education and development framework for senior ahps march … ahp framewor… · senior ahp...

Education and Development Framework

for Senior AHPs

MARCH 2012

Published by NHS Education for Scotland, March 2012 ISBN: 9780857910240

© NHS Education for Scotland 2012. You can copy or reproduce the information in this document for use within NHSScotland and for non commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.

Contents Foreword..................................................................................................................................... 4 1. Introduction......................................................................................................................... 5

Who is the Education and Development Framework for?.............................................. 5 Background and Context............................................................................................... 5 What will it take to deliver the Quality Ambitions? ......................................................... 6 What will this mean for NHS Boards? ........................................................................... 6 What is the Purpose of the Framework? ....................................................................... 7

2. Capabilities, Key Knowledge and Skills ............................................................................ 10 3. Using this Framework ....................................................................................................... 14 4. Development Needs Analysis Tool (DNAT) ...................................................................... 16

Capability 1: Providing Clinical Leadership.................................................................. 17 Capability 2: Promoting EvidenceBased, Clinically Effective Practice ........................ 19 Capability 3: Promoting Continuous Quality Improvement........................................... 21 Capability 4: Managing Risk and Promoting Patient / Client Safety............................. 23 Capability 5: Enabling the Patient / Client Journey...................................................... 25 Capability 6: Maintaining and Developing Clinical Expertise ....................................... 27 Capability 7: Promoting PersonCentred Care ............................................................ 29 Capability 8: Providing Leadership for Transformation ................................................ 31 Capability 9: Facilitating Learning and Development................................................... 33 Capability 10: Managing Service Delivery ................................................................... 35 Capability 11: Networking and Raising the Profile of AHPs ......................................... 37 Capability 12: Service Development............................................................................ 39 Capability 13: Identifying, Interpreting and Influencing Political and Strategic Drivers .41

5. Planning Your Learning and Development Opportunities.................................................. 44 WorkBased or PracticeBased Learning Options ....................................................... 46 SelfDirected Learning Options ................................................................................... 46 Reflective Learning and Practice................................................................................. 47 Learning through Supervision ..................................................................................... 47 Learning Support / Mentorship .................................................................................... 48 Collecting Evidence and Recording Learning Activities ............................................... 48

6. Useful Resources ......................................................................................................... 54 7. References ....................................................................................................................... 63

Appendix 1: NES Resources and Support across The Career Framework for Health................ 66 Appendix 2: Acknowledgments.................................................................................................. 67

Foreword

The visibility and accountability of Allied Health Professions (AHPs) are set to increase with the forthcoming publication of the AHP National Delivery Plan. There is a requirement for AHPs to be equipped with the knowledge and skills to provide strong leadership to transform services to ensure they are fit for the future.

This educational and development framework is an excellent resource which identifies the key knowledge and skills required by Senior AHPs working in leadership roles and will assist

• Senior AHPs to identify their own development needs and also provide tools to enable them to develop the knowledge and skills to meet the requirement of their role

• Aspiring Senior AHPs to focus their own development to help them meet their career aspirations

• Managers and KSF reviewers to support the development needs of their staff and signpost staff to relevant resources and learning activities which will maximise their development and potential and ultimately impact directly on the quality of patient care and service delivery

I have been delighted to have been involved in supporting the development of this Framework and am certain this will continue to be a valuable resource for AHPs.

Anne Galbraith AHP Director NHS Greater Glasgow and Clyde on behalf of AHP Directors Scotland (ADSG)

Senior AHP Education and Development Framework 5

1. Introduction This education and development framework provides guidance for the education and development of Senior Allied Health Professionals (AHPs), such as team leaders, who have responsibility for leading and managing services or teams, and have a vital role in driving service improvement, delivering better care and enablement, and enhancing health outcomes. It will assist them in identifying learning and development needs and support them in accessing appropriate learning and development activities, and/or academic education.

The framework was developed by NHS Education for Scotland (NES) in partnership with the AHP Directors and Leads Group (ADSG).

Who is the Education and Development Framework for? The framework is intended primarily for Senior AHPs who have a leadership component to their role e.g. leading a service or team within an NHS setting. They will usually be working at senior practitioner level (level 6 of The Career Framework for Health) with the aspiration that many can be supported towards advanced practitioner level (level 7).

The Career Framework for Health (Skills for Health 2006, SG 2009) is a ninelevel framework designed to support workforce development and career planning. Roles are grouped according to their level of complexity and responsibility and the level of experience and learning required to carry them out. It provides a useful visual tool (see Appendix 1) to help you plan your career path more easily and an opportunity to establish and sustain consistent role benchmarks for professional practice and consistent expectations of competence.

The framework can also be useful for those aspiring to such a role in the future and for their managers/KSF reviewers. It will also be of interest to NHS Boards, Higher Education Institutions (HEIs) and other providers of education and training to design curricula.

Background and Context The role that Senior AHPs have to play in service redesign and delivery is well recognised. Delivering Care, Enabling Health (SEHD, 2006) sets out the nursing, midwifery and allied health professionals’ (NMAHP) contribution to the wider policy agenda in Scotland. It highlights the importance of leadership and workforce developments, and describes how NMAHPs will work to enable continuing improvements in the experience and outcomes of patients, public, families and carers.

From Strength to Strength (SG, 2011), which celebrated 10 years of the Allied Health Professions in Scotland, highlighted provision of leadership development opportunities at all levels was a significant step towards a more integrated and valuesbased approach to integrated and effective team working.

A scoping exercise to identify the challenges and opportunities associated with the role of the Senior AHP (NES, 2011) showed a gap in access to learning opportunities covering leadership, self awareness, communication and service management. There was also recognition of the importance of aspiring Senior AHPs accessing leadership training to support succession planning.


It is also recognised that Senior AHPs will play a vital role in driving service improvement and in particular the implementation of The Healthcare Quality Strategy for NHSScotland (SG, 2010). This aims to put quality at the heart of everything we do. It is built around the criteria which the people of Scotland identified as their key priorities:

• Caring and compassionate health services • Collaborating with patient and everyone working for and with NHSScotland • Providing a clean and safe environment • Continuity of care, and • Clinical excellence

Three Quality Ambitions will provide the focus of activity to achieve the aim of delivering safe, effective and personcentred healthcare to the people of Scotland.

What will it take to deliver the Quality Ambitions? • Leadership at all levels • Winning hearts and minds • Embedding quality in daytoday work • Creating the infrastructure – people, IT • Tying it all together • Agreeing the right targets • Developing meaningful outcomes

What will this mean for NHS Boards? • Improving quality will be a top priority • Quality will be a standing agenda item • Boards will assure progress against measures • Local Delivery Plans will change to reflect shared objectives in quality • PFPI arrangements will focus on quality

The AHP National Delivery Plan – A Consultation (SG, 2012) provides a unique opportunity to align the contribution of AHPs to a National Outcome Framework for Health and Social Care and The Healthcare Quality Strategy for NHSScotland. This document states AHPs have a significant leadership role to play and outlines how we can strengthen AHP leadership at strategic and operational levels, to support integration and deliver the added value that AHPs bring to current challenges and priorities.


What is the Purpose of the Framework? The framework provides a robust overarching structure which gives shape and support to the elements of contemporary educational provision, and national guidance on leadership capabilities, knowledge and skills expected at this level. It articulates/links with other frameworks, e.g. The Career Framework for Health (Skills for Health, 2006; SG, 2009), The Scottish Credit and Qualifications Framework (SQA, 2009) and the Post Registration Career Development Framework for Nurses, Midwives and Allied Health Professionals (NMAHPs) in Scotland (NES, 2012).

Although the main purpose of the framework is to help Senior AHPs plan their own learning and development, it can be used by anyone who is looking for ways to enhance or improve their level of knowledge, skills and leadership capability, or by those responsible for planning, supporting or implementing leadership development or education for Senior AHPs.

It provides guidance and opportunities for:

Senior AHPs and those aspiring to this role to: • identify personal and professional development and learning needs through selfassessment

to meet the capability requirements of the Senior AHP role and plan and agree realistic and appropriate personal development plans. This will support evidence gathering for the Health Professions Council (HPC) Continuing Professional Development (CPD) Standards and the Knowledge & Skills Framework (KSF).

• understand their contribution to healthcare policy as outlined in Delivering Care, Enabling Health (SEHD, 2006), The Healthcare Quality Strategy for NHSScotland (SG, 2010) and the AHP National Delivery Plan A Consultation (SG, 2012).

• assume responsibility for their own CPD by providing links to education and training resources.

• continually reflect on practice and critically appraise own knowledge, skills and capabilities, and ability to demonstrate their application in own practice.

• reflect on and feed back to manager/colleagues on the value, effectiveness and application of learning and development, or education attended/supported.

• use own learning, audit, research information and reflective practice to initiate improvements in practice.

• work towards advanced practitioner level if appropriate.

Line managers/KSF reviewers, NHS Boards, organisations to: • encourage selfdevelopment of Senior AHPs, giving them the opportunity to achieve their

potential and have their achievements recognised. • support the learning and development of their current and future Senior AHPs as part of a

continuous process of development and succession planning. • identify appropriate education and training for individuals, which will also be relevant, and

support evidence gathering for HPC and KSF. • nurture a climate where learning and development are integral to service development. • where appropriate, help Senior AHPs to work towards advanced practice level.


"This image makes me feel that learning is going to be an adventure. (...) I used to feel afraid to be a leader, but now feel optimistic." Senior AHP Practitioner (Festival of Learning)

Capabilities, Key Knowledge and Skills


2. Capabilities, Key Knowledge and Skills This Education and Development Framework describes the capabilities associated with the Senior AHP role. Capability is associated with the continuing development of the Senior AHP’s ability and potential and is an essential element of lifelong learning, and personal and professional development. It describes the extent to which an individual can apply, adapt and synthesise new knowledge from experience and continue to improve his or her performance (Fraser and Greenhalgh, 2001). Whereas competence describes what individuals know or are able to do in terms of knowledge, skills and attitudes at a particular point in time. Key knowledge and skills are identified in relation to each capability and links to the NHS KSF are provided.

To deliver high quality AHP services, staff need to develop in 4 key Pillars of Practice.

However, depending on specific role, development needs may vary across the pillars.

Table 1 lists the 13 capabilities which are presented under four main domains, and demonstrates their links to The Healthcare Quality Strategy for NHSScotland and the 4 Pillars of Practice.

Senior AHPs aspiring to Advanced Practitioner level require to demonstrate advancement at all levels and this document helps by identifying advanced practice links within each of the 13 capabilities as detailed in Table 1.

Evidence gathered to demonstrate application of Senior AHP capabilities within practice will also provide evidence to support demonstration of HPC CPD requirements. Links to KSF core dimensions are also given.


Table 1: Senior AHP capabilities linking to The Healthcare Quality Strategy for NHSScotland and the 4 Pillars of Practice.

Senior AHP Capabilities Quality Ambitions

Links to Pillars of Practice

Ensuring safe and effective clinical practice 1 Providing clinical leadership 2 Promoting evidencebased, clinically

effective practice 3 Promoting continuous quality improvement 4 Managing risk and promoting patient /

client safety

1 3

1, 3 2

Clinical practice, leadership Research

Leadership , Research Clinical Practice, Leadership

Enhancing the patient/ client/ carer experience 5 Enabling the patient / client journey 6 Maintaining and developing clinical

expertise 7 Promoting personcentred care

1, 3 2, 3

1

Clinical Practice Clinical Practice

Clinical Practice and Leadership Managing and developing the performance of the team 8 Providing leadership for transformation 9 Facilitating learning and development 10 Managing service delivery

Leadership to deliver quality

ambitions

Leadership Facilitating Learning Leadership

Contributing to the delivery of the organisation’s objectives 11 Networking and raising the profile of AHPs 12 Service development 13 Identifying, interpreting and influencing

political and strategic drivers

Leadership to deliver quality

ambitions

Leadership Leadership Leadership

The Quality Ambitions 1. There will be mutually beneficial partnerships between patients, their families and those

delivering healthcare services which respect individual need and values and which demonstrate compassion, continuity, clear communication and shared decision making.

2. There will be no avoidable injury or harm to people from healthcare they receive, and an appropriate, clean and safe environment will be provided for the delivery of healthcare services at all times.

3. The most appropriate treatments, interventions, support and services will be provided at the right time to everyone who will benefit, and wasteful or harmful variation will be eradicated.


"The leadership training programme has reinforced to me the power of positive leadership and shown me that positive leadership can stand out and shine light during stormy times."

Senior AHP Practitioner (Festival of Learning)

Using this Framework


3. Using this Framework Learning and development is not just about going on courses. You can learn through study, experience, personal reflection and shared learning and you will be able to access a wide and flexible range of learning opportunities. The focus of this framework is on personal learning and development, a process where you have prime responsibility for and control over your own learning. You can use the framework to support your personal development planning (PDP) and review process and CPD requirements. Figure 1 shows a diagrammatic representation of how you can use this framework to plan your learning and development.

Whether you are a Senior AHP with some years of experience or someone aspiring to a more senior role, you can use this Framework and the Development Needs Analysis Toolkit (DNAT) provided in Section 4 to undertake your selfassessment and identify your learning and development needs.

Figure 1: Using the Senior AHP Education and Development Framework

Review each capability and identify your knowledge

skills and level of confidence

Provide evidence to support your

confidence level within your current role


"I have learned the importance of teamwork and leadership within the team to get things done effectively. I used to think about leadership, but now I can act upon it." Senior AHP Practitioner (Festival of Learning)

Development Needs Analysis Tool


4. Development Needs Analysis Tool (DNAT) A development needs analysis tool is provided to help you reflect on each capability and identify areas where you may benefit from learning, education and development. In completing this tool, it is crucial that you are honest and provide an accurate account to help you to identify the appropriate learning and development and education required.

You will be assessing yourself against the 13 Senior AHP capabilities and related key knowledge and skills.

• Identify what your current knowledge, skills and confidence levels are in relation to each capability.

Level of confidence

1. I require education, learning and development relating to most or all of this capability.

2. I require education and development relating to some aspects of this capability.

3. I am confident already and can effectively demonstrate my knowledge, skills and performance relating to this capability.

• Outline evidence to support your confidence level and how you have achieved that level of confidence in your ability.

• Identify what further learning and development / formal education you might need in relation to this capability.

• Once you have accessed your identified development need, review your confidence level.

• Outline evidence to support your confidence level and how you have achieved that level of confidence in your ability.

• Note key points for discussion regarding application to practice with your manager/KSF reviewer.


Domain 1. Ensuring safe and effective clinical practice Capability 1: Providing Clinical Leadership The Senior AHP provides effective clinical leadership to their team and to the wider multi professional team, promoting teamwork and working in a way that demonstrates critical analysis and decisionmaking skills, influencing and facilitating change where appropriate.

KSF Links Advanced Practice Links

ü Core 1: Communication

ü Core 4: Service improvement

ü Core 5: Quality

ü Leadership

Key Knowledge and Skills

• creating and articulating a clear, shared vision for service delivery

• using highly developed leadership skills to communicate, motivate and mobilise people towards shared goals

• recognising the contributions of all in the team

• acknowledging and supporting the contribution of all who deliver services, including families, carers and volunteers

• creating a culture of challenge and support where critical feedback is received positively and mistakes are regarded as learning opportunities

• using a positive leadership style to inspire and empower others to lead change

• providing leadership across professional and organisational teams

• influencing, facilitating, leading and managing change

• building strong working relationships with others, articulating own role and understanding the role of others, and treating people with dignity and respect

• solving problems by using critical analysis and logic in assessing and establishing the need for change

• generating imaginative ideas, original approaches and innovative solutions to challenges and or opportunities

• managing conflicts or disputes and other challenging situations

• communicating across disciplinary, professional and organisational boundaries, listening and responding constructively to the needs of others

• understanding how you consult, involve, influence and lead your team and others, recognising personal impact on situations

• understanding preferred personal leadership style and developing capacity for situational leadership or increased repertoire of utilised styles

• promotes the value of quality approaches to others, acting as a positive role model


Capability 1: Providing Clinical Leadership

Level of confidence 3 2 1

Evidence to support performance

Learning and development needs

Evidence to support performance on completion of development

Key point for discussion regarding application to practice with your manager/KSF reviewer


Domain 1. Ensuring safe and effective clinical practice Capability 2: Promoting EvidenceBased, Clinically Effective Practice The Senior AHP acts as a change agent, developing clinical practice through the effective utilisation and integration of evidence into practice, setting, implementing and monitoring evidencebased policies, procedures and protocols.



ü Core 5: Quality

ü HWB6: Assessment and treatment planning

ü Research 1

ü Leadership


• accessing evidence from a variety of sources and critically appraising current evidence and its application where appropriate

• enabling and supporting others to source and use evidence to improve practice

• leading and promoting practice development in collaboration with the team and others

• knowledge and application of relevant national/local policies, procedures and protocols, including NHS Health Improvement Scotland (HIS) standards, Scottish Intercollegiate Guidelines Network (SIGN) guidelines and professional standards

• promoting and ensuring evidencebased decisionmaking by self and team

• establishing evidence to underpin service / practice improvement

• knowledge of research methods and their application to clinical practice

• translating evidence into practice and using advanced clinical reasoning

1 Research in this context encompasses using an active evidence base, which includes activities such as audit, scoping, literature reviews, service evaluation and research.


Capability 2: Promoting EvidenceBased, Clinically Effective Practice







Domain 1. Ensuring safe and effective clinical practice Capability 3: Promoting Continuous Quality Improvement The Senior AHP continually practices in a way that develops a culture of improved quality by ensuring continuous review and development of practice through the use of audit, patient / client / client feedback and reflection on practice and provides effective leadership to encourage such practice by team members.


ü Core 5: Quality


ü IK2: Information collection and analysis

ü Research 1

ü Leadership


• evaluating practice by monitoring and measurement across six dimensions of quality and / or audit pertinent to area of practice

• using models of improvement e.g. LEAN, PDSA

• access and use information systems

• critical thinking and analytical skills incorporating critical reflection

• knowledge and application of methods for eliciting and responding to patient / client experience taking cognisance of ethical and legal issues

• knowledge and application of data protection policies

• identifying need for change, leading innovation and managing changes in practice and/or service

• ensuring best practice is recognised and shared

• embedding and sustaining identified improvements

• challenges current practice by positive risktaking

1 Research in this context encompasses using an active evidence base, which includes activities such as audit, scoping, literature reviews, service evaluation and research.


Capability 3: Promoting Continuous Quality Improvement







Domain 1. Ensuring safe and effective clinical practice Capability 4: Managing Risk and Promoting Patient / Client Safety The Senior AHP consistently takes responsibility for promoting a safe and clean environment for staff, patient / client / clients and visitors by ensuring compliance with legislation, policies and protocols, assessing and managing actual and potential risks to health and wellbeing and ensuring a high standard of record keeping and effective communication with multiprofessional team regarding patient / client / client care.



ü Core 3: Health, safety and security

ü HWB 2: Assessment and care planning to meet health and wellbeing needs


ü Advanced clinical practice


• assessing and developing plans to meet complex health needs and understanding associated choice and risk issues

• enabling patient / client / clients to make informed choices

• helping patient / client / clients to understand and balance the risks within the decision making process

• accountability for actions in the delivery of improved patient/ client experiences and outcomes.

• assesses and manages risk relating to therapeutic handling, the environment and patient / client wellbeing

• carries out risk / benefit analysis which address the complexity of patient / client’s needs

• supports staff with risk assessment

• understanding and applying strategies for prevention of healthcare associated infections

• knowledge and application of standards for maintaining cleanliness

• knowledge and application of legislation, policies and protocols relating to health and safety of staff, patient / clients and visitors

• knowledge and application of standards for record keeping

• knowledge of clinical governance, risk assessment / management and adverse incident reporting structures and strategies

• knowledge of professional accountability relating to own practice and that of others

• understanding and applying local and national policy relating to patient / client / client group e.g. mental incapacity, vulnerable adults, mental health, child protection, disability (physical and learning)


Capability 4: Managing Risk and Promoting Patient / Client Safety







Domain 2. Enhancing the Patient / Client Experience Capability 5: Enabling the Patient / Client Journey The Senior AHP takes responsibility for enabling the patient / client’s rapid access to diagnostic, assessment or treatment interventions and the smooth transition to other settings, promoting effective discharge and communication with interdisciplinary and interagency teams as required.





ü HWB7: Intervention and treatment



• promoting a service which enables service users, patient / clients and carers to learn how to manage their own situation and condition more effectively

• promoting and enabling direct access/selfreferral to AHP services as appropriate

• leading condition management pathways and ensuring signposting to other services

• leading and enabling multiprofessional rehabilitation programmes

• exploring alternative patient / client pathways and promoting open access and selfreferral to services at times when patients / clients want them, or where they are available

• ensuring a seamless transition from one stage to the next along a care pathway

• ensuring provision of continuity of care and timely access to appropriate services

• working effectively as a member of the multiprofessional / multiagency team, contributing to evidencebased programmes of care and treatment that are sensitive to diversity and equality

• identifying patient / client need through the evaluation of appropriate assessments, including community and public health information

• involving patients / client families / carers in decision making

• working collaboratively with other health professionals and agencies as appropriate

• knowledge and application of processes that ensure timely patient / client journey through the healthcare system at the pace appropriate to their needs, including entry to and exit from services

• providing relevant patient / client information, including appropriate materials that address language, disabilities and cultural beliefs

• analysing past patient / client experience and identifying any deficiencies in the patient / client journey

• record keeping clearly demonstrates assessment, clinical reasoning, treatment and interventions undertaken


Capability 5: Enabling the Patient / Client Journey







Domain 2. Enhancing the patient / client experience Capability 6: Maintaining and Developing Clinical Expertise The Senior AHP develops and maintains expert clinical knowledge relevant to own field of practice and applies this knowledge in the coordination of interventions, influencing of clinical decisions and monitoring of quality of patient / client care provided.



ü Core 2: Personal and people development

ü Core 5: Quality



ü HWB7: Intervention and treatment



• maintaining a high level of accountability in own practice

• demonstrating expert clinical knowledge relevant to own field of practice through knowledge and understanding of the pathophysiology of conditions commonly seen in own area of practice

• knowledge of the relationship between physiological and psychological phenomena

• assessing and evaluating complex health needs including planning care appropriately to meet patient / client health and social care needs, involving other members of the multi professional team as appropriate

• making sure each patient / client’s treatment and care is based on best practice

• actively promoting health promotion, patient / client safety, recovery and disease prevention

• rapidly assessing the patient / client’s unstable and complex healthcare problems through synthesis and prioritisation of historical and immediately derived data

• utilising critical thinking and reasoning in clinical decisionmaking and problemsolving

• ensuring safe transition to another care provider or independence

• using sound judgement in assessing and rationalising conflicting priorities and needs


Capability 6: Maintaining and Developing Clinical Expertise







Domain 2. Enhancing the patient / client experience Capability 7: Promoting PersonCentred Care The Senior AHP identifies opportunities to develop care and services, and practices in a way that demonstrates credible and authoritative leadership in the promotion of personcentred care, within a caring multidisciplinary team environment that, where appropriate, enables patients / clients to be partners in their care.




ü Core 6: Equality and diversity



ü Leadership


• ensuring that individuals are encouraged and supported, wherever possible, to be self sufficient in managing their own condition, using professional and health intervention as a resource when needed

• knowledge and application of local and national equality and diversity policies

• actively promoting, supporting and practising sound ethical decisionmaking

• developing practices which prompt choice, wellbeing and protection of all individuals

• ensuring that clinical governance is maintained

• using advanced communication strategies to develop and enhance therapeutic relationships

• creating a climate of mutual trust and establishing partnerships with patients / clients, carers and families to encourage active choices and participation in care and treatment

• understanding and valuing cultural preferences, health beliefs and behaviours and challenging inequalities

• understanding the spiritual needs of patients / clients and influence on their health care, behaviours and practices, particularly but not exclusively in relation to the provision of endof life care

• knowledge and application of methods for eliciting and responding to patient / client experience taking cognisance of ethical and legal issues

• ensuring self and other’s practice within Health Professions Council (HPC) standards of conduct, performance and ethics

• advocating on behalf of the patient/client to ensure inclusion and consideration


Capability 7: Promoting PersonCentred Care







Domain 3. Managing and developing the performance of the team Capability 8: Providing Leadership for Transformation The Senior AHP provides effective leadership in the development of sustainable clinical teams, creating a supportive ethos to empower staff to contribute to the development of flexible and responsive services that enable early access to the right healthcare professional or support service.



ü Core 5: Quality

ü Facilitating learning

ü Leadership


• articulating a vision for the development of patient / clientfocused services

• motivating and influencing others to strive for the vision

• establishing values, goals and objectives relating to the purpose, function and practice of the team

• acting as a role model and inspiring others by demonstrating a passion for and commitment to high standards of care

• generating positivity and focusing on solutions

• enabling others to develop and apply their knowledge, evidence base and skill relevant to their area of practice

• facilitating collaborative working towards shared goals

• knowledge and application of principles of facilitating learning in practice, mentoring and coaching, promoting a positive learning environment

• fostering a culture of enquiry that is supportive and facilitative, encouraging creativity and innovation

• enabling and developing leadership skills and qualities in other members of the team

• understanding and practising effective delegation

• understanding how you consult, involve and influence your team and others, recognising personal impact on situations

• demonstrating effective transformational leadership, achieving team ‘buyin’ and supporting others in making agreed changes

• supporting and influencing team members who are resistant to change

• demonstrating the flexibility to provide support when needed and ‘pull back’ as less support is required


Capability 8: Providing Leadership for Transformation







Domain 3. Managing and developing the performance of the team Capability 9: Facilitating Learning and Development The Senior AHP practises in a way that creates a positive learning environment, ensures effective learning opportunities for all staff and students and supports the career pathway of individual team members.


ü Core 2: Personal and people development ü Facilitating learning


• leadership responsibility for modelling positive professional behaviours

• being an exemplar practice educator, leading the commitment to professional undergraduate education

• knowledge of the principles and application of NHS KSF processes – personal development planning, review and appraisal systems

• identifying and planning for team and individual learning needs applicable to care and service delivery

• knowledge and application of principles of facilitating learning in practice, mentoring and coaching, promoting a positive learning environment

• actively promoting reflective practice, formal and/or informal supervision and support structures

• knowledge and application of the audit cycle to develop the clinical learning environment

• maximising availability and access to resources to support learners and learning

• awareness of factors that impact on the learning environment


Capability 9: Facilitating Learning and Development







Domain 3. Managing and developing the performance of the team Capability 10: Managing Service Delivery The Senior AHP implements and maintains effective workload measurement and workforce planning, ensuring compliance by self and others with professional standards, legislation, national and organisational policies, contributing to the management of the departmental budget.

KSF Links Advanced Practice Links ü G 4: Financial management

ü G 6: People management

ü IK2: Information collection and analysis

ü Leadership


• organising work flexibly and efficiently

• knowledge of the factors that influence AHP workload and approaches to workload measurement appropriate to own area of practice

• interpreting and reporting workload data using information to guide effective decisionmaking in the development and implementation of workload and workforce planning

• knowledge and application of the principles of clinical caseload management when planning, allocating and supervising the work of the team

• knowledge and application of methods of measuring case complexity including case and service weighting

• monitoring patterns of service throughput and turnover

• using systematic and dynamic approaches to capacity management and planning

• monitoring and managing the effects of planned timeout (annual leave, study leave etc) and absenteeism

• knowledge and application of recruitment policies and procedures

• knowledge and application of human resources policies / procedures and aspects of good practice in managing people

• effectively managing and developing the performance of individuals and the team

• knowledge of how budgets are set and of own role in monitoring and managing the budget

• being confident and proactive in investigating shortfalls in the service provision


Capability 10: Managing Service Delivery







Domain 4. Contributing to the delivery of the organisation’s objectives Capability 11: Networking and Raising the Profile of AHPs The Senior AHP promotes the exchange of knowledge, skills and resources through successful networking with peers and other healthcare professionals and managers.




ü Leadership


• actively participating in clinical forums or professional groups to forge sustainable partnerships, build on existing knowledge and increase resourcefulness

• engaging with the right people to ensure the success of service / practice improvements

• systematically capturing and disseminating learning and best practice at all levels of the service

• encouraging and participating in debriefing and discussion on service improvements at all levels

• encouraging and promoting activities for professional development

• developing a proactive and positive working relationship with partnership organisations and staff associations around change issues

• collaborating with other disciplines and agencies in the development of service plans

• acting as a resource for your department / clinical area

• working within uniprofessional / professional frameworks to ensure professionspecific standards are applied to and met for users and providers


Capability 11: Networking and Raising the Profile of AHPs







Domain 4. Ensure effective contribution to the delivery of the organisation’s objectives

Capability 12: Service Development The Senior AHP, working in partnership with a range of clinicians and managers, ensures that AHP staff make a valuable contribution to the planning or development of their own service, promoting the involvement of patients / clients / public.


ü Core 4: Service improvement ü Leadership


• knowledge and application of patient / client focus, public involvement strategies

• knowledge of current Scottish Government and NHSScotland policy and how to apply this to own area of work and professional development, identifying areas for change, monitoring, supporting and guiding others in relation to service issues

• creating and effectively communicating a vision for service development

• helping others to understand and see how your vision and plans link to the vision and plans of the organisation

• creating effective partnership working with key stakeholders

• challenging mindsets and working within allocated resources

• promoting a service which enables service users, patients / clients and carers to learn how to manage their own situation and condition more effectively

• developing flexible and responsive services that enable early access to the right healthcare professional or support service

• interprets and applies policies at a departmental level

• ensuring the uniprofessional perspective is achieved in the multiprofessional / multiagency delivery of care


Capability 12: Service Development







Domain 4. Ensure effective contribution to the delivery of the organisation’s objectives

Capability 13: Identifying, Interpreting and Influencing Political and Strategic Drivers

The Senior AHP practises in a way that demonstrates working knowledge of local, national and professional strategy and policy, contributing to policy and strategy development at a departmental and organisational level and, where appropriate, national level and ensures that organisational goals are reflected in the postholder’s personal objectives and that of the department’s development plans.




ü Leadership


• knowledge of current Scottish Government, NHSScotland and HPC policy and how to apply this to own area of work and professional development

• knowledge and application of local NHS objectives and local delivery plans

• reviewing and evaluating the local implementation of policy initiatives, identifying areas for change

• understanding the broader influences and the relevant power bases within the organisation and the wider community

• ensuring clinical leadership informs and supports organisational imperatives

• understanding and articulating the origins and reasoning behind key policies, practices and procedures

• representing the organisation’s perspective, policies and position with external agencies

• aware of current thinking and direction in wider national, international and health service trends, and tapping into research sources

• aware of relevant policies, appraising and commenting as appropriate, being mindful of professional and strategic objectives

• applying discipline / profession specific standards and policy within the wider policy agenda


Capability 13: Identifying, Interpreting and Influencing Political and Strategic Drivers







Planning your Learning and Development Opportunities

"This picture represents keeping on the right track where the patient journey is as important as the destination. I used to use more closed questions, but now I'm more aware of the value of open questions and active listening."



5. Planning Your Learning and Development Opportunities As an experienced AHP, you will use different types of knowledge and skills in your daily practice. You will have learnt some of these through formal education and training, but many will have been developed through experience – by ‘just doing your job’ and by working with others or finding things out for yourself.

We all learn different things in different ways. Learning is not just about formal learning, going on courses or sitting in a classroom being taught things. Learning and development is a continuous, lifelong process. You can learn through study, experience, personal reflection and shared learning, and you will be able to access a wide and flexible range of learning opportunities to help you choose the best learning options for you.

This section will help you identify suitable learning and development options. You will then be able to formulate a learning and development plan and link this to your PDP and CPD requirements. Figure 3 shows a diagrammatic representation to guide you through the assessment, planning, implementation and evaluation stages of your development plan.

When considering your options, ask yourself the following questions: • Can I achieve some or all of my learning outcomes through workbased or selfdirected

learning activities? • Who can help me? • What time do I have available? • Have I discussed my learning and development needs with my line manager, mentor or

clinical supervisor? • Do I want to use this learning to help gain an accredited qualification?

To gain maximum benefit from a learning activity, you need to decide what you want to learn from the activity and then review the outcome. If you can do this with a colleague or mentor then the opportunity to learn and develop from your experience will be greatly increased. You will also need regular support and commitment from your line manager.

Discuss your learning options with those who have specific responsibilities for learning and development in your organisation such as: • the human resource and/or the training department • individuals who have responsibility for the development of particular staff groups (such as

professional development leads) • individuals who have statutory responsibility for maintaining standards • organisational development staff • AHP practicebased education leads (PELs)

Once you have identified a learning activity you should: • Discuss with your line manager • Set review dates • Agree specific actions • Ask for feedback • Keep evidence of learning


Figure 3: Planning your Learning and Development


WorkBased or PracticeBased Learning Options Workbased learning offers you the opportunity to demonstrate learning outcomes that are achieved through workplace activities and from additional reading, and organisational and review tasks designed to help you link your work and academic learning experiences. Work based learning delivers its intended outcomes by enabling you to provide evidence of application of learning to practice, for example through reflective accounts or learning logs. These can also assess your ability to link practical experiences to relevant theories and perspectives. There are a wide range of possible learning and development options which can be carried out within your work environment. For example:

• coaching from your line manager (internal)/or other (internal/external) expert • mentoring the mentor can facilitate personal and professional development through

encouraging reflection, identifying gaps in knowledge and skills and providing structured feedback (see choosing a mentor below)

• peerassisted learning groups (such as action learning sets or quality improvement groups) where you work in groups on real live organisation issues and problems

• job rotation – is it possible to move around and learn from this experience? • project work – can you get involved in a particular project in your department/organisation? • work shadowing – could you shadow someone who has a skill you want to develop? • secondments are a useful way for you to gain valuable experience without giving up your

current post. They offer opportunities to acquire new skills, qualifications and facilitate professional development

• facilitating learning within a team, speciality • significant event analysis • case review • practicebased audit • workshops and conferences • policy development • surveying or interviewing fellow learners, colleagues or experts about a particular issue.

SelfDirected Learning Options Selfdirected learning is a process whereby you take the initiative and responsibility for the learning process. It requires no formal teaching input and can be facilitated by a range of methods and resources. The internet provides a powerful resource for this purpose. A range of webbased educational resources that may be of interest to you is given at the end of this section and available on the Senior AHP website. It is not exhaustive but provides a useful starting point for both reference and learning. The types of learning activities are only limited by your imagination but some ideas are:

• structured study materials • written assignments • ‘active’ reading of journals, books and articles Survey Question Read Recall Review

(Robinson, 1960) is a strategy to help you read more productively. (www.mindtools.com/pages/article/newsISS_02.htm)

• writing about your learning and application to practice • writing papers for journals • elearning materials • searching the internet for specific information

http://www.seniorahp.nes.scot.nhs.uk/Default.aspx

http://www.mindtools.com/pages/article/newsISS_02.htm


• developing policies and procedures • audit and research • evaluation • compiling a portfolio of relevant writing about and reflecting on your own experiences and

opinions about a central issue, and then comparing these to the views held by institutions, relevant leaders in the field, etc

• completing tables or grids, for example, a table to compare similarities and differences from theoretical readings

• keeping a learning journal, which might include notes on readings, ideas for assignments • drawing flow charts, diagrams or concept maps to summarise content of readings

Reflective Learning and Practice Reflection is the way that you turn your experience into meaningful learning. You can record and reflect on events or experiences and this will be a useful way of providing evidence of your learning as well as being a learning method in itself. “Reflection is a process of reviewing an experience of practice in order to describe, analyse and evaluate and so inform learning about practice” (Reid, 1993). There are many ways of reflecting on professional practice:

• describing and discussing in detail everyday aspects of practice either at the time or later • selecting specific incidents or activities to reflect upon • debriefing after significant events or events that match learning objectives/goals • writing a detailed reflective account or bullet point notes for later discussion

Reflective notes may help you clarify what you have learned from an activity and what you can deliver in your practice. It may even surprise you when you see the learning or development you have undergone and the skills you have to offer. Reflection is a skill that can be learned through practice. The challenge is to keep doing it, so you regularly record your reflections on skills that you perform.

Learning through Supervision Supervision can be clinical, managerial or educational, all of which are closely linked. Practice supervision is a process of professional support and learning, undertaken through a range of activities, which enables individuals to develop knowledge and competence, assume responsibility for their own practice and enhance serviceuser protection, quality and safety of care (DHSSPS website). It is a collaborative process between two or more practitioners of the same or different professions. This process should encourage the development of professional skills and enhanced quality of patient care through the implementation of an evidencebased approach to maintaining standards in practice. These standards are maintained through discussion around specific patient incidents or interventions using elements of reflection to inform the discussion (BDA, 2008).


Learning Support / Mentorship Mentoring is a long established and well regarded technique for supporting the personal and professional development of individuals' careers.

A mentor can provide support, direction and an objective view on how you can develop and progress. Before approaching a potential mentor, you need to identify what you hope to gain from a mentoring relationship and what type of a mentor is best for helping you meet your objectives. Think about your learning and development plan and what you want to achieve. What knowledge, skills and abilities do you need to get there? What key experiences could a mentor provide that would benefit you most? Depending on your goals, you may want to seek:

• a senior colleague whose career path you would like to learn from; or • a mentor closer to your level of experience, but who you feel could help you in very specific

areas of development.

Whichever approach is adopted, it is vitally important that the mentor is committed to the role. The best mentors are people who are excited about learning and who are continuing their own development. Also, good mentors will achieve a sense of personal satisfaction from seeing others succeed and have a desire to be active participants in others' learning and growth. You'll want to seek out someone who possesses such traits and who also sets high standards for his or her work and can set an example for you. If no potential mentors readily come to mind, ask your colleagues or managers if they know of anyone they think would make a good mentor for you.

Those who wish to pursue more structured education should contact their learning and development department who will be able to advise. A variety of short courses may be offered by your NHS Board on relevant topics such as management and leadership. The range of courses offered by HEIs and others changes over time and is too great to include in this document. You are encouraged to access the most up to date information via the NHS Education for Scotland Knowledge Network www.knowledge.scot.nhs.uk and Higher Education Institutions (HEIs).

Collecting Evidence and Recording Learning Activities There are a number of forms available which you can use to record and evidence your learning. This form can be used to record any learning activity. But in general, you need to record:

• Type of learning activity – see examples above • Description of learning activity a brief summary of the learning activity and why you

undertook it • Key learning points summary of what you learned through this activity • Impact on practice how you changed or improved your practice as a result of this learning • Are there any other actions you need to take as a result of this learning? might inform

what you need to include in your next PDP

It is important that you provide evidence to support the assessment of your capabilities as well as the achievement of learning outcomes. Evidence is basically anything you want it to be and can take many different forms. It can come from a wide range of sources including:

http://www.knowledge.scot.nhs.uk/


Reflective Writing This can take the form of a diary or essay. It should demonstrate that you have: • reflected on your clinical practice in the light of, for example, an experience, a study day,

course, specific learning activity or further reading: • analysed your reflections and used them to maintain or develop your practice.

Reflective notes may help you clarify what you have learned from an activity and what you can deliver in your practice. For example:

• Description What happened? • Feelings What were you thinking and feeling? • Evaluation What was good and bad about the experience and why? • Analysis What sense can you make of the situation? • Conclusion What else could you have done? What would you do if it happened again? • Action Plan What would you change or improve in your practice as a result of this

learning?

PracticeBased Assignments Work that you have done for courses or programmes of study.

Literature Searches and Reviews When you are reading or reviewing professional literature, note what you have learned from the activity. Keep a copy of any relevant articles together with your notes and reflections.

Diary Entries Keeping a regular record of things that are meaningful to you can provide useful insights into your practice and learning.

Independent Witness Testimony This might involve the opinion of your line manager, colleagues or staff from other departments confirming what you claim to have done. Testimonies may also be from users of the service you provide.

Written Articles Material that you write, or in which you are featured, provides a useful external demonstration of your activity within your work role. Keep copies of anything you have written in a professional capacity including:

• journal articles • presentations • practice or ward leaflets • protocols and procedures • reports • essays and assignments


Critical Incidents These are events that have significance for you that you observed or participated in, with details of actions taken and reactions to them. It should be written by you and may describe:

• something you observed; • actions taken by you; • something done by someone else or; • the reaction of a patient, client or colleague to a particular incident.

Consider and document: • your immediate reactions; • how your thoughts and feelings affected your behaviour; • how your actions, attitudes or feelings changed as a result of the incident; • what you learned from the experience in terms of knowledge and skills; • how the incident has changed you or the way you practice.

Study Days or Short Courses You should try to make explicit what the outcomes were for you rather than the prescribed 'course outcomes'. Focus on your learning and development plan including your planned learning outcomes and how you have applied this learning to practice.

Product Evidence Product evidence should be specifically selected material that demonstrates your involvement in a particular area and can include:

• letters • memos • reports • budgets • development plans • case studies

(Adapted from RCN Return to Practice materials courtesy of Katie Rae, Head of Institute, RCN Scotland)


Recognition of Prior Learning HEIs or universities offer a system known as Recognition of Prior Learning (RPL). RPL encompasses the whole process whereby you can identify, explore and claim credit for previous certificated and/or experiential learning. You may use this credit to claim exemption from a specific part of a programme, or to gain access to a programme.

HEI’s have individual systems in place in relation to this process. You will be required to provide evidence of certificated learning that contributes towards either the entry requirements or some of the content of the programme or, in the case of experiential learnings, you must reflectively demonstrate the learning gained from your previous activities. You will need to demonstrate an appropriate match between the evidence presented and the learning outcomes being demonstrated. The evidence needs to be reliable and valid and of sufficient breadth and depth, including evidence of reflection, to demonstrate that the learning has reached a level to allow you to fulfil the learning outcomes of the programme. It would be useful to contact your preferred HEI to obtain information on some of these options as they will be able to advise you on the best way to achieve academic credit. For further information, please contact your local university or visit www.qaa.ac.uk/scotland/default.asp

Higher Education Institutions Higher Education Institutions Telephone Website Edinburgh Napier University 0131 455 4616 www.napier.ac.uk Glasgow Caledonian University 0141 331 3000 www.gcal.ac.uk HeriotWatt University 0131 449 5111 www.hw.ac.uk Queen Margaret University 0131 317 3000 www.qmu.ac.uk Robert Gordon University Aberdeen

01224 262000 www.rgu.ac.uk

The Open University in Scotland 0131 226 3851 http://www3.open.ac.uk/near you/scotland/

The University of St Andrews 01334 76161 www.standrews.ac.uk University of Aberdeen 01224 272000 www.abdn.ac.uk University of Abertay Dundee 01382 308011 www.abertay.ac.uk University of Dundee 01382 23181 www.dundee.ac.uk University of Edinburgh 0131 650 1000 www.ed.ac.uk University of Glasgow 0141 330 4246 www.gla.ac.uk University of the Highlands and Islands Millennium Institute

01463 279000 www.uhi.ac.uk/home

University of Stirling 01786 73171 www.stir.ac.uk University of the West of Scotland 0141 848 3000 www.uws.ac.uk University of Strathclyde 0141 552 4400 www.strath.ac.uk

http://www.qaa.ac.uk/scotland/default.asp

http://www.napier.ac.uk/

http://www.gcal.ac.uk/

http://www.hw.ac.uk/

http://www.qmu.ac.uk/

http://www.rgu.ac.uk/

http://www3.open.ac.uk/near-you/scotland/

http://www.st-andrews.ac.uk/

http://www.abdn.ac.uk/

http://www.abertay.ac.uk/

http://www.dundee.ac.uk/

http://www.ed.ac.uk/

http://www.gla.ac.uk/

http://www.uhi.ac.uk/home

http://www.stir.ac.uk/

http://www.uws.ac.uk/

http://www.strath.ac.uk/


"The leadership training programme has reinforced to me the power of positive leadership and shown me that positive leadership can stand out and shine light during stormy times."


Useful Resources / References

6. Useful Resources Domain 1: Ensuring Safe & Effective Clinical Practice

A Framework to Support Staff Development in Patient Focus Public Involvement

This Framework describes essential knowledge, skills and attitudes to help staff across NHSScotland meet the requirements of the PFPI agenda and acts as a tool to guide staff through the wide array of education and training available.

http://www.nes.scot.nhs.uk/media/4 26622/pfpi_framework_june2011.pd f

Clinical Governance: How Do I Assess or Analyse Risk

This webpage gives basic information about risk and risk assessment and links to detailed information about many aspects of patient/client risk and safety.

http://www.clinicalgovernance.scot.n hs.uk/section3/assess.asp

Flying Start™ The Research for Practice unit in Flying Start™ is designed to help you research skills in the context of busy clinical environments. As a registered practitioner, you will be expected to solve a variety of clinical problems using an evidencebased approach. The Research Literacy page contains top tips for literature searching.

http://www.flyingstart.scot.nhs.uk/le arningprogrammes/researchfor practice.aspx

Improving Patient and Carer Experience Toolkit (NHS Grampian)

This toolkit gives details of various tools and techniques that can be used to gather information about patient/client experiences.

http://www.bettertogetherscotland.c om/bettertogetherscotland/files/Gra mpian%20 %20Improving%20patient%20experi ence%20toolkit.doc

Knowledge Network: Evidence into Practice Evidence into Practice helps clinicians find, share and apply evidence to practice to deliver the best quality patient care.

http://www.evidenceintopractice.sco t.nhs.uk/Default.aspx

Knowledge Network Guidance This guidance document provides information on how to get the best from the Knowledge Network.

file:///N:\NMAHP\PROJECTS\Valeri e%20Blair\Gwen%20Guignard\(745 1)%20Senior%20AHP%20Educatio n%20&%20Development\3.%20Impl ementation\06%20Website\03%20L earning%20Resources\Learning%2 0Activities%20(Separated)\Learning %20Activity%202.doc

Senior A

HP Education and D

evelopment Fram

ework

54

http://www.nes.scot.nhs.uk/publications-and-resources/publications-search/a-framework-to-support-staff-development-in-patient-focus-public-involvement.aspx

http://www.nes.scot.nhs.uk/media/426622/pfpi_framework_june2011.pdf

http://www.clinicalgovernance.scot.nhs.uk/section3/assess.asp

http://www.clinicalgovernance.scot.nhs.uk/section3/assess.asp

http://www.flyingstart.scot.nhs.uk/learning-programmes/research-for-practice.aspx

http://www.flyingstart.scot.nhs.uk/learning-programmes/research-for-practice/research-literacy.aspx

http://www.flyingstart.scot.nhs.uk/learning-programmes/research-for-practice/research-literacy.aspx

http://www.flyingstart.scot.nhs.uk/learning-programmes/research-for-practice.aspx

http://www.bettertogetherscotland.com/bettertogetherscotland/682.html

http://www.bettertogetherscotland.com/bettertogetherscotland/files/Grampian%20-%20Improving%20patient%20experience%20toolkit.doc

http://www.evidenceintopractice.scot.nhs.uk/Default.aspx

http://www.evidenceintopractice.scot.nhs.uk/Default.aspx

../../06%20Website/03%20Learning%20Resources/Learning%20Activities%20(Separated)/Learning%20Activity%202.doc

Little Things Make a Big Difference: Valuing the Patient Experience

This resource is designed to support frontline staff in the delivery of the patient experience agenda. It supports both rapid access to key documents and deeper exploration of resources and current literature.

http://www.knowledge.scot.nhs.uk/ makingadifference.aspx

NES Patient Safety MultiDisciplinary Group Web Pages

The NES Patient Safety MultiDisciplinary Group webpages give details of the work of the multidisciplinary group, as well as to signpost other relevant patient safety resource.

http://www.nes.scot.nhs.uk/educatio nandtraining/bytheme initiative/patientsafetyandclinical skills.aspx

Scottish Patient Safety Programme The Scottish Patient Safety Programme is being implemented in every acute hospital in the country. The initial goals are to drive improvements in Leadership, Critical Care, General Ward, Medicines Management and Peri Operative.

http://www.scottishpatientsafetyprog ramme.scot.nhs.uk/programme

Skills Maximisation Toolkit The exercises in the Skills Maximisation Toolkit have been used by AHP staff to examine their unique contributions to the patient journey, and to ask which aspects could best be managed by others. It can be used by AHPs and other staff to identify adjustments that make optimum use of staff with various levels of qualification.

http://www.nes.scot.nhs.uk/search.a spx?q=Skills+Maximisation+Toolkit

Domain 2: Enhancing the Patient/Client/Carer Experience

A Framework to Support Staff Development in Patient Focus Public Involvement

This Framework describes essential knowledge, skills and attitudes to help staff across NHSScotland meet the requirements of the PFPI agenda and acts as a tool to guide staff through the wide array of education and training available.

http://www.nes.scot.nhs.uk/media/4 26622/pfpi_framework_june2011.pd f

BDA Practice Supervision Guidelines This Practice Supervision Guidelines document has been developed by a working group of the BDA to update the previous Clinical Supervision Guidelines. The document details the process of practice supervision and provides some practical tools that can be used when developing and implementing supervision in any work related environment.

http://www.bda.uk.com/publications/ Code_of_Professional_Conduct.pdf

Senior A

HP Education and D

evelopment Fram

ework

55

http://www.knowledge.scot.nhs.uk/making-a-difference.aspx

http://www.nes.scot.nhs.uk/initiatives/patient-safety

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/patient-safety-and-clinical-skills.aspx

http://www.patientsafetyalliance.scot.nhs.uk/programme

http://www.scottishpatientsafetyprogramme.scot.nhs.uk/programme

http://www.nes.scot.nhs.uk/search.aspx?q=Skills+Maximisation+Toolkit


http://www.nes.scot.nhs.uk/publications-and-resources/publications-search/a-framework-to-support-staff-development-in-patient-focus-public-involvement.aspx

http://www.nes.scot.nhs.uk/media/426622/pfpi_framework_june2011.pdf

http://www.bda.uk.com/publications/Code_of_Professional_Conduct.pdf

http://www.bda.uk.com/publications/Code_of_Professional_Conduct.pdf

Improving Patient and Carer Experience Toolkit (NHS Grampian)

This toolkit gives details of various tools and techniques that can be used to gather information about patient/client experiences.

http://www.bettertogetherscotlan d.com/bettertogetherscotland/file s/Grampian%20 %20Improving%20patient%20ex perience%20toolkit.doc

Little Things Make a Big Difference: Valuing the Patient Experience

This resource is designed to support frontline staff in the delivery of the patient experience agenda. It supports both rapid access to key documents and deeper exploration of resources and current literature.

http://www.knowledge.scot.nhs.u k/makingadifference.aspx

NES Patient Focus, Public Involvement (PFPI) webpages

These pages give details of documents and initiatives illustrating patient/client or public involvement.

http://www.nes.scot.nhs.uk/about us/patientfocuspublic involvement.aspx

NMAHP Supervision (beta) This resource has been developed to support NMAHPs to develop supervision structures and best practice and will support NMAHP practitioners and managers to access resources that can support their implementation of supervision.

http://www.knowledge.scot.nhs.u k/nmahpsupervision.aspx

SBAR Communication Tool This resource provides a structured way of looking at your communication with colleagues at any stage of the patient journey

http://www.institute.nhs.uk/qualit y_and_service_improvement_to ols/quality_and_service_improve ment_tools/sbar__situation_ _background__assessment_ _recommendation.html

Spiritual Care Matters Spiritual Care is integral to personcentred care and is about seeing the whole person. It is about letting them tell their story and having time to listen. This resource considers different aspects of spiritual care in care settings.

http://www.nes.scot.nhs.uk/medi a/3723/spiritualcaremattersfinal. pdf

The Knowledge Network: Keep Up To Date This section introduces you to ways of keeping up to date with developments in your subject area.

http://www.knowledge.scot.nhs.u k/home/keepuptodate.aspx

Senior A

HP Education and D

evelopment Fram

ework

56

http://www.bettertogetherscotland.com/bettertogetherscotland/682.html

http://www.bettertogetherscotland.com/bettertogetherscotland/files/Grampian%20-%20Improving%20patient%20experience%20toolkit.doc



http://www.nes.scot.nhs.uk/about-us/patient-focus-public-involvement.aspx

http://www.nes.scot.nhs.uk/about-us/patient-focus-public-involvement.aspx

http://www.knowledge.scot.nhs.uk/nmahpsupervision.aspx

http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/sbar_-_situation_-_background_-_assessment_-_recommendation.html

http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/sbar_-_situation_-_background_-_assessment_-_recommendation.html

http://www.nes.scot.nhs.uk/media/3723/spiritualcaremattersfinal.pdf

http://www.knowledge.scot.nhs.uk/home/keep-up-to-date.aspx

http://www.knowledge.scot.nhs.uk/home/keep-up-to-date.aspx

Domain 3: Managing and Developing the Performance of the Team

Chartered Institute of Personnel and Development: Identifying Learning and Talent Development Needs

This resource takes you through a process for identifying training and talent development needs. You will need to register for a free account to use this resource.

http://www.cipd.co.uk/hr resources/factsheets/identifying learningtalentdevelopment needs.aspx

Developing Workforce Planning Capability in Scotland

This portal will provide a learning resource for any healthcare professional in Scotland involved in workforce planning or looking to develop their workforce planning skills.

www.workforceplanning.scot.nhs.uk

Generic guiding principles for those supporting learning in the workplace

This document provides generic guiding principles for the preparation of individuals who support learning in the workplace. It is important that these principles are interpreted by individuals, groups and organisations in their own context.

http://www.hcswtoolkit.nes.scot.nhs. uk/media/1229480/genericguiding principlesforsupportinglearningin workplace.pdf

GoodPractice Toolkits - Develop YourselfToolkit: Approaches to Analysing Learningand Development Needs

This webpage gives an overview of several ways of identifying the learning and development needs of team members. You will need an Athens password to log on to this resource.

http://www.knowledge.scot.nhs.uk/h ome/portals-and-topics/goodpractice/develop-yourself-toolkit/good practice-resource.aspx?Conten tId=d7ab4eee-a14f-0024-bf8d-9 dba00e2f7c7

GoodPractice Toolkits - Develop YourselfToolkit: Change Management

For change to be successful, it must be implemented and monitored well. This topic deals with how to manage change in practice. You will need an Athens password to log on to this resource.

http://member.goodpractice.net/dev elopyourself/resources/managing peopleandteams/change management.gp

GoodPractice Toolkits - Develop YourselfToolkit: Common Reactions to Change

This article summarises the four phases people typically go through when experiencing organisational change. Understanding this process will help you to recognise the stage you are at, as well as providing reassurance by putting your experience and feelings into perspective. You will need an Athens password to log on to this resource.

http://www.knowledge.scot.nhs.uk/h ome/portals-and-topics/goodpractic e/develop-yourself-toolkit/g oodpractice-resource.aspx?C ontentId=8daade6e-d0cf-002 4-afeb-9dba00e2f3ac

Senior A

HP Education and D

evelopment Fram

ework

57

http://www.cipd.co.uk/hr-resources/factsheets/identifying-learning-talent-development-needs.aspx

http://www.workforceplanning.scot.nhs.uk/

http://www.hcswtoolkit.nes.scot.nhs.uk/media/1229480/generic-guiding-principles-for-supporting-learning-in-workplace.pdf

http://member.goodpractice.net/develop-yourself/resources/managing-people-and-teams/developing-others/identifying-development-needs/approaches-to-analysing-learning-and-development-needs.gp

http://member.goodpractice.net/develop-yourself/resources/managing-people-and-teams/change-management.gp

http://member.goodpractice.net/develop-yourself/resources/managing-people-and-teams/change-management/resistance-and-reaction-to-change/common-reactions-to-change.gp

Knowledge Network Guidance This guidance provides information on how to get the best from the Knowledge Network.

file:///N:\NMAHP\PROJECTS\Val erie%20Blair\Gwen%20Guignard \(7451)%20Senior%20AHP%20 Education%20&%20Developme nt\3.%20Implementation\06%20 Website\03%20Learning%20Res ources\Learning%20Activities%2 0(Separated)\Learning%20Activit y%202.doc

Maximising the Potential of the AHP Workforce

Maximising the Potential of the AHP Workforce in Scotland was a 5 day educational programme held in 2009. The presentations and resources from each session are presented here.

http://www.workforceplanning.sc ot.nhs.uk/workshop materials/maximisingthe potentialoftheahp workforce.aspx

Skills Maximisation Toolkit The exercises in this toolkit have been used by AHP staff to examine their unique contributions to the patient journey and to ask which aspects could best be managed by others. It can be used by AHPs and other staff to identify adjustments that make optimum use of staff with various levels of qualification.

http://www.nes.scot.nhs.uk/searc h.aspx?q=Skills+Maximisation+T oolkit

Testing for the Best Testing for the Best in Educational Development is designed to support planning for education, learning and development. It was developed by NHS Education for Scotland (NES) and provides a wide range of guidance, support and resources for staff in NHSScotland.

http://www.test4best.scot.nhs.uk/ bestoutcome/decision guide.aspx

Senior A

HP Education and D

evelopment Fram

ework

58

../../06%20Website/03%20Learning%20Resources/Learning%20Activities%20(Separated)/Learning%20Activity%202.doc

http://www.workforceplanning.scot.nhs.uk/workshop-materials/maximising-the-potential-of-the-ahp-workforce.aspx


http://www.test4best.scot.nhs.uk/

http://www.test4best.scot.nhs.uk/best-outcome/decision-guide.aspx

Domain 4: Contributing to the Delivery of the Organisation's Objectives

Chartered Institute of Public Relations The CIPR provide a range of resources about communication and information on communication strategies.

http://www.cipr.co.uk/search?cipr st=communications+strategies&x =25&y=16

GoodPractice Toolkits - Develop YourselfToolkit: Networking and Relationship Building

These pages give advice developing your networking skills and networking effectively. You will need an Athens password to log on to this resource.

http://member.goodpractice.net/d evelop yourself/resources/personal skillsand development/communication skills/networkingand relationshipbuilding.gp

Knowledge Network Develop and Support Communities Pages

These pages provide information to help support groups in developing communities of practice which facilitate mutual support and information sharing.

http://www.knowledge.scot.nhs.u k/developandsupportcommunitie s/supportforbuilding communities.aspx

Mind Tools: Stakeholders Analysis Stakeholders are key people that you need to work with for your planned change to succeed. This resource outlines a process that you can use to help you identify your key stakeholders.

http://www.mindtools.com/pages/ article/newPPM_07.htm

Skills Maximisation Toolkit The exercises in this toolkit have been used by AHP staff to examine their unique contributions to the patient journey, and to ask which aspects could best be managed by others. It can be used by AHPs and other staff to identify adjustments that make optimum use of staff with various levels of qualification.

http://www.nes.scot.nhs.uk/searc h.aspx?q=Skills+Maximisation+T oolkit

Senior A

HP Education and D

evelopment Fram

ework

59

http://www.cipr.co.uk/

http://www.cipr.co.uk/search?ciprst=communications+strategies&x=25&y=16

http://member.goodpractice.net/develop-yourself/resources/personal-skills-and-development/communication-skills/networking-and-relationship-building.gp

http://www.knowledge.scot.nhs.uk/developandsupportcommunities/support-for-building-communities.aspx

http://www.mindtools.com/pages/article/newPPM_07.htm

http://www.mindtools.com/pages/article/newPPM_07.htm



Additional Resources

Leading Better Care Resources

Leading Better Care www.Leadingbettercare.scot.nhs.uk Releasing Time to Care website www.releasingtimetocare.scot.nhs.uk

Leadership

Good Practice for Leaders and Managers (Athens password required)

http://athens.goodpractice.net/nhs/nhs.aspx

Leadership Development information including information around 360 o feedback.

www.nhsleadershipqualities.nhs.uk

National Leadership Unit, NHS Education for Scotland

http://www.nes.scot.nhs.uk/educationand training/bythemeinitiative/leadershipand management/whatwedo.aspx

NHS Leadership Development Framework in Scotland

www.scotland.gov.uk/Resource/Doc/54357/001433 4.pdf

Competencies / Standards / Evidence / Quality

Cochrane Collaboration Library. Evidencedbased healthcare

www.cochrane.org

Healthcare Improvement Scotland website

http://www.healthcareimprovementscotland.org/ho me.aspx

Health Professions Council Standards of CPD

www.hpcuk.org/aboutregistration/standards/cpd/

Joanna Briggs Institute www.joannabriggs.edu.au National Institute for Clinical Excellence (NICE)

www.nice.org.uk

NHSScotland Clinical Governance website

www.clinicalgovernance.scot.nhs.uk

The NHSScotland Quality Improvement Hub aims to support NHS Boards with implementation of the Healthcare Quality Strategy for NHSScotland through effective partnership working between the collaborating organisations

http://www.qihub.scot.nhs.uk/home.aspx

Nursing, Midwifery & Allied Health Professions Research Unit

www.nris.gcal.ac.uk

Quality: Improving Care and Efficiency in Clinical Pathways. NHS Institute for Innovation and Improvement

www.institute.nhs.uk/quality_and_value/introductio n/toolkits_for_high_volume_care_pathways.html

Scottish Government Health Directorate Improvement and Support Team (IST)

www.scotland.gov.uk/Topics/Health/NHS Scotland/DeliveryImprovement

SIGN Scottish Intercollegiate Guidelines Network website

www.sign.ac.uk

http://www.leadingbettercare.scot.nhs.uk/

http://www.releasingtimetocare.scot.nhs.uk/

http://athens.goodpractice.net/nhs/nhs.aspx

http://www.nhsleadershipqualities.nhs.uk/

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/leadership-and-management/what-we-do.aspx

http://www.scotland.gov.uk/Resource/Doc/54357/0014334.pdf

http://www.cochrane.org/

http://www.healthcareimprovementscotland.org/home.aspx

http://www.hpc-uk.org/aboutregistration/standards/cpd/

http://www.joannabriggs.edu.au/

http://www.nice.org.uk/

http://www.clinicalgovernance.scot.nhs.uk/

http://www.qihub.scot.nhs.uk/home.aspx

http://www.nris.gcal.ac.uk/

http://www.institute.nhs.uk/quality_and_value/introduction/toolkits_for_high_volume_care_pathways.html

http://www.scotland.gov.uk/Topics/Health/NHS-Scotland/Delivery-Improvement

http://www.sign.ac.uk/


Supporting Learning and Development

Experiential Learning www.learningandteaching.info/learning/experience. htm

Learning Styles Inventory www.learningstylesonline.com/inventory/#Online

Learning Theories www.learningtheories.com

Learning Theory www.infed.org/biblio/blearn.htm

Making PracticeBased Learning Work Wide range of learning resources available to support learning, teaching and assessment in practice

www.practicebasedlearning.org

Quality Standards for Practice Placements

http://www.nes.scot.nhs.uk/educationand training/bydiscipline/alliedhealth professions/practiceeducation/qualitystandards forpracticeplacements.aspx

Testing for the Best Provides a range of materials to help the NHS get the best outcome, best design, best delivery and best value from their educational investment.


National Policy and Websites

Care Commission www.carecommission.com

Department of Health www.dh.gov.uk/Home/fs/en

NHS Education for Scotland www.nes.scot.nhs.uk

Scottish Government www.scotland.gov.uk

SHOW Scottish Health on the Web Online health information provided by NHSScotland

www.show.scot.nhs.uk

National Programmes and Resources

Better Together Programme Scotland’s Patient Experience Programme

www.bettertogetherscotland.com/bettertogethersco tland/CCC_FirstPage.jsp

Leadership in Compassionate Care project

www.napier.ac.uk/fhlss/nmsc/compassionatecare/ Pages/Home.aspx

Scottish Patient Safety Programme www.patientsafetyalliance.scot.nhs.uk/programme/ news?resid=682

http://www.learningandteaching.info/learning/experience.htm

http://www.learning-styles-online.com/inventory/

http://www.learning-theories.com/

http://www.infed.org/biblio/b-learn.htm

http://www.practicebasedlearning.org/


http://www.carecommission.com/

http://www.dh.gov.uk/Home/fs/en

http://www.nes.scot.nhs.uk/

http://www.scotland.gov.uk/

http://www.show.scot.nhs.uk/

http://www.bettertogetherscotland.com/bettertogetherscotland/CCC_FirstPage.jsp

http://www.napier.ac.uk/fhlss/nmsc/compassionatecare/Pages/Home.aspx

http://www.patientsafetyalliance.scot.nhs.uk/programme/news?resid=682


AHP Professional Bodies

Association of Dance Movement Psychotherapy UK

www.admt.org.uk

British Association of Occupational Therapists and College of Occupational Therapists

www.cot.co.uk

The Society of Chiropodists and Podiatrists

www.scpod.org

Chartered Society of Physiotherapy www.csp.org.uk British & Irish Orthoptic Society www.orthoptics.org.uk Royal College for Speech & Language Therapists

www.rcslt.org

Society of Radiographers www.sor.org The British Association of Art Therapists

www.baat.org

The British Association of Drama Therapists

www.badth.org.uk

The British Association for Music Therapy

www.bamt.org

The British Association of Prosthetists and Orthotists

www.bapo.com

The British Dietetic Association www.bda.uk.com

http://www.admt.org.uk/

http://www.cot.co.uk/

http://www.scpod.org/

http://www.csp.org.uk/

http://www.orthoptics.org.uk/

http://www.rcslt.org/

http://www.sor.org/

http://www.baat.org/

http://www.badth.org.uk/

http://www.bamt.org/

http://www.bapo.com/

http://www.bda.uk.com/

http://www.scpod.org/


7. References

British Dietetic Association (2008): Practice Supervision Guidelines. Birmingham, BDA

Department of Health, Social Services and Public Safety www.dhsspsni.gov.uk/index.htm

Fraser SW and Greenhalgh T (2001): Coping with complexity: educating for capability. British Medical Journal 323: 799803.

NHS Education for Scotland (2011): Scoping the Role of the Senior Allied Health Professionals in Managing Services and Teams, Edinburgh: NHS Education for Scotland

NHS Education for Scotland (2012): Post Registration Career Development Framework for NMAHPs in Scotland www.careerframework.nes.scot.nhs.uk/

Reid B (1963) But we’re doing it already! Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Education Today. 13:305 309

Robinson, FP (1960) Effective Study 3 rd Edition, New York: Harper & Brothers.

Scottish Executive Health Department (2006): Delivering Care, Enabling Health Edinburgh: SEHD.

Scottish Government (2009): Guidance on Career Framework for Health. Scottish Government, Edinburgh

Scottish Government (2010): The Healthcare Quality Strategy for NHSScotland. Scottish Government, Edinburgh

Scottish Government (2011): From Strength to Strength: Celebrating 10 years of the Allied Health Professions in Scotland. Scottish Government, Edinburgh

Scottish Government (2012): AHP National Delivery Plan A Consultation

The Scottish Credit and Qualifications Framework http://www.scqf.org.uk/The%20Framework/

http://www.dhsspsni.gov.uk/index.htm

http://www.careerframework.nes.scot.nhs.uk/

http://www.scqf.org.uk/The%20Framework/


"This image makes me feel that learning is going to be an adventure. (...) I used to feel afraid to be a leader, but now feel optimistic." Senior AHP Practitioner (Festival of Learning)

APPENDICES


Appendix 1: NES Resources and Support across The Career Framework for Health


Appendix 2: Acknowledgments

Editorial Group Members

Valerie Blair AHP Programme Director, NHS Education for Scotland

Catherine Chalmers Art Therapist, NHS Lothian

Gill Daly Extended Scope Practitioner, Royal Infirmary of Edinburgh

Pamela Fairbairn Occupational Therapy, Monklands Hospital

Derek Fleming Occupational Therapy, West Lothian CHCP

Anne Galbraith AHP Director, NHS Greater Glasgow & Clyde

Morven Gemmill Associate Director AHPs, NHS Ayrshire & Arran

Ruth Harfield Podiatry Team leader, Adam Avenue Clinic, Airdrie

Peter McCrossan Associate Director AHPs, NHS Lanarkshire

Nicola Munro Advanced Specialist Orthotist, NHS Greater Glasgow & Clyde

Mary Richardson Consultant, MER Consulting

Debbie Shanks Superintendent Physiotherapist, NHS Ayrshire & Arran

Marie Teele Superintendent Radiographer, NHS Ayrshire & Arran

Sandra Walker Clinical Services Manager, Speech and Language Therapy, Greater Glasgow & Clyde

Dania Wood Dietetics, Edinburgh, East & Midlothian CHPs, NHS Lothian


ShortLife Working Group Members

Moira Bell Physiotherapist, NHS Fife

Valerie Blair Programme Director, NHS Education for Scotland

Birgit Clark Rehabilitation Manager, Golden Jubilee National Hospital

Fiona Cook Improvement Advisor, Releasing Time to Care

Dr Eddie Duncan Senior Research Fellow, NMAHP Research Unit

Anne Galbraith (Chair) AHP Director, NHS Greater Glasgow & Clyde

Rhona Graham Senior Paediatric Physiotherapist, NHS Fife

Fiona Gray Programme Manager, SCN/CQI, NHS Grampian

Dr Brian Howieson Fellow, Institute for PeopleCentered Healthcare Mgt, University of Stirling

Peter McCrossan Associate Director AHPs, NHS Lanarkshire

Grier McGhee Clinical Improvement Lead Allied Health Professionals, NHS Ayrshire & Arran

Donna McLoughlin Head Occupational Therapist, NHS Tayside

Nicola Munro Advanced Specialist Orthotist, NHS Greater Glasgow & Clyde

Rob Packham AHP Manager (LUHD), NHS Lothian

Susan Shandley Educational Projects Manager, NHS Education for Scotland

Karen Shwean AHP Officer Primary Care, Scottish Government

Vicky Thompson National Lead Leading Better Care

The remit of the SubGroup for Phase 2 of the project is to provide guidance to embed the Education and Development Framework for Senior AHPs implemented in Phase 1, including the launch of the Senior AHP website and associated resources.


User Reference Group Members

Valerie Blair Programme Director, NHS Education for Scotland

Lesley Cairns Acting Head of Therapy Radiography, NHS Greater Glasgow & Clyde

Ann Dockery Physiotherapist, Golden Jubilee National Hospital

Carol Fulton Senior Occupational Therapist, NHS Grampian

Judith Grubb Operational Lead Dietitian/Advanced Mental Health Dietitian, NHS Grampian

Alison McIntyre AHP Practice Education Facilitator, NHS Tayside

Gordon McLay Podiatry Coordinator, NHS Forth Valley

Susan Shandley (Chair) Educational Projects Manager, NHS Education for Scotland

Caroline Summers Interim Occupational Therapy Team Lead, NHS Orkney

Annette Thain Network Coordinator (Knowledge Based Practice), Knowledge Services Group, NHS Education for Scotland

Gillian Urquhart Lead Allied Health Professional, State Hospitals Board for Scotland

Lorraine Whyte Senior Radiographer Therapeutic, NHS Greater Glasgow & Clyde

The remit of the User Reference Group is to review and gain consensus on the proposed content and format of the web resources to support the Senior AHP Education and Development Framework.

NHS Education for Scotland 4th Floor, Thistle House 91 Haymarket Terrace Edinburgh EH12 5HD Tel: 0131 313 8000 Fax: 0131 313 8001

www.seniorahp.nes.scot.nhs.uk www.nes.scot.nhs.uk

http://www.seniorahp.nes.scot.nhs.uk/

http://www.nes.scot.nhs.uk/

education and development framework for senior ahps march … ahp framewor… · senior ahp...

Documents