Moving, Positioning and

Falls Management

Trainers Guide

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Contents Page

Forward 3

Identifying your learning needs 5

Moving, Positioning and Falls Management resources 9

Additional resources 12

Designing and delivering a training session 14

Appendix

Appendix 1 Common Induction Standard 8

Appendix 2 Health and Social Care Diploma Unit 4222-208

Appendix 3 Health and Social Care Diploma Unit 4222-232

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Foreword

This pack has been developed to provide you with the tools and

training resources to enable delivery of both induction and refresher

training to internal staff following current best standards as laid down by

The Manual Handling Operational Regulations 1992 and The guide to the

handling of people: a systems approach.

The materials in this pack have been developed by the Hampshire

Learning Centre, the NHS Falls Prevention Coordinators and the PaCT

team.

About the Guide

This guide gives you the opportunity to deliver training to the staff who work

directly with service users in your organisation. The training will provide

you with ways to measure moving and positioning competency in your

organisation and identify areas for practice development, mapping the topic

areas they deliver to Skills for Care Common Induction Standards as well

as QCF Diploma units. The SLP will provide the organisation with evidence

to support them meeting the CQC essential standards.

www.skillsforcare.org.uk

www.skillsforhealth.org.uk

www.cqc.org.uk

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Using the Guide

The learning resources in this pack can be used flexibly. The resources

can be adapted and used in whole or part, to suit the learning needs of the

delegates, and to support a flexible and blended learning approach to

training.

It is important for you as the manager/trainer to use your own experiences

and knowledge to support the material, alongside the existing knowledge

and experience of the staff you are training.

The Trainers Guide is separated into 4 sections:

1. Identifying your learning needs

2. Moving, Positioning and Falls Management resources

3. Additional resources

4. Designing and delivering a training session

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1. Identifying your learning needs

It is important to first understand what is motivating you and your

organisation t deliver Moving, Positioning and Falls Management training

for your staff. Knowing this will support you to shape the outcomes of your

session. It could be that your aim is to improve practice or that it forms part

training which meets the refreshed Skills for Care Common Induction

Standards. Whatever the motivation is, it is important to understand what

the driving force behind the training is in order to shape its content.

Skills for care Common Induction Standards

The Common Induction Standards (CIS) incorporate standards that are

specific to adult social care. Standard 8 - Health & safety in an adult social

care setting, has outcomes that relate specifically to moving and

positioning. Using the resources in this pack can be a good way of

delivering training which demonstrates that your staff have the knowledge

required to meet the requirements.

Standard 8 Health & safety in an adult social care main area 3 Moving and

positioning covers the following outcomes the detail for this can be found in

appendix I.

3.1 moving and

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3.2 Be aware of tasks relating to moving and positioning that you are not

allowed to carry out at your current stage of training

3.3 Understand how to move and position people and/or objects safely,

dignity, and in line with legislation and agreed

ways of working

Qualifications Credit Framework (QCF) level 2 diploma

The QCF has replaced the NVQ and the Level 2 diploma in Health and

Social Care (HSC) is the new recommended qualification for staff working

in adult social care. Unit 4222-208 Contribute to health and safety in health

and social care includes Outcome 5 - Be able to move and handle

equipment and other objects safely:

1. Identify legislation that relates to moving and handling

2. Explain principles for moving and handling equipment and other objects

safely

3. Move and handle equipment or other objects safely.

The detail for this unit can be found in appendix II

More specifically Unit 4222-232 Move and position individuals in

accordance with their plan of care explores learning outcomes

1. Understand anatomy and physiology in relation to moving and

positioning individuals.

2. Understand legislation and agreed ways of working when moving and

positioning individuals.

3. Be able to minimise risk before moving and positioning individuals.

.

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4. Be able to prepare individuals before moving and positioning.

5. Be able to move and position an individual.

6. Know when to seek advice from and/or involve others when moving and

positioning an individual.

The detail for this unit can be found in appendix III.

As part of your strategy for how your staff gain the diploma you may want

to look at delivering this training internally yourselves and working with a

training provider who is happy to assess the evidence. If you took this

approach you would need to evidence that the outcomes above had been

gained from your session. A workbook, such as the one in appendix IV is

one way of doing this.

Change and quality improvement does not occur in isolation; managers,

together with others within organisations who are responsible for training

and developing staff need to consider how the training programme links

with an overarching approach to organisational change. This should

include:

Having clearly defined expectations of behaviours and responsibilities

of staff in all roles and levels within the organisation;

Clear discussions of the organisations and the learners expectations

prior to training taking place;

Consideration of the most appropriate way of delivering the training,

of a multi-agency approach;

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Ensuring arrangements are in place to make sure that all training is

reinforced in the workplace after each training session through:

o effective use of supervision sessions (individual or team);

o on the job coaching; or

o specific activity for staff to reflect on practice together e.g.

action learning or focussed group discussions.

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2. Moving, Positioning and Falls Management Resources

Below are a number of tools, with instructions on how to use them. Many

of these tools will be used within the course but additional tools have also

been added so that you can use them flexibly to support your training

sessions. When using the tools think carefully about the outcomes that you

are trying to get from the session and how the tool can be used most

effectively. An example of this is provided in section 4 of this Trainer

Guide.

All of the tools will also be available electronically on the SLP support page

on the PACT website and can be found in the trainer resources section of

this folder.

Resource: Power point presentation

There are five power point presentations covering the following topic areas

i. anual

ii.

iii. The principles of moving and positioning and how it relates to the

biomechanics of the spine

iv. The impact of legislation on the moving and positioning of people

v. Key principles of moving and positioning and unsafe techniques

vi. Falls prevention and management

Each presentation details the aims and outcomes for the presentation,

suggested activities and suggested timings and also gives extra

information or further reading.

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Resource: Quiz

The quizzes have been designed as an aid for refresher training. The quiz

helps you to identify any knowledge gaps to support staff with further

development. The answers are included. You can choose to complete

these individually or in a group. We would recommend a group activity as

this leads to greater discussion and staff can share experiences and

knowledge with one another. The group or individual should be allowed

about half and hour to complete the quiz and a further half hour for

feedback.

Resource: Scenarios

These scenarios have been designed to assist you with using risk

assessment tools as a problem solving approach. This approach will help

staff to identify risks and hazards that may lead to injury of themselves or a

service user. This can be a group or an individual activity. The delegates

can identify by underlining the hazards using LITEE. Once the hazards

have been identified they can consider what control measures they would

choose to reduce the risks associated with the given scenario.

Resource: Pictures of service users

These can be used for staff to identify, through observation the skills, risks

and hazards associated with moving and positioning service users. You

may choose for this to be a group flip chart exercise with each group

feeding back.

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Resource 5: Assessment of Competency

This booklet can be used after delegates have completed their training.

This can be part of observations of practice or as evidence of competency

of safe practice. We would recommend that this can be used within a time

framework (six weeks) to allow a person to gain confidence and experience

when moving and positioning a service user and the delegate chooses

when he or she feels ready.

Resource: E-learning

The e-learning resource includes topics such as daily tasks that may be

faced and how they can link with safe moving and positioning practice. The

e-learning will investigate poor and unsafe techniques, and how these can

be transformed into good practice to promote back care.

E-learning resource can used flexibly - you choose when and where to

complete them, it is interactive - involving the delegate in learning and can

be used on its own or may support other forms of learning

Resource: Workbook

This will be a resource for the staff member to use as an ongoing workbook

and will provide further information for the staff member to use for

reference once the course has been completed.

Resource: Handouts

The handouts can be used to support learning while training or as

prerequisite reading prior to the session commencing.

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3. Additional resources

The tools can form a good basis for your training but you will also need

other resources. We have provided some suggestions below but would

also encourage you to think about developing your own resources which

are specific to your service. For example, developing your own case

studies can be a really powerful learning tool, particularly if based on a

real-life experience.

Web links

The internet is a useful resource for providing the context to your training

and also for identifying additional tools. Here are some sites you might find

useful:

Backcare. The Charity for healthier backs. www.backcare.org.uk

Common Induction Standards. www.skillsforcare.org.uk

Chartered Society of Physiotherapy. www.csp.org.uk

Clinical Skills.Net. www.clinicalskills.net

College of Occupational Therapy. www.cot.co.uk

Care Quality Commission. www.cqc.org.uk

Department of Health. www.dh.gov.uk (wellbeing Agenda)

Health & Safety Executive. www.hse.gov.uk

Medicines & Healthcare Products Regulatory Agency (MHRA).

www.mhra.gov.uk

National Back Exchange. www.nationalbackexchange.org

National Institute for Health & Clinical Excellence. www.nice.org.uk

National Patient Safety Agency. www.npsa.co.uk

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Registered Nursing Home Association. www.rnha.co.uk

Royal College of Nursing. www.rcn.org.uk

Royal Society for the Prevention of Accidents. www.rospa.com

Skills for care. www.skillsforcare.org.uk

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4. Designing and delivering a training session Example session planning: The impact of legislation on the

moving and positioning of people

The following outcomes in both the Common Induction Standards

(CIS) and the QCF unit HSE 232 Move and position individuals in

accordance with their plan of care

CIS Standard 8 - 3.1 Be aware of key pieces of legislation that relate

to

Unit 4222-208 Contribute to health and safety in health and social

care includes Outcome 5 - Be able to move and handle equipment

and other objects safely:

Identify legislation that relates to moving and handling

Unit 4222-232 Move and position individuals in accordance with their

plan of care

Understand legislation and agreed ways of working when moving and

positioning individuals.

You could build a session to meet the outcomes above using the resources

below.

Resources

Resource 1: PowerPoint presentation 1.iv

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Resource 6: E-learning

Resource 7: Workbook

These tools can be used during the training session but also delegates

can be asked to complete them outside of the session.

Additional Resources

You could draw a hand with the main points of key legislation detailed

on the digits

Key learning points

Think about the key pieces of information you want your delegates to leave

your session with. For example:

How the legislation applies to them.

What their responsibilities are within the legislative framework.

What their responsibilities are within the legislative

framework.

In order to build the content of your session, it is good practice to develop a

session plan. An example template can be found in the trainer resources

section of this folder.

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Preparing, delivering and post course requirements

All of the resources will be available electronically on the SLP support page

on the PACT website and can be found in the trainer resources section of

this folder.

Preparation for the session

Health declaration

The health declaration MUST be completed by all participants of your

training prior to attending. The form identifies any health issues that may

prevent a participant from completing the training safely.

Delivering the training session

Lesson plan

The lesson plan details how to deliver the session. It provides you with

suggestions and information about session delivery and the content and

action for each element of the sessions

Course register

The course register MUST be completed at the beginning of your session.

It can provide you and your organisation with evidence to show that

participants have attended the training session.

Post course requirements

Induction certificate

The certificate of attendance should be completed and handed to the

participants on completion of the induction session.

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Refresher certificate

The certificate of attendance should be completed and handed to the

participants on completion of the refresher session.

Course evaluation

Course evaluation must be completed by all participants at the end of the

course.

Record of training

The record of training MUST be completed; it provides you and your

organisation with evidence that training has been undertaken by staff.