.html

National Library for Health www.library.nhs.uk

Leadership development information including information around 360ºfeedback

www.nhsleadershipqualities.nhs.uk

www.businessballs.com

NHS leadership development framework in Scotland www.scotland.gov.uk/Resource/Doc/54357/0014334.pdf

NHSScotlande-Library–management www.elib.scot.nhs.uk/portal/workforce/Pages/SpecialistArea.aspx?nid=98068

TheHealthSciencesandPracticeSubjectCentre www.health.heacademy.ac.uk

NHS Health Scotland www.nhsscotland.com

BBCLearningZone www.bbc.co.uk/education


53

Standards/evidence/quality

CochraneCollaborationLibrary-Evidenced-basedhealthcare www.cochrane.org

Medline bibliographic database www4.ncbi.nlm.nih.gov/PubMed

Netting the Evidence http://shef.ac.uk/~scharr/ir/netting

NHS Quality Improvement Scotland www.nhshealthquality.org

NursingandMidwiferyCouncil(NMC) www.nmc-uk.org

Nursing,Midwifery&AlliedHealthProfessionsResearchUnit www.nris.gcal.ac.uk

SIGN Scottish Intercollegiate Guidelines Network website www.sign.ac.uk

NationalInstituteforClinicalExcellence(NICE) www.nice.org.uk

Institute for Healthcare Improvement. www.ihi.org/ihi

QualityAssuringContinuingProfessionalDevelopment(QACPD) www.qacpd.org.uk

Joanna Briggs Institute www.joannabriggs.edu.au

Health and Social Care Data Dictionary www.datadictionary.scot.nhs.uk

Standards for the Healthcare Workforce www.healthworkerstandards.scot.nhs.uk

TRIP–Evidencedbasedsourcesofhealthcareinformation www.tripdatabase.com

NHSPolicy

NHS Education for Scotland www.nes.scot.nhs.uk

Scottish Government Health Directorate Improvement and SupportTeam(IST)

www.scotland.gov.uk/Topics/Health/NHS-Scotland/Delivery-Improvement

Scottish Government www.scotland.gov.uk

Care Commission www.carecommission.com

Department of Health www.dh.gov.uk/Home/fs/en

AgendaforChange www.paymodernisation.scot.nhs.uk/afc/index.htm

E-learningandlibrarycentres(continued)

Flying Start• national resource to support newly qualified practitioners in their

post qualifying year

• wide range of learning activities/tool which SCN may find useful

www.flyingstart.scot.nhs.uk

NESCleanlinessChampionProgramme www.nes.scot.nhs.uk/hai/champions

E-healthinsider www.e-health-insider.com

TrainingZone www.trainingzone.co.uk/index.html

National Library for Health www.library.nhs.uk

Leadership development information including information around 360ºfeedback

www.nhsleadershipqualities.nhs.uk

www.businessballs.com

NHS leadership development framework in Scotland www.scotland.gov.uk/Resource/Doc/54357/0014334.pdf

NHSScotlande-Library–management www.elib.scot.nhs.uk/portal/workforce/Pages/SpecialistArea.aspx?nid=98068

TheHealthSciencesandPracticeSubjectCentre www.health.heacademy.ac.uk

NHS Health Scotland www.nhsscotland.com

BBCLearningZone www.bbc.co.uk/education


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Learning and development

Makingpractice-basedlearningwork• wide range of learning resources available to support learning,

teaching and assessment in practice

www.practicebasedlearning.org

NHS Employers• providesinformationabouttheprocessofKSFreview

www.nhsemployers.org/pay-conditions/pay-conditions-2989.cfm

Information on learning styles• Support4learning website

• Mind Tools website

www.support4learning.org.uk/education/learning_styles.cfm

www.mindtools.com

EvaluatinglearningandCPD• Alwayslearningwebsite

• Businessballs website

• Learning Light website

www.allwayslearning.org.uk/fileadmin/user_upload/pdf/Effective_evaluation_techniques.pdf

www.businessballs.com/kirkpatricklearningevaluationmodel.htm

www.e-learningcentre.co.uk/eclipse/Resources/effective

Career management www.nes.scot.nhs.uk/practice_education/work/toolkit/management

Coaching and mentoring www.nes.scot.nhs.uk/practice_education/work/toolkit/coaching

NationalApproachtoMentorPreparation(NES) www.nes.scot.nhs.uk/practice_education/work/mentorpreparation

Quality standards for practice placements www.nes.scot.nhs.uk/practice_education/work/qualitystandards

Other useful websites

NationalWorkforceProjects:workforceplanningdevelopmentmenus

www.healthcareworkforce.nhs.uk/workforceplannermenus

Standards for the healthcare workforce www.healthworkerstandards.scot.nhs.uk

Foundation of Nursing Studies www.fons.org

Health and Safety Executive www.hse.gov.uk

7. Education provision


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Examples of short courses

• introduction to management

• motivation

• leadership • communication

• project management • critical appraisal

• conflict resolution • workload and workforce planning

• change management • supervision and mentorship

• continuing development • audit

• research skills • PDPRandKSFtraining

• assertiveness • risk management

• building partnerships • change management

• budget preparation and analysis

• negotiation skills

• data: gathering, analysing, using

• crisis management

• facilitation skills • decision-making

• delegation skills • health and safety

• interviewing skills • writing skills

• mentoring skills • presentation skills

• problem-solving • stress management

• work-lifebalance • managing workforce diversity

• team working and new team development

• time management

Those who wish to pursue more structured education should contact their professional development/learning and development department who will be able to advise. Examples of the types of short courses, degrees and other academic courses are given below, although this list is not exhaustive.AlistofHigherEducationInstitutions(HEIs)and other education providers has also been included. The range of courses offered by HEIs and others changes over time and is too great to include in this document. You are encouraged to access the most up to date information using the details provided and also via the NHSScotlande-Librarywww.elib.scot.nhs.uk and the other websites provided below.

RecognitionofpriorlearningHEIsoruniversitiesofferasystemknownasRecognitionofPriorLearning(RPL),previouslyreferredtoasaccreditationoflearning.RPLcanhelpyoutogainentryto a programme at a college, university or other learning and training provider as an alternative to normal entry requirements. It enables you to demonstrate you have knowledge and skills that are equivalent to the entry requirements. This form of recognition can be described asRPLforentryandwillinvolvesomeformofassessment,whichmaybewritten,ororalsuchasaninterview.RPLfor credit can also be used to gain credit within a learning programme or towards a qualification, at a college, university or other learning and training provider. Credit can either be for particular units or modules or towards entire levels of a programme or qualification. This form of recognition involves a formal assessment of your learning aspartofthecredit-ratingprocess.

HEI’s have individual systems in place in relation to this process. Some HEI’s also offer customised degree solutions or/and work based learning degrees. It would be useful to contact your preferred HEI to obtain information on some of these options as they will be able to advise you on the best way to achieve academic credit.

For further information please contact your local university or access www.qaa.ac.uk/scotland/default.asp


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Higher Education providers Telephone Website

UniversityofAberdeen 01224272000 www.abdn.ac.uk

GlasgowCaledonianUniversity 01413313000 www.gcal.ac.uk

NapierUniversity 01314442266 www.napier.ac.uk

QueenMargaretUniversity 01313173000 www.qmu.ac.uk

TheRobertGordonUniversity 01224262000 www.rgu.ac.uk

UniversityofAbertayDundee 01382308011 www.abertay.ac.uk

UniversityofDundee 0138223181 www.dundee.ac.uk

UniversityofEdinburgh 01316501000 www.ed.ac.uk

UniversityofGlasgow 01413304246 www.gla.ac.uk

UniversityofStirling 0178673171 www.stir.ac.uk

UniversityoftheWestofScotland 01418483000 www.paisley.ac.uk

Heriot-WattUniversity 01314495111 www.hw.ac.uk

TheUniversityofStAndrews 0133476161 www.st-andrews.ac.uk

UniversityofStrathclyde 01415524400 www.strath.ac.uk

UniversityoftheHighlandsand Islands Millennium Institute

01856569000 www.orkney.uhi.ac.uk

TheOpenUniversityinScotland 01312263851 www.open.ac.uk/near-you/scotland

Other training providers/portals Website

Learn Direct Scotland www.learndirectscotland.com

RCNInstituteforLearningandDevelopment www.rcn.org.uk/development/learning/distancelearning

Careers Scotland including links to further education colleges

www.careers-scotland.org.uk

Charles Bloe Training Ltd www.cb-training.com

M&KUpdate www.mkupdate.co.uk

Examples of degrees courses available• BusinessAdministration(MBA)• AdvancedStudiesinMidwifery(MSc)• AdvancedstudiesinNursing(MSC)• QualityManagement(/MSc)• MScbyResearch• MScinNursing,Midwifery,PublicHealth,Quality

Management,AdvancedNeonatalNursingPractice,Midwifery, Nursing Studies, Social Development and Health,InfectionControl,HealthStudies,AdvancedPractice(Nursing),PrimaryCare,PublicHealthNutrition

• OccupationalHealthandSafety(BSc)• ExecutiveMastersinPublicServicesManagement

Examples of other academic courses available• RCNClinicalLeadershipProgramme• Certificate in Fronline Management• PgCert/PgDipinNursing,Midwifery,Public

Health,QualityManagement,AdvancedNeonatalNursingPractice,Midwifery,NursingStudies,SocialDevelopment and Health, Infection Control, Health Studies,AdvancedPractice(Nursing),PrimaryCare,PublicHealthNutrition

• Diploma in Management• SVQinManagement

Education providers


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8.ReferencesDepartmentofHealth(2004a)TheNHSKnowledgeandSkillsFramework(NHSKSF)andtheDevelopmentReviewProcess. London: NHS Executive.

DepartmentofHealth(2004b)The Ten Essential Shared Capabilities(ESC)framework. London: NHS Executive.

FraserSWandGreenhalghT(2001)Copingwithcomplexity: educating for capability. British Medical Journal323:799-803.

JohnsC(2000)BecomingaReflectivePractitioner:aReflectiveAndHolisticApproachtoClinicalNursing,PracticeDevelopment and Clinical Supervision. Oxford: Blackwell Science.

NHSEducationforScotland(2007)The Ten Essential SharedCapabilitiesforMentalHealthPractice:LearningMaterials(Scotland). www.nes.scot.nhs.uk/mentalhealth/publications

ReidB(1993)Butwe’redoingitalready!Exploringaresponse to the concept of reflective practice in order to improve its facilitation. Nurse Education Today.13:305-309.

ScottishExecutiveHealthDepartment(2005)Delivering for Health. Edinburgh: SEHD.

ScottishExecutiveHealthDepartment(2006a)Delivering Care, Enabling Health. Edinburgh: SEHD.

ScottishExecutiveHealthDepartment(2006b)Modernising Nursing Careers. Edinburgh: SEHD.

ScottishExecutiveHealthDepartment(2006c)Visible,AccessibleandIntegratedCare:ReportontheReviewofNursing in the Community in Scotland. Edinburgh: SEHD.

ScottishGovernment(2007)Better Health, Better Care: PlanningTomorrowsWorkforceToday. Edinburgh: Scottish Government.

Appendix1: NHS Career Framework


60

9 More Senior Staff – Level 9

Staffwiththeultimateresponsibilityforclinicalcaseloaddecision-makingandfullon-callaccountability.

8 ConsultantPractitioner–Level8

Staff working at a very high level of clinical expertise and/or have responsibility for planning of services.

7

AdvancedPractitioners–Level7Experienced clinical professionals who have developed their skills and theoretical knowledge to a very highstandard.Theyareempoweredtomakehigh-levelclinicaldecisionsandwilloftenhavetheirowncaseload.Non-clinicalstaffatLevel7willtypicallybemanaginganumberofserviceareas.

6

SeniorPractitioners/SpecialistPractitioners–Level6Staffwhowouldhaveahigherdegreeofautonomyandresponsibilitythan‘Practitioners’intheclinicalenvironment,orwhowouldbemanagingoneormoreserviceareasinthenon-clinicalenvironment.

5

Practitioners–Level5Mostfrequentlyregisteredpractitionersintheirfirstandsecondpost-registration/professional qualification jobs.

4

AssistantPractitioners/AssociatePractitioners–Level4 Probablystudyingforfoundationdegree,BTEChigherorHND.Someoftheirremitwillinvolvethemindeliveringprotocol-basedclinicalcarethathadpreviouslybeenintheremitofregisteredprofessionals,under the direction and supervision of a state registered practitioner.

3

SeniorHealthcareAssistants/Technicians–Level3 Haveahigherlevelofresponsibilitythansupportworker,probablystudyingfor,orhaveattainedNVQlevel3,orAssessmentofPriorExperientialLearning(APEL).

2

Support Workers – Level 2 Frequentlywiththejobtitleof‘HealthcareAssistant’or‘HealthcareTechnician’-probablystudyingfororhasattainedNVQLevel2.

1

Initial Entry level Jobs – Level 1Such as ‘Domestics’ or ‘Cadets’ requiring very little formal education or previous knowledge, skills or experience in delivering, or supporting the delivery of healthcare.

Appendix2:NHSKSFindicatorsand areas of application


62

Core

1: C

omm

unic

atio

nFo

unda

tionLe

vel4

a,b

,c(d

and

eto

bede

velope

dov

ertim

e):

Dev

elop

and

mai

ntai

n co

mm

unic

atio

n w

ith p

eopl

e on

com

plex

mat

ters

, is

sues

and

idea

s an

d/or

in c

ompl

ex s

ituat

ions

SCN

role

pro

file:

3 1.

1 Cl

inic

al le

ader

ship

and

team

wor

k3

1.4Pa

tient

safet

y3

2.1Co

-ord

inationof

thepa

tient

jour

ney

32.3Pr

omot

eacu

lture

ofp

erso

n-ce

ntre

dca

re

3 4.

1 N

etw

orki

ng

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aId

entifi

es:

•th

e ra

nge

of p

eopl

e in

volv

ed in

the

com

mun

icat

ion

•po

tent

ial c

omm

unic

atio

n di

ffere

nces

•re

leva

nt c

onte

xtua

l fac

tors

bro

ader

situ

atio

nal f

acto

rs, i

ssue

s an

d ris

ks

Com

mun

icat

es w

ith s

taff,

ser

vice

use

rs a

nd m

embe

rs o

f the

pub

lic in

a

prof

essi

onal

and

cou

rteo

us m

anne

r, co

mm

unic

atin

g w

ith a

wid

e ra

nge

of s

taff

both

inte

rnal

ly a

nd e

xter

nally

. Thi

s ra

nges

from

loca

l to

natio

nal l

evel

, whi

ch

may

incl

ude

supp

ort s

ervi

ces,

clin

ical

ser

vice

s an

d pa

rtne

r age

ncie

s.

Pote

ntialc

omm

unicationdiffe

renc

esin

clud

ediffi

culties

inund

erstan

ding

due

to

cul

tura

l diff

eren

ces,

leve

ls o

f und

erst

andi

ng, l

angu

age

or h

earin

g pr

oble

ms

and

com

mun

icat

ion

with

oth

ers

with

div

erse

vie

ws.

Dem

onst

rate

s aw

aren

ess

of th

e co

mpl

exity

of i

ssue

s, bo

th in

tern

al a

nd e

xter

nal

to th

e N

HS,

incl

udin

g po

tent

ial p

oliti

cal i

ssue

s, hi

stor

ical

issu

es re

latin

g to

co

mm

unic

atio

n an

d th

e im

pact

of t

hese

on

orga

nisa

tiona

l pro

cess

es.

bCo

mm

unic

ates

with

peo

ple

in a

form

and

man

ner w

hich

:•

is c

onsi

sten

t with

thei

r lev

el o

f und

erst

andi

ng, c

ultu

re, b

ackg

roun

d an

d pr

efer

red

way

s of

com

mun

icat

ing

•is

app

ropr

iate

to th

e pu

rpos

e of

the

com

mun

icat

ion

and

its lo

nger

term

im

port

ance

•is

app

ropr

iate

to th

e co

mpl

exity

of t

he c

onte

xt

•en

cour

ages

effe

ctiv

e co

mm

unic

atio

n be

twee

n al

l inv

olve

d

•en

able

s a

cons

truc

tive

outc

ome

to b

e ac

hiev

ed

Adap

tsm

etho

dsand

con

tent

ofc

omm

unicationto

mee

tthe

nee

dsofp

eoples

’di

ffere

nt le

vels

of u

nder

stan

ding

and

var

ied

cultu

ral r

equi

rem

ents

.

Dem

onstrate

san

abilityto

neg

otiate

and

influ

ence

dec

ision-

mak

ingan

deff

ectiv

e ou

tcom

es.

Prov

ides

adv

iceon

com

plex

issu

es,rep

rese

ntingan

dar

ticulatingdiffe

rent

vi

ewpo

ints

and

test

ing

gene

ral u

nder

stan

ding

.

cAnt

icipates

bar

riersto

com

mun

icationan

dta

kesac

tionto

impr

ove

com

mun

icat

ion

Dem

onst

rate

s a

high

sta

ndar

d of

com

mun

icat

ion

by a

ntic

ipat

ing

actu

al a

nd

pote

ntia

l bar

riers

to c

omm

unic

atio

n.

dIs

pro

activ

e in

see

king

out

diff

eren

t sty

les

and

met

hods

of c

omm

unic

atin

g to

ass

ist l

onge

r ter

m n

eeds

and

aim

sCr

eate

s op

port

uniti

es fo

r peo

ple

to c

omm

unic

ate

effec

tivel

y, c

hang

ing

met

hods

and

app

roac

hes

to c

omm

unic

atio

n w

here

app

ropr

iate

.

eTa

kes

a pr

oact

ive

role

in p

rodu

cing

acc

urat

e an

d co

mpl

ete

reco

rds

of th

e co

mm

unic

atio

n co

nsis

tent

with

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

Ensu

res

such

reco

rds

and

repo

rts

are

crea

ted,

sha

red

and

stor

ed in

line

with

cu

rren

torg

anisationa

lpolicyan

dlegislation,e.g.D

ataPr

otec

tionAc

t.

fCo

mm

unic

ates

in a

man

ner t

hat i

s co

nsis

tent

with

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

Actsasaro

lem

odeldem

onstratin

gco

mm

unicatingap

proa

ches

thatare

co

nsis

tent

with

nat

iona

l leg

isla

tion

and

loca

l pol

icy

and

guid

ance

.


63

Core

2:P

erso

nala

ndpeo

plede

velopm

ent

Foun

datio

n Le

vel 3

: D

evel

op o

nese

lf an

d co

ntrib

ute

to th

e de

velo

pmen

t of o

ther

s

SCN

role

pro

file:

3 2.

2 Cl

inic

al e

xper

tise

33.1Ro

lem

odel

3 3.

2 Fa

cilit

atin

g le

arni

ng a

nd d

evel

opm

ent

✓4.3Po

liticaland

strateg

icawaren

ess

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aRe

flectson

and

eva

luates

how

wells

/heisapp

lyingkn

owledg

ean

dsk

ills

to m

eet c

urre

nt a

nd e

mer

ging

wor

k de

man

ds a

nd th

e re

quire

men

ts o

f the

KS

Fou

tline

forh

is/h

erpos

t

Thro

ugh

the

use

of p

ortf

olio

s an

d cr

itica

l app

rais

al s

kills

refle

ct o

n ow

n st

reng

ths

and

area

s fo

r im

prov

emen

t.

bId

entifi

es o

wn

deve

lopm

ent n

eeds

and

set

s ow

n pe

rson

al d

evel

opm

ent

obje

ctiv

es in

dis

cuss

ion

with

his

/her

revi

ewer

Criti

cally

app

rais

es o

wn

know

ledg

e an

d sk

ill c

ompe

tenc

e in

wor

king

tow

ards

ac

hiev

ing

perf

orm

ance

obj

ectiv

es a

nd id

entifi

es o

wn

deve

lopm

ent n

eeds

th

roug

h di

scus

sion

with

sup

ervi

sor/

line

man

ager

.

cTa

kes

resp

onsi

bilit

y fo

r ow

n pe

rson

al d

evel

opm

ent a

nd m

aint

ains

ow

n pe

rson

al d

evel

opm

ent p

ortf

olio

Cont

inua

lly d

evel

ops

know

ledg

e an

d sk

ill c

ompe

tenc

e in

ow

n w

ork

area

s an

d m

eetin

g th

e or

gani

satio

n’s

obje

ctiv

es b

y a

num

ber o

f diff

eren

t met

hods

; e.

g. a

cade

mic

stu

dy, s

emin

ars,

shor

t cou

rses

, wor

k sh

adow

ing,

sec

ondm

ent,

men

torin

g/co

achi

ng o

r lite

ratu

re re

view

s.

dM

akes

effe

ctiv

e us

e of

lear

ning

opp

ortu

nitie

s w

ithin

and

out

side

the

wor

kpla

ce e

valu

atin

g th

eir e

ffect

iven

ess

and

feed

ing

back

rele

vant

in

form

atio

n

Refle

ctson

and

feed

sba

ckto

man

ager

/pee

rsand

sub

ordina

teson

the

valu

e, e

ffect

iven

ess

and

appl

icat

ion

of le

arni

ng a

nd d

evel

opm

ent a

tten

ded/

supp

orte

d.

eEn

able

s ot

hers

to d

evel

op a

nd a

pply

thei

r kno

wle

dge

and

skill

s in

pra

ctic

eEn

able

s th

e de

velo

pmen

t of o

ther

s at

a lo

cal l

evel

and

org

anis

atio

nal l

evel

to

dev

elop

and

app

ly k

now

ledg

e an

d sk

ills

in p

ract

ice.

Exa

mpl

es in

clud

e th

e ac

ting

as a

role

mod

el a

nd th

e m

ento

ring/

supe

rvis

ion

of o

ther

s, de

velo

pmen

t an

d fa

cilit

atio

n of

team

s, ac

ting

as a

revi

ewer

in th

e de

velo

pmen

t rev

iew

pr

oces

s, de

velo

pmen

t and

sup

port

of t

he le

arni

ng e

nviro

nmen

t.

fCo

ntrib

utes

to th

e de

velo

pmen

t of o

ther

s in

a m

anne

r tha

t is

cons

iste

nt

with

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

Dem

onst

rate

s co

ntin

uous

pro

fess

iona

l dev

elop

men

t sys

tem

s ar

e in

pla

ce w

hich

ar

e co

nsis

tent

with

loca

l and

pro

fess

iona

l sta

ndar

ds, p

olic

ies

and

guid

elin

es.

gCo

ntrib

utes

to d

evel

opin

g th

e w

orkp

lace

as

a le

arni

ng e

nviro

nmen

tCo

ntrib

utes

to th

e de

velo

pmen

t and

pro

visi

on o

f edu

catio

n, le

arni

ng a

nd

trai

ning

for N

HS

and

part

ner s

taff

to m

eet i

dent

ified

nee

ds th

roug

h a

rang

e of

le

arni

ng a

nd d

evel

opm

ent o

ptio

ns.


64

Core

2:P

erso

nala

ndpeo

plede

velopm

ent

Seco

nd G

atew

ay L

evel

4:

Dev

elop

one

self

and

othe

rs in

are

as o

f pra

ctic

e

SCN

role

pro

file:

3 2.

2 Cl

inic

al e

xper

tise

33.1Ro

lem

odel

3 3.

2 Fa

cilit

atin

g le

arni

ng a

nd d

evel

opm

ent

✓4.3Po

liticaland

strateg

icawaren

ess

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aEv

alua

tes

the

curr

ency

and

suffi

cien

cy o

f ow

n kn

owle

dge

and

prac

tice

agains

tthe

KSF

out

linefo

rthe

pos

tand

iden

tifies

ownde

velopm

entn

eeds

an

d in

tere

sts

Iden

tifies

ow

n de

velo

pmen

t nee

ds a

nd in

tere

sts,

and

cont

inua

lly d

evel

ops

know

ledg

e an

d sk

ills

in th

eir o

wn

wor

k ar

ea a

nd n

eeds

of t

he o

rgan

isat

ion.

Th

is in

clud

es:

•se

lf-ledpr

ofes

sion

aldev

elop

men

tbyes

tablishing

theev

iden

cenec

essa

ry

to u

nder

pin

prac

tice

•an

alys

ing

effec

tiven

ess,

nego

tiatin

g an

d im

plem

entin

g ch

ange

whe

re

rele

vant

.

bD

evel

ops

and

agre

es o

wn

pers

onal

dev

elop

men

t pla

n w

ith fe

edba

ck fr

om

othe

rsTh

roug

hcritica

lapp

raisaland

self-a

sses

smen

tide

ntifies

per

sona

ldev

elop

men

tne

eds,

deve

lops

and

agr

ees

pers

onal

dev

elop

men

t pla

n.

cG

ener

ates

and

use

s ap

prop

riate

lear

ning

opp

ortu

nitie

s an

d ap

plie

s ow

n le

arni

ng to

the

futu

re d

evel

opm

ent o

f pra

ctic

eUse

sow

nlear

ning

,aud

itan

dre

search

info

rmationan

dre

flectivepr

actic

eto

in

itiat

e im

prov

emen

ts in

pra

ctic

e.

dEn

cour

ages

oth

ers

to m

ake

real

istic

sel

f ass

essm

ents

of t

heir

appl

icat

ion

of

know

ledg

e an

d sk

ills

chal

leng

ing

com

plac

ency

and

act

ions

whi

ch a

re n

ot

in th

e in

tere

st o

f the

pub

lic a

nd/o

r use

rs o

f ser

vice

s

Prom

otes

refle

ctivepr

actic

ewith

colleag

ues.

Enco

urag

es o

ther

s to

wor

k w

ithin

the

iden

tified

sco

pe o

f pra

ctic

e th

roug

h ex

plor

ing

with

them

thei

r dev

elop

men

t nee

ds a

nd le

arni

ng o

ppor

tuni

ties,

agre

eing

obj

ectiv

es w

ith th

em a

nd m

onito

ring

outc

omes

in p

ract

ice.

eEn

able

s ot

hers

to d

evel

op a

nd a

pply

thei

r kno

wle

dge

and

skill

sFa

cilit

ates

and

pro

mot

es le

arni

ng a

nd d

evel

opm

ent o

ppor

tuni

ties

for o

ther

s by

su

ppor

ting

wor

kpla

ce o

ppor

tuni

ties

for s

tudy

, res

earc

h, w

ork

plac

emen

ts e

tc.

fAc

tivelypr

omot

esth

ewor

kplace

asalear

ning

env

ironm

ente

ncou

raging

ev

eryo

ne to

lear

n fr

om e

ach

othe

r and

from

ext

erna

l goo

d pr

actic

eSh

ares

per

sona

l kno

wle

dge,

per

sona

l ski

lls a

nd e

duca

tiona

l opp

ortu

nitie

s w

ith

colle

ague

s. En

able

s co

lleag

ues

to s

hare

new

lear

ning

opp

ortu

nitie

s to

ens

ure

best

pra

ctic

e.

gAlertsm

anag

ersto

reso

urce

issu

esw

hich

affe

ctle

arning

,dev

elop

men

tand

pe

rfor

man

ceAd

vise

sth

eap

prop

riate

man

ager

sof

reso

urce

issu

essuc

has

legislative,

man

pow

er a

nd e

nviro

nmen

tal i

ssue

s as

they

aris

e.

hD

evel

ops

othe

rs in

a m

anne

r tha

t is

cons

iste

nt w

ith le

gisl

atio

n, p

olic

ies

and

proc

edur

esFa

cilit

ates

and

mon

itors

the

deve

lopm

ent o

f sta

ff an

d de

liver

y of

ser

vice

whi

ch

enco

urag

es s

afe

effec

tive

wor

king

with

in lo

cal a

nd n

atio

nal p

olic

y gu

idel

ines

.


65

Core

3: H

ealth

, saf

ety

and

secu

rity

Foun

datio

nLe

vel3

a,b

,d(c

and

eto

bem

etove

rtim

e):

Prom

ote,m

onito

rand

maint

ainbe

stpracticeinhea

lth,s

afet

yan

dse

curit

y

SCN

role

pro

file:

31.4Pa

tient

safet

y

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aId

entifi

es:

•th

e ris

ks in

volv

ed in

wor

k ac

tiviti

es a

nd p

roce

sses

•ho

w to

man

age

the

risks

•ho

w to

hel

p ot

hers

man

age

risk

Awareof

hea

lthand

safet

yissu

esand

activelypr

omot

esgoo

dwor

king

pr

oces

ses(clin

icaland

non

-clin

ical).

Use

sris

kas

sessm

ents

kills

toid

entif

yac

tualand

pot

entia

lrisks

and

take

ap

prop

riate

act

ion.

bUnd

erta

keswor

kac

tivities

con

sisten

twith

:•

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

•th

e as

sess

men

t and

man

agem

ent o

f ris

k

Ensu

res

that

the

heal

th &

saf

ety

legi

slat

ion

is c

ompl

ied

with

at a

ll tim

es

incl

udin

g CO

SHH

, wor

kpla

ce ri

sk a

sses

smen

t and

con

trol

of i

nfec

tion.

Reco

rdsatte

ndan

ceofa

ppro

priate

hea

lth,s

afet

yan

dse

curit

ytraining

.

cM

onito

rs w

ork

area

s an

d pr

actic

es a

nd e

nsur

es th

ey:

•ar

e sa

fe a

nd fr

ee fr

om h

azar

ds

•co

nfor

m to

hea

lth, s

afet

y an

d se

curit

y le

gisl

atio

n, p

olic

ies,

proc

edur

es

and

guid

elin

es

Repo

rtsac

cide

nts,co

mplaint

s,de

fectsinequ

ipm

ent,ne

arm

iss,an

dun

toward

inci

dent

s, fo

llow

ing

NH

S Bo

ard

and

depa

rtm

enta

l pro

cedu

res

and

polic

ies.

Is

resp

onsi

ble

for m

aint

aini

ng th

e he

alth

& s

afet

y co

ntro

l boo

k.

Regu

larly

atten

dsH

ealth

&Safet

yed

ucation.Ens

ures

thatallte

amm

embe

rs

atte

nd N

HS

Boar

d m

anda

tory

trai

ning

cou

rses

, i.e

. man

ual h

andl

ing,

m

anag

emen

t of a

ggre

ssio

n, fi

re s

afet

y, b

ack

awar

enes

s et

c.

dTa

kes

the

nece

ssar

y ac

tion

in re

latio

n to

risk

sM

inim

ises

risk

thro

ugh

risk

asse

ssm

ent a

nd a

ppro

pria

te a

ctio

n w

ith re

gard

to:

•individu

als(e.g.p

erso

nalh

ealth

and

wellb

eing

)

•ph

ysicalin

teraction(e.g.a

ggre

ssion)

•th

een

viro

nmen

t(e.g.ven

tilation,ligh

tingan

dhe

ating)

•ps

ycho

logica

lint

erac

tions

(e.g.c

onflictw

ithpatient

s)

•so

cialin

teraction(m

ainlylone

wor

king

,adh

ereto

lone

wor

king

policy)

eId

entifi

es h

ow h

ealth

, saf

ety

and

secu

rity

can

be im

prov

ed a

nd ta

kes

actio

n to

put

this

into

effe

ctFo

llow

ing

risk

asse

ssm

ents

take

s ap

prop

riate

act

ion

rega

rdin

g he

alth

and

Saf

ety

at w

ork,

infe

ctio

n co

ntro

l & re

port

s ad

vers

e ris

ks, e

nsur

ing

actio

n is

take

n,

aler

ting

othe

rs o

f ris

k.


66

Core

4: S

ervi

ce im

prov

emen

t Fo

unda

tion

Leve

l 2:

Cont

ribut

e to

the

impr

ovem

ent o

f ser

vice

s

SCN

role

pro

file:

3 1.

1 Cl

inic

al le

ader

ship

and

team

wor

k3

1.2Ev

iden

ce-b

ased

,clin

icallyeffe

ctivepr

actic

e3

2.3Pr

omot

eacu

lture

ofp

erso

n-ce

ntre

dca

re

3 4.

1 N

etw

orki

ng3

4.2

Serv

ice

deve

lopm

ent

34.3Po

liticaland

strateg

icawaren

ess

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aD

iscu

sses

and

agr

ees

with

the

wor

k te

am•

the

impl

icat

ions

of d

irect

ion,

pol

icie

s an

d st

rate

gies

on

thei

r cur

rent

pr

actic

e

•th

e ch

ange

s th

at th

ey c

an m

ake

as a

team

•th

e ch

ange

s s/

he c

an m

ake

as a

n in

divi

dual

•ho

w to

take

cha

nges

forw

ard

Dem

onst

rate

s an

und

erst

andi

ng o

f the

impl

icat

ions

of k

ey G

over

nmen

t/N

HS

polic

ies

and

stra

tegi

es a

imed

at i

mpr

ovin

g pa

tient

car

e, e

.g. N

MC

Code

of

Prac

tice,ChildPro

tection,In

fectionCo

ntro

l,Men

talH

ealth

Act.

Enga

ges

in s

ervi

ce/p

ract

ice

deve

lopm

ent a

nd e

mbr

aces

cha

nge

as a

n in

divi

dual

pr

actit

ione

r and

as

a te

am m

embe

r or w

ith th

e te

am.

bCo

nstr

uctiv

ely

mak

es a

gree

d ch

ange

s to

ow

n w

ork

in th

e ag

reed

tim

esca

le

seek

ing

supp

ort a

s an

d w

hen

nece

ssar

yTa

kes

actio

n to

mak

e ag

reed

cha

nges

to im

prov

e pr

actic

e po

sitiv

ely

and

ontim

e.See

ksu

ppor

tfro

mcolleag

uesor

man

ager.P

artic

ipates

inclin

ical

supe

rvisionan

dpe

erre

view

and

add

resses

PDP.

cSu

ppor

ts o

ther

s in

und

erst

andi

ng th

e ne

ed fo

r and

mak

ing

agre

ed

chan

ges

Prov

ides

sup

portto

oth

ersinm

akingag

reed

cha

nges

byex

plaining

thene

ed

and

valu

e of

cha

nge,

sup

port

ing

them

in m

akin

g th

at c

hang

e.

dEv

alua

tes

own

and

othe

r’s w

ork

whe

n re

quire

d to

do

so c

ompl

etin

g re

leva

nt d

ocum

enta

tion

Eval

uate

s pa

tient

’s pl

an o

f car

e an

d lo

cal a

ctio

n pl

ans,

with

in a

clin

ical

go

vern

ance

fram

ewor

k,e.g.a

udit.Par

ticipates

inre

flectivepr

actic

ean

das

sists

othe

rs in

doi

ng s

o.

eM

akes

con

stru

ctiv

e su

gges

tions

as

to h

ow s

ervi

ces

can

be im

prov

ed fo

r us

ers

and

the

publ

icM

akes

con

stru

ctiv

e su

gges

tions

as

to h

ow s

ervi

ces

can

be im

prov

ed fo

r use

rs

and

the

publ

ic th

roug

h ta

king

par

t in

team

mee

tings

, cas

e co

nfer

ence

s, cl

inic

al

audi

t and

loca

l clin

ical

foru

ms

and

prof

essi

onal

gro

ups.

fCo

nstr

uctiv

ely

iden

tifies

issu

es w

ith d

irect

ion,

pol

icie

s an

d st

rate

gies

in th

e in

tere

sts

of u

sers

and

the

publ

icId

entifi

es is

sues

that

influ

ence

/impa

ct o

n pe

rson

cen

tred

and

clin

ical

ly e

ffect

ive

care

with

in th

e co

ntex

t of t

eam

revi

ews

and

loca

l gov

erna

nce

mec

hani

sms.


67

Core

4: S

ervi

ce im

prov

emen

t Se

cond

Gat

eway

Lev

el 3

: App

raise,in

terp

reta

ndapp

lysug

gestions

,rec

omm

enda

tions

and

di

rect

ives

to im

prov

e se

rvic

es

SCN

role

pro

file:

3 1.

1 Cl

inic

al le

ader

ship

and

team

wor

k3

1.2Ev

iden

ce-b

ased

,clin

icallyeffe

ctivepr

actic

e3

2.3Pr

omot

eacu

lture

ofp

erso

n-ce

ntre

dca

re

✓ 4.

1 N

etw

orki

ng✓

4.2

Serv

ice

deve

lopm

ent

✓4.3Po

liticaland

strateg

icawaren

ess

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aId

entifi

es a

nd e

valu

ates

are

as fo

r pot

entia

l ser

vice

impr

ovem

ent

Iden

tifies

the

need

and

est

ablis

hes

evid

ence

to s

uppo

rt s

ervi

ce d

evel

opm

ent.

bD

iscu

sses

and

agr

ees

with

oth

ers:

•ho

w s

ervi

ces

shou

ld b

e im

prov

ed a

s a

resu

lt of

sug

gest

ions

, re

com

men

datio

ns a

nd d

irect

ives

•ho

w to

bal

ance

and

prio

ritiz

e co

mpe

ting

inte

rest

s

•ho

w im

prov

emen

ts w

ill b

e ta

ken

forw

ard

and

impl

emen

ted

Dis

cuss

es, n

egot

iate

s an

d ag

rees

, thr

ough

invo

lvem

ent o

f key

sta

keho

lder

s, ho

w s

ervi

ces

can

be im

prov

ed, e

nsur

ing

that

all

conc

erns

are

add

ress

ed.

Thro

ugh

effec

tive

chan

ge p

roce

sses

, agr

ees

the

prio

ritie

s an

d re

sour

ces

requ

ired

to im

plem

ent s

ervi

ce im

prov

emen

ts.

cCo

nstr

uctiv

ely

unde

rtak

es o

wn

role

in im

prov

ing

serv

ices

as

agre

ed a

nd

to ti

me,

sup

port

ing

othe

rs e

ffect

ivel

y du

ring

times

of c

hang

e an

d w

orki

ng

with

oth

ers

to o

verc

ome

prob

lem

s an

d te

nsio

ns a

s th

ey a

rise

Lead

s on

the

deve

lopm

ent o

f ini

tiativ

es, f

acili

tatin

g an

d su

ppor

ting

the

team

in

this

pro

cess

.

dM

aint

ains

and

sus

tain

s di

rect

ion,

pol

icie

s an

d st

rate

gies

unt

il th

ey a

re

firm

ly e

mbe

dded

in th

e cu

lture

insp

iring

oth

ers

with

val

ues

and

a vi

sion

of

the

futu

re w

hils

t ack

now

ledg

ing

trad

ition

s an

d ba

ckgr

ound

Dem

onst

rate

s th

at p

olic

y an

d st

rate

gic

dire

ctio

n ar

e ac

hiev

ed b

y en

ablin

g th

eir

inte

grat

ion

into

pra

ctic

e.

eEn

able

s an

d en

cour

ages

oth

ers

to:

•un

ders

tand

and

app

reci

ate

the

influ

ence

s on

ser

vice

s an

d th

e re

ason

s w

hy im

prov

emen

ts a

re b

eing

mad

e

•off

er s

ugge

stio

ns, i

deas

and

vie

ws

for i

mpr

ovin

g se

rvic

es a

nd d

evel

opin

g di

rect

ion,

pol

icie

s an

d st

rate

gies

•al

ter t

heir

prac

tice

in li

ne w

ith a

gree

d im

prov

emen

ts

•sh

are

achi

evem

ents

•ch

alle

nge

trad

ition

Lead

s on

nur

sing

con

trib

utio

n to

ser

vice

impr

ovem

ent.

Influ

ence

s lo

cal,

corp

orat

e an

d na

tiona

l age

ndas

that

rela

te to

the

prov

isio

n of

a c

linic

al s

ervi

ce,

e.g.

invo

lvem

ent w

ith N

HS

QIS

, sta

ff an

d pu

blic

con

sulta

tion.

Activ

elysh

ares

goo

dpr

actic

eloca

llyand

nationa

lly.

fEv

alua

tes

with

oth

ers

the

effec

tiven

ess

of s

ervi

ce im

prov

emen

ts a

nd a

gree

s th

at fu

rthe

r act

ion

is re

quire

d to

take

them

forw

ard

Review

san

dev

alua

testh

eim

plem

entatio

nof

policyinitiatives

.Ide

ntifies

are

as

for c

hang

e.

Ensu

res

best

pra

ctic

e an

d co

mpl

ies

with

rele

vant

gui

danc

e an

d le

gisl

atio

n.

Prop

oses

are

asfo

rdev

elop

men

t.

Mon

itors

, sup

port

s an

d gu

ides

oth

ers

in re

latio

n to

ser

vice

issu

es.

gApp

raises

draftpoliciesan

dstrate

gies

fort

heireff

ecto

nus

ersan

dth

epu

blic

and

mak

es re

com

men

datio

ns fo

r im

prov

emen

tLi

nks

loca

l obj

ectiv

es to

cor

pora

te o

bjec

tives

, e.g

. con

sulta

tion

exer

cise

s.

Repr

esen

tsser

vice

per

spec

tiveindiscu

ssions

ata

llleve

ls.


68

Core

5: Q

ualit

yLe

vel 3

: Co

ntrib

ute

to im

prov

ing

qual

ity

SCN

role

pro

file:

3 1.

1 Cl

inic

al le

ader

ship

and

team

wor

k3

1.2Ev

iden

ce-b

ased

,clin

icallyeffe

ctivepr

actic

e3

1.3

Cont

inuo

us q

ualit

y im

prov

emen

t

3 2.

2 Cl

inic

al e

xper

tise

33.1Ro

lem

odel

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aAc

tscon

sisten

tlyw

ithle

gislation,policies,pr

oced

ures

and

oth

erqua

lity

appr

oach

es a

nd p

rom

otes

the

valu

e of

qua

lity

appr

oach

es to

oth

ers

Wor

ksw

ithinN

MCCo

deofP

rofessiona

lCon

duct.

Com

plie

s w

ith le

gisl

atio

n, p

olic

ies

and

proc

edur

es.

Prom

otes

and

ens

ures

qua

litypa

tient

careth

roug

hth

eus

eof

evide

nceba

sed

info

rmat

ion

and

qual

ity in

dica

tors

thro

ugh

effec

tive

lead

ersh

ip.

bUnd

erstan

dsownro

lein

theor

ganisa

tionan

dits

sco

peand

iden

tifies

how

th

is m

ay d

evel

op o

ver t

ime

Wor

ks w

ithin

the

sphe

re o

f the

ir ro

le re

spon

sibi

litie

s.

Seek

s sp

ecia

list a

dvic

e fr

om a

ppro

pria

te p

erso

nnel

.

Cont

inua

lly re

view

s ro

le a

nd p

ract

ice,

ens

urin

g co

ntin

uous

qua

lity

impr

ovem

ent.

cW

orks

as

an e

ffect

ive

and

resp

onsi

ble

team

mem

ber a

nd e

nabl

es o

ther

s

to d

o so

Cont

ribut

es to

war

ds b

uild

ing

an e

ffect

ive

team

thro

ugh

deve

lopi

ng a

com

mon

vi

sion

, dire

ctio

n, re

cogn

isin

g su

cces

s an

d ta

ke in

form

ed d

ecis

ions

.

dPr

iorit

ises

ownwor

kloa

dan

dor

ganise

san

dca

rriesou

townwor

kina

man

ner t

hat m

aint

ains

and

pro

mot

es q

ualit

yPlan

s,or

ganise

san

dm

anag

esaw

orkloa

d,w

here

com

petin

gpr

iorit

iesex

ist.

Cont

inua

lly re

view

s th

e ca

re d

eliv

ered

to e

nsur

e a

high

qua

lity

serv

ice

is

prov

ided

, e.g

. thr

ough

aud

it, N

HSQ

IS s

tand

ards

, ben

chm

arks

, fina

ncia

l m

onito

ring

and

gove

rnan

ce.

eEv

alua

tes

the

qual

ity o

f ow

n an

d ot

hers

’ wor

k an

d ra

ises

qua

lity

issu

es a

nd

rela

ted

risks

with

the

rele

vant

peo

ple

Iden

tifies

are

as fo

r im

prov

emen

t thr

ough

con

tinuo

us q

ualit

y im

prov

emen

t m

easu

res.

Raises

qua

lityissu

esth

roug

hth

eap

prop

riate

cha

nnelsan

dco

ntrib

utes

to

reso

lvin

g is

sues

rais

ed, e

.g. d

evel

opm

ent o

f act

ion

plan

s an

d lo

cal s

olut

ions

.

fSu

ppor

ts th

e in

trod

uctio

n an

d m

aint

enan

ce o

f qua

lity

syst

ems

and

proc

esse

s in

ow

n w

ork

area

Use

sex

perie

nces

oft

hepatient

’sjour

neyan

dot

here

valuations

toim

prov

eth

eca

re p

athw

ay. E

nsur

es re

sour

ces

and

serv

ices

are

in p

lace

for s

afe

and

effec

tive

use

by th

e te

am.

gTa

kes

the

appr

opria

te a

ctio

n w

hen

ther

e ar

e pe

rsis

tent

qua

lity

prob

lem

sId

entifi

es a

reas

of t

he e

nviro

nmen

t req

uirin

g im

prov

emen

t for

bot

h pa

tient

s an

dstaff

incollabo

ratio

nwith

sen

iorc

olleag

ues.Ana

lyse

sth

eev

iden

ceand

id

entifi

es g

aps

in p

ract

ice.


69

Core

6:E

quality

and

diver

sity

Foun

datio

nLe

vel3

a,c

,e(b

and

dto

bede

velope

dov

ertim

e):

Prom

oteeq

ualityan

dva

luedive

rsity

SCN

role

pro

file:

32.3Pr

omot

eacu

lture

ofp

erso

n-ce

ntre

dca

re

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aIn

terp

rets

equ

ality

, div

ersi

ty a

nd ri

ghts

in a

ccor

danc

e w

ith le

gisl

atio

n,

polic

ies,

proc

edur

es a

nd re

leva

nt s

tand

ards

Iden

tifies

with

pat

ient

s’/cl

ient

s’ re

leva

nt s

ocia

l, cu

ltura

l and

relig

ious

fact

ors

whi

ch m

ay in

fluen

ce th

e pa

tient

/clie

nt a

nd re

lativ

es.

Acce

sses

app

ropr

iate

facilitiesfo

rpatient

swith

spe

cific

cultu

rala

ndre

ligious

be

liefs

in a

ccor

danc

e w

ith le

gisl

atio

n, p

olic

ies,

and

proc

edur

es.

bEv

alua

tes

the

exte

nt to

whi

ch le

gisl

atio

n is

app

lied

in th

e cu

lture

and

en

viro

nmen

t of o

wn

sphe

re o

f act

ivity

Ensu

resth

eap

plicationof

ant

i-discrim

inator

ypr

actic

esw

ithinownsp

here

of

resp

onsi

bilit

y.

cId

entifi

es p

atte

rns

of d

iscr

imin

atio

n an

d ta

kes

actio

n to

ove

rcom

e di

scrim

inat

ion

and

prom

ote

dive

rsity

and

equ

ality

of o

ppor

tuni

tyH

ighl

ight

s di

scrim

inat

ory

prac

tice,

e.g

. rec

ruitm

ent a

nd re

tent

ion

issu

es,

upta

ke o

f opp

ortu

nitie

s fo

r dev

elop

men

t etc

.

Repo

rtsissu

esra

ised

with

releva

ntpar

ties,co

nsider

sac

tionto

add

ress

disc

rimin

ator

y pr

actic

es.

dEn

ablesot

hersto

pro

mot

eeq

ualityan

ddive

rsity

and

anon

-discrim

inator

ycu

lture

Actsasaro

lem

odelw

henwor

king

with

oth

ers.

Cons

ider

s an

d su

ppor

ts th

e w

ell b

eing

of o

ther

wor

k te

am m

embe

rs. I

dent

ifies

ac

tual

and

pot

entia

l tra

inin

g an

d de

velo

pmen

t nee

ds.

eSu

ppor

ts p

eopl

e w

ho n

eed

assi

stan

ce in

exe

rcis

ing

thei

r rig

hts

Thro

ugh

effec

tive

lead

ersh

ip, a

dvoc

ates

on

beha

lf of

thos

e w

hose

righ

ts h

ave

been

or m

ay b

e co

mpr

omis

ed.

Chal

leng

es a

ttitu

des

whi

ch in

frin

ge o

n th

e rig

hts

of o

ther

s.

Gui

des

and

dire

cts

patie

nts

and

user

s/st

aff to

app

ropr

iate

info

rmat

ion

and

advi

ce s

ervi

ces,

e.g.

vol

unta

ry o

rgan

isat

ions

, hum

an re

sour

ces.


70

HW

B2:A

sses

smen

tand

careplan

ning

tom

eeth

ealth

an

d w

ellb

eing

nee

dsFo

unda

tionLe

vel4

a,b

,c,d

,e,f(g

and

hto

bem

etove

rtim

e):

Asses

sco

mplex

hea

lthand

wellb

eing

nee

dsand

dev

elop

,mon

itor

and

revi

ew c

are

plan

s to

mee

t tho

se n

eeds

SCN

role

pro

file:

31.4Pa

tient

safet

y3

2.1Co

-ord

inationof

thepa

tient

jour

ney

3 2.

2 Cl

inic

al e

xper

tise

32.3Pr

omot

eacu

lture

ofp

erso

nce

ntre

dca

re

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aEx

plai

ns c

lear

ly to

peo

ple:

•ow

n ro

le, r

espo

nsib

ilitie

s an

d ac

coun

tabi

lity

•th

e in

form

atio

n th

at is

nee

ded

from

the

asse

ssm

ent o

f hea

lth a

nd

wel

lbei

ng n

eeds

and

who

mig

ht h

ave

acce

ss to

it

•th

e be

nefit

s an

d ris

ks o

f the

ass

essm

ent p

roce

ss a

nd a

ltern

ativ

e ap

proa

ches

•th

e ou

tcom

es o

f ass

essm

ent

•op

tions

with

in c

are

plan

s an

d as

soci

ated

ben

efits

and

risk

s

Cons

ider

s an

d ap

plie

s le

gal,

ethi

cal a

nd p

rofe

ssio

nal p

ersp

ectiv

es w

hen

plan

ning

car

e st

rate

gies

.

Ensu

res

that

oth

ers

are

awar

e of

issu

es o

f acc

ount

abili

ty a

nd re

spon

sibi

lity

as

defin

ed b

y re

gula

tory

bod

ies.

Iden

titie

s ris

ks re

late

d to

ass

essm

ent a

ctiv

ities

and

doc

umen

ts th

roug

h ris

k as

sess

men

t pro

cedu

res.

Ensu

res

any

actio

ns re

quire

d ar

e un

dert

aken

.

bRe

spec

tspeo

ple’sdign

ity,w

ishe

san

dbe

liefs;inv

olve

sth

emin

sha

red

decision

-mak

ing;and

obt

ains

theirc

onse

ntAc

tsasaro

lem

odeland

cha

lleng

eot

hersto

ens

uredign

ityand

resp

ecta

re

mai

ntai

ned.

Dem

onst

rate

s an

und

erst

andi

ng o

f clie

nts

need

s in

rela

tion

to th

eir c

ultu

re,

belie

fs a

nd v

alue

s an

d ob

tain

s in

form

ed c

onse

nt fo

r tre

atm

ents

/inte

rven

tions

. En

sure

s th

is is

cle

arly

doc

umen

ted.

cPlan

san

dus

esasses

smen

tmet

hods

thatare

app

ropr

iate

forc

omplex

ne

eds,

and

uses

pro

cess

es o

f rea

soni

ng th

at:

•ar

e ap

prop

riate

for t

he c

ompl

ex n

eeds

of t

he p

eopl

e co

ncer

ned

•s/

he h

as th

e kn

owle

dge,

ski

lls a

nd e

xper

ienc

e to

use

effe

ctiv

ely

•ar

e ba

sed

on a

vaila

ble

evid

ence

•ob

tainsuffi

cien

tinf

orm

ationfo

rdec

ision-

mak

inginclud

ingga

ining

asse

ssm

ent i

nfor

mat

ion

from

oth

er p

ract

ition

ers

Use

sho

listic

evide

nce-

base

dpr

actic

ekn

owledg

eto

dev

elop

referralpathw

ays

for p

atie

nts

with

com

plex

nee

ds re

quiri

ng o

ther

inte

rven

tions

and

ena

blin

g pe

rson

cen

tred

app

roac

hes

to b

e in

tegr

ated

into

pat

ient

ass

essm

ent a

nd c

are

plan

ning

pro

cess

es.

dFo

llow

s pr

oces

ses

of re

ason

ing

whi

ch:

•ba

lanc

e ad

ditio

nal i

nfor

mat

ion

agai

nst t

he o

vera

ll pi

ctur

e of

the

indi

vidu

al’s

need

s to

con

firm

or d

eny

deve

lopi

ng h

ypot

hese

s

•ar

e ca

pabl

e of

just

ifica

tion

give

n th

e av

aila

ble

info

rmat

ion

at th

e tim

e

•ar

e lik

ely

to re

sult

in th

e op

timum

out

com

e

Dem

onst

rate

s th

e ab

ility

to c

ritic

ally

app

rais

e cu

rren

t evi

denc

e an

d its

ap

plic

atio

n w

here

app

ropr

iate

.


71

KSFindica

tors(c

ontin

ued)

Are

asofa

pplic

ationfo

rSCN

(con

tinue

d)

eIn

terp

rets

all

of th

e in

form

atio

n av

aila

ble

and

mak

es a

just

ifiab

le

asse

ssm

ent o

f:•

peop

le’s

heal

th a

nd w

ellb

eing

•th

eir r

elat

ed c

ompl

ex n

eeds

and

pro

gnos

is

•ris

ks to

thei

r hea

lth a

nd w

ellb

eing

in th

e sh

ort a

nd lo

nger

term

•tr

ansf

errin

g an

d ap

plyi

ng h

er/h

is s

kills

and

kno

wle

dge

to a

ddre

ss th

e co

mpl

exity

of p

eopl

e’s

need

s

Use

sex

pertkno

wledg

ean

dinfo

rmationre

leva

ntto

carepr

ovisionto

enh

ance

th

e ex

perie

nce

of th

e pa

tient

, e.g

. lia

ises

with

all

stak

ehol

ders

to e

nsur

e th

at a

ll in

form

atio

n is

use

d to

pla

n th

e ca

re p

rovi

ded.

fD

evel

ops

and

reco

rds

care

pla

ns th

at a

re a

ppro

pria

te to

the

peop

le

conc

erne

d an

d:•

are

cons

iste

nt w

ith th

e ou

tcom

es o

f ass

essi

ng th

eir c

ompl

ex h

ealth

and

w

ellb

eing

nee

ds

•id

entif

y th

e ris

ks th

at n

eed

to b

e m

anag

ed

•ha

ve c

lear

goa

ls

•in

volv

e ot

her p

ract

ition

ers

and

agen

cies

to m

eet p

eopl

e’s

com

plex

he

alth

and

wel

lbei

ng n

eeds

and

risk

s

•ar

e co

nsis

tent

with

the

reso

urce

s av

aila

ble

•no

te p

eopl

e’s

wis

hes

and

need

s th

at it

was

not

pos

sibl

e to

mee

t

Inte

rpre

ts a

ll in

form

atio

n in

a k

now

ledg

eabl

e w

ay u

sing

ski

lls o

f diff

eren

tial

diag

nosi

s.

Use

san

alyticalskills

and

clin

icalre

ason

ingto

und

erstan

dan

dus

eda

tain

cl

inic

al p

ract

ice.

gCo

-ord

inates

thede

liver

yof

careplan

s,feed

inginre

leva

ntin

form

ationto

su

ppor

t wid

er s

ervi

ce p

lann

ing

Co-o

rdinates

thede

liver

yof

care,e.g.c

arem

anag

emen

torc

aseload

.

Iden

tifies

tren

ds in

car

e de

liver

y to

sup

port

, pro

file

and

info

rm th

e de

velo

pmen

t of

ser

vice

s.

hM

onito

rs th

e im

plem

enta

tion

of c

are

plan

s an

d m

akes

cha

nges

to b

ette

r m

eet p

eopl

e’s

com

plex

hea

lth a

nd w

ellb

eing

nee

dsMon

itorsand

eva

luates

thequ

ality

and

safet

yof

care.Rev

iewsca

replans

as

requ

ired

to e

nabl

e co

mpl

ex h

ealth

and

wel

lbei

ng n

eeds

to b

e m

et e

.g. c

ase

conf

eren

ces,ca

rediscu

ssion,m

ulti-

agen

cym

eetin

gs.


72

IK2:In

form

ationco

llectionan

dan

alys

isFo

unda

tion

Leve

l 2:

Gat

her,

anal

yse

and

repo

rt a

lim

ited

rang

e of

dat

a an

d in

form

atio

n

SCN

role

pro

file:

3 1.

3 Co

ntin

uous

qua

lity

impr

ovem

ent

3 3.

3 M

anag

ing

the

prac

tice

sett

ing

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aId

entifi

es a

nd a

gree

s:•

the

ques

tion/

issu

e to

be

addr

esse

d by

the

data

/info

rmat

ion

•th

e na

ture

and

qua

ntity

of d

ata/

info

rmat

ion

to b

e co

llect

ed

•th

e qu

ality

crit

eria

whi

ch th

e da

ta/in

form

atio

n sh

ould

mee

t

Iden

tifies

que

stio

ns to

be

aske

d of

the

data

, e.g

. Wha

t is

the

patie

nt’s

expe

rienc

e of

car

e? W

hat i

s th

e le

ngth

of s

tay?

Wha

t is

the

read

mis

sion

rate

? W

hat a

re th

e st

anda

rds

to b

e au

dite

d? W

hat i

s th

e w

orkl

oad

and

how

is th

at

impa

ctin

g on

sta

ffing

and

qua

lity?

Iden

tifies

the

type

of d

ata

nece

ssar

y to

pro

vide

ans

wer

s, e.

g. q

uant

itativ

e da

ta

such

as

occu

panc

y ra

te, l

engt

h of

sta

y, N

HS

surv

eys,

audi

t dat

a, w

orkl

oad

data

, sta

ffing

dat

a. E

xam

ples

of q

ualit

ativ

e da

ta, e

.g. p

atie

nt s

torie

s, lif

esty

le,

obse

rvat

ion

data

.

bEff

ectiv

ely

uses

app

ropr

iate

met

hods

and

sou

rces

for o

btai

ning

and

re

cord

ing

the

data

/info

rmat

ion

Effec

tivel

y ut

ilise

s da

ta c

olle

cted

thro

ugh

appr

opria

te m

etho

ds to

info

rm

decision

-mak

ingan

dde

veloppr

actic

e.

Esta

blis

hes

fram

ewor

ks fo

r ena

blin

g cl

inic

al a

udit

acro

ss s

ix d

imen

sion

s of

qu

ality

, e.g

. pat

ient

focu

sed

benc

hmar

king

, inf

ectio

n an

d hy

gien

e is

sues

, do

cum

enta

tion,

effi

cien

t use

of r

esou

rces

, dis

char

ge p

lann

ing.

cCo

nfirm

s th

e da

ta/in

form

atio

n m

eets

the

agre

ed q

ualit

y cr

iteria

and

take

s ap

prop

riate

act

ion

if it

does

not

Obt

ains

and

use

s da

ta fo

r aud

it/or

rese

arch

/wor

kfor

ce p

lann

ing

supp

ortin

g go

vern

ance

with

inagr

eedqu

ality

sta

ndards

and

eth

icalprin

ciples

.Actson

any

so

urce

s of

err

or th

at m

ight

influ

ence

the

qual

ity o

f the

info

rmat

ion

used

to

info

rmdec

ision-

mak

ing.

dCo

llate

s an

d an

alys

es th

e da

ta/in

form

atio

n us

ing

met

hods

app

ropr

iate

to:

•th

e in

itial

que

stio

ns w

hich

the

data

/info

rmat

ion

is in

tend

ed to

ans

wer

•th

e na

ture

of t

he d

ata/

info

rmat

ion

Criti

cally

eva

luat

es th

e da

ta/in

form

atio

n ar

isin

g fr

om e

vide

nce

base

d to

ols

and

clinicalaud

itus

edto

info

rmdec

ision-

mak

ingan

dqu

ality

impr

ovem

ent,e.g.

PDSA

cyc

les,ro

otcau

seana

lysis,clinicalgov

erna

ncefram

ewor

k.

Colle

cts,

colla

tes

and

repo

rts

a ra

nge

of d

ata

acco

rdin

g to

bes

t pra

ctic

e, a

nd

othe

r ele

ctro

nic

info

rmat

ion.

eRe

portsth

eda

taand

info

rmationatth

eag

reed

tim

eus

ingpr

esen

tatio

n,

layo

ut, t

one,

lang

uage

, con

tent

and

imag

es a

ppro

pria

te to

:•

its p

urpo

se

•th

e pe

ople

for w

hom

it is

inte

nded

•ag

reed

form

ats

and

prot

ocol

s

Pres

entsin

form

ation/

data

tore

leva

ntsta

keho

lder

s,e.g.cas

eco

nfer

ence

s,cl

inic

al g

over

nanc

e m

echa

nism

s, ot

her m

embe

rs o

f the

hea

lthca

re te

am.

Pres

entsdata/

info

rmationon

asp

ectsofw

ork,e.g.P

DSA

cyc

les,wor

kfor

ce

plan

s et

c. to

loca

l and

dire

ctor

ate/

divi

sion

al m

eetin

gs.

fCo

mpl

ies

with

rele

vant

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

thro

ugho

utCo

mpl

ies

with

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

in re

latio

n to

the

man

agem

ent o

f inf

orm

atio

n, c

onfid

entia

lity,

priv

acy

and

dign

ity, e

qual

ity a

nd

dive

rsity

, ano

nym

ity a

nd in

form

ed c

onse

nt.


73

IK2:In

form

ationco

llectionan

dan

alys

isSe

cond

Gat

eway

Lev

el 3

: G

athe

r, an

alys

e, in

terp

ret a

nd p

rese

nt e

xten

sive

and

/or c

ompl

ex d

ata

and

info

rmat

ion

SCN

role

pro

file:

3 1.

3 Co

ntin

uous

qua

lity

impr

ovem

ent

3 3.

3 M

anag

ing

the

prac

tice

sett

ing

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aFo

rmul

ates

and

agr

ees

with

oth

ers:

•th

e qu

estio

ns to

be

answ

ered

and

issu

es to

be

addr

esse

d by

the

data

/in

form

atio

n•

the

conc

epts

to b

e us

ed fo

r dat

a an

d in

form

atio

n co

llect

ion,

m

anag

emen

t, an

alys

is, i

nter

pret

atio

n an

d re

port

ing

Participates

inpractisingre

search

/aud

itar

isingfrom

que

stions

ask

ed,e

.g.

follo

win

g ac

tion

lear

ning

, pol

icy

dire

ctiv

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mpl

emen

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n pl

ans.

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erta

kessm

allloc

aleva

luation/

rese

arch

/aud

itpr

ojec

tsin

thewor

kplace

.

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ider

s ho

w d

ata

and

info

rmat

ion

will

be

colle

cted

, ana

lyse

d an

d in

terp

rete

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entifi

es a

ppro

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te a

nd v

alid

sou

rces

whi

ch c

an p

rovi

de d

ata

and

info

rmat

ion

of s

uffici

ent q

ualit

y an

d qu

antit

yLi

nks

to o

ther

s w

ho c

an p

rovi

de in

form

atio

n, e

.g. c

ross

org

anis

atio

nal l

inks

, ISD,P

ACS,Patient

info

rmationsy

stem

s,IT,e

QIPS.

cIden

tifies

,dev

elop

san

dim

plem

entsara

ngeof

valid,reliable,cos

t-eff

ectiv

ean

d et

hica

l met

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for a

ddre

ssin

g th

e ag

reed

que

stio

ns a

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sues

, m

inim

isin

g di

srup

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e pe

ople

pro

vidi

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e da

ta/in

form

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ying

with

rele

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legi

slat

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pol

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d pr

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d us

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valu

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e.g.

aud

it to

ols,

data

co

llectionto

ols,re

search

pro

posa

lsand

pro

cesses

,CORR

ECto

ens

ure

ethi

cal m

etho

ds o

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orm

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llect

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a pr

otec

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sea

rch

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and

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mm

ariz

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the

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aint

ains

loca

l act

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plan

s fo

r rev

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actio

ns fr

om a

udit

and

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uatio

n,

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rtin

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sults

of p

roce

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e ap

prop

riate

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ms.

eM

onito

rs th

e qu

ality

and

qua

ntity

of t

he d

ata

and

info

rmat

ion

and

take

s th

e ne

cess

ary

actio

n to

dea

l with

any

pro

blem

s an

d m

aint

ain

data

qua

lity

Iden

tifies

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rent

dat

a an

d ad

dres

ses

issu

es s

urro

undi

ng p

oor q

ualit

y info

rmation.A

sses

sinfo

rmationfo

rvalidity

,reliabilityan

dac

curacy

,thr

ough

a

varie

ty o

f met

hods

– e

.g. t

riang

ulat

ion

of d

ata,

ext

erna

l rev

iew

, pee

r rev

iew

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fCo

llate

s an

d an

alys

es d

ata

and

info

rmat

ion

usin

g m

etho

ds a

ppro

pria

te to

:•

the

initi

al q

uest

ions

/issu

es to

be

addr

esse

d•

the

natu

re o

f the

dat

a an

d in

form

atio

n

Keep

ssy

stem

aticre

cord

sof

data,re

search

and

aud

itsund

erta

ken,ana

lyse

spr

oces

ses,

activ

ity d

iarie

s, re

sear

ch/a

udit

trai

ls.

gIn

terp

rets

, app

rais

es a

nd s

ynth

esis

es d

ata

and

info

rmat

ion

appr

opria

tely

an

d id

entifi

es:

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nsis

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d in

cons

iste

ncy

in o

utco

mes

•an

y lim

itatio

ns in

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anal

yses

use

d an

d co

ntin

ually

hol

ds is

sues

rais

ed

open

to q

uest

ion

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ines

and

eva

luat

es d

ata.

Ensu

res

data

is c

onsi

sten

t with

agr

eed

rese

arch

and

aud

it pr

otoc

ols.

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leng

es th

e ca

re p

rovi

ded

if fe

lt to

be

inap

prop

riate

and

whe

n th

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is

evid

ence

to s

uppo

rt th

e ch

alle

nge.

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s co

ntin

uous

qua

lity

impr

ovem

ent t

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gh th

e us

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evel

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just

ifiab

le a

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alis

tic c

oncl

usio

ns a

nd re

com

men

datio

ns

to ti

me

and

pres

ents

them

usi

ng fo

rmat

, lay

out,

imag

es a

nd s

truc

ture

ap

prop

riate

to:

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ene

edsan

dinte

restsof

theinte

nded

aud

ienc

e(s)

•ac

cept

ed c

onve

ntio

ns a

nd p

roto

cols

•th

e in

tend

ed p

urpo

se o

f the

pre

sent

atio

n

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entsdatainanap

prop

riate

way

asre

quire

dby

theta

rget

aud

ienc

ean

dlo

cal/n

atio

nal g

uide

lines

, hig

hlig

htin

g re

com

men

datio

ns to

info

rm fu

ture

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actic

e.

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sinfo

rmationre

leva

ntto

thepu

rpos

ean

dof

thepr

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form

atio

n in

a fo

rmat

, lay

out a

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truc

ture

rele

vant

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e pr

esen

tatio

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fin

ding

s.


74

G4:

Fin

anci

al m

anag

emen

tFo

unda

tionLe

vel1

a,c

(bto

bede

velope

dov

ertim

e):

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itor e

xpen

ditu

re

SCN

role

pro

file:

3 3.

3 M

anag

ing

the

prac

tice

sett

ing

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aM

onito

rs e

xpen

ditu

re a

gain

st a

gree

d bu

dget

s to

sup

port

effe

ctiv

e fin

anci

al

man

agem

ent a

nd c

onsi

sten

t with

legi

slat

ion,

pol

icie

s an

d pr

oced

ures

Dem

onstrate

sun

dersta

ndingof

ward-

base

dbu

dget

s.

bId

entifi

es a

ny a

ctua

l or p

oten

tial d

evia

tions

from

bud

gets

and

repo

rts

thes

e to

the

appr

opria

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erso

nIs

abl

e to

iden

tify

and

prov

ide

ratio

nale

for d

evia

tions

in th

e bu

dget

.

Inve

stig

ates

une

xpla

ined

dev

iatio

ns a

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rovi

des

info

rmat

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to s

uppo

rt.

cPr

ovides

info

rmationto

there

leva

ntper

sonon

thecu

rren

tspe

ndaga

inst

budg

etIs

abl

e to

rais

e co

ncer

ns a

nd re

port

bud

get i

nfor

mat

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to a

ppro

pria

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eopl

e,

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man

agem

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ccou

ntan

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e m

anag

er, s

ervi

ce m

anag

er o

r equ

ival

ent.


75

G6:Peo

plem

anag

emen

tFo

unda

tionLe

vel3

b,c

,d(a

,e,f,g

tobede

velope

dov

ertim

e):

Co-o

rdinatean

dde

lega

tew

orkan

dre

view

peo

ple’spe

rfor

man

ce

SCN

role

pro

file:

3 3.

3 M

anag

ing

the

prac

tice

sett

ing

KSFindica

tors

Are

asofa

pplic

ationfo

rSCN

aSu

gges

ts w

orkf

orce

requ

irem

ents

to m

eet t

eam

and

org

anis

atio

nal o

bjec

tives

. Id

entifi

es w

orkf

orce

requ

irem

ents

/ es

tabl

ishm

ents

with

in c

linic

al a

rea

iden

tifyi

ng

gaps

and

sho

rtfa

lls a

nd re

view

ing

how

thes

e ca

n be

reso

lved

.

bSe

lect

s in

divi

dual

s fo

r pos

ts u

sing

agr

eed

met

hods

and

bas

ed o

n ob

ject

ive

asse

ssm

ents

aga

inst

agr

eed

crite

ria.

Res

pons

iblefo

rthe

recruitm

ento

fsta

ffas

per

legislativean

dNHSXX

Xre

quire

men

ts

/guide

lines

egPINguide

lines

,disab

ility,d

iscrim

inationac

t,eq

ualo

ppor

tunitypolicy.

cG

ives

team

mem

bers

cle

ar in

form

atio

n on

, and

opp

ortu

nitie

s to

influ

ence

, wor

k ob

ject

ives

, pla

nnin

g an

d or

gani

satio

n, in

a w

ay w

hich

insp

ires

com

mitm

ent a

nd

enth

usia

sm.

Mee

ts fo

rmal

ly a

nd in

form

ally

with

team

mem

bers

to p

lan,

org

anis

e an

d re

view

th

eir w

ork,

insp

iring

and

mot

ivat

ing

staff

to m

eet a

gree

d na

tiona

l and

loca

l st

anda

rds.

dPlans

and

coo

rdinates

wor

k:

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iorit

isin

g an

d re

prio

ritis

ing

activ

ities

to re

spon

d to

cha

ngin

g ci

rcum

stan

ces

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anag

ing

mul

tiple

pro

cess

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imul

tane

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y w

hils

t ena

blin

g te

ams

and

indi

vidu

als

to fo

cus

on th

eir o

wn

spec

ific

obje

ctiv

es

Dem

onst

rate

s fle

xibi

lity

in c

oord

inat

ing

wor

k ac

tiviti

es, u

sing

inte

rper

sona

l, in

form

atio

nal a

nd d

ecis

ion

mak

ing

skill

s eff

ectiv

ely.

Ens

ure

that

ther

e is

saf

e an

d eff

ectiv

e ro

ster

pla

nnin

g an

d sk

ills

mix

in.

eD

eleg

ates

aut

horit

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peo

ple

and

mon

itors

them

aga

inst

the

requ

ired

outc

omes

, agr

eein

g w

ith th

em:

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ear,

expl

icit

and

achi

evab

le ta

rget

s an

d tim

esca

les

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ays

in w

hich

thei

r dev

elop

men

t will

be

supp

orte

d

•ho

w p

rogr

ess

and

perf

orm

ance

will

be

mon

itore

d an

d re

view

ed

Del

egat

es a

nd re

view

s w

ork

to m

ake

best

use

of t

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bilit

ies

of d

iffer

ent t

eam

m

embe

rs a

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ena

ble

indi

vidu

als

and

the

team

to m

eet a

gree

d ob

ject

ives

and

fa

cilit

ates

by

allo

catin

g av

aila

ble

reso

urce

s.

fAllo

cate

san

dpr

ovides

suffi

cien

tres

ources

and

sup

portfo

rdeleg

ated

wor

kan

dre

view

s pr

ogre

ss a

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utco

mes

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peo

ple

as a

gree

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sure

s su

ffici

ent r

esou

rces

are

ava

ilabl

e to

pro

vide

saf

e a

nd e

ffect

ive

patie

nt c

are.

Su

ppor

ts o

ther

s in

del

egat

ed w

ork

and

ensu

res

suffi

cien

t res

ourc

es a

re a

vaila

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to

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eved

out

com

es a

s ag

reed

.

gG

ives

peo

ple

supp

ort a

nd o

ppor

tuni

ties

to m

eet t

heir

pers

onal

dev

elop

men

t ob

ject

ives

.Th

roug

hth

eus

eof

theKS

Fan

dPD

PRpro

cesses

,mot

ivates

and

enc

ourage

sstaff

to

deve

lop

spec

ial i

nter

ests

rela

ting

to w

ork

prac

tices

.

hAg

rees

with

peo

pleap

prop

riate

cou

rses

ofa

ctionto

add

ressany

issu

esw

ith

thei

r wor

k. Id

entifi

es a

nd e

ffect

ivel

y ta

kes

actio

n in

rela

tion

to p

erfo

rman

ce is

sues

. Wor

ks w

ithin

HRpo

liciesre

latin

gto

sta

ffm

anag

emen

te.gper

form

ance

issu

es,s

ickn

essab

senc

em

anag

emen

t.

Iden

tifies

and

agr

ees

goa

ls a

nd a

ctio

ns p

lans

.


76

Appendix3:Sample learning and development plan

Education and Developm

ent Framew

ork for Senior Charge Nurses

78

Capability/KSF Learning and development needs Learning activity Plannedlearning

outcome Support required Time frames

Name of individual:

Name of line manager:

Signature:

Signature:

Date:

Date:

Appendix4:Scottish Credit and QualificationsFramework(SCQF)


80

NB: The descriptors set out the characteristic generic outcomes of each level. They are intended to provide a general, shared understanding of each level and to allow broad comparisons to be made between qualifications and learning at different levels. They are not intended to give precise nor comprehensive statements and there is no expectation that every qualification or programme should have all of the characteristics. The descriptors have been developed through a series of consultations and are offered as a first working guide and will be revised in the light of feedback on their use.


81

SCQFLe

vel9

–(S

HEleve

l3)

(e.g.o

rdinar

yde

gree

san

dgr

adua

tecer

tifica

tes)

Know

ledg

ean

dun

ders

tand

ing

Prac

tice:app

lied

know

ledg

e an

d un

ders

tand

ing

Gen

eric

cog

nitiv

e sk

ills

Com

mun

icat

ion,

ICT

an

d nu

mer

acy

skill

sAu

tono

my,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Char

acte

ristic

out

com

es o

f lea

rnin

g at

eac

h le

vel i

nclu

de th

e ab

ility

to:

Dem

onst

rate

and

/or w

ork

with

:•

a br

oad

and

inte

grat

ed

know

ledg

e an

d un

ders

tand

ing

of th

e sc

ope,

m

ain

area

s an

d bo

unda

ries

of

a s

ubje

ct/d

isci

plin

e

•a

criti

cal u

nder

stan

ding

of

a se

lect

ion

of th

e pr

inci

pal

theo

ries,

prin

cipl

es, c

once

pts

and

term

inol

ogy

•kn

owle

dge

that

is d

etai

led

in

som

e ar

eas

and/

or k

now

ledg

e of

one

or m

ore

spec

ialis

ms

that

are

info

rmed

by

fore

fron

t de

velo

pmen

ts

Use

aselec

tionof

thepr

incipa

lsk

ills,

tech

niqu

es, p

ract

ices

an

d/or

mat

eria

ls a

ssoc

iate

d w

ith

a su

bjec

t/di

scip

line

Use

afe

wskills

,tec

hnique

s,pr

actic

es a

nd/o

r mat

eria

ls th

at

are

spec

ialis

ed o

r adv

ance

d

Prac

ticero

utines

met

hods

of

enqu

iry a

nd/o

r res

earc

h

Prac

ticeinara

ngeof

pr

ofes

sion

al le

vel c

onte

xts

whi

ch in

clud

e a

degr

ee o

f un

pred

icta

bilit

y

Und

erta

kecrit

icalana

lysis,

eval

uatio

n an

d/or

syn

thes

is

of id

eas,

conc

epts

, inf

orm

atio

n an

d is

sues

Iden

tify

and

anal

yse

rout

ine

prof

essi

onal

pro

blem

s an

d is

sues

Dra

w o

n a

rang

e of

sou

rces

in

mak

ing

judg

emen

ts

Use

ara

ngeof

rout

inesk

illsan

dso

me

adva

nced

and

spe

cial

ised

sk

ills

in s

uppo

rt o

f est

ablis

hed

prac

tices

in a

sub

ject

/dis

cipl

ine,

fo

r exa

mpl

e:•

mak

e fo

rmal

and

info

rmal

pr

esen

tatio

ns o

n st

anda

rd/

mai

nstr

eam

topi

cs in

the

subj

ect/

disc

iplin

e to

a ra

nge

of a

udie

nces

•us

e a

rang

e of

IT a

pplic

atio

ns

to s

uppo

rt a

nd e

nhan

ce w

ork

•in

terp

ret,

use

and

eval

uate

nu

mer

ical

and

gra

phic

al d

ata

to a

chie

ve g

oals

/tar

gets

Exer

cise

aut

onom

y an

d

initi

ativ

e in

som

e ac

tiviti

es

at a

pro

fess

iona

l lev

el

Take

som

e re

spon

sibi

lity

for t

he w

ork

of o

ther

s an

d fo

r a ra

nge

of re

sour

ces

Prac

ticeinw

ayswhich

ta

ke a

ccou

nt o

f ow

n an

d ot

hers

’ rol

es a

nd

resp

onsi

bilit

ies

Wor

k un

der g

uida

nce

with

qu

alifi

ed p

ract

ition

ers

Dea

l with

eth

ical

and

pr

ofes

sion

al is

sues

in

acco

rdan

ce w

ith c

urre

nt

prof

essi

onal

and

/or

ethi

cal c

odes

or p

ract

ices

, se

ekin

g gu

idan

ce w

here

ap

prop

riate


82

SCQFLe

vel1

0–(SHEleve

l4)

(e.g.H

onou

rsD

egre

esand

Gradu

ateDiplom

as)

Know

ledg

ean

dun

ders

tand

ing

Prac

tice:app

lied

know

ledg

e an

d un

ders

tand

ing

Gen

eric

cog

nitiv

e sk

ills

Com

mun

icat

ion,

ICT

an

d nu

mer

acy

skill

sAu

tono

my,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Char

acte

ristic

out

com

es o

f lea

rnin

g at

eac

h le

vel i

nclu

de th

e ab

ility

to:

Dem

onst

rate

and

/or w

ork

with

:•

know

ledg

e th

at c

over

s an

d in

tegr

ates

mos

t of t

he

prin

cipa

l are

as, f

eatu

res,

boun

darie

s, te

rmin

olog

y an

d co

nven

tions

of a

sub

ject

/di

scip

line

•a

criti

cal u

nder

stan

ding

of t

he

prin

cipa

l the

orie

s, co

ncep

ts

and

prin

cipl

es

•de

taile

d kn

owle

dge

and

unde

rsta

ndin

g in

one

or

mor

e sp

ecia

lism

s so

me

of

whi

ch is

info

rmed

by

or a

t th

e fo

refr

ont o

f a s

ubje

ct/

disc

iplin

e

•kn

owle

dge

and

unde

rsta

ndin

g of

the

way

s in

w

hich

the

subj

ect/

disc

iplin

e is

de

velo

ped,

incl

udin

g a

rang

e of

est

ablis

hed

tech

niqu

es

of e

nqui

ry o

r res

earc

h m

etho

dolo

gies

Use

ara

ngeof

thepr

incipa

lsk

ills,

prac

tices

and

/or m

ater

ials

as

soci

ated

with

a s

ubje

ct/

disc

iplin

e

Use

afe

wskills

,practices

and

/or

mat

eria

ls w

hich

are

spe

cial

ised

, ad

vanc

ed, o

r at t

he fo

refr

ont o

f a

subj

ect/

disc

iplin

e

Exec

ute

a de

fined

pro

ject

of

rese

arch

, dev

elop

men

t or

inve

stig

atio

n an

d id

entif

y an

d im

plem

ent r

elev

ant o

utco

mes

Prac

ticeinara

ngeof

pr

ofes

sion

al le

vel c

onte

xts

whi

ch in

clud

e a

degr

ee

or u

npre

dict

abili

ty a

nd/o

r sp

ecia

lism

Criti

cally

iden

tify,

defi

ne,

conc

eptu

alis

e, a

nd a

naly

se

com

plex

/pro

fess

iona

l lev

el

prob

lem

s an

d is

sues

Offe

r pro

fess

iona

l lev

el in

sigh

ts,

inte

rpre

tatio

ns a

nd s

olut

ions

to

pro

blem

s an

d is

sues

Criti

cally

revi

ew a

nd c

onso

lidat

e kn

owle

dge,

ski

lls a

nd p

ract

ices

an

d th

inki

ng in

a s

ubje

ct/

disc

iplin

e

Dem

onst

rate

som

e or

igin

ality

an

d cr

eativ

ity in

dea

ling

with

pr

ofes

sion

al le

vel i

ssue

s

Mak

e ju

dgem

ents

whe

re d

ata/

info

rmat

ion

is li

mite

d or

com

es

from

a ra

nge

of s

ourc

es

Use

aw

iderang

eof

rout

ine

skill

s an

d so

me

adva

nced

and

sp

ecia

lised

ski

lls in

sup

port

of

est

ablis

hed

prac

tices

in a

su

bjec

t/di

scip

line,

for e

xam

ple:

•m

ake

form

al p

rese

ntat

ions

ab

out s

peci

alis

ed to

pics

to

info

rmed

aud

ienc

es

•co

mm

unic

ate

with

pr

ofes

sion

al le

vel p

eers

, sen

ior

colle

ague

s an

d sp

ecia

lists

•us

e a

rang

e of

sof

twar

e to

su

ppor

t and

enh

ance

wor

k at

this

leve

l and

spe

cify

re

finem

ents

/impr

ovem

ents

to

sof

twar

e to

incr

ease

eff

ectiv

enes

s

•in

terp

ret,

use

and

eval

uate

a

wid

e ra

nge

of n

umer

ical

an

d gr

aphi

cal d

ata

to s

et

and

achi

eve

goal

s/ta

rget

s

Exer

cise

aut

onom

y an

d in

itiat

ive

in p

rofe

ssio

nal/

equi

vale

nt a

ctiv

ities

Take

sig

nific

ant

resp

onsi

bilit

y fo

r the

wor

k of

oth

ers

and

for a

rang

e of

reso

urce

s

Prac

ticeinw

ayswhich

sh

ow a

cle

ar a

war

enes

s of

ow

n an

d ot

hers

’ rol

es a

nd

resp

onsi

bilit

ies

Wor

k eff

ectiv

ely

unde

r gu

idan

ce in

a p

eer

rela

tions

hip

with

qua

lified

pr

actit

ione

rs

Wor

k w

ith o

ther

s to

br

ing

abou

t cha

nge,

de

velo

pmen

t and

/or n

ew

thin

king

Dea

l with

com

plex

eth

ical

an

d pr

ofes

sion

al is

sues

in

acco

rdan

ce w

ith c

urre

nt

prof

essi

onal

and

/or e

thic

al

code

s or

pra

ctic

es

Reco

gniseth

elim

its

of th

ese

code

s an

d se

ek g

uida

nce

whe

re

appr

opria

te


83

SCQFLe

vel1

1–(SHEleve

l5)

(e.g.P

G1,P

GD

ip,P

GCer

t,MA,M

Sc,S

VQ5)

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ledg

ean

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ders

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ing

Prac

tice:app

lied

know

ledg

e an

d un

ders

tand

ing

Gen

eric

cog

nitiv

e sk

ills

Com

mun

icat

ion,

ICT

an

d nu

mer

acy

skill

sAu

tono

my,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Char

acte

ristic

out

com

es o

f lea

rnin

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eac

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vel i

nclu

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e ab

ility

to:

Dem

onst

rate

and

/or w

ork

with

:•

know

ledg

e th

at c

over

s an

d in

tegr

ates

mos

t, if

not

all,

of th

e m

ain

area

s of

a

subj

ect/

disc

iplin

e –

incl

udin

g th

eir f

eatu

res,

boun

darie

s, te

rmin

olog

y an

d co

nven

tions

•a

criti

cal u

nder

stan

ding

of t

he

prin

cipa

l the

orie

s, pr

inci

ples

an

d co

ncep

ts

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criti

cal u

nder

stan

ding

of a

ra

nge

of s

peci

alis

ed th

eorie

s, pr

inci

ples

and

con

cept

s

•ex

tens

ive,

det

aile

d an

d cr

itica

l kno

wle

dge

and

unde

rsta

ndin

g in

one

or

mor

e sp

ecia

lism

s, m

uch

of

whi

ch is

at o

r inf

orm

ed b

y de

velo

pmen

ts a

t the

fore

fron

t

•cr

itica

l aw

aren

ess

of c

urre

nt

issu

es in

a s

ubje

ct/d

isci

plin

e an

d on

e or

mor

e sp

ecia

lism

s

Use

asignific

antr

ange

oft

he

prin

cipa

l ski

lls, t

echn

ique

s, pr

actic

es a

nd/o

r mat

eria

ls w

hich

ar

e as

soci

ated

with

a s

ubje

ct/

disc

iplin

e

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ara

ngeof

spe

cialised

sk

ills,

tech

niqu

es, p

ract

ices

an

d/or

mat

eria

ls w

hich

are

at

the

fore

fron

t or i

nfor

med

by

fore

fron

t dev

elop

men

ts

App

lyara

ngeof

sta

ndard

and

spec

ialis

ed re

sear

ch o

r eq

uiva

lent

inst

rum

ents

and

te

chni

ques

of e

nqui

ry

Plan

and

exe

cute

asignific

ant

proj

ect o

f res

earc

h, in

vest

igat

ion

or d

evel

opm

ent

Dem

onst

rate

orig

inal

ity o

r cr

eativ

ity in

the

appl

icat

ion

of k

now

ledg

e, u

nder

stan

ding

an

d/or

pra

ctic

es

Prac

tiseinaw

idean

dof

ten

unpr

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tabl

e va

riety

of

prof

essi

onal

leve

l con

text

s

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lycrit

icalana

lysis,

eval

uatio

n an

d sy

nthe

sis

to

issu

es w

hich

are

at t

he fo

refr

ont

or in

form

ed b

y de

velo

pmen

ts

at th

e fo

refr

ont o

f a s

ubje

ct/

disc

iplin

e

Iden

tify,

con

cept

ualis

e an

d de

fine

new

and

abs

trac

t pr

oble

ms

and

issu

es

Dev

elop

orig

inal

and

cre

ativ

e re

spon

ses

to p

robl

ems

and

issu

es

Criti

cally

revi

ew, c

onso

lidat

e an

d ex

tend

kno

wle

dge,

ski

lls

prac

tices

and

thin

king

in a

su

bjec

t/di

scip

line

Dea

l with

com

plex

issu

es a

nd

mak

e in

form

ed ju

dgem

ents

in

situ

atio

ns in

the

abse

nce

of

com

plet

e or

con

sist

ent d

ata/

info

rmat

ion

Use

ara

ngeof

adv

ance

dan

dsp

ecia

lised

ski

lls a

s ap

prop

riate

to

a s

ubje

ct/d

isci

plin

e –

for

exam

ple:

•co

mm

unic

ate,

usi

ng

appr

opria

te m

etho

ds, t

o a

rang

e of

aud

ienc

es w

ith

diffe

rent

leve

ls o

f kno

wle

dge/

expe

rtis

e

•co

mm

unic

ate

with

pee

rs,

mor

e se

nior

col

leag

ues

and

spec

ialis

ts

•us

e a

wid

e ra

nge

of s

oftw

are

to s

uppo

rt a

nd e

nhan

ce

wor

k at

this

leve

l and

sp

ecify

new

sof

twar

e or

re

finem

ents

/impr

ovem

ents

to

exis

ting

soft

war

e to

incr

ease

eff

ectiv

enes

s

•un

dert

ake

criti

cal e

valu

atio

ns

of a

wid

e ra

nge

of n

umer

ical

an

d gr

aphi

cal d

ata

Exer

cise

sub

stan

tial

auto

nom

y an

d in

itiat

ive

in p

rofe

ssio

nal a

nd

equi

vale

nt a

ctiv

ities

Take

resp

onsi

bilit

y fo

r ow

n w

ork

and/

or s

igni

fican

t re

spon

sibi

lity

for t

he w

ork

of o

ther

s

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resp

onsi

bilit

y fo

r a

sign

ifica

nt ra

nge

of

reso

urce

s

Dem

onst

rate

lead

ersh

ip

and/

or in

itiat

ive

and

mak

e an

iden

tifiab

le

cont

ribut

ion

to c

hang

e an

d de

velo

pmen

t

Prac

ticeinw

ayswhich

dr

aw o

n cr

itica

l refl

ectio

n on

ow

n an

d ot

hers

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es

and

resp

onsi

bilit

ies

Dea

l with

com

plex

eth

ical

an

d pr

ofes

sion

al is

sues

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d m

ake

info

rmed

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dgem

ents

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issu

es

not a

ddre

ssed

by

curr

ent

prof

essi

onal

and

/or e

thic

al

code

s or

pra

ctic

es


84

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Education and Development Framework for Senior … · Education and Development Framework for Senior Charge Nurses 1 1. Introduction Education, learning and development are essential