Providing, supervising and coordinating high-quality and compassionate health and social care for a wide range of people.
This occupation is found in the health and care sector. Assistant Practitioners carry out their duties in a range of settings, such as hospitals, clinics or in the community (eg GP surgeries). They may visit individuals in their own homes or in residential care where their wider team may include workers from both health and social care. They work in a wide range of health and care services for example diagnostic services, rehabilitation, orthopaedics, oncology, end of life care, mental health and learning disabilities. Assistant Practitioners are often hybrid roles aligned to local population and service needs and cross traditional occupational boundaries.
The broad purpose of the occupation is to work alongside registered healthcare professionals in providing high quality and person-centred compassionate healthcare and support to individuals. On a daily basis, Assistant Practitioners will assist registered healthcare professionals in total patient assessment, and in the coordination of care (including referrals to other practitioners) as well as undertaking clinical, diagnostic and therapeutic activities according to local population and service needs.
For example:
In their daily work, an employee in this occupation interacts with
An employee in this occupation will be responsible for working within the limits of their competence and authority to provide high quality, evidence-based clinical, diagnostic or therapeutic care and holistic support as part of the wider healthcare team. Assistant Practitioners report to a registered healthcare practitioner and they may delegate to, supervise, teach and mentor others including healthcare support workers and students. They may manage their own caseload and normally require only indirect supervision. However, they are accountable for their actions and must alert the registered healthcare practitioner in situations where they do not have the necessary knowledge, skills or experience.
Assistant Practitioners must communicate effectively and be able to adhere to strict standards, including legislation, when handling sensitive information. They promote a safe and healthy working environment, assess and manage risk, continually develop their knowledge and skills and support others to do the same. Assistant Practitioners will provide leadership within the scope of their practice and contribute to quality improvement in services by participating in audit and research activities.
This apprenticeship has a mandated integrated foundation degree.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the assistant practitioner (health), the qualification required is 200 credits of the:
Foundation Degree Assistant Practitioner (a specialism may be indicated eg mental health, imaging, physiotherapy, rehabilitation, primary care, nursing, etc eg FdSc Assistant Practitioner)
The final 40 credits are assigned to the integrated EPA.
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 7 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the health and care sector. Assistant Practitioners carry out their duties in a range of settings, such as hospitals, clinics or in the community (eg GP surgeries). They may visit individuals in their own homes or in residential care where their wider team may include workers from both health and social care. They work in a wide range of health and care services for example diagnostic services, rehabilitation, orthopaedics, oncology, end of life care, mental health and learning disabilities. Assistant Practitioners are often hybrid roles aligned to local population and service needs and cross traditional occupational boundaries.
The broad purpose of the occupation is to work alongside registered healthcare professionals in providing high quality and person-centred compassionate healthcare and support to individuals. On a daily basis, Assistant Practitioners will assist registered healthcare professionals in total patient assessment, and in the coordination of care (including referrals to other practitioners) as well as undertaking clinical, diagnostic and therapeutic activities according to local population and service needs.
For example:
In their daily work, an employee in this occupation interacts with
An employee in this occupation will be responsible for working within the limits of their competence and authority to provide high quality, evidence-based clinical, diagnostic or therapeutic care and holistic support as part of the wider healthcare team. Assistant Practitioners report to a registered healthcare practitioner and they may delegate to, supervise, teach and mentor others including healthcare support workers and students. They may manage their own caseload and normally require only indirect supervision. However, they are accountable for their actions and must alert the registered healthcare practitioner in situations where they do not have the necessary knowledge, skills or experience.
Assistant Practitioners must communicate effectively and be able to adhere to strict standards, including legislation, when handling sensitive information. They promote a safe and healthy working environment, assess and manage risk, continually develop their knowledge and skills and support others to do the same. Assistant Practitioners will provide leadership within the scope of their practice and contribute to quality improvement in services by participating in audit and research activities.
This apprenticeship has a mandated integrated foundation degree.
Typically, apprentices will have achieved English and maths prior to starting the apprenticeship.
Duty | KSBs |
---|---|
Duty 1 Act within the limits of own competence and within agreed ways of working, following relevant legislation, local and national standards, policies, standard operating procedures and protocols used in the workplace |
|
Duty 2 Contribute to the on-going holistic assessment of individuals |
|
Duty 3 Deliver evidence-based programmes of clinical, diagnostic and therapeutic interventions within own scope of practice and monitor their impact |
|
Duty 4 Promote inter-professional and multi-disciplinary team working with peers, colleagues and staff from other agencies |
|
Duty 5 Communicate complex sensitive information effectively with individuals, their families, carers and health and care professionals |
|
Duty 6 Maintain and further develop own knowledge and skills through recognised continuing professional development activities |
|
Duty 7 Support the development of others through role-modelling, supervision, guidance and leadership |
|
Duty 8 Promote the health and wellbeing of individuals, acting on opportunities to educate and empower individuals to maximise their own health and well-being |
|
Duty 9 Contribute to the identification and management of risks to self and others to maintain a safe and healthy working environment |
|
Duty 10 Promote an evidence-based approach to providing health and care services, participating in quality improvement and research activity |
K1: The legislation, policies, standards, local ways of working and codes of conduct that apply to own role
Back to Duty
K2: The scope of own practice, limitations of own competence and who to ask for support
Back to Duty
K3: The principles of equality, diversity and inclusion and providing person-centred care and support, including consent, active participation and choice
Back to Duty
K4: The principles of a ‘duty of care’, ‘safeguarding’ and ‘protection’ as they apply to adults and children, the signs of harm and abuse and how to reduce the risk of harm and abuse
Back to Duty
K5: The normal ranges expected when taking physiological, technical and psychological measurements and the significance of a variation from the normal range
Back to Duty
K6: The types of assessment relevant to the individual’s physical and mental health and wellbeing and the factors that may influence and impact assessment
Back to Duty
K7: The signs that an individual is in pain, distress or discomfort
Back to Duty
K8: The signs of change in an individual’s health and wellbeing, including the indications of when to intervene within the scope of practice and when to escalate
Back to Duty
K9: The principles of maintaining nutrition and fluid balance and the signs and symptoms of inadequate nutrition and fluid intake
Back to Duty
K10: Clinical, diagnostic and therapeutic interventions within the scope of own role and the underpinning principles to select equipment and tools in the context of the intervention
Back to Duty
K11: The signs that an individual’s health and well-being is changing as a result of a clinical, diagnostic or therapeutic intervention
Back to Duty
K12: Ways to record and store information securely, including the safe use of technology
Back to Duty
K13: The principles of confidentiality, duty of confidence and disclosure
Back to Duty
K14: The frameworks and principles of team working including delegation, accountability and supervision in the workplace
Back to Duty
K15: The structural and strategic environment in which health and social care services operate and how these impact on own role
Back to Duty
K16: Methods of communication to use in the workplace, including how to overcome barriers and challenges
Back to Duty
K17: The benefits of digital solutions for improving communication systems and practices
Back to Duty
K18: The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability, and the impact of these conditions
Back to Duty
K19: How to identify and evaluate own learning and development needs
Back to Duty
K20: How to use feedback to create a personal development plan
Back to Duty
K21: Models of reflective practices used in health and care and how reflection can be used to improve own practice
Back to Duty
K22: The principles and styles of leadership in relation to own role and place of work and the relationship between leadership and management
Back to Duty
K23: The tools and techniques used to identify learning needs and learning styles
Back to Duty
K24: The relationship between teaching, coaching and mentoring, and how to evaluate if individuals’ learning needs have been met
Back to Duty
K25: National and local strategies, priorities, and initiatives for promoting and improving public health
Back to Duty
K26: The wider determinants of health such as the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices on health and wellbeing
Back to Duty
K27: The principles of risk management and the hazards and risks associated with the scope of own practice
Back to Duty
K28: The principles of a duty of candour, and techniques for managing challenging situations, unsafe work practices, addressing comments, compliments, conflict and complaints
Back to Duty
K29: The principles of infection prevention and control, when and how to select the right personal protective equipment for self and others and how to handle hazardous materials and substances
Back to Duty
K30: How to move and assist individuals safely and how to move and handle equipment and other objects safely
Back to Duty
K31: Methods and indicators used to measure quality, their application in health and care and how they inform a quality improvement plan
Back to Duty
K32: The rationale and ethical considerations for undertaking research activity and how to review literature and interrogate the existing evidence base
Back to Duty
K33: Methods for collecting research data and how to interpret and apply findings to own and others’ practice
Back to Duty
K34: The structure and function of human body systems and how they relate to and impact on each other
Back to Duty
K35: The relationship between health and well-being and the principles and philosophy of the biomedical, sociological and psychological models in providing holistic health and care
Back to Duty
K36: The stages and processes of human development and how health and wellbeing needs vary throughout the lifespan
Back to Duty
S1: Work in line with legislation, policies, standards and codes of conduct that apply to own role
Back to Duty
S2: Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed
Back to Duty
S3: Work in partnership with others to champion safe, equitable, non-discriminatory person-centred care and support for individuals
Back to Duty
S4: Promote and maintain the principles of a duty of care, safeguarding and protection, always acting in the best interest of individuals and working across organisations and with other agencies to ensure they do not come to harm
Back to Duty
S5: Undertake and monitor physiological, technical and psychological measurements using the appropriate equipment and tools within scope of own practice
Back to Duty
S6: Select and use the correct equipment and tools to undertake timely assessment of an individual's physical and mental healthcare status within own scope of practice
Back to Duty
S7: Recognise and respond to an individual in pain, distress or discomfort
Back to Duty
S8: Interpret results of assessment in the context of the individual’s health and wellbeing, making appropriate changes or recommendations to the care plan within scope of own practice or escalating in line with local protocol
Back to Duty
S9: Support individuals with nutrition and fluids in line with their care needs, taking action as required
Back to Duty
S10: Undertake evidence-based clinical, diagnostic or therapeutic interventions delegated by a registered healthcare professional in line with scope of practice, and standard operating procedures
Back to Duty
S11: Monitor and review the impact of clinical, diagnostic or therapeutic interventions on an individual’s health and well-being
Back to Duty
S12: Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology
Back to Duty
S13: Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality
Back to Duty
S14: Delegate work to colleagues in the multi-disciplinary team and engage in supervision
Back to Duty
S15: Liaise with the multidisciplinary team to prioritise and manage own workload
Back to Duty
S16: Communicate with individuals, their families, carers and health and care professionals using techniques designed to maximise understanding
Back to Duty
S17: Promote the use of digital solutions to improve communication systems and practices
Back to Duty
S18: Recognise and respond to limitations in an individual’s mental capacity
Back to Duty
S19: Participate in training and development activities and evaluate the impact of learning on own practice
Back to Duty
S20: Seek out and respond to feedback and engage in appraisals
Back to Duty
S21: Reflect on own practice to improve practice
Back to Duty
S22: Provide leadership and act as a role model for others within the scope of own role
Back to Duty
S23: Identify learning and development needs of others
Back to Duty
S24: Teach, coach and mentor others and confirm that learning needs have been met
Back to Duty
S25: Actively seek out and act on opportunities to support individuals to maximise their health and well-being within the scope of the role
Back to Duty
S26: Promote preventative health behaviours and support individuals to make informed choices to improve their health and wellbeing within the scope of the role
Back to Duty
S27: Conduct and record risk assessments relevant to the activity and scope of own practice
Back to Duty
S28: Uphold the principles of duty of candour, identifying and managing challenging situations, unsafe work practices and addressing comments, compliments, conflict and complaints
Back to Duty
S29: Maintain a safe and healthy working environment for self and others, using techniques for infection prevention and control, including the use of Personal Protective Equipment (PPE) and supporting others to comply with policy and procedures
Back to Duty
S30: Move and assist individuals, equipment and other items safely
Back to Duty
S31: Participate in and support others in audit and quality improvement activities in the workplace
Back to Duty
S32: Conduct research activity within the scope of own role and act on the findings
Back to Duty
S33: Identify opportunities to improve quality in the workplace and contribute to local, regional and national quality improvement initiatives
Back to Duty
B1: Treat people with dignity
Back to Duty
B2: Show respect and empathy for those you work with
Back to Duty
B3: Be adaptable, reliable and consistent
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 5
V1.1
This document explains the requirements for end-point assessment (EPA) for the assistant practitioner (health) apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Assistant practitioner (health) apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 24 months on-programme (this means in training before the gateway) working towards competence as a assistant practitioner (health). All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - observation of practice:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
On-programme - typically 24 months
|
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must complete training towards any other qualifications listed in the occupational standard. The qualification(s) required are: Foundation Degree Assistant Practitioner (a specialism may be indicated eg mental health, imaging, physiotherapy, rehabilitation, primary care, nursing, etc eg FdSc Assistant Practitioner) The apprentice must compile a portfolio of evidence. |
---|---|
End-point assessment gateway
|
The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
An apprentice must have achieved 200 credits of the Foundation Degree Assistant Practitioner. The final 40 credits are assigned to the integrated EPA. The apprentice must have passed any other qualifications listed in the assistant practitioner (health) occupational standard ST0215. The qualification(s) required are: Foundation Degree Assistant Practitioner (a specialism may be indicated eg mental health, imaging, physiotherapy, rehabilitation, primary care, nursing, etc eg FdSc Assistant Practitioner) The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. An apprentice must submit all gateway evidence to the EPAO. The EPAO must review the evidence. When the EPAO confirms the gateway requirements have been met, the EPA period starts and typically takes 3 months to complete. The expectation is that the EPAO will confirm the gateway requirements have been met. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
End-point assessment - typically 3 months
|
Grades available for each method: Observation of practice
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
|
The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
achieved 200 credits of the Foundation Degree Assistant Practitioner (a specialism may be indicated eg mental health, imaging, physiotherapy, rehabilitation, primary care, nursing, etc eg FdSc Assistant Practitioner) . The final 40 credits are assigned to the EPA
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 14 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources are possible. Given the breadth of context and roles in which this occupation works, the apprentice will select the most appropriate evidence based on the context of their practice against the KSBs mapped to this method.
The portfolio should not include reflective accounts or any methods of self-assessment except where evidencing K21 or S21
Any employer contributions should focus on direct observation of performance (for example witness statements) rather than opinions
The evidence provided must be valid and attributable to the apprentice; the portfolio of evidence must contain a statement from the employer and apprentice confirming this
The portfolio of evidence must be submitted to the EPAO at the gateway
Apprentices must submit any policies and procedures as requested by the EPAO.
The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In an observation with questions, an independent assessor observes an apprentice in their workplace. The apprentice completes their day-to-day duties under normal working conditions. This allows the apprentice to demonstrate the KSBs shown in the mapping through naturally occurring evidence. The independent assessor asks questions as explained below. Simulation is not permitted during the observation.
The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade for the observation of practice.
The observation of practice must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The independent assessor must only observe one apprentice to ensure quality and rigour and they must be as unobtrusive as possible.
The EPAO must give an apprentice 2 weeks notice of the observation.
The observation must take 2 hours and 15 minutes
Component 1: live observation 90 minutes
Component 2: question and answer session 45 minutes
The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary. The observation and questioning must allow the apprentice the opportunity to demonstrate the KSBs at the highest possible grade.
The observation may be split into discrete sections held on the same working day.
EPAOs must manage invigilation of apprentices at all times to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation before it begins. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
These activities provide the apprentice with the opportunity to demonstrate the KSBs as shown in the mapping.
Questions must be asked after the observation. The total duration of the observation assessment method is 2 hours and 15 minutes and the time for questioning is included in the overall assessment time is 45 minutes. The total time for the observation element is 90 minutes. The independent assessor must ask at least 5 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the set number of questions for the observation. The independent assessor can also ask questions to clarify answers given by the apprentice.
The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to respond to a question if necessary. The observation and questioning must allow the apprentice the opportunity to demonstrate the KSBs at the highest possible grade.
The independent assessor conducts and assesses the observation of practice. They must record the KSBs observed, KSBs demonstrated in answers to questions and the grade achieved. The apprentice’s answers to questions must also be recorded.
The independent assessor makes all grading decisions.
The observation of practice must take place in the apprentice’s normal place of work (for example their employer’s premises or a customer’s premises). Equipment and resources needed for the observation must be provided by the employer and be in good working condition.
Questioning that occurs after the observation should take place in a quiet room, free from distractions and influence.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the observation of practice:
Independent assessor assessment materials which include:
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
assess the depth of the apprentice's understanding of the KSBs.
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 7 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Theme
KSBs
|
Pass
Apprentices must demonstrate all the pass descriptors
|
---|---|
Working to protocol
K1 K2 K3 K4 S1 S2 S3 S4 B1 B3 |
Adheres to the protocols, legislations, policies, standards and codes of conduct that apply to the role of an assistant practitioner in their everyday work (S1, K1) Works within the limits of their scope of practice and competence when carrying out their everyday work, being reliable, consistent and adaptable and recognising when and who to ask for support (K2, S2, B3) Works in partnership with others to provide and promote equitable, non-discriminatory, person-centred, safe care and support to an individual, seeking consent and encouraging the individual's active participation and choice (K3, S3) Applies the principles of a duty of care, safeguarding and protection to promote and maintain the best interest of an individual, recognising the signs of harm and abuse, and how they do this when they are working with or linking to other agencies and organisations (K4, S4)
|
Assessment of individuals
K5 K6 K7 S5 S6 S7 |
Assesses an individual's physical and mental healthcare and wellbeing status using the correct equipment and tools relevant to the individual's needs, recognising and acting upon any changes or signs that the individual may be experiencing pain, distress or discomfort and considering the factors that may influence and impact on the assessment (K6, K7, S6, S7)
Uses the correct equipment, tools and techniques to undertake and monitor physiological, technical or psychological measurements for an individual, recognising when these measurements vary from the normal range, working within their own scope of practice K5, S5)
|
Provision of care
K8 K9 K10 K34 K35 K36 S8 S9 S10 S29 |
Support individuals, making changes or recommendations to a care plan based on their assessment results and overall health and wellbeing, requirements for food and nutrition including nutrition and fluid balance, recognising changes and escalating, intervening or taking the correct action as required by the individual's symptoms, circumstances and care plan (K8, K9, S8, S9)
Adheres to delegation protocols when undertaking an evidence-based intervention for an individual, working to standard operating procedures, treating the person with dignity and selecting the correct tools and equipment for the intervention (B1, K10, S10)
Provides care to an individual that demonstrates an understanding of the structure and function of the human body systems and their relationship to each other, the principles and philosophies of healthcare and the stages and processes of human development relevant to the individual and the context of the care being provided (K34, K35, K36)
|
Information governance
K12 K13 S12 S13 |
Adheres to legal and local requirements for recording, storing, reporting, disclosing and sharing information and data, including using technology safely, maintaining confidentiality and respecting a duty of confidence (K12, K13, S12, S13)
|
Health and safety
K29 K30 S30 |
Promotes and monitors a safe and healthy environment for themselves and others by using the correct infection prevention and control for the task and complying with the correct policy and procedures including explaining how to handle hazardous materials and substances safely (K29, S29)
Moves and assists an individual, equipment or another item safely and in line with policy and procedure (S30, K30)
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all the pass descriptors
|
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
|
---|---|---|
Provision of care
K11 K18 S11 S18 |
Discusses how changes in the health and wellbeing of an individual are monitored and reviewed, explaining the impact that a clinical, diagnostic or therapeutic intervention had upon a condition and how the signs that an individual’s health and wellbeing may change as a result of the intervention (K11, S11)
Explains mental capacity and the differences between mental illness, dementia and learning disability and the impact of these conditions using examples from their own experience to describe an instance when they recognised and responded to limitations in mental capacity adapting their intervention accordingly (K18, S18)
|
Critically evaluates at least two different clinical, diagnostic or therapeutic interventions describing the benefits of one over another and giving evidence-based examples of the impact on the individual and their condition (K11, S11)
|
Communication
K16 K17 S16 S17 B2 |
Explains the different methods of communication used in the workplace, giving real-life examples of techniques they have used to communicate with and about individuals and those they work with, showing respect and empathy, analysing how they have overcome barriers and challenges, and reviewing how their communication has facilitated understanding (K16, S16 B2)
Explains the use and benefits of digital solutions for improving communication systems and practices (K17, S17)
|
Critically evaluates the forms of communication used in the workplace, including digital systems, giving examples of their own real-life experiences and comparing and contrasting their own approach in different circumstances and assessing the outcome for individuals (K16, K17, S16, S17)
|
Teamwork, role modelling and leadership
K14 K15 K22 S14 S15 S22 |
Justify when and why they have delegated work to others in the multi-disciplinary team, acting in line with and engaging with the delegation, accountability and supervision protocols in the workplace (K14, S14)
Analyse the structural and strategic environment in which health and social care services operate, explaining who they liaise with within the multi-disciplinary team and how they work together to prioritise and manage workloads s (K15, S15)
Compare and contrast leadership styles and principles in the workplace, giving examples of how leadership and management impacts on their own role and summarising instances when they have acted as a role-model to others (K22, S22)
|
Critically evaluates their own leadership style and critiques examples of leadership, management and supervision they have experienced, including how the different styles have impacted on themselves and others (K22, S22)
|
CPD and reflection
K19 K20 K21 S19 S20 S21 |
Explain how they have actively taken part in training and development, reviewing how it has impacted on their own practice, and describing how they identify and evaluate their own learning needs and noting how these have been addressed (K19, S19)
Evaluates their own role in appraisal explaining when they have sought and responded to feedback and how this has impacted on the creation of their personal development plan and ongoing learning journey (K20, S20)
Describes how reflection can be used to improve practice and explains how they have used reflective models and adapted the way they work and the impact this has had on their own work (K21, S21)
|
Reflect on evaluates their own experiences of becoming a reflective practitioner analysing and predicting their future requirements for ongoing CPD (K21, S21) |
Empowering and educating
K23 K24 K25 K26 S23 S24 S25 S26 |
Evaluates how they have identified the learning needs and styles of others, the strategies, tools and techniques they have applied to teach, coach and mentor them, describing the difference between these activities and analysing how they evaluated whether the individual’s learning needs were met (K23, K24, S23, S24)
Explains how they have actively empowered and educated individuals to maximise their own health and well-being clarifying how these opportunities link to national and local strategies, priorities and initiatives for promoting and improving public health (K25, S25) Reviews when they have promoted preventative health behaviours and supported individuals to make informed choices to improve their health and wellbeing justifying their input by relating any decisions taken or advice given to the wider determinants of health (K26, S26)
|
Critically evaluates the strategies, tools and techniques used for teaching, coaching and mentoring justifying their conclusions using real life examples and analysis of the impact of learning activities (K23, K24, S23, S24)
|
Quality improvement and research
K31 K32 K33 S31 S32 S33 |
Discusses the methods and indicators used to measure quality explaining own role in audit or a quality improvement activity, clarifying how these methods and indicators are used to inform and develop a quality improvement plan (K31, S31)
Summarises their own role in conducting research activities, assessing the rationale and ethical considerations for undertaking the research activity and how they used a literature review or interrogated an existing evidence base and describing how they acted on their findings (K32, S32) Evaluates the opportunities they have had to improve quality in the workplace explaining how they have collected and interpreted research data and applied the findings to their own practice or to support local, regional or national quality improvement initiatives (K33, S33)
|
Critically evaluates the different methods of data collection, comparing and contrasting how the data can be used to inform quality improvement initiatives and their own work (K33, S33)
|
Risk management, health and safety
K27 K28 S27 S28 |
Conducts and records risk assessments relevant to the activity in line with local, national organisational policies and procedures’ (K27, S27)
Describes instances where they have managed challenging situations and unsafe work practices, addressing comments, compliments, conflict and complaints, and evaluating how they have upheld the principles of a duty of candour (K28, S28)
|
Critically evaluates the methods for conducting and recording risk assessments within the scope of their own practice (K27, S27)
|
The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the (assessment methods) according to the requirements set out in this plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass: In order to gain an overall EPA ‘pass’, apprentices must achieve a pass in all the assessment methods. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a pass in the observation of practice and a distinction in the professional discussion.
Observation of practice | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
---|---|---|
Fail | Any grade | Fail |
Any grade | Fail | Fail |
Pass | Pass | Pass |
Pass | Distinction | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
Roles | Responsibilities |
---|---|
Apprentice |
As a minimum, the apprentice should:
|
Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
|
EPAO |
As a minimum, the EPAO must:
|
Independent assessor |
As a minimum, an independent assessor must:
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
Knowledge | Assessment methods |
---|---|
K1
The legislation, policies, standards, local ways of working and codes of conduct that apply to own role Back to Grading |
Observation of practice |
K2
The scope of own practice, limitations of own competence and who to ask for support Back to Grading |
Observation of practice |
K3
The principles of equality, diversity and inclusion and providing person-centred care and support, including consent, active participation and choice Back to Grading |
Observation of practice |
K4
The principles of a ‘duty of care’, ‘safeguarding’ and ‘protection’ as they apply to adults and children, the signs of harm and abuse and how to reduce the risk of harm and abuse Back to Grading |
Observation of practice |
K5
The normal ranges expected when taking physiological, technical and psychological measurements and the significance of a variation from the normal range Back to Grading |
Observation of practice |
K6
The types of assessment relevant to the individual’s physical and mental health and wellbeing and the factors that may influence and impact assessment Back to Grading |
Observation of practice |
K7
The signs that an individual is in pain, distress or discomfort Back to Grading |
Observation of practice |
K8
The signs of change in an individual’s health and wellbeing, including the indications of when to intervene within the scope of practice and when to escalate Back to Grading |
Observation of practice |
K9
The principles of maintaining nutrition and fluid balance and the signs and symptoms of inadequate nutrition and fluid intake Back to Grading |
Observation of practice |
K10
Clinical, diagnostic and therapeutic interventions within the scope of own role and the underpinning principles to select equipment and tools in the context of the intervention Back to Grading |
Observation of practice |
K11
The signs that an individual’s health and well-being is changing as a result of a clinical, diagnostic or therapeutic intervention Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K12
Ways to record and store information securely, including the safe use of technology Back to Grading |
Observation of practice |
K13
The principles of confidentiality, duty of confidence and disclosure Back to Grading |
Observation of practice |
K14
The frameworks and principles of team working including delegation, accountability and supervision in the workplace Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K15
The structural and strategic environment in which health and social care services operate and how these impact on own role Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K16
Methods of communication to use in the workplace, including how to overcome barriers and challenges Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K17
The benefits of digital solutions for improving communication systems and practices Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K18
The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability, and the impact of these conditions Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K19
How to identify and evaluate own learning and development needs Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K20
How to use feedback to create a personal development plan Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K21
Models of reflective practices used in health and care and how reflection can be used to improve own practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K22
The principles and styles of leadership in relation to own role and place of work and the relationship between leadership and management Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K23
The tools and techniques used to identify learning needs and learning styles Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K24
The relationship between teaching, coaching and mentoring, and how to evaluate if individuals’ learning needs have been met Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K25
National and local strategies, priorities, and initiatives for promoting and improving public health Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K26
The wider determinants of health such as the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices on health and wellbeing Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K27
The principles of risk management and the hazards and risks associated with the scope of own practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K28
The principles of a duty of candour, and techniques for managing challenging situations, unsafe work practices, addressing comments, compliments, conflict and complaints Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K29
The principles of infection prevention and control, when and how to select the right personal protective equipment for self and others and how to handle hazardous materials and substances Back to Grading |
Observation of practice |
K30
How to move and assist individuals safely and how to move and handle equipment and other objects safely Back to Grading |
Observation of practice |
K31
Methods and indicators used to measure quality, their application in health and care and how they inform a quality improvement plan Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K32
The rationale and ethical considerations for undertaking research activity and how to review literature and interrogate the existing evidence base Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K33
Methods for collecting research data and how to interpret and apply findings to own and others’ practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K34
The structure and function of human body systems and how they relate to and impact on each other Back to Grading |
Observation of practice |
K35
The relationship between health and well-being and the principles and philosophy of the biomedical, sociological and psychological models in providing holistic health and care Back to Grading |
Observation of practice |
K36
The stages and processes of human development and how health and wellbeing needs vary throughout the lifespan Back to Grading |
Observation of practice |
Skill | Assessment methods |
---|---|
S1
Work in line with legislation, policies, standards and codes of conduct that apply to own role Back to Grading |
Observation of practice |
S2
Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed Back to Grading |
Observation of practice |
S3
Work in partnership with others to champion safe, equitable, non-discriminatory person-centred care and support for individuals Back to Grading |
Observation of practice |
S4
Promote and maintain the principles of a duty of care, safeguarding and protection, always acting in the best interest of individuals and working across organisations and with other agencies to ensure they do not come to harm Back to Grading |
Observation of practice |
S5
Undertake and monitor physiological, technical and psychological measurements using the appropriate equipment and tools within scope of own practice Back to Grading |
Observation of practice |
S6
Select and use the correct equipment and tools to undertake timely assessment of an individual's physical and mental healthcare status within own scope of practice Back to Grading |
Observation of practice |
S7
Recognise and respond to an individual in pain, distress or discomfort Back to Grading |
Observation of practice |
S8
Interpret results of assessment in the context of the individual’s health and wellbeing, making appropriate changes or recommendations to the care plan within scope of own practice or escalating in line with local protocol Back to Grading |
Observation of practice |
S9
Support individuals with nutrition and fluids in line with their care needs, taking action as required Back to Grading |
Observation of practice |
S10
Undertake evidence-based clinical, diagnostic or therapeutic interventions delegated by a registered healthcare professional in line with scope of practice, and standard operating procedures Back to Grading |
Observation of practice |
S11
Monitor and review the impact of clinical, diagnostic or therapeutic interventions on an individual’s health and well-being Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S12
Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology Back to Grading |
Observation of practice |
S13
Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality Back to Grading |
Observation of practice |
S14
Delegate work to colleagues in the multi-disciplinary team and engage in supervision Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S15
Liaise with the multidisciplinary team to prioritise and manage own workload Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S16
Communicate with individuals, their families, carers and health and care professionals using techniques designed to maximise understanding Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S17
Promote the use of digital solutions to improve communication systems and practices Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S18
Recognise and respond to limitations in an individual’s mental capacity Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S19
Participate in training and development activities and evaluate the impact of learning on own practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S20
Seek out and respond to feedback and engage in appraisals Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S21
Reflect on own practice to improve practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S22
Provide leadership and act as a role model for others within the scope of own role Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S23
Identify learning and development needs of others Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S24
Teach, coach and mentor others and confirm that learning needs have been met Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S25
Actively seek out and act on opportunities to support individuals to maximise their health and well-being within the scope of the role Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S26
Promote preventative health behaviours and support individuals to make informed choices to improve their health and wellbeing within the scope of the role Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S27
Conduct and record risk assessments relevant to the activity and scope of own practice Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S28
Uphold the principles of duty of candour, identifying and managing challenging situations, unsafe work practices and addressing comments, compliments, conflict and complaints Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S29
Maintain a safe and healthy working environment for self and others, using techniques for infection prevention and control, including the use of Personal Protective Equipment (PPE) and supporting others to comply with policy and procedures Back to Grading |
Observation of practice |
S30
Move and assist individuals, equipment and other items safely Back to Grading |
Observation of practice |
S31
Participate in and support others in audit and quality improvement activities in the workplace Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S32
Conduct research activity within the scope of own role and act on the findings Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S33
Identify opportunities to improve quality in the workplace and contribute to local, regional and national quality improvement initiatives Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Treat people with dignity Back to Grading |
Observation of practice |
B2
Show respect and empathy for those you work with Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B3
Be adaptable, reliable and consistent Back to Grading |
Observation of practice |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Working to protocol
K1 K2 K3 K4 S1 S2 S3 S4 B1 B3 |
The legislation, policies, standards, local ways of working and codes of conduct that apply to own role (K1) The scope of own practice, limitations of own competence and who to ask for support (K2) The principles of equality, diversity and inclusion and providing person-centred care and support, including consent, active participation and choice (K3) The principles of a ‘duty of care’, ‘safeguarding’ and ‘protection’ as they apply to adults and children, the signs of harm and abuse and how to reduce the risk of harm and abuse (K4) |
Work in line with legislation, policies, standards and codes of conduct that apply to own role (S1) Work within the scope of practice, the limits of own knowledge and skills, escalating and reporting to others when needed (S2) Work in partnership with others to champion safe, equitable, non-discriminatory person-centred care and support for individuals (S3) Promote and maintain the principles of a duty of care, safeguarding and protection, always acting in the best interest of individuals and working across organisations and with other agencies to ensure they do not come to harm (S4) |
Treat people with dignity (B1) Be adaptable, reliable and consistent (B3) |
Assessment of individuals
K5 K6 K7 S5 S6 S7 |
The normal ranges expected when taking physiological, technical and psychological measurements and the significance of a variation from the normal range (K5) The types of assessment relevant to the individual’s physical and mental health and wellbeing and the factors that may influence and impact assessment (K6) The signs that an individual is in pain, distress or discomfort (K7) |
Undertake and monitor physiological, technical and psychological measurements using the appropriate equipment and tools within scope of own practice (S5) Select and use the correct equipment and tools to undertake timely assessment of an individual's physical and mental healthcare status within own scope of practice (S6) Recognise and respond to an individual in pain, distress or discomfort (S7) |
None |
Provision of care
K8 K9 K10 K34 K35 K36 S8 S9 S10 S29 |
The signs of change in an individual’s health and wellbeing, including the indications of when to intervene within the scope of practice and when to escalate (K8) The principles of maintaining nutrition and fluid balance and the signs and symptoms of inadequate nutrition and fluid intake (K9) Clinical, diagnostic and therapeutic interventions within the scope of own role and the underpinning principles to select equipment and tools in the context of the intervention (K10) The structure and function of human body systems and how they relate to and impact on each other (K34) The relationship between health and well-being and the principles and philosophy of the biomedical, sociological and psychological models in providing holistic health and care (K35) The stages and processes of human development and how health and wellbeing needs vary throughout the lifespan (K36) |
Interpret results of assessment in the context of the individual’s health and wellbeing, making appropriate changes or recommendations to the care plan within scope of own practice or escalating in line with local protocol (S8) Support individuals with nutrition and fluids in line with their care needs, taking action as required (S9) Undertake evidence-based clinical, diagnostic or therapeutic interventions delegated by a registered healthcare professional in line with scope of practice, and standard operating procedures (S10) Maintain a safe and healthy working environment for self and others, using techniques for infection prevention and control, including the use of Personal Protective Equipment (PPE) and supporting others to comply with policy and procedures (S29) |
None |
Information governance
K12 K13 S12 S13 |
Ways to record and store information securely, including the safe use of technology (K12) The principles of confidentiality, duty of confidence and disclosure (K13) |
Record and store information related to individuals securely and in line with local and national policies, including the safe use of technology (S12) Report and share information related to individuals securely and in line with local and national policies, maintaining confidentiality (S13) |
None |
Health and safety
K29 K30 S30 |
The principles of infection prevention and control, when and how to select the right personal protective equipment for self and others and how to handle hazardous materials and substances (K29) How to move and assist individuals safely and how to move and handle equipment and other objects safely (K30) |
Move and assist individuals, equipment and other items safely (S30) |
None |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Provision of care
K11 K18 S11 S18 |
The signs that an individual’s health and well-being is changing as a result of a clinical, diagnostic or therapeutic intervention (K11) The meaning of ‘capacity’, the differences between mental illness, dementia and learning disability, and the impact of these conditions (K18) |
Monitor and review the impact of clinical, diagnostic or therapeutic interventions on an individual’s health and well-being (S11) Recognise and respond to limitations in an individual’s mental capacity (S18) |
None |
Communication
K16 K17 S16 S17 B2 |
Methods of communication to use in the workplace, including how to overcome barriers and challenges (K16) The benefits of digital solutions for improving communication systems and practices (K17) |
Communicate with individuals, their families, carers and health and care professionals using techniques designed to maximise understanding (S16) Promote the use of digital solutions to improve communication systems and practices (S17) |
Show respect and empathy for those you work with (B2) |
Teamwork, role modelling and leadership
K14 K15 K22 S14 S15 S22 |
The frameworks and principles of team working including delegation, accountability and supervision in the workplace (K14) The structural and strategic environment in which health and social care services operate and how these impact on own role (K15) The principles and styles of leadership in relation to own role and place of work and the relationship between leadership and management (K22) |
Delegate work to colleagues in the multi-disciplinary team and engage in supervision (S14) Liaise with the multidisciplinary team to prioritise and manage own workload (S15) Provide leadership and act as a role model for others within the scope of own role (S22) |
None |
CPD and reflection
K19 K20 K21 S19 S20 S21 |
How to identify and evaluate own learning and development needs (K19) How to use feedback to create a personal development plan (K20) Models of reflective practices used in health and care and how reflection can be used to improve own practice (K21) |
Participate in training and development activities and evaluate the impact of learning on own practice (S19) Seek out and respond to feedback and engage in appraisals (S20) Reflect on own practice to improve practice (S21) |
None |
Empowering and educating
K23 K24 K25 K26 S23 S24 S25 S26 |
The tools and techniques used to identify learning needs and learning styles (K23) The relationship between teaching, coaching and mentoring, and how to evaluate if individuals’ learning needs have been met (K24) National and local strategies, priorities, and initiatives for promoting and improving public health (K25) The wider determinants of health such as the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices on health and wellbeing (K26) |
Identify learning and development needs of others (S23) Teach, coach and mentor others and confirm that learning needs have been met (S24) Actively seek out and act on opportunities to support individuals to maximise their health and well-being within the scope of the role (S25) Promote preventative health behaviours and support individuals to make informed choices to improve their health and wellbeing within the scope of the role (S26) |
None |
Quality improvement and research
K31 K32 K33 S31 S32 S33 |
Methods and indicators used to measure quality, their application in health and care and how they inform a quality improvement plan (K31) The rationale and ethical considerations for undertaking research activity and how to review literature and interrogate the existing evidence base (K32) Methods for collecting research data and how to interpret and apply findings to own and others’ practice (K33) |
Participate in and support others in audit and quality improvement activities in the workplace (S31) Conduct research activity within the scope of own role and act on the findings (S32) Identify opportunities to improve quality in the workplace and contribute to local, regional and national quality improvement initiatives (S33) |
None |
Risk management, health and safety
K27 K28 S27 S28 |
The principles of risk management and the hazards and risks associated with the scope of own practice (K27) The principles of a duty of candour, and techniques for managing challenging situations, unsafe work practices, addressing comments, compliments, conflict and complaints (K28) |
Conduct and record risk assessments relevant to the activity and scope of own practice (S27) Uphold the principles of duty of candour, identifying and managing challenging situations, unsafe work practices and addressing comments, compliments, conflict and complaints (S28) |
None |
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.1 | End-point assessment plan revised | 01/02/2023 | Not set | Not set |
1.0 | Approved for delivery. The funding band for this standard has been reviewed and remains at £12000. (May-2018). | 19/05/2016 | 31/01/2023 | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence