hcpc standards of proficiency odp

Once registered, operating department practitioners must continue to meet the standards of proficiency that are relevant to their scope of practice - the areas of their profession in which they have the knowledge and skills to practise safely and effectively. endstream endobj startxref stream Standards of proficiency: Paramedics - Professional regulators The changes affect all 15 professions that we regulate and come into effect on 1 September 2023. Operating Department Practice - BSc (Hons) - 2023/24 Entry Please enable it to take advantage of the complete set of features! PDF Consultation Standards for Supporting Learners in Clinical - UNISON HCPC updates standards of proficiency - Fitness to Practise News The other option is to apply for an apprenticeship degree. The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Standards of proficiency - Operating department practitioners, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training. The new updates include: An expansion of the role of equality, diversity and inclusion (EDI). This flexibility can make it challenging to know where to begin or how best to approach your supervision. Curr Probl Surg. We publish these in separate documents, which you can find on our website. %%EOF %PDF-1.7 % Google Scholar Hunter, K, Cook, C 2018 Role modelling and the hidden curriculum. We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. PDF Module Code TBC Diploma of Higher Education Bachelor of - Microsoft Join our friendly team and make a huge contribution to healthcare provision across the UK. See the updates and download the standards, Information about who we are, what we do and how we work, Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes, Revisions to the standards of proficiency, Information about raising a concern, fitness to practise and the investigation process, Step-by-step process on how to raise a concern, Information about joining, renewing and leaving the Register, Our standards of proficiency have been updated, Information about meeting our CPD standards and the CPD audit process. Operating department practitioners are subject to profession-specific standards of proficiency as laid out by the Health & Care Professions Council. 4 Operating Department Practitioner | University of West London The revised standards set clear expectations of registrants knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. Supervision case studies and templates OR. We will be providing a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. Join our friendly team and make a huge contribution to healthcare provision across the UK. The importance of HCPC standards Watch on As a student, you should be using the Standards of proficiency and Standards of conduct, performance and ethics to support your learning. You can also follow #myhcpcstandards on Twitter, Facebook and LinkedIn to see information from the webinars, posts and news about the HCPC standards. In order to achieve this you must firstly obtain, read and reflect upon the Health and Care Profession Council (HCPC) Standards of Proficiency and the Standards of Conduct, Performance and Ethics or the NMC standards Your assignment should identify and discuss these how you will meet the standards and be suitably supported by academic references. We also expect you to keep to our standards of conduct, performance and ethics and standards for continuing professional development. Attendance at this webinar can count as part of your continuing professional development (CPD). Please visit the Standards page on our website to view the standards in full. The crucial changes have been made following an extensive period of engagement with a wide range of stakeholders, to seek views and develop standards in line with current professional practice. The .gov means its official. The Perioperative Care Collaborative (PCC) have also revised the Position Statement Surgical First Assistant (2018). An expansion of the role of equality, diversity and inclusion (EDI). The proficiency standards set out what a registrant should know, understand and be able to do when they complete their education and training. These standards are effective from Monday 2 June 2014. ] Standards of proficiency - Biomedical scientists Information about how we approve and monitor programmes within the UK for the professions we regulate, Use our search tool to find programmes across the UK, Information on all aspects of our external communications, See the latest updates and information for HCPC registrants. New Graduate nurses professional socialisation Journal of Clinical Nursing 27 3157 - 3170 We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. Qualifications - CoC - 263kb PDF. These standards are effective from 2 June 2014. Apply understanding of pedagogical principles to the leadership of educational interventions and module-level curricula Generate learning outcomes that link with subject content and appropriate assessment methods Demonstrate continuous professional development of expertise in a range of evidence-based learning and teaching methods Apprentices without level 2 English & maths will need to achieve this level prior to completing the end-point assessment. You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. The new updates include: The updates we have made to our standards of proficiency ensure that they are relevant to current practice, and reflect the day-to-day experience of our registrants. We also conduct a periodic review of the standards every five years. Nursing managers. Medical search. Frequent questions , HCPCs professional liaison consultants and policy colleagues will clearly set out, take time to explore the emphasis on making your practice, signpost you to some useful resources and will. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice. 6 The Royal College of Surgeons published the Surgical Care . They are often worried that this might have an effect on their registration. #myhcpcstandards is a series of online webinars that support HCPC registrants in meeting the updated standards of proficiency. Join our friendly team and make a huge contribution to healthcare provision across the UK. Each assessment contributes to the student's personal hbbd``b`$ Q $Xn q(+H#19? This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. Disclaimer. Guidance and learning materials on meeting our standards: Join our friendly team and make a huge contribution to healthcare provision across the UK. London : Health and Care Professions Council publication. endstream endobj startxref Information about all the updates and how they may affect you, Updates regarding service user engagement, We encourage tweeting during the events using this hashtag to share your thoughts or reflections. However, we do not dictate how you should meet our standards. We also wanted to review our approach to equality diversity and inclusion . Our standards of proficiency describe what professionals must know, understand and be able to do in order to join and remain on our Register. It is important that you read and understand this document. Mapping of HCPC Standards of Proficiency HCPC publishes revised Standards of Proficiency The standards of proficiency include generic standards, which apply to all 15 of the professions the HCPC regulate, and standards specific to each profession. 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals, 9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.5 understand and be able to apply psychological and sociological principles to maintain effective relationships, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences and other methods of review, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and be able to participate in, quality assurance processes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the anatomy and physiology of the human body, together with knowledge of health, disease, disorder and dysfunction, relevant to their profession, 13.2 recognise disease and trauma processes, and how to apply this knowledge to the service users perioperative care, 13.3 be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process, 13.4 recognise the role of other professions in health and social care, 13.5 understand the structure and function of health and social care services in the UK, 13.6 understand the concept of leadership and its application to practice, 13.7 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.8 be aware of the main sequential stages of human development, including cognitive, emotional and social measures of maturation through the life-span, 13.9 understand relevant physiological parameters and how to interpret changes from the norm, 13.10 understand how to order, store, issue, prepare and administer prescribed drugs to service users, and monitor the effects of drugs on service users, 13.11 understand the principles of operating department practice and their application to perioperative and other healthcare settings, 13.12 understand the pharmacokinetic and pharmacodynamic effects and contraindications of drugs used within the perioperative and acute setting, 13.13 understand safe and current practice in a range of medical devices used for diagnostic, monitoring or therapeutic purposes in accordance with national and local guidelines, appropriate to their practice, 13.14 be able to calculate accurately prescribed drug dosages for individual service user needs, 13.15 understand the principles and practices of the management of clinical emergencies, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to change their practice as needed to take account of new developments or changing contexts, 14.2 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy, or other actions safely and effectively, 14.3 understand service users elimination needs, including male and female urinary catheterisation, 14.4 understand the role of the surgical first assistant in assisting with surgical intervention, 14.5 be able to undertake appropriate anaesthetic, surgical and post-anaesthesia care interventions, including managing the service users airway, respiration and circulation, 14.6 understand the management and processes involved in the administration of blood and blood products, 14.7 be able to monitor and record fluid balance, and where appropriate, administer prescribed fluids in accordance with national and local guidelines, 14.8 understand and recognise the need to monitor the effects of drugs and be able to take appropriate action in response to any significant change, 14.9 be able to assess and monitor the service users pain status and as appropriate administer prescribed pain relief in accordance with national and local guidelines, 14.10 be able to modify and adapt practice to emergency situations, 14.11 be able to receive and identify service users and their care needs, 14.12 be able to formulate specific and appropriate care plans including the setting of timescales, 14.13 be able to gather appropriate information, 14.14 be able to effectively gather information relevant to the care of service users in a range of emotional states, 14.15 be able to select and use appropriate assessment techniques, 14.16 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.17 be able to undertake or arrange investigations as appropriate, 14.18 be able to analyse and critically evaluate the information collected, 14.19 be able to demonstrate a logical and systematic approach to problem solving, 14.20 be able to adapt and apply problem solving skills to clinical emergencies, 14.21 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.22 recognise the value of research to the critical evaluation of practice, 14.23 be aware of a range of research methodologies, 14.24 be able to evaluate research and other evidence to inform their own practice, 14.25 be able to use information and communication technologies appropriate to their practice, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care, 15.2 be able to understand the impact of human factors within the perioperative / acute setting and the implications for service user safety, 15.3 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.4 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation, 15.5 be able to select appropriate personal protective equipment and use it correctly, 15.6 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control, 15.7 be able to promote and comply with measures designed to control infection, 15.8 understand the nature and purpose of sterile fields, and the practitioners individual role and responsibility for maintaining them, 15.9 understand and be able to apply appropriate moving and handling techniques, 15.10 be able to position service users for safe and effective interventions.

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