Faculty of Health, Psychology and Social Care
FdA Health and Social Care
Knowledge and Skills for Practice 2 SHA students
Competency Framework Documentation National Occupational Standards 1
Contents Contact details ................................................................................................................................................................................................................... 3 Sickness Record .................................................................................................................................................................................................................. 4 Competency Framework ..................................................................................................................................................................................................... 5 Introduction ..................................................................................................................................................................................................................................... 5 Guidelines ........................................................................................................................................................................................................................................ 5 Knowledge and Understanding – to be completed at university .................................................................................................................................................... 5 Performance Criteria – to be completed on placement .................................................................................................................................................................. 5 GEN13: Synthesise new knowledge into the development of your own practice .................................................................................................................. 7 Knowledge and understanding ........................................................................................................................................................................................................ 8 Performance Criteria...................................................................................................................................................................................................................... 11 SCDHSC0035: Promote the safeguarding of individuals ..................................................................................................................................................... 13 Knowledge and understanding ...................................................................................................................................................................................................... 14 Performance Criteria...................................................................................................................................................................................................................... 19 Issues to be highlighted with student’s progress ............................................................................................................................................................... 24
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Contact details Student name:
Name of trust/organisation:
Trust/organisation address:
Trust/organisation phone number:
Trust/organisation manager:
Mentor:
Associate mentor (if applicable):
Academic Tutor/WBEF:
Academic Tutor/WBEF contact number:
Email:
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Sickness Record If you are sick the period from 26th November 2013 to 14 March 2104, please report this sickness to your WBEF.
Any certificated illness (longer than the self-report time) needs to be reported to the university.
Please be aware that failure to report certificated illness may impact on your funding arrangements. If you are ill for a prolonged period then consideration needs to be given to suspending your studies so your funding can also be suspended and can commence when you return to the programme. Therefore, it is vital that you maintain communication about your illness with the university via your WBEF.
State occasions of sickness from work:
From:
To:
Total days:
Reported to:
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Verified/sign by WBEF:
Competency Framework Introduction This section provides the competencies for Level 5 of the FdA Health and Social Care programme. It is expected that all competencies will be achieved to Level 6 (see below for information on the taxonomy levels) by the end of the second year on the programme.
Guidelines The 2 mandatory competencies that need to be completed are listed on the following pages. You will need to identify and add 2 further elective competencies to this document. There are 2 main sections to each competency: ‘Knowledge and Understanding’ and ‘Performance Criteria’.
Knowledge and Understanding – to be completed at university
The Knowledge and Understanding statements will be met by students through attendance to lectures and completing the workbook which will form part of the assessed portfolio. Each student’s personal tutor/WBEF will sign levels 1 and 2 of the competency statement during their personal tutor/WBEF meetings.
Performance Criteria – to be completed on placement
Each competency identifies a list of Performance Criteria that must be met. The placement/work activities should align with the various performance criteria in order to meet that competency. 5
Each trainee’s performance is assessed over a number of taxonomy levels, as listed below. An appropriate member of staff will be required to take responsibility for confirming that the competency has been met. This mentor is required to sign the taxonomy levels once they have been completed.
Level 3 – the trainee has observed an appropriately skilled practitioner performing the skill in the workplace/simulated environment
Level 4 – the trainee has shown or explained the specific skill or information
Level 5 – the trainee has demonstrated competence in the skill and has been observed on a number of occasions demonstrating competence in these skills
Please note: Trainees must have performed the tasks successfully on a number of occasions before Level 5 is signed off. The expected minimum is likely to be three times however, this will be judged by the appropriate occupationally competent practitioner.
Each trainee is required to sign the final level once it has been completed:
Level 6 – I have completed training and accept responsibility for the delegated task and will maintain the skill required
The performance criteria will be demonstrated by undertaking a variety of tasks through observation. Please note: the same task can be undertaken to meet several performance criteria. The assessor should use their professional judgement when making a decision to confirm the trainee’s level of competence.
It is recommended that each trainee meets with their mentor to develop and action plan of how they will meet the performance criteria. The second column of the competency documentation provides a space to list the activities that will be undertaken to meet the specific performance criteria. Once a trainee has reached level 6 the mentor can initial that activity. This is to help both the trainee and mentor keep up to date with activities that have been met and those that are outstanding.
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Faculty of Health, Psychology and Social Care
FdA Health and Social Care
Knowledge and Skills for Practice
Competency Framework GEN13: Synthesise new knowledge into the development of your own practice 7
GEN13: Synthesis new knowledge into the development of your own practice Knowledge and understanding This workforce competence has indicative links with the National Occupational Standards (NOS) Health and Social Care (H&SC)(2009) framework
How knowledge and understanding criteria has been met
Knowledge specifications for the unit You need to show that you know, understand and can apply in practice: 1. The importance of understanding your own personal beliefs and preferences, values, interests and priorities when working with others in relation to their health and social wellbeing 2. Recent developments in technology, approaches to working, concepts, models and theories, strategies and policies, and legislation which are likely to have an impact on the area of work 3. The purpose of keeping abreast of developments for yourself and others 4. The purpose of monitoring changes in practice based on others’ work 5. The purposes of linking into others’ research and the benefits which might accrue 6. The networks and support systems which may be available and the nature of the support they may give 7. The advantages of different networks and support systems for different people and situations and why they may be of particular importance in 8
Academic tutor/WBEF to initial on completion of statement
crisis situations 8. The range of sources available in your own area of practice and how this compares with other practitioner groups 9. The factors which affect health and social wellbeing and the ones of particular importance in your own situation 10. The role of development programmes in learning more about yourself and the use which can be made of these 11. The meaning of the term ‘learning styles’ and your own learning style 12. Opportunities there may be for evaluating and challenging others’ work and developments 13. The purpose of structuring your own action research and developing and implementing these in structured ways 14. Effective ways of challenging and developing yourself in relation to values and attitudes 15. The meaning of the term ‘reflective practitioner’ and how you can become more reflective in your work 16. The different ways in which your own development can be planned and structured 17. How to access and use networks and support systems 18. How to keep abreast of developments in an efficient and effective way given other pressures 19. How it is possible to balance the need to keep up-to-date with advances whilst meeting current deadlines and personal responsibilities 20. How to provide constructive challenges which focus on the work and not 9
on the person who did it 21. Strategies and methods for evaluating others’ work and its relevance to your own area of practice 22. How you can evaluate realistically the outcomes of your own action research 23. How to structure and use evidence from others’ research and integrate this into own practice
Level 1 and 2 – to be signed by Academic Tutor/WBEF Signed
Date
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GEN13: Synthesis new knowledge into the development of your own practice Performance Criteria This workforce competence has indicative links with the National Occupational Standards (NOS) Health and Social Care (H&SC)(2009) framework
Action plan to determine how performance criteria will be met
Performance Criteria You need to: 1. monitor advances in knowledge and practice relevant to your own area of work to a sufficient level to keep abreast of developments 2. identify and take appropriate opportunities to examine and challenge the advances in knowledge and practice made by others 3. evaluate others’ work for its relevance and applicability to your own area of practice 4. use evidence from your own and others’ work to inform the development of your own practice 5. implement ideas for improving your own practice in structured ways which allow them to be tested and generalised 6. monitor the changes which you make to your own practice and reflect on these to determine the effectiveness of the outcomes 7. apply new knowledge synthesised into own practice to all areas of work in which it is relevant and likely to be effective 11
Mentor to initial on completion of statement
Level 3 – to be signed by mentor – I sign to say that trainee has observed an appropriately skilled practitioner performing the skill in the workplace/simulated environment Signed
Level 4 – to be signed by mentor – I sign to say that trainee has shown or explained the specific skill or information to me
Date
Date
Signed
Level 5 – to be signed by mentor – I sign to say that trainee has demonstrated competence in the skill and has been observed on a number of occasions demonstrating competence in these skills Signed Date
Level 6 – to be signed by student – I have completed training and accept responsibility for the delegated task and will maintain the skill required Signed
Date
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Faculty of Health, Psychology and Social Care
FdA Health and Social Care
Knowledge and Skills for Practice
Competency Framework SCDHSC0035: Promote the safeguarding of individuals
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SCDHSC0035: Promote the safeguarding of individuals Knowledge and understanding This workforce competence has indicative links with the National Occupational Standards (NOS) Health and Social Care (H&SC)(2009) framework
How knowledge and understanding criteria has been met
Knowledge specifications for the unit You need to know and understand: Rights 1. legal and work setting requirements on equality, diversity, discrimination and rights 2. your role in promoting individuals’ rights, choices, wellbeing and active participation 3. your duty to report any acts or omissions that could infringe the rights of individuals 4. how to deal with and challenge discrimination 5. the rights that individuals have to make complaints and be supported to do so
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Academic tutor/WBEF to initial on completion of statement
Your practice 6. legislation, statutory codes, standards, frameworks and guidance relevant to your work, your work setting and the content of this standard 7. your own background, experiences and beliefs that may have an impact on your practice 8. your own roles, responsibilities and accountabilities with their limits and boundaries 9. the roles, responsibilities and accountabilities of others with whom you work 10. how to access and work to procedures and agreed ways of working 11. the meaning of person-centred working and the importance of knowing and respecting each person as an individual 12. the prime importance of the interests and well-being of the individual 13. the individual’s cultural and language context 14. how to build trust and rapport in a relationship 15. how your power and influence as a worker can impact on relationships 16. how to work in ways that promote active participation and maintain individuals’ dignity, respect, personal beliefs and preferences 17. how to work in partnership with individuals, key people and others 15
18. how to manage ethical conflicts and dilemmas in your work 19. how to challenge poor practice 20. how and when to seek support in situations beyond your experience and expertise Theory for practice 21. the nature and impact of factors that may affect the health, wellbeing and development of individuals you care for or support 22. theories underpinning our understanding of human development and factors that affect it Personal and professional development 23. principles of reflective practice and why it is important Communication 24. factors that can affect communication and language skills and their development in children, young people and adults
25. methods to promote effective communication and enable individuals to communicate their needs, views and preferences Health and Safety 26. your work setting policies and practices for monitoring and maintaining health, safety and security in the work environment
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27. practices for the prevention and control of infection in the context of this standard Safe-guarding 28. the responsibility that everyone has to raise concerns about possible harm or abuse, poor or discriminatory practices 29. indicators of potential harm or abuse 30. how and when to report any concerns about abuse, poor or discriminatory practice, resources or operational difficulties 31. what to do if you have reported concerns but no action is taken to address them Handling information 32. legal requirements, policies and procedures for the security and confidentiality of information
33. legal and work setting requirements for recording information and producing reports 34. principles of confidentiality and when to pass on otherwise confidential information Specific to this NOS 35. K35 legislation and national policy relating to the safeguarding and protection of children and young people 36. types of harm and abuse 17
37. factors that may make someone more vulnerable to harm or abuse 38. common features of perpetrator behaviour and grooming 39. correct actions to take if harm or abuse is suspected, disclosed or alleged 40. local systems and multi-disciplinary procedures that relate to safeguarding and protection from harm and abuse 41. how to protect yourself and others from harm and abuse when in a work setting or working alone Level 1 and 2 – to be signed by Academic Tutor/WBEF Signed
Date
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SCDHSC0035: Promote the safeguarding of individuals Performance Criteria This workforce competence has indicative links with the National Occupational Standards (NOS) Health and Social Care (H&SC)(2009) framework
Action plan to determine how performance criteria will be met
Performance Criteria You must be able to: Maintain your understanding and awareness of harm, abuse and safeguarding 1. demonstrate understanding of factors, situations and actions that may cause or lead to harm and abuse 2. demonstrate understanding of signs and symptoms that may indicate that an individual has been, or is in danger of being, harmed or abused 3. demonstrate understanding of legal requirements, local procedures and your own accountability where there are concerns that an individual has been, or is in danger of being, harmed or abused 4. demonstrate understanding of the role of different agencies and the central place of multi-agency working in the safeguarding of individuals 5. demonstrate understanding of the actions you need to take when harm or abuse is suspected or has been disclosed, in line with local procedures and the responsibilities and boundaries of your role 19
Mentor to initial on completion of statement
6. demonstrate understanding of actions you must take and those you must avoid in order to protect the integrity of evidence relating to possible harm or abuse 7. reflect on your own behaviour and values to ensure that they do not contribute to situations, actions or behaviour that may be harmful or abusive Implement practices that help to safeguard individuals from harm or abuse 8. monitor actions, behaviours and situations that may lead to harm or abuse 9. Monitor significant changes in an individual’s emotional or physical health, personal appearance or behaviour 10. follow required procedures for reporting concerns about the welfare of an individual and any actions, behaviours or situations that may lead to harm or abuse 11. keep detailed, accurate, timed, dated and signed records about any changes, events or occurrences that cause concern 12. use supervision and support to consider the impact on yourself and other people of suspected or disclosed harm or abuse Develop relationships that promote safeguarding 13. establish relationships that support trust and rapport with the individual and key people 14. establish relationships in which the individual and key people are able to express their fears, anxieties, feelings and concerns without worry of ridicule, rejection or retribution 20
15. use the individual’s preferred communication methods and language support the individual to communicate their views and preferences 16. explain to the individual your responsibilities to disclose any information about potential or actual harm or abuse 17. maintain confidentiality within the boundaries of your own role and the safeguarding of individuals Promote rights and inclusion 18. provide information to the individual and key people about their rights and responsibilities 19. work with the individual in ways that respect their dignity, privacy, beliefs, preferences, culture, values and rights 20. work with the individual, key people and others to balance rights, responsibilities and risks
21. ensure your own actions promote equity and inclusion and do not discriminate 22. take appropriate steps when the actions of others are discriminatory Work in ways that promote well-being 23. support key people and others to recognise and respect the background and preferences of the individual 24. work with the individual in person centred ways
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25. work with the individual in ways that recognise the impact that experiences, losses and life events have had on their lives 26. work with the individual in ways that promote their self esteem, sense of security and belonging 27. work with the individual in ways that maximise their active participation, independence and responsibility 28. support the individual to maximise their decision-making and control over their lives Support individuals to keep themselves safe 29. promote the individual’s awareness of personal safety 30. promote the individual’s awareness of risks associated with the use of electronic communications 31. work with the individual, key people and others to challenge practices that may lead to harm or abuse 32. support the individual and key people to express concerns or make complaints Level 3 – to be signed by mentor – I sign to say that trainee has observed an appropriately skilled practitioner performing the skill in the workplace/simulated environment Signed
Level 4 – to be signed by mentor – I sign to say that trainee has shown or explained the specific skill or information to me
Date
Date
Signed
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Level 5 – to be signed by mentor – I sign to say that trainee has demonstrated competence in the skill and has been observed on a number of occasions demonstrating competence in these skills Signed Date
Level 6 – to be signed by student – I have completed training and accept responsibility for the delegated task and will maintain the skill required Signed
Date
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Issues to be highlighted with student’s progress Please use the tables below to highlight any other issues that you would like to raise with the student. Issues to be highlighted:
Action plan:
Date for review
Mentor name:
Signature:
Date:
Student name:
Signature:
Date:
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Issues to be highlighted:
Action plan:
Mentor name:
Signature:
Date:
Student name:
Signature:
Date:
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