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["Quick reference guide to KSB mapping",null,"Table to assist with B11-13",null,null,"Ed2"]
[null,null,"Reference","Name of occupational standard"]
["1. START HERE"]
["Awarding body:"]
["Please type the name of your awarding body here"]
["Qualification name:"]
["Please type your qualification title here"]
["Programme title if applicable:"]
["Please type the programme title here",null,"ST0220","Healthcare science associate (Level 4)"]
["Please select the occupational standard(s) you are mapping in this spreadsheet","Dropdown Options"]
["Standard 1 - select from the dropdown list to the right"]
["Standard 2 - select from the dropdown list to the right"]
["Standard 3 - select from the dropdown list to the right"]
["If your qualification maps to more than three occupational standards, please contact us at HTQ.approvals@education.gov.uk"]
[]
["2. GUIDE TO KSB MAPPING  "]
["Awarding bodies must demonstrate that a qualification will enable a person to demonstrate that they have attained as many of the knowledge, skills and behaviours set out in the standard as may be reasonably expected by undertaking a course of education. "]
[]
["Before you begin, please list your qualification modules in the 'Structure' tab."]
["1. You can map your qualification to one or more occupational standards. "]
["2. Select the occupational standard(s) you wish to map to your qualification by clicking the blue STxxxx link in the reference column, to the right."]
["3. When the occupational standard opens, double check the name of the standard is correct. "]
["4. Please respond to each KSB statement."]
["5. Populate the Detailed page/paragraph reference, KSB coverage, Evidence, Assessment method and Supporting comments/rationale columns, as shown in the example below. "]
["6. Please be as specific as possible about which content in the qualification aligns to each KSB statement. "]
["7. You may delete sheets/tabs that are not relevant to  your qualification. "]
["8. Submit the completed spreadsheet along with any documents you have cited in the 'EVIDENCE UPLOAD' part of the application form. Where we have capacity we are happy to feedback on early drafts of your KSB mapping."]
["9. Please contact HTQ.approvals@education.gov.uk if you need further help or guidance on mapping."]
[]
["3. EXAMPLE OF KSB MAPPING"]
["Please see the KSB mapping examples to the right. ","KSB Number","This is the list of KSB statements","Where in the qualification is the content? \nIndicate the reference document(s)/module(s)/unit(s) and page/paragraph number(s) you are citing as evidence of coverage","Select the coverage from the drop down list","Paste or type clear evidence supporting your KSB coverage. For example, learning outcomes or indicative module content","Provide information on how this KSB is assessed, i.e. the method of assessment used.  ","Provide comments and/or a rationale to support the evidence you have cited. If the KSB mentions key terms not explicitly referenced in your evidence, please explain how they are covered. If you have partially met or not met a KSB, provide a rationale to support your judgement"]
[null,"KSB","KSB Statement ","Detailed page/paragraph reference","KSB coverage","Evidence","Assessment method","Supporting comments/rationale"]
[null,"K1","Understand the background legislation and regulatory frameworks (such as IBL 188) relating to the occupation. ","Module 1.1 Legal and Ethical Considerations; p44-45, para 4-7.\nModule 4.2 Professional Issues and CPD; p9, para 3-4. \nQualification specification p4.","FULLY MET","MO1.1 LO3 Understand and critically reflect on legislation relating to and affecting the occupation.\nIndicative content\nLegal background; legislation; role of industry bodies; national/international considerations. \n\nMO4.2 LO2 Understand the importance of staying up to date with professional developments in the field, including legal frameworks, industry best practice, guidelines and relevant standards. ","Students are required to produce a written report using a brief provided. Within this report students are expected to cover relevant laws, legislation and industry body standards relevant to the brief. ","The detailed coverage of relevant law and legislation is taught in Year 1. It is covered again in Year 2, where learners reflect on it from a  professional perspective. The national regulatory framework and industry body standards (e.g. IBL 188) are covered in detail. "]
[null,"K2","The principles, features and differences of waterfall and agile methodologies for project delivery and software development.","Module 3. Software development; p.6, para 4-7.","FULLY MET","MO3 LO 1 Critically analyse and evaluate approaches to software development methodologies. Theory, method and application.\n\nIndicative content \nUse of different software methodologies; matching methodology to function. \nA range of software methodologies are covered and applied to software problems.","K2 is assessed via a project. Within this project students will be expected to demonstrate practical application and produce written project report(s) which evidence methodologies and methods. ","Waterfall and agile are not explicitly referred to in the LO or indicative content, although they are both fully covered in this module. We cover four approaches to software development, providing background, theory and practical applications. Learners will get 'hands on' experience of evaluating waterfall and agile, including their use in real-world problem solving and project delivery."]

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["Return to Guide"]
["Please list all the modules in the qualification",null,null,null,null,null,null,null,null,null,null,"Response"]
["Does every possible combination of modules/units/pathways ensure that a learner achieves competence in the occupation(s) which the TQ is in respect of and for which the Institute has published an occupational standard "]
[]
["Note: If a module/unit is not aligned/mapped to an occupational standard it is classed as additional content"]
[]
["Assessment component","Themes covered","Full-Time Year","Part-Time Year","Core/Option","Mapped to Standard(s)","Credits","Level","Delivery Method","Delivery comments",null,null,"AM Analysis","AM Comment","G7 Comment"]
["EXAMPLE001","Foundations of Technical Concepts","Year 1","Year 2","Core ","ST0215, ST0287",30,4,"Mixed","40% classroom, 60% placement."]
["1. Scenario based written assessment","1, 3, 7 and 8","Year 1","Year 2","Core ","ST0220","n/a",4,"Provider setting (e.g. classroom)","100% classroom",null,null,"Substantive Element"]
["2. Practical assessment","1, 3, 7 and 8 ","Year 1","Year 2","Core ","ST0220","n/a",4,"Provider setting (e.g. classroom)","100% classroom"]
["3. ORSPA: case study","1, 2, 3, 4, 6, 7 and 8","Year 1","Year 2","Core ","ST0220","n/a",4,"Provider setting (e.g. classroom)","100% classroom"]
["4 ORSPA: innovation research presentation ","1, 2, 4, 5, 6, 7 and 9","Year 1","Year 2","Core ","ST0220","n/a",4,"Provider setting (e.g. classroom)","100% classroom"]

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[null,"Assistant practitioner (health) (Level 5)"]
[null,"Return to Guide"]
["KSB","KSB Statement ","Detailed page/paragraph reference","Documents Present","KSB coverage","Evidence","Assessment method","Supporting comments/rationale","AB Score","AM Score","CoE Score","AM Comment","G7 QA","AM G7 Response","Mitigations ","Requirement","Conclusion"]
[null,"Knowledge"]
["K1",null,null,null,null,null,null,null,{"$f":"IF(E5:E128 = \"FULLY MET\",1,IF(E5:E128 = \"PARTIALLY MET\",0.5,IF(E5:E128 = \"NOT MET\",0,)))","v":0}]
["K2",null,null,null,null,null,null,null,0]
["K3",null,null,null,null,null,null,null,0]
["K4",null,null,null,null,null,null,null,0]
["K5",null,null,null,null,null,null,null,0]
["K6",null,null,null,null,null,null,null,0]
["K7",null,null,null,null,null,null,null,0]
["K8",null,null,null,null,null,null,null,0]
["K9",null,null,null,null,null,null,null,0]
["K10",null,null,null,null,null,null,null,0]
["K11",null,null,null,null,null,null,null,0]
["K12",null,null,null,null,null,null,null,0]
["K13",null,null,null,null,null,null,null,0]
["K14",null,null,null,null,null,null,null,0]
["K15",null,null,null,null,null,null,null,0]
["K16",null,null,null,null,null,null,null,0]
["K17",null,null,null,null,null,null,null,0]
["K18",null,null,null,null,null,null,null,0]
["K19",null,null,null,null,null,null,null,0]
["K20",null,null,null,null,null,null,null,0]
["K21",null,null,null,null,null,null,null,0]
["K22",null,null,null,null,null,null,null,0]
["K23",null,null,null,null,null,null,null,0]
["K24",null,null,null,null,null,null,null,0]
["K25",null,null,null,null,null,null,null,0]
["K26",null,null,null,null,null,null,null,0]
[null,"Skills",null,null,null,null,null,null,0]
["S1",null,null,null,null,null,null,null,0]
["S2",null,null,null,null,null,null,null,0]
["S3",null,null,null,null,null,null,null,0]
["S4",null,null,null,null,null,null,null,0]
["S5",null,null,null,null,null,null,null,0]
["S6",null,null,null,null,null,null,null,0]
["S7",null,null,null,null,null,null,null,0]
["S8",null,null,null,null,null,null,null,0]
["S9",null,null,null,null,null,null,null,0]
["S10",null,null,null,null,null,null,null,0]
["S11",null,null,null,null,null,null,null,0]
["S12",null,null,null,null,null,null,null,0]
["S13",null,null,null,null,null,null,null,0]
["S14",null,null,null,null,null,null,null,0]
["S15",null,null,null,null,null,null,null,0]
["S16",null,null,null,null,null,null,null,0]
["S17",null,null,null,null,null,null,null,0]
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["S19",null,null,null,null,null,null,null,0]
["S20",null,null,null,null,null,null,null,0]
["S21",null,null,null,null,null,null,null,0]
[null,"Behaviours",null,null,null,null,null,null,0]
["B1",null,null,null,null,null,null,null,0]
["B2",null,null,null,null,null,null,null,0]
["B3",null,null,null,null,null,null,null,0]
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{"sheet":"ST0220","index":3,"n_rows":94,"n_cols":8,"rows_kept":94,"cut":false,"hidden":false,"merged":[]}
[null,"Healthcare science associate (Level 4)"]
[null,"Return to Guide"]
["KSB","KSB Statement ","Detailed page/paragraph reference","Documents Present","KSB coverage","Evidence","Assessment method","Supporting comments/rationale"]
[null,"Knowledge"]
["-","Professional Practice and Person-Centred Care"]
["K1","The requirements of the NHS Constitution/GSP for ‘person centred care and support’","Theme 1 Professional practice and person-centred care:\nK1.1, K1.2, K1.3, K1.5\npages 18-19",null,"FULLY MET","K1.1 the importance of the National Health Service (NHS) principles and values applied by the healthcare science workforce\nIndicative content\nthe seven key NHS principles; the six NHS values\n\nK1.2 the principles and values on which good practice undertaken by the healthcare science workforce is founded\nIndicative content\nfive Good Scientific Practice (GSP) domains\n\nK1.3 the primary functions of a healthcare science associate including their application across different settings\nIndicative content\nsupporting technical practice of colleagues; working within multi-disciplinary teams (MDTs); undertaking routine technical and scientific procedures \n\nK1.5 the appropriate strategies and channels for reporting issues relating to culture, equality and diversity\nIndactive content\nstrategies; channels for reporting; support services available","K1.1 - Assessment 1 Scenario based written assessment, K1.2 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K1.3 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K1.5 - Assessment 1 Scenario based written assessment","K1.1 This statement covers the  seven key principles and the six values that the NHS is founded on\n\nK1.2 This statement is broken down into five sections, providing coverage of each of the five domains of Good Scientific Practice.\n\nK1.3 The coverage of this statement focusses on providing learners with an understanding of the main duties of a healthcare science associate. The elaborated content includes supporting technical practice of colleagues; working within multi-disciplinary teams (MDTs) and undertaking routine technical and scientific procedure. Within the statement numerous examples of provided to further enhance the content. \n\nK1.5 has been mapped to this standard due to the content of the stem aligning to aspects of the NHS Constitution  i.e. equality, providing positive working environment for staff and promoting supportive, open cultures"]
["K2","Equality and diversity legislation, policies and local ways of working","Theme 1  K1.4 , K1.5\npage 19","Yes","FULLY MET","K1.4 the influence of equality and diversity legislation, policies and local ways of working on organisational policy and professional practice when promoting patient-centred care\nIndicative content\ninclusivity; anti-discrimination; guidelines for dealing with non-compliance; organisational reputation\n\n\nK1.5 the appropriate strategies and channels for reporting issues relating to culture, equality and diversity\nIndicative content\nstrategies; channels for reporting; support services available\n","K1.4 - Assessment 1 Scenario based written assessment, K1.5 - Assessment 1 Scenario based written assessment","K1.4 Statement covers the influence of equality and diversity legislation, policies and local ways of working on organisational policy and professional practice when promoting patient-centred care and is divided into four sections on inclusivity; anti-discrimination; guidelines for dealing with non-compliance and organisational reputation\n\nK1.5 Provides an expansion on previous stem and equips learners with an understanding of appropriate strategies and channels for reporting issues relating to equality and diversity. Content is divided into three sections: strategies; channels for reporting and support services available. Detailed coverage is provided under each of these sections to give further expansion on appropriate steps to take when confronted with these issues."]
["K3","Probity and honesty in all aspects of your professional practice","Theme 1: K1.8\npage 21",null,"FULLY MET","K1.8 the relationship between probity and honesty and the application of these principles in healthcare science \nIndicative content\nrelationship between probity and honesty; application of probity and honesty in healthcare","K1.8 - Assessment 1 Scenario based written assessment","K1.8 Knowledge statement K1.8 lays out the relationship between probity and honesty and the application of these principles in healthcare science. It is divided into two sections: relationship between probity and honesty and application of probity and honesty in healthcare and extensive coverage is included under each section to provide sufficient breadth and depth"]
["K4","The importance of involving patients/the public in HCS and in making choices about their care","Theme 1 Professional practice and person-centred care: \nK1.11\npage 22",null,"FULLY MET","K1.11 the benefits of involving patients/the public in healthcare science and in making choices about their care and how this helps to improve the healthcare science sector\nIndicative content\npatient benefits; sector benefits; professional practice benefits","K1.11 - Assessment 1 Scenario based written assessment and Assessment 2 Practical assessment","K1.11 The focus of this statement is on the benefits of involving patients and how this provides the sector with the purpose of encouraging a conscientious approach once learners are in the role and to provide emphasis on the importance of using this approach when working in the healthcare science sector. Content is divided into three sections including patient benefits; sector benefits and professional practice benefits"]
["K5","The principles underpinning the promotion of mental health and well-being","Theme 1 Professional practice and person-centred care: \nK1.13, K1.14\npages 22-23",null,"FULLY MET","K1.13 the principles which underpin the promotion of mental health and well-being of colleagues and patients\nIndicative content\nawareness of the main signs of mental illness or anguish; maintaining patient confidentiality; knowing when to escalate concerns; setting a positive example\n\nK1.14 best practice when dealing with concerns regarding the mental health and wellbeing of a colleague, oneself, or a patient\nIndicative content\nconnecting with individual; signposting to helplines; self-care if own mental health deteriorates\n","K1.13 - Assessment 1 Scenario based written assessment, K1.14 - Assessment 2 Practical assessment","K1.13 This statement covers the main principles which underpin the promotion of mental health including having an awareness of the main signs of mental illness or anguish; maintaining patient confidentiality; knowing when to escalate concerns and setting a positive example\n\nK1.14 Detailed coverage of best practice when dealing with concerns regarding the mental health is included within the statement. Incorporated within the statement is the requirement to signpost to helplines, the steps to take when connecting with an individual, including calm tone of voice and  asking questions. Detailed examples of self-care if own mental health deteriorates are also included, such as taking a break, speaking to the line manager and practicing mindfulness. "]
["K6","Active listening, observation and the use of appropriate language and feedback","Theme 1 Professional practice and person-centred care: \nK1.15\npage 23",null,"FULLY MET","K1.15 the importance and application of the following communication skills for professional practice and person-centred care\nIndicative content\nactive engagement; observation; appropriate language; providing and receiving constructive feedback\n","K1.15 - Assessment 1 Scenario based written assessment and Assessment 2 Practical assessment","K1.15 Focusses on the importance and application of different communication skills for professional practice and person-centred care. The content is divided into four sections including active engagement; observation; appropriate language and providing and receiving constructive feedback"]
["K7","Best practice in giving an oral presentation","Theme 1 Professional practice and person-centred care: \nK1.16\npage 23","YES","FULLY MET","K1.16 best practice when delivering an oral presentation including appropriate use of technology\nIndicative content\nrequirement to speak clearly; understanding the audience and tailoring language appropriately; understanding of purpose and content of presentation to enable effective planning; adherence to timeframe provided for presentation; inclusion of appropriate referencing/citations to avoid plagiarism; requirement to handle questions effectively; self-reflection after the event\n","K1.16 - Assessment 1 Scenario based written assessment and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K1.16 Provides learners with an understanding of best practice when delivering an oral presentation. Content is divided into seven sections and includes requirement to speak clearly; understanding the audience and tailoring language appropriately; understanding of purpose and content of presentation to enable effective planning; adherence to timeframe provided for presentation; inclusion of appropriate referencing/citations to avoid plagiarism; requirement to handle questions effectively and self-reflection after the event"]
["K8","Approaches to effective problem solving","Theme 1 Professional practice and person-centred care:\nK1.17\npage 23",null,"FULLY MET","K1.17 best practice when problem solving\nIndicative content\n5 steps of a root cause analysis; teamwork; 6 sigma/mind mapping; effective communication","K1.17 - Assessment 1 Scenario based written assessment","K1.17 The focus of this statement is to provide the learner with an understanding of best practice approaches when problem solving content includes 5 steps of a root cause analysis; teamwork; 6 sigma/mind mapping and effective communication as it was raised by our stakeholders that these are main approaches relevant to  the healthcare science sector."]
["-","Personal and Professional Development (PPD)"]
["K9","Critical reflection in helping maintain and support the quality and safety of patient care","Theme 2 personal and professional development (PPD): \nK2.1, K2.2\npage 26",null,"FULLY MET","K2.1 the role of critical reflection in improving professional practice\nIndicative content\nraises quality of patient care; improves safety of patients; enables ongoing improvements to professional practice; identification of areas of improvement required; enables realisation of how own beliefs can impact judgement or outcomes; ability to gain feedback from other people\n\nK2.2 Critical reflection models used in healthcare science and factors to consider when choosing an appropriate model\nIndicative content\nGibbs' reflective cycle; Kolb’s model of reflection","K2.1 - Assessment 3 Occupationally relevant simulated project assessment: Case study, K2.2 - Assessment 3 Occupationally relevant simulated project assessment: Case study","K2.1 This statement covers the role that critical reflection plays in improving professional practice. The content is divided into six sections including raises quality of patient care; improves safety of patients; enables ongoing improvements to professional practice; identification of areas of improvement required; enables realisation of how own beliefs can impact judgement or outcomes and the ability to gain feedback from other people\n\nK2.2 The focus of this statement is on the critical reflection models used in healthcare science and factors learners must consider when choosing an appropriate model. Content is divided into two sections, reflecting the main two reflection models used in healthcare science: Gibbs' reflective cycle and Kolb’s model of reflection"]
["K10","Good mentoring practice, using underpinning theories of mentoring to support this",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this knowledge standard since it requires the individual to be based in an organisation or workplace. Simulating these activities in the classroom will not be appropriate and/or possible as this theme focuses on the professionalism in one’s clinical practice, including approach to patients. In addition, this knowledge standard corresponds directly to the skill standard: support the CPPD (6) of junior colleagues and respond constructively to appraisal/feedback which is also not being included due to it not being assessable in a classroom environment. "]
["K11","Good appraisal and performance review & the skills required to prepare an action plan",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this knowledge standard since it requires the individual to be based in an organisation or workplace. Simulating these activities in the classroom will not be appropriate and/or possible as this theme focuses on the professionalism in one’s clinical practice, including approach to patients. In addition, this knowledge standard corresponds directly to the skill standard: support the CPPD (6) of junior colleagues and respond constructively to appraisal/feedback which is also not being included due to it not being assessable in a classroom environment. "]
[null,"Health, Safety and Security"]
["K12","Legislation/policies relating to health and safety at work and your responsibilities","Theme 3 Health, safety and security: K3.1\npage 27 ",null,"FULLY MET","K3.1 the impact of health and safety legislation on performance of healthcare science associate’s role and how it forms the basis for professional practice\nIndicative content\nsets out standards for performance of work safely; highlights the healthcare science associate’s personal responsibilities for the health and safety of their patients, colleagues and themselves; health and safety legislation includes policies on reporting accidents/near misses; sets out standards for safe operation and maintenance of medical equipment ","K3.1 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K3.1 Focus of this stem is on the impact of health and safety legislation on performance of healthcare science associate’s role a. This approach was taken to give the learner an understanding of the reasons for following health and safety legislation and how it forms the basis for professional practice. Content is divided into the following sections: sets out standards for performance of work safely; highlights the healthcare science associate’s personal responsibilities for the health and safety of their patients, colleagues and themselves; health and safety legislation includes policies on reporting accidents/near misses and sets out standards for safe operation and maintenance of medical equipment."]
["K13","Best practice in infection control practice and local protocols","Theme 3 Health, safety and security: K3.2\npage 27","YES","FULLY MET","K3.2 best practice in infection control\n\nIndicative content\nhand hygiene; using correct Personal Protective Equipment (PPE); waste disposal including segregation of clinical waste; decontamination of medical equipment; hospital acquired infection antimicrobial stewardship; respiratory and cough hygiene; occupational safety including radiation management; aseptic non-touch technique (ANTT); single-use device versus single-patient use\n","K3.2 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K3.2 Statement highlights the procedures to consider in order to ensure best practice in infection control. The content is divided into nine sections which outline the main procedures:\nhand hygiene; using correct Personal Protective Equipment (PPE); waste disposal including segregation of clinical waste; decontamination of medical equipment; hospital acquired infection antimicrobial stewardship; respiratory and cough hygiene; occupational safety including radiation management; aseptic non-touch technique (ANTT) and single-use device versus single-patient use"]
["K14","Risk assessments, including dissemination of findings and implementation of outcomes","Theme 3 Health, safety and security: K3.3, K3.4, K3.5, K3.6,\n S3.7\npages27-28",null,"FULLY MET","K3.3 reasons for carrying out risk assessments in a clinical environment\nIndicative content\nto keep individuals safe from harm by identifying and reducing risk; legal requirement as included in the Management of Health and Safety at Work Regulations 1999; to meet the requirements for risk assessments in relation to new tests, procedures or use of new technical equipment; to meet the requirements of local and national policy; future planning; identification of issue outside of normal auditory process/procedure; as part of the process of  root cause analysis\n\nK3.4 the steps required when carrying out a risk assessment\nIndicative content\nthe Health and Safety Executive’s Five steps to risk assessment\n\nK3.5 strategies for disseminating risk assessment findings to colleagues and the wider organisations, including impacts\nIndicative content\nstrategic routes of dissemination; impacts\n\nK3.6 best practice when implementing risk assessment outcomes\nIndicative content\ndetective; preventative; corrective\n\nS3.7 demonstrate best practice when carrying out a risk assessment\nIndicative content\nuse the health and safety executives 5 steps to risk assessment","K3.3 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K3.4 - Assessment 1 Scenario based written assessment, K3.5 - Assessment 1 Scenario based written assessment, K3.6 - Assessment 1 Scenario based written assessment, S3.7 - Assessment 1 Scenario based written assessment","K3.3 Statement provides an introduction by outlining the reasons for carrying out risk assessments in a clinical environment. The content lays out the following reasons for this: to keep individuals safe from harm by identifying and reducing risk; legal requirement as included in the Management of Health and Safety at Work Regulations 1999; to meet the requirements for risk assessments in relation to new tests, procedures or use of new technical equipment; to meet the requirements of local and national policy; future planning; identification of issue outside of normal auditory process/procedure and as part of the process of  root cause analysis.\n\nK3.4 Statement covers the steps required when carrying out a risk assessment as stakeholders felt it was important to clarify this to learners. Elaborated content for this statement is minimal because stakeholders advised that the Health and Safety Executive’s Five steps to risk assessment is the industry standard for the healthcare science sector.\n\nK3.5 This statement centres on strategies for disseminating risk assessment findings, including impacts. Extensive coverage is provided under each section, such as the appropriate routes to take depending on whether information is being disseminated interdepartmentally, organisation wide, regionally or nationally. It also covers dissemination requirements depending on the level of impact.\n\nK3.6 The focus of this statement is on best practice when implementing risk assessment outcomes and includes within the elaborated content the main internal controls: detective; preventative and corrective"]
[null,"Quality"]
["K15","Quality management/improvement/audit and communication skills within the area of practice","Theme 4 Quality:\nK4.1, K4.2, K4.3, K4.4\npages 30-31",null,"FULLY MET","K4.1 the impact of quality management standards on healthcare science workplace practices\nIndicative content\nensures all healthcare staff are working in a consistent manner; ensures safety and effectiveness of clinical practice\n\nK4.2 the role of the Healthcare science associate in relation to audit activities\nIndicative content\nsample and data retrieval of larger audits; may be asked to carry out the practical aspect of a simple audit; types of audit applicable to the role of Healthcare science associate; communication of audit findings\n\nK4.3 factors to consider when communicating quality and audit requirements\nIndicative content\nlines of communication; by what method; what information is communicated\n\nK4.4 the role of quality management/audit activities in driving organisational improvements\nIndicative content\nmaintaining quality standards to meet accreditation; ensuring operational waste and consumables are minimised; contributing towards better patient care; contributing to education and training of workforce","K4.1 - Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K4.2 - Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K4.3 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K4.4 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","Decision taken to amend the order of the themes for this Higher Techincal Qualification due to feedback from stakeholders that the following themes: Quality, Audit Service and Improvement and Research and Innovation were best placed in succession due to the links and crossover between them. Therefore, after this theme the qualfication content moves on to Audit Service and Improvement.\n\nK4.1 The statement centres on the impact of quality management standards on healthcare science workplace practices including: an awareness of standardisation through recognised professional standards and reference values ensures all healthcare staff work in a consistent manner to improve patient safety and outcomes and ensures safety and effectiveness of clinical practice by awareness or participation in: quality assurance/MDT meetings; incident reporting; clinical audits and feedback from staff members and patients \n\nK4.2 In order that learners have a clear understanding of the role of the Healthcare science associate in relation to audit activities, this statement has been incuded. Content is divided into four sections describing the main roles including: sample and data retrieval of larger audits; may be asked to carry out the practical aspect of a simple audit; types of audit applicable to the role of Healthcare science associate and communication of audit findings\n\nK4.3 is included in order for learners to understand the factoes that require  consideration when communicating quality and audit requirements. Coverage includes appropriate lines of communication; method of communication and consideration of what information is communicated\n\nK4.4 this statement provides learners with an understanding of the benefits of quality and audit activities, namely in order to drive organisational improvements. Elaboated content covers maintaining quality standards to meet accreditation; ensuring operational waste and consumables are minimised; contributing towards better patient care; contributing to education and training of workforce"]
[null,"Technical Scientific Services"]
["K16","Underpinning clinical science (e.g. anatomy, physiology, pathology, pharmacology, etc)","Theme 7 Technical scientific services: K7.1, K7.3, K7.4, K7.5\npage 35",null,"FULLY MET","K7.1 Impact of disease on bodily structures and their functions relating to specific body systems\nIndicative content\norganisation of the body in terms of the structure and chemical reactions within cells making up various tissues; cells, tissues and organ systems response to disease; the structure and function of all body systems and the effects of common diseases\n\nK7.3 the relationship between sociology and epidemiology in healthcare science\nIndicative content\nthe basis of epidemiology referencing the distribution of causes and risk factors of health and disease within a population; the link between epidemiology and the basis of public health, health prevention and health protection; the role of the public health function and healthcare science services; the principal concepts of social life, social change and social causes in reference to health and illness; the impact on patient referrals to healthcare science services\n\nK7.4 the links between clinical pharmacology and therapeutics that underpin healthcare science\nIndicative content\nthe core principles of clinical pharmacology, referencing the safe, effective and economic use of medicines; the core principles of therapeutics in the treatment of disease; the impact on patient referrals to healthcare science services\n\nK7.5 the links between physics and clinical engineering that underpin healthcare science\nIndicative content\nthe core principles of clinical engineering that underpin the medical technology involved in healthcare delivery; the core principles of physics and how they link to the successful clinical engineering of medical equipment; the impact to patient referrals to healthcare science services\n","K7.1 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K7.3 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K7.4 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K7.5 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","Content for the below has been written to align with content included the 1st year of the Practitioner Training Programme (Scientific Basis of Healthcare Science) to support progression into higher education.\n\nK7.1 The statement focusses on the impact of disease on bodily structures and their functions relating to specific body systems. The content is orgnaised into three sections including the organisation of the body in terms of the structure and chemical reactions within cells making up various tissues; cells, tissues and organ systems response to disease and the structure and function of all body systems and the effects of common diseases\n\nK7.3 The statement covers the relationship between sociology and epidemiology in healthcare science and is divided into five sections: the basis of epidemiology referencing the distribution of causes and risk factors of health and disease within a population; the link between epidemiology and the basis of public health, health prevention and health protection; the role of the public health function and healthcare science services; the principal concepts of social life, social change and social causes in reference to health and illness and the impact on patient referrals to healthcare science services\n\nK7.4 This statement centres on the links between clinical pharmacology and therapeutics that underpin healthcare science. Sections include: the core principles of clinical pharmacology, referencing the safe, effective and economic use of medicines; the core principles of therapeutics in the treatment of disease and the impact on patient referrals to healthcare science services\n\nK7.5 The focus here is the links between physics and clinical engineering that underpin healthcare science. Content is divided into three sections including the core principles of clinical engineering that underpin the medical technology involved in healthcare delivery; the core principles of physics and how they link to the successful clinical engineering of medical equipment and the impact to patient referrals to healthcare science services"]
["K17","Genomics, clinical bioinformatics/personalised medicine","Theme 7 Technical scientific services: K7.2, K7.6\npages 35-36 ",null,"FULLY MET","K7.2 the fundamental principles of clinical genetics, genomics and personalised/precision medicine including\nIndicative content\nuse of genetic techniques to personalise medicine to a patient’s genome (sequences of genes); patient referral pathway to healthcare science services\n\nK7.6 the use of mathematical and statistical techniques in clinical bioinformatics and health informatics\nIndicative content\ndevelopment and improvement of acquisition, organisation and analysis of biological data which supports patient care delivery; presentation of a range of data; the role of computational biology applications and bioinformatics in diagnosis through tele-based healthcare; synthesising data from multiple sources; the role of predictive algorithms and artificial intelligence in diagnosis and treatment of disease; the role of data mining to turn raw patient data into useful information","K7.2 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K7.6 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","\nK7.2 As above content for this statement has been written to align with content included the 1st year of the Practitioner Training Programme (Scientific Basis of Healthcare Science) to support progression into higher education. The statement explores the fundamental principles of clinical genetics, genomics and personalised/precision medicine including the use of genetic techniques to personalise medicine to a patient’s genome (sequences of genes) and patient referral pathway to healthcare science services\n\nK7.6 As above content for this statement has been written to align with content included the 1st year of the Practitioner Training Programme (Scientific Basis of Healthcare Science) to support progression into higher education. The statement covers the use of mathematical and statistical techniques in clinical bioinformatics and health informatics. Coverage includes: development and improvement of acquisition, organisation and analysis of biological data which supports patient care delivery; presentation of a range of data; the role of computational biology applications and bioinformatics in diagnosis through tele-based healthcare; synthesising data from multiple sources; the role of predictive algorithms and artificial intelligence in diagnosis and treatment of disease and the role of data mining to turn raw patient data into useful information"]
["K18","Principles and practice of equipment management","Theme 7 Technical scientific services:\nK7.7\npage 36",null,"FULLY MET","K7.7 the application of fundamental principles of effective equipment management\nIndicative content\nplanning; purchase/budget; skills development and training; equipment roll out; end of life- decommissioning ","K7.7 - All","K7.7 This statement explores the application of fundamental principles of effective equipment management. The content is divided into five sections including planning; purchase/budget; skills development and training; equipment roll out and end of life- decommissioning "]
["K19","Requirements for drafting of Standard Operating Procedures (SOPs)","Theme 7 Technical scientific services: K7.8, K7.9\npage 36-37",null,"FULLY MET","K7.8 the methodology for drafting standard operating procedures (SOPs)\nIndicative content\nSOPs are part of the quality management system (QMS) which will be version-controlled; the standards SOPs should be based on\n\nK7.9 the purpose and rationale of SOP review\nIndicative content\npurpose;rationale","K7.8 - Assessment 3 Occupationally relevant simulated project assessment: Case study, K7.9 - Assessment 3 Occupationally relevant simulated project assessment: Case study","K7.8 The statement's focus is on the methodology for drafting standard operating procedures (SOPs). Coverage includes: SOPs are part of the quality management system (QMS) which will be version-controlled and the standards SOPs should be based on\n\nK7.9 The statement focusses on the purpose and rationale of SOP review. This was to further enhance students understanding of the reasons behind undertaking SOP reviews.\n\n"]
["K20","Critical evaluation of the evidence base that underpins your technical practice","Theme 7 Technical scientific services: K7.10\npage 37 ",null,"FULLY MET","K7.10 best practice when undertaking a critical evaluation\nIndicative content\ncollection of literature from a range of sources; evaluation of selected sources; comparisons drawn; recommendations made\n","K7.10 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K7.10 The standard centres on best practice approaches to undertaking a critical evaluation, namely a literature review. Content is divided into four sections including collection of literature from a range of sources; evaluation of selected sources; comparisons drawn and recommendations made"]
["K21","A range of different data presentation methods appropriate for the audience/circumstances","Theme 7 Technical scientific services: K7.6\npage 36",null,"FULLY MET","K7.6 the use of mathematical and statistical techniques in clinical bioinformatics and health informatics\nIndicative content\npresentation of a range of data","K7.6 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K7.6 The statement explores the use of mathematical and statistical techniques in clinical bioinformatics and health informatics and the coverage includes presentation of a range of data"]
["K22","Practical skills teaching frameworks; assessment methods & assessment of practical skills",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this knowledge standard since it, along with the corresponding skill standard 'supervise/teach/assess practical skills to junior team members', requires the individual to be based in an organisation or workplace.    "]
["K23","The principles underpinning the practical training of others in techniques and procedures",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this knowledge standard since it, along with the corresponding skill standard 'supervise/teach/assess practical skills to junior team members', requires the individual to be based in an organisation or workplace.   "]
[null,"Clinical Care"]
["K24","Duty of care’ and safeguarding","Theme 8 Clinical care:\nK8.1, K8.2\npage 39",null,"FULLY MET","K8.1 responsibilities in relation to duty of care\nIndicative content\ncomplying with law; acting in best interests of all parties; doing no harm; staying up to date with training; acting within competence and scope of practice\n\nK8.2 the application of safeguarding legislation to the role of a Healthcare science associate\nIndicative content\ncompliance with legislation; unusual behaviours to look out for; specific signs and symptoms of abuse or neglect; signpost to available support\n","K8.1 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K8.2 - Assessment 1 Scenario based written assessment","K8.1 the statement covers the responsibilities in relation to duty of care and focusses on complying with law; acting in best interests of all parties; doing no harm; staying up to date with training; acting within competence and scope of practice\n\nK8.2 During the development discussions, stakeholders felt it was important for learners to understand the application of safeguarding legislation to the role of a Healthcare science associate since it is so closely linked with duty of care and safeguarding responsibilities. Content is divided into four sections including compliance with legislation; unusual behaviours to look out for; specific signs and symptoms of abuse or neglect and signpost to available support"]
["K25","The support available in difficult situations or when a complaint is made","Theme 8 Clinical care:\n K8.4\npage 39",null,"FULLY MET","K8.4 approaches and support available when dealing with difficult situations or in the event a complaint is made\nIndicative content\napproaches if a patient makes a complaint; approaches if member of public is aggressive or violent; approaches if there is a data breach; channels of support in the above situations","K8.4 - Assessment 1 Scenario based written assessment","K8.4 In addition to understanding the support available in difficult situations, stakeholders felt it was also important to cover the practical approaches available to dealing with these situations effectively in the workplace. The elaborated content is divided into the following: approaches if a patient makes a complaint; approaches if member of public is aggressive or violent; approaches if there is a data breach and channels of support in the above situations. Extensive expansion is provided under each of these headings."]
["K26","The rights of patients with regard to giving informed consent for treatment when required","Theme 8 Clinical care:\nK8.5, K8.6\npage 39 - 40 ","Yes","FULLY MET","K8.5 best practice when seeking informed consent from a patient\nIndicative content\nwhere appropriate, inviting family/guardian to ensure transparency; ensuring full information is provided to patient; ensuring patient is competent to make a decision; ensuring appropriate documentation is completed\n\nK8.6 alternative approaches to consent if patient does not have capacity\nIndicative content\nBest Interests decision; consultation with Independent Mental Capacity Advocate (IMCA); consultation with appointed lasting power of attorney (LPA); next of kin becomes guardian and has power of authorised consent; can discuss individual’s medical care and make decisions on individual’s behalf if incapacitated\n","K8.5 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K8.6 - Assessment 1 Scenario based written assessment","K8.5 The statement focuses on best practice when seeking informed consent from a patient. Content includes inviting family/guardian to ensure transparency; ensuring full information is provided to patient; ensuring patient is competent to make a decision and ensuring appropriate documentation is completed\n\nK8.6 The statement centres on alternative approaches to consent if patient does not have capacity. Coverage includes Best Interests decision; consultation with Independent Mental Capacity Advocate (IMCA); consultation with appointed lasting power of attorney (LPA); next of kin becomes guardian and has power of authorised consent; can discuss individual’s medical care and make decisions on individual’s behalf if incapacitated"]
["K27","Confidentiality of consultation/medical records and the limits of the concept of confidentiality","Theme 8 Clinical care:\nK8.7, K8.8, K8.9\npage 40",null,"FULLY MET","K8.7 the purpose and impact of information governance requirements on the role of the Healthcare science associate, including their requirement to adhere to the Caldicott Principles\nIndicative content\npurpose of information governance\n\nK8.8 the impact of confidentiality requirements for the processing and storing of patient information on the role of Healthcare science associate\nIndicative content\nmust adhere to Data Protection Act 2018, eight Caldicott Principles, tiered, authorised access to patient data; awareness of data retention periods\n\nK8.9 factors that can limit/impact confidentiality and how to address and overcome the challenges\nIndicative content\nlimiting factors; approaches to addressing these situations","K8.7 - Assessment 3 Occupationally relevant simulated project assessment: Case study, K8.8 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K8.9 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K8.7  Stakeholders felt that it was important to include within the statement the purpose and impact of information  governance requirements on the role of the Healthcare science associate. This was done to provide an introduction to the area of information governance ,particularly for those learners who haven't previously done T Levels. In addition to this coverage, they also felt it was important to including their requirement to adhere to the Caldicott Principles since this intrinsically linked with information governance in healthcare\n\nK8.8 The statement explores the impact of confidentiality requirements for the processing and storing of patient information on the role of Healthcare science associate. Elaborated content includes the requirement to adhere to Data Protection Act 2018, eight Caldicott Principles, tiered, authorised access to patient data and awareness of data retention periods\n\nK8.9 This statement centres on the factors that can limit/impact confidentiality and how to address and overcome the challenges\n"]
["K28","The key factors influencing dignity/rights/privacy/confidentiality of patients/colleagues","Theme 8 Clinical care:\n K8.10\npage 40-41",null,"FULLY MET","K8.10 influencing factors applicable to dignity, rights, privacy and confidentiality of patients and colleagues\nIndicative content\npatient-centred care; professional conduct ","K8.10 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K8.10 This statement focusses on the influencing factors applicable to dignity, rights, privacy and confidentiality of patients and colleagues. The coverage includes patient-centred care and professional conduct "]
["K29","Appropriate technical investigations for relevant clinical conditions","Theme 8 Clinical care:\n K8.11\npage 41-43",null,"FULLY MET","K8.11 appropriate technical investigations for relevant clinical conditions and pathway for each healthcare science theme\nIndicative content\natrial fibrillation pathway; chronic obstructive pulmonary disease pathway; breast cancer","K8.11 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","K8.11 This statement includes extensive coverage of different testing regimes for various clinical conditions, with reference to NICE guidelines to enable learners to be taught the principles of these tests as examples. Clinical conditions include:\natrial fibrillation pathway; chronic obstructive pulmonary disease pathway and breast cancer"]
[null,"Audit/Service Improvement"]
["K30","The governance and ethical framework applied to audit and its contribution to patient care","Theme 5 audit/service improvement: K5.1, K5.2\npage32 ",null,"FULLY MET","K5.1 the seven pillars of clinical governance and the impact of these on patient care\nIndicative content\nclinical effectiveness; risk management; patient experience and involvement; communication; resource effectiveness; strategic effectiveness; learning effectiveness\n\nK5.2 the governance and ethical framework applied to audit and its contribution to patient care\nIndicative content\ngovernance principles applied to audit; ethical principles applied to audit in healthcare settings; contribution of audit to patient care","K5.1 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K5.2 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K5.1 stakeholders advised that including the seven pillars of clinical governance would be the most appropriate way to focus and align to the standard as it is the framework most commonly used in healthcare science in relation to accountability and continuously striving to improve care quality and efficiency.\n\nK5.2 The statement is divided into three sections governance principles applied to audit; ethical principles applied to audit in healthcare settings and the contribution of audit to patient care. Detailed coverage of these principles are provided under each of the sections."]
["K31","The delivery of high quality service outcomes/continuous improvements","Theme 5 audit/service improvement: K5.1, K5.2\npage 32",null,"FULLY MET","K5.1 the seven pillars of clinical governance and the impact of these on patient care\nIndicative content\nclinical effectiveness; risk management; patient experience and involvement; communication; resource effectiveness; strategic effectiveness; learning effectiveness\n\nK5.2 the governance and ethical framework applied to audit and its contribution to patient care\nIndicative content\ngovernance principles applied to audit; ethical principles applied to audit in healthcare settings; contribution of audit to patient care","K5.1 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K5.2 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","Same statements are mapped to this standard as the previous one due to the close links between the two\n\nK5.1 The seven pillars of clinical governance are used in healthcare to ensure the delivery of high quality service outcomes/continuous improvements\n\n\nK5.2 The statement centres on the governance and ethical framework applied to audit and its contribution to patient care. Audit and the ethical principles applied to audit within healthcare settings are one of the main ways in which high quality outcomes and continuous improvements are facilitated in healthcare science\n"]
[null,"Research & Innovation"]
["K32","The benefits of research to the critical evaluation of practice","Theme 6: K6.3\npage 33",null,"FULLY MET","K6.3 the benefits of research when critically evaluating practice\nIndicative content\nimproves clinical knowledge and understanding; enables new approaches and procedures to be considered, contributing to  improved patient outcomes; benchmarking; research results in streamlining of services, improving efficiency; introduction and implementation of new technologies\n","K6.3 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K6.3 The statement centres on the benefits of research when critically evaluating practice. Benefits include improves clinical knowledge and understanding; enables new approaches and procedures to be considered, contributing to  improved patient outcomes; benchmarking; research results in streamlining of services, improving efficiency and introduction and implementation of new technologies"]
["K33","The principles of developing and introducing innovation into practice","Theme 6 Research and innovation:\nK6.2 K6.4, K6.5\npage 33- 34","YES","FULLY MET","K6.2 the ethical considerations for research approval\nIndicative content\ngaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR; patient anonymity\n\nK6.4 where to source useful insight to inform the development and introduction of innovation\nIndicative content\nemployee ideas; patient surveys; competitor analysis; literature review; action learning sets; national initiatives; new ways of working in response to public health threats\n\nK6.5 the principal steps required when practicing and promoting innovation in the healthcare science sector \nIndicative content\nundertaking a needs assessment to identify areas where innovation may be required; use of sources; setting clear goals for what needs to be achieved; creation of a collaborative culture that supports innovative ideas; organisational buy-in; engage with patients; have a plan to ensure effective adoption of innovation; flexibility when managing change; sharing learning\n\n","K6.2 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K6.4 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K6.5 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K6.2 The stakeholders felt it was important to include a statement on the ethical considerations for research approval to provide learners with an understanding of this important requirement. Ethical considerations included are gaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR and patient anonymity\n\nK6.4 The stakeholders felt that the inclusion of  a statement on where to source insight to inform the development and introduction of innovation would also ve important to include in order to enhance learner understanding. Content includes: employee ideas; patient surveys; competitor analysis; literature review; action learning sets; national initiatives and new ways of working in response to public health threats\n\nK6.5 This statement closely aligns with the standard in that it describes the principal steps required when practicing and promoting innovation. The coverage includes: undertaking a needs assessment to identify areas where innovation may be required; use of sources; setting clear goals for what needs to be achieved; creation of a collaborative culture that supports innovative ideas; organisational buy-in; engage with patients; have a plan to ensure effective adoption of innovation; flexibility when managing change and sharing learning"]
[null,"Leadership"]
["K34","The principles of leading teams/individuals based on the healthcare NHS Leadership Model","Theme 9 Leadership:\nK9.1\npage 45 ",null,"FULLY MET","K9.1 the principles of leading teams/individuals in a healthcare setting based on the healthcare NHS leadership model\nIndicative content\nleadership dimensions","K9.1 - Scenarop Response and  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K9.1 This statement aligns closely with the standard and explores the principles of leading teams/individuals in a healthcare setting based on the healthcare NHS leadership model. The focus of the elaborated content is on the NHS leadership dimensions"]
["K35","Common models, and examples of leadership and team-working","Theme 9 Leadership:\n K9.2\npage 45",null,"FULLY MET","K9.2 models of leadership\nIndicative content\ntransactional leadership; transformational leadership; servant leadership; democratic leadership; autocratic leadership; bureaucratic leadership; laissez-faire leadership; charismatic leadership\n","K9.2 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","K9.2 The statement centres on the main models of leadership including \ntransactional leadership; transformational leadership; servant leadership; democratic leadership; autocratic leadership; bureaucratic leadership; laissez-faire leadership and charismatic leadership"]
["-","Skills: Consistently working to the standards:"]
["-","Professional Pracice and Person-Centred Care"]
["S1","Never discriminate against patients, carers or colleagues","Theme 1 Professional practice and person-centred care:\nS1.18,\npage 24\nTheme 1 Professional practice and person-centred care:\nK1.10\npage 21",null,"FULLY MET","S1.18 raise awareness and act in situations relating to discrimination\nIndicative content\nrecognising incidents of discrimination; following relevant policies and procedures; providing support to the effected individual using active engagement (for example, utilising body language) where appropriate; promoting positive behaviour \n\n","S1.18 - Assessment 1 Scenario based written assessment","S1.18 The stakeholders felt that the best focus for this standard would be on the actions that should be taken by a healthcare science associate in the event of discrimination taking place. The content includes recognising incidents of discrimination; following relevant policies and procedures; providing support to the effected individual using active engagement (for example, utilising body language) where appropriate and promoting positive behaviour\n\n"]
["S2","Maintain the highest standards of person-centred care, treating every person with compassion, dignity and respect","Theme 1 Professional practice and person-centred care:\nS1.19 \npage 24\nTheme 8 Clinical care: \nK8.3\npage 39",null,"FULLY MET","S1.19 demonstrate best practice when providing person-centred care\nIndicative content\ntreating every person with compassion, dignity and respect; liaising where appropriate with other members of the MDT to provide co-ordinated care; demonstrating person-centred communication skills to ensure technique/procedure meets patient’s needs; fulfilling duty of candour; self-reflecting after the event\n\nK8.3 the impact of the Mental Capacity Act on the provision of clinical care\nIndicative content\nwith reference to the six principles of safeguarding\n\nK1.10 the definition and role of person-centred care in patient healthcare\nIndicative content\ndefinition; the considerations required in applying a person-centred approach","S1.19 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K8.3 - Assessment 1 Scenario based written assessment\nK1.10 - Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S1.19 The statement centres on demonstrating best practice when providing person-centred care and content includes treating every person with compassion, dignity and respect; liaising where appropriate with other members of the MDT to provide co-ordinated care; demonstrating person-centred communication skills to ensure technique/procedure meets patient’s needs; fulfilling duty of candour and self-reflecting after the event\n\nK8.3 Is mapped to this standard due to the contents alignment with some of the main principles of providing the highest standards of person centred care, in this instance the principles of safeguarding\n\nK1.10 Is mapped to this skill standard as it is an elaboration of content to provide underpinning knowledge for the skill"]
["S3","Develop partnerships with patients/carers/families","Theme 1 Professional practice and person-centred care: S1.20, \npage 24\nTheme 1 Professional practice and person-centred care:\nK1.9\npage 21",null,"FULLY MET","S1.20 develop professional partnerships with patients/carers/families\nIndicative content\ncommunicate accurately, using most appropriate method for audience; being respectful of different beliefs; providing effective support; demonstrating communication skills to ensure technique/procedure meets patients’ needs; promoting shared decision making; respecting patient's choices when sharing information with family members\n\nK1.9 strategies for developing effective partnerships with patients/carers/families\nIndicative content\nsurveys; support groups; patient carer public involvement (PCPI); promotion of patient health and wellbeing\n","S1.20 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, K1.9 - Assessment 2 Practical assessment","S1.20 This statement is in direct alignment with the apprenticeship standard in that it focuses on developing professional partnerships with patients/carers/families. The elaborated content includes communicate accurately, using most appropriate method for audience; being respectful of different beliefs; providing effective support; demonstrating communication skills to ensure technique/procedure meets patients’ needs; promoting shared decision making and respecting patient's choices when sharing information with family member\n\nK1.9 Is mapped to this skill standard as it aligns so closely with it and is an elaboration of content to provide underpinning knowledge for the skill as it centres on the strategies learners should take when developing effective partnerships with patients/carers/families. Content includes\nsurveys; support groups; patient carer public involvement (PCPI) and promotion of patient health and wellbeing"]
["S4","Promote mental health and well being","Theme 1 Professional practice and person-centred care: \nS1.21, \npage 24\nTheme 1 Professional practice and person-centred care:\nK1.14\npage 23",null,"FULLY MET","S1.21 promote patient mental health and wellbeing\nIndicative content\nuse of communication skills to connect with the individual; raising concerns if mental ill-health is suspected; identifying when to escalate concerns; escalating concerns, where appropriate; maintaining patient confidentiality; signposting to appropriate services\n\nK1.14 best practice when dealing with concerns regarding the mental health and wellbeing of a colleague, oneself, or a patient\nIndicative content\nconnecting with the individual; signposting to helplines; self-care if own mental health deteriorates\n","S1.21 - Assessment 1 Scenario based written assessment, K1.14 - Assessment 2 Practical assessment","S1.21 Statement is in direct algnment with the skill standard and centres on promoting patient mental health and wellbeing. The content includes use of communication skills to connect with the individual; raising concerns if mental ill-health is suspected; identifying when to escalate concerns; escalating concerns, where appropriate; maintaining patient confidentiality and signposting to appropriate services\n\nK1.14 is mapped to this skill standard as it is an elaboration of content to provide underpinning knowledge for the skill as it looks at best practice when dealing with concerns regarding the mental health and wellbeing of a colleague, oneself, or a patient. Content includes connecting with the individual; signposting to helplines and self-care if own mental health deteriorates."]
["S5","Convey information to agreed protocols to the public, patients, carers, colleagues, including giving and receiving feedback","Theme 1 Professional practice and person-centred care:\nS1.22, S1.23,\npages 24-25 \nTheme 1 Professional practice and person-centred care:\nK1.12\npage 22",null,"FULLY MET","S1.22 convey information to the public, patient, carers and colleagues \n\nIndicative content\nprovide information to agreed protocols; provide effective and constructive feedback \n\nS1.23 utilise feedback effectively to improve own or wider practice\n\nIndicative content\npractical uses of feedback; undertake period of self-reflection; amend personal goals ; undertake additional training; seek support and guidance from peers, line management or learning and development department\n\nK1.12 the strategies used to keep patients/the public informed about healthcare science\n\nIndicative content\npublic health campaigns; involvement of patient representatives (PCPI); direct communication with patient; feedback; healthcare advice services; involving family/carer\n","S1.22 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, S1.23 - Assessment 3 Occupationally relevant simulated project assessment: Case study, K1.12 - Assessment 1 Scenario based written assessment","To cover this standard we have created two separate statements and divided the requirements of the standards between both: S1.22 and S1.23. The focus of S1.22 is on the first part of the standard and looks at conveying information to the public, patient, carers and colleagues and the content includes providing information to agreed protocols and providing effective and constructive feedback. S1.23 centres on the second part of the standard and focuses on utilising feedback effectively to improve own or wider practice. Elaborated content for this statement includes practical uses of feedback; undertake period of self-reflection; amend personal goals ; undertake additional training; seek support and guidance from peers and line management or learning and development department\n\nK1.12 Mapped to this skill standard as it is an elaboration of content to provide underpinning knowledge for the skill in that it looks at the strategies used to keep patients/the public informed about healthcare science. Content for this statement includes public health campaigns; involvement of patient representatives (PCPI); direct communication with patient; feedback; healthcare advice services and  involving family/carer\n\n"]
["S6","Use technology to present information orally","Theme 1 Professional practice and person-centred care:\nS1.24\npage 25","YES","FULLY MET","S1.24 demonstrate best practice, when presenting information orally including the appropriate use of technology\n\nIndicative content\nidentify key information that needs to be communicated and using references where appropriate; group information into logical themes for delivery; use effective communication skills; identify audience level of understanding and adapt delivery to suit; timekeeping and allowing time for audience questions; handling questions effectively; undertaking self-reflection after the event","S1.24 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S1.24 The statement aligns closely with the apprenticeship standard. The learner will demonstrate best practice when presenting information orally including identifying key information that needs to be communicated and using references where appropriate; grouping information into logical themes for delivery; using effective communication skills; identifying audience level of understanding and adapting delivery to suit; timekeeping and allowing time for audience questions; handling questions effectively and undertaking self-reflection after the event"]
["-","Personal and Professional Development (PPD)"]
["S7","Critically reflect on your technical/non-technical practice","Theme 2 Personal and professional development (PPD):\nS2.3\npage 26","Yes","FULLY MET","S2.3 critically reflect on own technical/non-technical practice\n\nIndicative content\nselection of appropriate reflection model; utilise the selected model to reflect on own practice; identify personal strengths and areas for improvement; seek further guidance to ensure full understanding;develop an action plan to address areas of improvement","S2.3 - Assessment 3 Occupationally relevant simulated project assessment: Case study","S2.3 The statement aligns exactly with the requirements of the apprenticeship standard. Content includes selection of appropriate reflection model; utilise the selected model to reflect on own practice; identify personal strengths and areas for improvement; seek further guidance to ensure full understanding and develop an action plan to address areas of improvement"]
["S8","Work within the limits of your personal competence/keep up-to-date",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this skill standard since it requires the learner to be working as part of the team/department in healthcare related settings. "]
["S9","Support the CPPD of junior colleagues and respond constructively to appraisal/feedback",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this skill standard working with junior colleagues or responding to work related feedback cannot be effectively simulated between learners in a classroom setting. "]
["-","Health, Safety and Security"]
["S10","Maintain a safe and healthy working environment","Theme 3 Health, safety and security: S3.8, S3.9\npage 29",null,"FULLY MET","S3.8 promote a safe and healthy working environment\n\nIndicative content\ncarry out effective infection control procedures if applicable; follow the correct hand hygiene procedure; demonstrate correct use of PPE; decontaminate medical equipment; correct waste disposal, including segregation of clinical waste; promote wellness\n\n\nS3.9 demonstrate correct approaches to protect oneself and colleagues from illness or harm\n\nIndicative content\nreport near miss in line with policy; react to any potential security threats\n","S3.8 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study, S3.9 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","To fully meet this standard we have divided it into two statements S3.8 and S3.9. S3.8 covers the promotion of a safe and healthy working environment including carrying out effective infection control procedures if applicable; following the correct hand hygiene procedure; demonstrating correct use of PPE; decontaminating medical equipment; correct waste disposal, including segregation of clinical waste and promotion of wellness. S3.9 focuses on the approaches the healthcare science associate needs to take in order to protect oneself and colleagues from illness or harm. Content includes reporting near miss in line with policy and reacting to any potential security threats"]
["S11","Train junior staff in relevant health, safety/security practices, including infection control and participate in risk assessments ",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this skill standard since it requires the individual to be based in an organisation or workplace. Whilst learners will cover relevant health, safety/security practices, including infection control they may not have the opportunity to teach junior members of HCS teams, therefore the decision has been taken to omit this standard from the qualification."]
["-","Quality"]
["S12","Lead quality management technical audit processes as required","Theme 4 Quality: \nS4.5\npage 31",null,"FULLY MET","S4.5 support quality management technical audit processes\n\nIndicative content\nundertake appropriate data retrieval and analysis; produce report of findings; present reports/findings; effectively question colleagues on compliance with process; identify instances of non-compliance; identify and evaluate deficiencies or areas of improvement in a process, system or proposal","S4.5 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S4.5  The standard is for learners to 'lead quality management technical audit processes'; however,  our stakeholders advised that the healthcare science associate would not lead on a quality processes at Level 4, they would only support, therefore, we have included the statement 'support quality management technical audit processes'. Content includes: undertake appropriate data retrieval and analysis; produce report of findings; present reports/findings; effectively question colleagues on compliance with process; identify instances of non-compliance and identify and evaluate deficiencies or areas of improvement in a process, system or proposal"]
["-","Technical Scientific Services"]
["S13","Where appropriate, perform a range of equipment management ","Theme 7 Technical scientific services: S7.11\npage 37",null,"FULLY MET","S7.11 perform a range of equipment management skills\n\nIndicative content\nselect equipment that meets testing procedure; undertake an assessment of equipment requirements to ensure fitness for purpose; monitor and document performance of equipment \n\n","S7.11 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S7.11 statement aligns to the standard and focuses on performing a range of equipment management skills. Content includes: select equipment that meets testing procedure; undertake an assessment of equipment requirements to ensure fitness for purpose and monitor and document performance of equipment "]
["S14","Skills e.g. fault-finding/preventative maintenance/calibration/repair","Theme 7 Technical scientific services: S7.11\npage 37",null,"FULLY MET","S7.11 perform a range of equipment management skills\n\nIndicative content\nselect equipment that meets testing procedure; undertake an assessment of equipment requirements to ensure fitness for purpose; monitor and document performance of equipment \n\n","S7.11 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","Standard has been divided, this ones reads 'Skills e.g. fault-finding/preventative maintenance/calibration/repair' and so it seems that it is the second part of 'Where appropriate, perform a range of equipment management'\n\nS7.12 the requirements of this standard are met in statement S7.11 since what the learner will be carrying out for this statement (performing a range of equipment management skills) would include preventative maintenance, repair etc"]
["S15","Participate in drafting Standard Operating Procedures (SOPs)","Theme 7 Technical scientific services:\nS7.12\npage 38",null,"FULLY MET","S7.12 participate in the drafting of a range of standard operating procedures as a writer, tester or reviewer as required\n\nIndicative content\ndraft an SOP; review an SOP document; test an SOP document; feedback on an SOP document; revise an SOP document in line with feedback\n\n","S7.12 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S7.12 statement aligns with the standard and includes participating in the drafting of a range of standard operating procedures as a writer, tester or reviewer as required to facilitate the assessment of this skill. Content includes draft an SOP; review an SOP document; test an SOP document; feedback on an SOP document and revise an SOP document in line with feedback"]
["S16","Make reasoned decisions to initiate/continue/modify or cease using techniques/procedures, reflecting SOPs and senior input","Theme 7 Technical scientific services: S7.12\npage 38",null,"FULLY MET","S7.12 participate in the drafting of a range of standard operating procedures as a writer, tester or reviewer as required\n\nIndicative content\ndraft an SOP; review an SOP document; test an SOP document; feedback on an SOP document; revise an SOP document in line with feedback\n\n","S7.12 - Assessment 1 Scenario based written assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","Stakeholders advised that the requirements of this standard are met in statement S7.12 since the skills included within this statement would involve making decisions to initiate/continue/modify or cease using techniques/procedures"]
["S17","Recognise problems and seek technical solutions to them","Theme 7 Technical scientific services: S7.13\npage 38","NO","FULLY MET","S7.13 recognise problems and seek technical solutions to resolve them\n\nIndicative content\nundertake root cause analysis and report findings","S7.13 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S7.13 This skill statement aligns exactly with the standard in that it centres on recognising problems and seeking technical solutions to resolve them. To do this learners are required to undertake a root cause analysis and report findings."]
["S18","Analyse/interpret/record/present accurately HCS technical data","Theme 7 Technical scientific services: S7.14, S7.15\npage 38",null,"FULLY MET","S7.14 analyse and interpret technical data to provide insight\nIndicative content\nselection of appropriate data collection method; analysis of data using appropriate statistical tool/resources including mean, median and mode; interpretation of data against known standards\n\nS7.15 record and present technical data in an appropriate format depending on required use\nIndicative content\nselection of appropriate presentation method","S7.14 - All, S7.15 - Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","This standard has been divided between two statements to ensure full coverage S7.14 and S7.15. \nS7.14 focuses on the first part of the standard, looking at the analysis and interpretation of technical data. Content includes the selection of appropriate data collection method; analysis of data using appropriate statistical tool/resources including mean, median and mode and interpretation of data against known standards. S7.15 centres on the recording and presentation aspects of the standard."]
["S19","Supervise/teach/assess practical skills to junior team members",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this skill standard since it requires the individual to be based in an organisation or workplace "]
["-","Clinical Care"]
["S20","Take responsibility for the care you provide and its impact on patients, including safeguarding, if involved in direct patient care","Theme 8 Clinical care:\nS8.12\npage 43",null,"FULLY MET","S8.12 demonstrate their responsibilities under duty of care\nIndicative content\nact appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s); managing patient data effectively and lawfully\n","S8.12 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S8.12 Stakeholders decided that the best wording to reflect for the requirements of this standard was 'demonstrate their responsibilities under duty of care'. Content includes act appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s) and managing patient data effectively and lawfully"]
["S21","Obtain and document appropriate consent in line with protocols","Theme 8 Clinical care:\nS8.13\npage 43",null,"FULLY MET","S8.13 obtain and document appropriate consent in line with protocols\nIndicative content\nprovide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering a variety of factors; completion of appropriate documentation; correct storage of recorded consent for audit purposes\n\n","S8.13 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S8.13 'obtain and document appropriate consent in line with protocols' aligns exactly with the wording in the standard. Content includes: provide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering a variety of factors; completion of appropriate documentation and correct storage of recorded consent for audit purposes"]
["S22","Protect patient/carers confidentiality and privacy","Theme 8: S8.14\npage 44",null,"FULLY MET","S8.14 protect patient/carers confidentiality and privacy\nIndicative content\ncompliance to Data Protection Act 2018; compliance to Caldicott Principles; compliance to ISO standards\n","S8.14 - Assessment 1 Scenario based written assessment, Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S8.14 'protect patient/carers confidentiality and privacy' aligns exactly with the standard. Content includes the aspects the stakeholders advised were the most important to focus on: compliance to Data Protection Act 2018; compliance to Caldicott Principles and compliance to ISO standards"]
["S23","Deliver high quality technical clinical procedures in the investigation/management of patients ","Theme 8 Clinical care:\nS8.15\npage 44",null,"FULLY MET","S8.15 demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients\nIndicative content\nadhering to best practice when following quality management standards/SOPs; referral to other member of the MDT; competent use of equipment; appropriate escalation \n","S8.15 - Assessment 2 Practical assessment and Assessment 3 Occupationally relevant simulated project assessment: Case study","S8.15 'demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients' aligns directly with apprenticeship standard. Stakeholders advised that in the content should include adhering to best practice when following quality management standards/SOPs; referral to other member of the MDT; competent use of equipment and appropriate escalation "]
["-","Audit/Service Improvement"]
["S24","Participate in audit and/or service improvement programmes","Theme 5 Audit/service improvement: S5.3\npage 32\nTheme 4 Quality:\nK4.4\npage 31","Yes","FULLY MET","S5.3 demonstrate best practice when participating in audit, research, innovation or service improvement programmes\nIndicative content\nidentify aim and criteria for the purpose of research, innovation and improvement using literature; outline the stages of the audit process/cycle; carry out data retrieval; accurate interpretation of data; link outcomes of the audit with service improvement plans\n\nK4.4 the role of quality management/audit activities in driving organisational improvements\nIndicative content\nmaintaining quality standards to meet accreditation; ensuring operational waste and consumables are minimised; contributing towards better patient care; contributing to education and training of workforce","S5.3 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K4.4 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S5.3 'demonstrate best practice when participating in audit, research, innovation or service improvement programmes' aligns very closely with the standard. Content includes: identify aim and criteria for the purpose of research, innovation and improvement using literature; outline the stages of the audit process/cycle; carry out data retrieval; accurate interpretation of data and link outcomes of the audit with service improvement plans\n\nK4.4  is mapped to this standard due to the contents alignment with this skill. It provides learners with underpinning knowledge on how the role of quality management/audit activities in driving organisational improvements which strengthens their understanding on the reasons why audits are carried out in healthcare science."]
["S25","Communicate the outcome of audit, service improvement","Theme 5 Audit/service improvement\npages 32-33",null,"FULLY MET","S5.4 communicate and implement outcome of audit/service improvement\nIndicative content\nuse of appropriate communication method to senior colleagues in order to seek feedback; provide outcome/recommendations to wider audience; implement service improvement and draft SOPs\n","S5.4 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S5.4 statement aligns exactly with the apprenticeship standard and in addition includes the requirement to implement service improvements which connects back to S7.12 in that the learner will be drafting SOPs. Full content includes use of appropriate communication method to senior colleagues in order to seek feedback; provide outcome/recommendations to wider audience and implement service improvement and draft SOPs"]
["-","Research & Innovation"]
["S26","Undertake appropriate audit/research/innovation activities which ","Theme 6 Research and innovation:\nS6.6,\npage 34\nTheme 6 Research and innovation:  K6.1, K6.2\npage 33",null,"FULLY MET","S6.6 undertake a literature review on recent developments and technology\nIndicative content\nconsider quality improvements, based on evidence findings in some areas of healthcare science\n\nK6.1 the qualitative and quantitative factors to consider when selecting data type methods\nIndicative content\nqualitative; quantitative\n\nK6.2 the ethical considerations for research approval\nIndicative content\ngaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR; patient anonymity\n","S6.6 - Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K6.1 - Assessment 3 Occupationally relevant simulated project assessment: Case study and  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K6.2 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","This apprenticeship standard has been divided, reads: 'Undertake appropriate audit/research/innovation activities which' so the same content is mapped here and in the row below.\n\nS6.6 Stakeholders felt that the best way to meet the requirements of this standard was to frame it within the context of undertaking a literature review on recent developments and technology. content requires learners to consider quality improvements, based on evidence findings in some areas of healthcare science\n\nK6.1 and K6.2 have been mapped here to provide an elaboration of content to further support the skill. K6.1 looks at the qualitative and quantitative factors to consider when selecting data type methods and K6.2 focuses on the ethical considerations for research approval including gaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR; patient anonymity"]
["S27","Support quality improvement in your area of work","Theme 6 Research and innovation:\nS6.6, \npage 34\nTheme 6 Research and innovation:\nK6.1, K6.2\npage 33",null,"FULLY MET","S6.6 undertake a literature review on recent developments and technology\nIndicative content\nconsider quality improvements, based on evidence findings in some areas of healthcare science\n\nK6.1 the qualitative and quantitative factors to consider when selecting data type methods\nIndicative content\nqualitative; quantitative\n\nK6.2 the ethical considerations for research approval\nIndicative content\ngaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR; patient anonymity\n","S6.6 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, K6.1 - Assessment 3 Occupationally relevant simulated project assessment: Case study and  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, k6.2 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","As stated above, this apprenticeship standard has been divided so the same statements are mapped\n\nS6.6 Stakeholders felt that the best way to meet the requirements of this standard was to frame it within the context of undertaking a literature review on recent developments and technology. content requires learners to consider quality improvements, based on evidence findings in some areas of healthcare science\n\nK6.1 and K6.2 have been mapped here to provide an elaboration of content to further support the skill. K6.1 looks at the qualitative and quantitative factors to consider when selecting data type methods and K6.2 focuses on the ethical considerations for research approval including gaining informed consent; voluntary participation; do no harm; justify risks to participants; adherence to confidentiality; compliance with GDPR; patient anonymity"]
["-","Leadership"]
["S28","Plan/assess the work of a team and individuals within it","Theme 9 Leadership:\nS9.3\npage 45",null,"FULLY MET","S9.3 plan/assess the work of a team and individuals within it (not solely associated to healthcare)\nIndicative content\nusing models of leadership; calculate capacity of team; identify strengths and weaknesses of the team; identify interdependent tasks within the team; identify opportunities to delegate; providing constructive feedback","S9.3 -  Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S9.3 This statement aligns very closely to the standard but in order to make it assessable in a classroom setting and to avoid any confusion for centres the statement is 'plan/assess the work of a team and individuals within it (not solely associated to healthcare)'. The content covers using models of leadership; calculate capacity of team; identify strengths and weaknesses of the team; identify interdependent tasks within the team; identify opportunities to delegate and providing constructive feedback"]
["S29","Lead where appropriate and work effectively within the HCS team",null,null,"NOT MET ",null,null,"Decision taken by stakeholders and Assessment Design Team not to include this skill standard since it requires the individual to be based in an organisation or workplace since the standard specifies  'Lead where appropriate and work effectively within the HCS team' "]
[null,"Behaviours "]
["B1","Compassionate","Theme 1 Professional practice and person-centred care: \nS1.18, S1.19, S1.21\npage 24\nTheme 8 Clinical care:\nS8.12, S8.13\npage 43",null,"PARTIALLY MET","S1.18 raise awareness and act in situations relating to discrimination\nIndicative content\nrecognising incidents of discrimination; providing support to the effected individual using active engagement where appropriate;promoting positive behaviour \n\nS1.19 demonstrate best practice when providing person-centred care \nIndicative content\ntreating every person with compassion, dignity and respect; liaising where appropriate with other members of the MDT to provide co-ordinated care; demonstrating person-centred communication skills to ensure technique/procedure meets patient’s needs; fulfilling duty of candour; self-reflecting after the event\n\nS1.21 promote patient mental health and wellbeing\nIndicative content\nuse of communication skills to connect with the individual; raising concerns if mental ill-health is suspected; escalating concerns, where appropriate; maintaining patient confidentiality; signposting to appropriate services\n\nS8.12 demonstrate their responsibilities under duty of care\nIndicative content\nact appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s) \n\nS8.13 obtain and document appropriate consent in line with protocols\nIndicative content\nprovide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering relevant factors\n\n\n\n","S1.18 - Assessment 1 Scenario based written assessment, S1.19 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.21 - Assessment 1 Scenario based written assessment, S8.12 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S8.13 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation","S1.18 In this statement the learner will get the opportunity to display compassion through providing support to the effected individual using active engagement and through the promotion of positive behaviour \n\nS1.19 In the elaborated content under this statement the learner is required to \ntreat every person with compassion, dignity and respect. They are also required to  demonstrate person-centred communication skills to ensure technique/procedure meets patient’s needs. These requirements give the learner the opportunity to demonstrate compassion\n\nS1.21 The learner is required in this statement to use communication skills in order to connect with the individual. They are also required to act on concerns by escalating them where appropriate. In both of these requirements there is the capacity for learners to display compassion as they both involve having to empathise with the patient.\n\nS8.12 Various requirements within this statement enable the learner to exhibit compassion, including acting appropriately to adhere to person-centred care, respect and dignity; acting appropriately to adhere to safeguarding and communicating effectively to appropriate person\n\nS8.13 In this statement the learner is provided with an opportunity to show their capacity for compassion particularly  though their explanation of the procedure to the patient; their assessment of the patient's capacity and understanding using appropriate manner and the use of communication skills \n\n\n\n"]
["B2","Honest","Theme 1 Professional practice and person-centred care:\nS1.18, S1.19, S1.21, S1.22, S1.23, S1.24\npages 24- 25\nTheme 2: Personal and professional development (PPD):\nS2.3\npage 26\nTheme 3 Health, safety and security: S3.9\npage 29\nTheme 4 Quality:\nS4.5\npage 31\nTheme 5 Audit/service improvement: S5.3\npage 32\nTheme 7 Technical scientific services: S7.13, S7.14\npage 38\nTheme 8 Clinical care:\nS8.12, S8.13, S8.14, S8.15\npages 43-44\n Theme 9 Leadership:\nS9.3\npage 45 ",null,"FULLY MET","S1.18 raise awareness and act in situations relating to discrimination\nIndicative content\nrecognising incidents of discrimination; following relevant policies and procedures \n\nS1.19 demonstrate best practice when providing person-centred care \nIndicative content\nliaising where appropriate with other members of the MDT to provide co-ordinated care; fulfilling duty of candour; self reflecting after the event\n\n\nS1.21 promote patient mental health and wellbeing\nIndicative content\nraising concerns if mental ill-health is suspected; escalating concerns, where appropriate; maintaining patient confidentiality\n\nS1.22 convey information to the public, patient, carers and colleagues \nIndicative content\nprovide information to agreed protocols; provide effective and constructive feedback \n\nS1.23 utilise feedback effectively to improve own or wider practice\nIndicative content\nundertake period of self-reflection; undertake additional training; seek support and guidance from peers, line management or learning and development department\n\nS1.24 demonstrate best practice, when presenting information orally including the appropriate use of technology\nIndicative content\nhandling questions effectively; undertaking self-reflection after the event\n\nS2.3 critically reflect on own technical/non-technical practice:\nIndicative content\nutilise the selected reflection model to reflect on own practice; identify personal strengths and areas for improvement; seek further guidance to ensure full understanding; develop an action plan to address areas of improvement\n\nS3.9 demonstrate correct approaches to protect oneself and colleagues from illness or harm\nIndicative content\nreport near miss in line with policy; react to any potential security threats\n\nS4.5 support quality management technical audit processes\nIndicative content\nundertake appropriate data retrieval and analysis; identify instances of non-compliance; identify and evaluate deficiencies or areas of improvement in a process, system or proposal\n\nS5.3 demonstrate best practice when participating in audit, research, innovation or service improvement programmes:\nIndicative content\naccurate interpretation of data\n\nS7.13 recognise problems and seek technical solutions to resolve them\nIndicative content\nundertake root cause analysis and report findings\n\nS7.14 analyse and interpret technical data to provide insight\nIndicative content\ninterpretation of data against known standards\n\nS8.12 demonstrate their responsibilities under duty of care\nIndicative content\nact appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s); managing patient data effectively and lawfully\n\nS8.13 obtain and document appropriate consent in line with protocols\nIndicative content\nprovide accurate explanation of procedure to patient\n\nS8.14 protect patient/carers confidentiality and privacy\nIndicative content\ncompliance to Data Protection Act 2018; compliance to Caldicott Principles; compliance to ISO standards\n\nS8.15 demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients\nIndicative content\nadhering to best practice when following quality management standards/SOPs; referral to other member of the MDT; appropriate escalation\n\nS9.3 plan/assess the work of a team and individuals within it (not solely associated to healthcare)\nIndicative content\nidentify strengths and weaknesses of the team; providing constructive feedback","S1.18 - Assessment 1 Scenario based written assessment, S1.19 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.21 - Assessment 1 Scenario based written assessment, S1.22 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.23 - Assessment 3 Occupationally relevant simulated project assessment: Case study, ","S1.18 in this statement learners are required to raise awareness and act in situations relating to discrimination and through recognising incidents of discrimination and following relevant policies and procedures they have the opportunity to exhibit honesty\n\nS1.19 When demonstrating best practice when providing person-centred care there is already an implicit requirement to display honesty. In addition to this, the elaborated content also requires learners to fulfil duty of candour and to self-reflect after the event. Both of these obligations also give learners the opportunity to express honesty\n\nS1.21 In this statement that looks at the promotion of mental health learners have the opportunity to exhibit honesty through raising concerns if mental ill-health is suspected, escalating concerns and maintaining patient confidentiality\n\nS1.22 learners are given the opportunity in this statement to exhibit honesty via the requirements to provide information to agreed protocols and to provide effective and constructive feedback \n\nS1.23 In this statement learners have the opportunity to demonstrate honesty through the requirements to undertake period of self-reflection and undertake additional training\n\nS1.24 In this statement where learners are required to present information orally, they also have the opportunity to exhibit honesty through the requirement to undertake self-reflection after the event\n\nS2.3 In this statement where learners are asked to critically reflect on their own technical/non-technical practice they are required to identify personal strengths and areas for improvement, seek further guidance to ensure full understanding and develop an action plan to address areas of improvement. All of these requirements give the learner opportunity to demonstrate honesty\n\nS3.9 Learners are given the opportunity in this statement to exhibit honesty via the requirements to report a near miss in line with policy and react to any potential security threats\n\nS4.5 In this statement where learners are required to support quality management technical audit processes, they have the opportunity to exhibit honesty when identifying instances of non-compliance and when identifying and evaluating deficiencies or areas of improvement in a process, system or proposal\n\nS5.3 In this statement where learners are required to demonstrate best practice when participating in audit, research, innovation or service improvement programmes, there is already an implicit requirement to display honesty. In addition to this, the elaborated content also requires learners to accurately interpret data which is another opportunity to exhibit honesty\n\nS7.13 In this statement the learner is able to demonstrate honesty via the requirement to undertake root cause analysis and report findings\n\nS7.14 Learners are given the opportunity in this statement to exhibit honesty via the requirement to undertake the interpretation of data against known standards\n\nS8.12 In this statement where learners need to demonstrate their responsibilities under duty of care, they are required to act appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding and manage patient data effectively and lawfully. All these requirements enable them to demonstrate honest behaviour.\n\nS8.13 In this statement the learner is required to provide an accurate explanation of a procedure to a patient. This gives them an excellent opportunity to exhibit honesty.\n\nS8.14 In this statement where learners are required to protect patient/carers confidentiality and privacy, they need to comply to Data Protection Act 2018, to the Caldicott Principles and to ISO standards. These requirements give them the opportunity to show honesty,\n\nS8.15 In this statement where the skill is to demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients, the particular requirements that enable learners to demonstrate honesty include adhering to best practice when following quality management standards/SOPs and appropriate escalation\n\nS9.3 In this statement learners have the opportunity to exhibit honesty through the requirements of identifying strengths and weaknesses of the team and providing constructive feedback"]
["B3","Conscientious","Theme 1 Professional practice and person-centred care: \nS1.18, S.19, S1.20, S1.23, S1.24,\npages 24-25\nTheme 2 personal and professional development (PPD):\nS2.3\npage 26\nTheme 3 Health, safety and security: S3.7, S3.8, S3.9\npage 28\nTheme 4 Quality: S4.5\npage 31\nTheme 5 Audit/service improvement: S5.4\npage 32-33\nTheme 6 Research and innovation:\nS6.6\npage 34\nTheme 7 Technical scientific services:\nS7.11, S7.12\npages 37-38\nTheme 8 Clinical care:\nS8.12, S8.13, S8.14, S8.15\npages 43- 44 \nTheme 9 Leadership:\nS9.3\npage 45",null,"FULLY MET"," S1.18 raise awareness and act in situations relating to discrimination including\nIndicative content\nrecognising incidents of discrimination; following relevant policies and procedures; providing support to the effected individual using active engagement (for example, utilising body language) where appropriate; promoting positive behaviour \n\nS1.19 demonstrate best practice when providing person-centred care by:\nIndicative content\ntreating every person with compassion, dignity and respect; liaising where appropriate with other members of the MDT to provide co-ordinated care; demonstrating person-centred communication skills (for example, active listening) to ensure technique/procedure meets patient’s needs; fulfilling duty of candour; self-reflecting after the event\n\nS1.20 develop professional partnerships with patients/carers/families:\nIndicative content\ncommunicate accurately, using most appropriate method for audience; providing effective support; demonstrating communication skills (for example, active listening) to ensure technique/procedure meets patients’ needs; promoting shared decision making\n\nS1.23 utilise feedback effectively to improve own or wider practice\nIndicative content\nundertake period of self-reflection; amend personal goals; undertake additional training; seek support and guidance from peers, line management or learning and development department\n\nS1.24 demonstrate best practice, when presenting information orally including the appropriate use of technology\nIndicative content\nidentify key information that needs to be communicated and using references where appropriate; identify audience level of understanding and adapt delivery to suit; timekeeping and allowing time for audience questions; handling questions effectively; undertaking self-reflection after the event\n\nS2.3 critically reflect on own technical/non-technical practice:\nIndicative content\nutilise the selected reflection model to reflect on own practice; identify personal strengths and areas for improvement; seek further guidance to ensure full understanding; develop an action plan to address areas of improvement\n\nS3.7 demonstrate best practice when carrying out a risk assessment\nIndicative content\nuse the health and safety executives 5 steps to risk assessment\n\nS3.8 promote a safe and healthy working environment\nIndicative content\ncarry out effective infection control procedures if applicable; follow the correct hand hygiene procedure; demonstrate correct use of PPE; decontaminate medical equipment; correct waste disposal, including segregation of clinical waste; promote wellness\n\nS3.9 demonstrate correct approaches to protect oneself and colleagues from illness or harm\nIndicative content\nreport near miss in line with policy; react to any potential security threats\n\nS4.5 support quality management technical audit processes\nIndicative content\neffectively question colleagues on compliance with process; identify instances of non-compliance; identify and evaluate deficiencies or areas of improvement in a process, system or proposal\n\nS5.4 communicate and implement outcome of audit/service improvement\nIndicative content\nuse of appropriate communication method to senior colleagues in order to seek feedback; provide outcome/recommendations to wider audience; implement service improvement and draft SOPs\n\nS6.6 undertake a literature review on recent developments and technology\nIndicative content\nconsider quality improvements, based on evidence findings in some healthcare science areas\n\nS7.11 perform a range of equipment management skills\nIndicative content\nselect equipment that meets testing procedure; undertake an assessment of equipment requirements to ensure fitness for purpose; monitor and document performance of equipment \n\nS7.12 participate in the drafting of a range of standard operating procedures as a writer, tester or reviewer as required\nIndicative content\ndraft an SOP; review an SOP document; test an SOP document; feedback on an SOP document; revise an SOP document in line with feedback\n\nS8.12 demonstrate their responsibilities under duty of care\nIndicative content\nact appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s); managing patient data effectively and lawfully\n\nS8.13 obtain and document appropriate consent in line with protocols\nIndicative content\nprovide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering relevant factors; completion of appropriate documentation; correct storage of recorded consent for audit purposes\n\n\nS8.14 protect patient/carers confidentiality and privacy\nIndicative content\ncompliance to Data Protection Act 2018; compliance to Caldicott Principles; compliance to ISO standards\n\nS8.15 demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients\nIndicative content\nadhering to best practice when following quality management standards/SOPs; referral to other member of the MDT; competent use of equipment; appropriate escalation\n\nS9.3 plan/assess the work of a team and individuals within it (not solely associated to healthcare)\nIndicative content\nidentify strengths and weaknesses of the team; identify interdependent tasks within the team; providing constructive feedback","S1.18 - Assessment 1 Scenario based written assessment, S1.19 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.20 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.23 - Assessment 3 Occupationally relevant simulated project assessment: Case study","S1.18 In this statement where the skill is to raise awareness and act in situations relating to discrimination through recognising incidents of discrimination, following relevant policies and procedures, providing support to the effected individual using active engagement and promoting positive behaviour they are given the opportunity to demonstrate conscientiousness\n\nS1.19 In this statement that looks at the demonstration of best practice when providing person-centred care, learners have the opportunity to exhibit conscientiousness through the requirements to treat every person with compassion, dignity and respect; liaise where appropriate with other members of the MDT to provide co-ordinated care; demonstrate person-centred communication skills to ensure technique/procedure meets patient’s needs; fulfil duty of candour and self-reflection after the event\n\nS1.20 In this statement learners have opportunity to exhibit conscientious behaviour though the requirements to communicate accurately, using most appropriate method for audience; provide effective support; demonstrate communication skills to ensure technique/procedure meets patients’ needs and promote shared decision making\n\nS1.23 In this statement where learners are required to utilise feedback effectively to improve own or wider practice, they can exhibit conscientiousness through the requirement to undertake a period of self-reflection; amend personal goals; undertake additional training and seek support and guidance from peers, line management or learning and development department\n\nS1.24 Learners are given the opportunity in this statement to exhibit conscientiousness via the requirements to identify audience level of understanding and adapt delivery to suit and undertaking self-reflection after the event\n\nS2.3 In this statement where learners are asked to critically reflect on their own technical/non-technical practice they are required to identify personal strengths and areas for improvement, seek further guidance to ensure full understanding and develop an action plan to address areas of improvement. All of these requirements give the learner opportunity to demonstrate conscientiousness\n\nS3.7 In this statement the learner is required to demonstrate best practice when carrying out a risk assessment. The requirement to demonstrate best practice implicitly contains the chance to exhibit conscientiousness\n\nS3.8 In this statement learners have the opportunity to exhibit conscientiousness through the requirements to carry out effective infection control procedures; follow the correct hand hygiene procedure; demonstrate correct use of PPE and correct waste disposal, including segregation of clinical waste and the promotion of wellness\n\nS3.9 In this statement where the skill is to demonstrate correct approaches to protect oneself and colleagues from illness or harm, learners are able to demonstrate conscientiousness through the requirements to report near miss in line with policy and react to any potential security threats\n\nS4.5 In this statement learners have the opportunity to exhibit conscientiousness through the requirements to effectively question colleagues on compliance with process; identify instances of non-compliance and identify and evaluate deficiencies or areas of improvement in a process, system or proposal\n\nS5.4 In this statement where learners need to communicate and implement outcome of audit/service improvement, they are required to provide outcome/recommendations to wider audience and implement service improvement and draft SOPs. These requirements enable learners to demonstrate conscientious behaviour\n\nS6.6 in this statement learners are required to undertake a literature review on recent developments and technology. Through the requirement to consider quality improvements, based on evidence findings they have the opportunity to exhibit conscientiousness\n\nS7.11 In this statement learners are able to exhibit conscientiousness via the requirement to undertake an assessment of equipment requirements to ensure fitness for purpose and monitor and document performance of equipment \n\nS7.12 In this statement the learner is required to participate in the drafting of a range of standard operating procedures as a writer, tester or reviewer as required, this skill enables them to demonstrate conscientious behaviour\n\nS8.12 In this statement where learners need to demonstrate their responsibilities under duty of care, they are required to act appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding and manage patient data effectively and lawfully. All these requirements enable them to demonstrate conscientious behaviour.\n\nS8.13 learners are given the opportunity in this statement to exhibit honesty via the requirements to provide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering relevant factors; completion of appropriate documentation and correct storage of recorded consent for audit purposes\n\n\nS8.14 In this statement learners are required to comply with Data Protection Act 2018, Caldicott Principles and ISO standards which gives them the opportunity to display conscientious behaviour\n\nS8.15 In this statement where learners are required to demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients, learners have opportunity to demonstrate conscientiousness via adherence to best practice when following quality management standards/SOPs and appropriate escalation\n\nS9.3 In this statement learners are able to exhibit conscientious behaviour through the requirement to provide constructive feedback"]
["B4","Adhere to the standards of GSP which sets out for the standards of behaviour/practice/personal conduct that underpin the delivery of HCS appropriate to the role/work undertaken.","Theme 1 Professional practice and person-centred care:\nS1.18, S1.19, S1.20, S1.21, S1.23, S1.24\npage 24-25\nTheme 2 Personal and professional development (PPD)\nS2.3\npage 26\nTheme 3 Health, safety and security: S3.7, S3.8, S3.9\npages 28-29\nTheme 4 Quality:\nS4.5\npage 31\nTheme 5 Audit/service improvement: S5.3, S5.4\npage 32-33\nTheme 6 Research and innovation: \nS6.6\npage 34\nTheme 7 Technical Scientific Services: S7.11, S7.13, S7.14, S7.15\npages 37-38\nTheme 8 Clincal care:\nS8.12, S8.13, S8.14, S8.15\npages 43-44\nTheme 9 Leadership: \nS9.3\npage 45",null,"FULLY MET","S1.18 raise awareness and act in situations relating to discrimination including:\nIndicative content\nrecognising incidents of discrimination; following relevant policies and procedures; providing support to the effected individual using active engagement (for example, utilising body language) where appropriate; promoting positive behaviour \n\nS1.19 demonstrate best practice when providing person-centred care by:\nIndicative content\ntreating every person with compassion, dignity and respect; liaising where appropriate with other members of the MDT to provide co-ordinated care; demonstrating person-centred communication skills to ensure technique/procedure meets patient’s needs; fulfilling duty of candour; self-reflecting after the event\n\nS1.20 develop professional partnerships with patients/carers/families:\nIndicative content\ncommunicate accurately, using most appropriate method for audience; being respectful of different beliefs; providing effective support; demonstrating communication skills to ensure technique/procedure meets patients’ needs; promoting shared decision making; respecting patient's choices when sharing information with family members\n\nS1.21 promote patient mental health and wellbeing\nIndicative content \nuse of communication skills to connect with the individual; raising concerns if mental ill-health is suspected (for example, self-harm); identifying when to escalate concerns; escalating concerns, where appropriate maintaining patient confidentiality; signposting to appropriate services\n\n\nS1.23 utilise feedback effectively to improve own or wider practice\nIndicative content\nundertake period of self-reflection; amend personal goals; undertake additional training; seek support and guidance from peers, line management or learning and development department\n\nS1.24 demonstrate best practice, when presenting information orally including the appropriate use of technology\nIndicative content\nidentify key information that needs to be communicated and using references where appropriate; group information into logical themes for delivery; use effective communication skills; identify audience level of understanding and adapt delivery to suit; timekeeping and allowing time for audience questions; handling questions effectively; undertaking self-reflection after the event\n\nS2.3 critically reflect on own technical/non-technical practice:\nIndicative content\nutilise the selected reflection model to reflect on own practice; identify personal strengths and areas for improvement; seek further guidance to ensure full understanding; develop an action plan to address areas of improvement\n\nS3.7 demonstrate best practice when carrying out a risk assessment\nIndicative content\nuse the health and safety executives 5 steps to risk assessment\n\nS3.8 promote a safe and healthy working environment\nIndicative content\ncarry out effective infection control procedures if applicable; follow the correct hand hygiene procedure; demonstrate correct use of PPE; decontaminate medical equipment; correct waste disposal, including segregation of clinical waste; promote wellness\n\nS3.9 demonstrate correct approaches to protect oneself and colleagues from illness or harm\nIndicative content\nreport near miss in line with policy; react to any potential security threats\n\nS4.5 support quality management technical audit processes\nIndicative content\nundertake appropriate data retrieval and analysis; produce report of findings; effectively question colleagues on compliance with process; identify instances of non-compliance; identify and evaluate deficiencies or areas of improvement in a process, system or proposal\n\nS5.3 demonstrate best practice when participating in audit, research, innovation or service improvement programmes:\nIndicative content\naccurate interpretation of data; link outcomes of the audit with service improvement plans\n\nS5.4 communicate and implement outcome of audit/service improvement\nIndicative content\nuse of appropriate communication method to senior colleagues in order to seek feedback; provide outcome/recommendations to wider audience; implement service improvement and draft SOPs\n\nS6.6 undertake a literature review on recent developments and technology\nIndicative content\nconsider quality improvements, based on evidence findings in some areas if healthcare science\n\nS7.11 perform a range of equipment management skills\nIndicative content\nundertake an assessment of equipment requirements to ensure fitness for purpose\n\nS7.13 recognise problems and seek technical solutions to resolve them\nIndicative content\nundertake root cause analysis and report findings\n\nS7.14 analyse and interpret technical data to provide insight:\nIndicative content\nselection of appropriate data collection method; analysis of data using appropriate statistical tool/resources including mean, median and mode; interpretation of data against known standards; interpretation of results as per specialist area\n\nS7.15 record and present technical data in an appropriate format depending on required use\nIndicative content\nselection of appropriate presentation method\n\nS8.12 demonstrate their responsibilities under duty of care\nIndicative content\nact appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s); managing patient data effectively and lawfully\n\nS8.13 obtain and document appropriate consent in line with protocols\nIndicative content\nprovide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering relevant factors; completion of appropriate documentation; correct storage of recorded consent for audit purposes\n\nS8.14 protect patient/carers confidentiality and privacy\nIndicative content\ncompliance to Data Protection Act 2018; compliance to Caldicott Principles; compliance to ISO standards\n\nS8.15 demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients\nIndicative content\nadhering to best practice when following quality management standards/SOPs; referral to other member of the MDT; competent use of equipment; appropriate escalation\n\nS9.3 plan/assess the work of a team and individuals within it (not solely associated to healthcare)\nIndicative content\nusing models of leadership; calculate capacity of team; identify strengths and weaknesses of the team; identify interdependent tasks within the team; identify opportunities to delegate; providing constructive feedback\n\n","S1.18 - Assessment 1 Scenario based written assessment, S1.19 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.20 - Assessment 1 Scenario based written assessment, Assessment 3 Occupationally relevant simulated project assessment: Case study and Assessment 4 Occupationally relevant simulated project assessment: Innovation research presentation, S1.21 - Assessment 1 Scenario based written assessment, ","S1.18 In this statement learners are required to raise awareness and act in situations relating to discrimination. Adherence to GSP is implicit here because it is part of the requirements not to discriminate (Domain 1). In addition to this, the requirements enabling learners to demonstrate adherence to GSP include recognising incidents of discrimination; following relevant policies and procedures; providing support to the effected individual using active engagement (for example, utilising body language) where appropriate and promoting positive behaviour \n\nS1.19 This statement includes several opportunities for learners to demonstrate adherence to GSP including the requirements to treat every person with compassion, dignity and respect and fulfilling duty of candour. ThIs statement aligns mainly with Domain 1\n\nS1.20 This statement requires learners to develop professional partnerships with patients/carers/families and provides the opportunity for learners to demonstrate adherence to GSP through the requirements of being respectful of different beliefs; providing effective support; demonstrating communication skills to ensure technique/procedure meets patients’ needs; promoting shared decision making and respecting patient's choices when sharing information with family members. ThIs statement aligns mainly with Domain 1\n\nS1.21 In this statement where the skill is to promote patient mental health and wellbeing, learners are able to exhibit adherence to GSP through the requirements to raise concerns if mental ill-health is suspected; identifying when to escalate concerns; escalating concerns, where appropriate; maintaining patient confidentiality and signposting to appropriate services\n\n\nS1.23 In this statement learners are able to demonstrate adherence to GSP within the requirements to undertake additional training and to seek support and guidance from peers, line management or learning and development department. ThIs statement aligns mainly with Domain 1\n\nS1.24 In this statement where the skill is to demonstrate best practice, when presenting information orally including the appropriate use of technology the following requirements enable students to display behaviour in adherence to GSP: identify audience level of understanding and adapt delivery to suit and undertaking self-reflection after the event\n\nS2.3 In this statement where learners are asked to critically reflect on their own technical/non-technical practice they are required to identify personal strengths and areas for improvement, seek further guidance to ensure full understanding and develop an action plan to address areas of improvement. All of these requirements give the learner opportunity to demonstrate adherence to GSP, Domain 1 in particular\n\nS3.7 In this statement where the skill is to demonstrate best practice when carrying out a risk assessment, since the emphasis is on ‘best practice’, learners have the opportunity to demonstrate adherence to GSP as this requirement is implicit within many domains, particularly Domain 1\n\nS3.8 In this statement learners have the opportunity to exhibit adherence to GSP through the requirements to carry out effective infection control procedures; follow the correct hand hygiene procedure; demonstrate correct use of PPE and correct waste disposal, including segregation of clinical waste and through the promotion of wellness\n\nS3.9 In this statement where the skill is to demonstrate correct approaches to protect oneself and colleagues from illness or harm, learners are able to exhibit adherence to GSP through the requirements to report near miss in line with policy and react to any potential security threats (for example, probity)\n\nS4.5 This statement gives learners the opportunity to exhibit adherence to GSP through the requirements to undertake appropriate data retrieval and analysis; effectively question colleagues on compliance with process; identify instances of non-compliance; identify and evaluate deficiencies or areas of improvement in a process, system or proposal.  In particular, these requirements align with those in Domain 2\n\nS5.3 In this statement where the skill is to demonstrate best practice when participating in audit, research, innovation or service improvement programmes, learners are required to accurately interpret data and link outcomes of the audit with service improvement plans which enables them to demonstrate adherence to GSP\n\nS5.4 In this statement learners are able to demonstrate adherence to GSP within the requirements to use communication method to senior colleagues in order to seek feedback; provide outcome/recommendations to wider audience and implement service improvement and draft SOPs. This statement mainly aligns with Domain 2\n\nS6.6 In this statement where learners are required to undertake a literature review on recent developments and technology, they have the opportunity to demonstrate adherence to GSP through the requirement to consider quality improvements, based on evidence findings in some areas if healthcare science. These requirements align mainly with Domains 2 and 4\n\nS7.11 In this statement where the skill is to perform a range of equipment management skills, learners are required to undertake an assessment of equipment requirements to ensure fitness for purpose which enables them to demonstrate adherence to GSP. The requirements are in particular alignment with those for Domains 2 and 3\n\nS7.13 In this statement where learners are required to recognise problems and seek technical solutions to resolve them by undertaking root cause analysis and reporting their findings, they are able to exhibit their adherence to GSP and aligns mainly to Domains 2 and 3\n\nS7.14 In this statement where learners are required to analyse and interpret technical data to provide insight, they have the opportunity to demonstrate adherence to GSP through the requirements to select the appropriate data collection method; analyse data using appropriate statistical tool/resources including mean, median and mode; interpret data against known standards and interpret results as per specialist area. These requirements are in alignment with Domains 2 and 3 in particular\n\nS7.15 In this statement where learners are required to record and present technical data in an appropriate format depending on required use, selecting the appropriate presentation method they have the opportunity to demonstrate adherence to GSP. The requirements of the statement most closely align with Domains 2, 3 and 4\n\nS8.12 In this statement where the skill is to demonstrate their responsibilities under duty of care, learners are able to show their adherence to GSP via the requirements to react appropriately to adhere to person-centred care, respect and dignity; act appropriately to adhere to safeguarding; communicate effectively to appropriate person(s) and managing patient data effectively and lawfully. This statement aligns most closely with the requirements for Domain 1\n\nS8.13 In this statement where the skill is to obtain and document appropriate consent in line with protocols, learners are able to show their adherence to GSP via the requirements to provide accurate explanation of procedure to patient; assess patient capacity and understanding using appropriate manner, communication skills and considering relevant factors; completion of appropriate documentation and correct storage of recorded consent for audit purposes. This statement is in particular alignment with Domain 1\n\nS8.14 In this statement where learners are required to protect patient/carers confidentiality and privacy, they have the opportunity to demonstrate adherence to GSP through the requirements to comply with Data Protection Act 2018, the Caldicott Principles and ISO standards. This statement aligns most closely with Domains 1 and 3\n\nS8.15 In this statement where the skill is to demonstrate delivery of high quality technical clinical procedures in the investigation/management of patients, learners are able to exhibit their adherence to GSP through the requirements to adhere to best practice when following quality management standards/SOPs; referral to other member of the MDT; competent use of equipment and appropriate escalation. This is in particular alignment with the requirements for Domains 1,2 and 3\n\nS9.3 In this statement where the skill is to plan/assess the work of a team and individuals within it (not solely associated to healthcare), learners are able to demonstrate adherence to GSP through the requirements to use models of leadership; calculate the capacity of team; identify strengths and weaknesses of the team; identify interdependent tasks within the team; identify opportunities to delegate and provide constructive feedback. This aligns in particular with the requirements for Domains 1 and 5"]
[null,"Additional Content","Theme 1 Professional Practice and Person-centred Care:\nK1.6",null,null,"K1.6 the relationship between the different levels of healthcare and the healthcare science associate’s role within them:\nIndicative content\nprimary care; secondary care (for example, district general hospital); tertiary care (for example, regional centres);regulators\n","K1.6 - Assessment 1, Scenario based written assessment","K1.6 During development sessions, in addition to the content that is already mapped to the apprenticeship standard, it was decided that it was important for learners understanding (particularly for those who did not undertake a T Level prior to doing the qualification) to gain an understanding of the different levels of healthcare and where the role of healthcare science associate fits in within these levels.\n\nGill Cresswell also advised on the 20/07/2021: ‘healthcare science associates are now more than ever likely to work in primary care and the community setting within a multi-disciplinary team. We felt it was essential that the healthcare science associate had an understanding of the different care settings that they could work in and where they would be placed in those environments and the associated regulators who could impact on their departments.’\n"]
[null,null,"Theme 1 Professional Practice and Person-centred Care:\nK1.7",null,null,"K1.7 strategies that could be adopted within a healthcare setting when encountering behaviour that challenges\nIndicative content\ntypes of behaviour that challenges; strategies\n","K1.7 Assessment 1 Scenario based written assessment","K1.7 During development discussions, in addition to the content that is already mapped to the apprenticeship standard, it was decided that it was important for learners to have an understanding of behaviour that challenges and the strategies available in dealing with these. \n\nGill Cresswell on 20/07/2021 also advised:\n\n‘The healthcare science associate skill set can now make them flexible in a multi-disciplinary team setting and in many face to face roles they will be preparing patients for tests. It is therefore essential that they are prepared on how to deal with challenging behaviour of patients which they may encounter and the action they need to take to ensure their safety and also that of the patient. This adaptability was put to the test during the pandemic when many healthcare science associates and assistants were deployed into critical care settings to care for patients in many difficult circumstances which they would not normally have encountered, see attached paper. Preparing the students for such situations can only help our future workforce.’\n \n"]

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["Additional content","YES","Standard 1","FULLY MET","N/A","PARTIAL"]
["ST0287","NO","Standard 2","PARTIALLY MET","MITIGATED","FULL"]
["ST0786",null,"Standard 3","NOT MET ","PARTIALLY MITIGATED "]
["ST0543",null,"Standard 4"]
["ST0108",null,"Standard 5"]
["ST0829",null,"Standard 6"]
["ST0220",null,"NO COVERAGE "]
["ST0600"]
["ST0873"]
["ST0583",null,"Provider setting (e.g. classroom)"]
["ST0827",null,"Online"]
["ST0542",null,"Distance"]
["ST0701",null,"Placement"]
["ST0431",null,"Mixed"]
["ST0283"]
["ST0770"]
[]
[]
[]
[]
[]
[]
["Year 1"]
["Year 2"]
["Year 3"]
["Year 4"]
["Across years"]
["Core "]
["Option"]
[]
["Yes"]
["No"]
[]
[4]
[5]