hcpc standards of proficiency odp hcpc standards of proficiency odp

We will always publicise any changes to the standards that we make by, for instance, publishing notices on our website and informing professional bodies. HCPC has announced that they are planning on holding a review of the English language proficiency from March 2023. Theatre Practitioner RGN or ODP - South Tyneside - South Tyneside and The crucial changes have been made following an extensive period of engagement with a wide range of stakeholders, to seek views and develop standards in line with current professional practice. HCPC publishes new standards of proficiency for operating department Re: Avoiding the use of agency staff in the operating department. endstream endobj 521 0 obj <>/Metadata 35 0 R/Pages 518 0 R/StructTreeRoot 66 0 R/Type/Catalog/ViewerPreferences 529 0 R>> endobj 522 0 obj <>/MediaBox[0 0 841.92 595.32]/Parent 518 0 R/Resources<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]/XObject<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 523 0 obj <>stream Operating Department Practitioner Degree Apprenticeship | Northumbria 8600 Rockville Pike Standards Paramedic Summary Once registered, paramedics must continue to meet the standards of proficiency that are relevant to their scope of practice; the areas of their profession in which they have the knowledge and skills to practise safely and effectively. /Length 5790 The new wording reflects our position as a compassionate regulator and the vital importance of registrant wellness. The Health and Care Professions Council (HCPC) set the standard for continuing professionaldevelopment (CPD) in the UK. We encourage tweeting during the events using this hashtag to share your thoughts or reflections. #myhcpcstandards: Service user engagement - 13.00-13. . In the webinar, HCPCs professional liaison consultants and policy colleagues will clearly set out our requirements from an equality, diversity and inclusion (EDI) perspective. This more active wording makes clear the expectations on registrants, and reflects the importance of registrants being autonomous and caring. We will continue to listen to our stakeholders and will keep our standards under continual review. The generic standards are written in bold, and the profession-specific standards are written in plain text. The new standards come into effect on 1 September 2023. New Graduate nurses professional socialisation Journal of Clinical Nursing 27 3157 - 3170 Apply understanding of pedagogical principles to the leadership of educational interventions and module-level curricula Generate learning outcomes that link with subject content and appropriate assessment methods Demonstrate continuous professional development of expertise in a range of evidence-based learning and teaching methods Accessibility In March 2019, we commenced a review of the Standards of Proficiency. If applicants propose to rely upon a non-IELTS test score, they are strongly advised to ensure the test is comparable and meets HCPC standards of proficiency. This course is not open to International students. This document also considers changes in the clinical practice environment where ODP learners may not only undertake placement opportunities within #myhcpcstandards is a series of online webinars that support HCPC registrants in meeting the updated standards of proficiency. The revised standards set clear expectations of registrants knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. PDF Module Code TBC Diploma of Higher Education Bachelor of - Microsoft Join our friendly team and make a huge contribution to healthcare provision across the UK. %PDF-1.7 % Updating the standards was a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and champion high quality care that the public can access safely and with confidence. Br J Theatre Nurs. This change recognises that registrants are part of a larger healthcare system, and play a vital role in promoting public health. Standards of continuing professional development explain our expectations for Registrants to demonstrate continuing learning and development. endstream endobj 524 0 obj <>stream Apprentices without level 2 English & maths will need to achieve this level prior to completing the end-point assessment. MeSH %%EOF Attendance at this webinar can count as part of your continuing professional development (CPD). Well take time to explore the emphasis on making your practice non-discriminatory and inclusive for all service users, and discuss strategies to help you do so. FOIA In this 45-minute session, we'll look at the standards requirement that registrants provide appropriate and non-discriminatory care to all their service users. HCPC approval process report Join our friendly team and make a huge contribution to healthcare provision across the UK. HHS Vulnerability Disclosure, Help responsibility for signing off competency and assessment criteria, based upon the standards produced by the education provider and relevant professional body. 878 0 obj <>/Filter/FlateDecode/ID[]/Index[870 19]/Info 869 0 R/Length 59/Prev 234804/Root 871 0 R/Size 889/Type/XRef/W[1 2 1]>>stream Health and Care Profession Council (HCPC) essay These standards are effective from 2 June 2014. Website HCPC's Standards of Proficiency set the knowledge and abilities that all registrants must have to become and remain registered with them. Once you've completed your degree, you need to register with the Health and Care Professions Council ( HCPC) before you can start practising. Operating department practitioner | Health Careers /Separation/PANTONE#20294#20C/DeviceCMYK 17 0 R The crucial changes have been made following an extensive period of engagement with a wide range of stakeholders, to seek views and develop standards in line with current professional practice. An expansion of the role of equality, diversity and inclusion (EDI). It is important that you meet our standards and are able to practise lawfully, safely and effectively. PDF Approval process report Sheffield Hallam University, operating [ The site is secure. Information about how we approve and monitor programmes within the UK for the professions we regulate, Use our search tool to find programmes across the UK, Information on all aspects of our external communications, See the latest updates and information for HCPC registrants, Our standards of proficiency have been revised. hb```f cB]-Jzq.b9Tpre`>qYT:fTPT']AAAQQAQ` a8) C@ A@12mc"110'i5xX800Oi B When will the new standards come into effect? Epub 2015 Sep 8. Facebook and LinkedIn to see information from the webinars, posts and news about the HCPC standards. Careers. We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. PMID: 25109026 No abstract available Publication types News MeSH terms Clinical Competence / standards* Operating Rooms* United Kingdom 1. be able to practise safely and effectively within their scope of practice, 1.1 know the limits of their practice and when to seek advice or refer to another professional, 1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly, 2. be able to practise within the legal and ethical boundaries of their profession, 2.1 understand the need to act in the best interests of service users at all times, 2.2 understand what is required of them by the Health and Care Professions Council, 2.3 understand the need to respect and uphold the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing, 2.4 recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of care even in situations of personal incompatibility, 2.5 know about current legislation applicable to the work of their profession, 2.6 be able to practise in accordance with relevant medicines legislation, 2.7 understand the importance of and be able to obtain informed consent, 2.8 understand the complexity of caring for vulnerable persons in perioperative and other healthcare settings, and the need to adapt care as necessary, 2.9 be able to exercise a professional duty of care, 3. be able to maintain fitness to practise, 3.1 understand the need to maintain high standards of personal and professional conduct, 3.2 understand the importance of maintaining their own health, 3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning, 4. be able to practise as an autonomous professional, exercising their own professional judgement, 4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem, 4.2 be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately, 4.3 be able to initiate resolution of problems and be able to exercise personal initiative, 4.4 recognise that they are personally responsible for and must be able to justify their decisions, 4.5 be able to make and receive appropriate referrals, 4.6 understand the importance of participation in training, supervision and mentoring, 5. be aware of the impact of culture, equality and diversity on practice, 5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals, 6. be able to practise in a non-discriminatory manner, 7. understand the importance of and be able to maintain confidentiality, 7.1 be aware of the limits of the concept of confidentiality, 7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information, 7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public, 8.1 be able to demonstrate effective and appropriate verbal and non-verbal skills in communicating information, advice, instruction and professional opinion to service users, colleagues and others, 8.2 be able to use effective communication skills when sharing information about service users with other members of the multidisciplinary team, 8.3 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 *, 8.4 understand how communication skills affect assessment of, and engagement with, service users and how the means of communication should be modified to address and take account of factors such as age, capacity, learning ability and physical ability, 8.5 be able to select, move between and use appropriate forms of verbal and non-verbal communication with service users and others, 8.6 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefs, 8.7 understand the need to provide service users or people acting on their behalf with the information necessary to enable them to make informed decisions, 8.8 understand the need to assist the communication needs of service users such as through the use of an appropriate interpreter, wherever possible, 8.9 be able to identify anxiety and stress in service users, carers and others, and recognise the potential impact upon communication, 8.10 recognise the need to use interpersonal skills to encourage the active participation of service users, 8.11 be able to use effective communication skills in the reception and identification of service users, and in the transfer of service users to the care of others. 2015 Nov;52(11):447-68. doi: 10.1067/j.cpsurg.2015.08.004. PDF Operating department practitioners - Health and Care Professions Council Xe)h+W^LU* z` Mm4yue[B'Wfdl{}sz|?[=y=gw_a{l/}#=S/?_a/_H|_}_k`nm4r,|7C9Ck;pv2':-|kk6yEoZ~S=Ko,MR}|??w/-c9}4Gw.Q%~Ji!^5}0q#kPd{~:!Qg}|!k_7ywQy 1^hwk\u$ 7{b7.["UJV(mVh!~Pr!dVC;]gbma?s?L9M{>Li]{!CT|Q#,:g!lJD:AHK!WZ>Dc$L 2Ywe\eih|)W1p=d,TAn. We regularly reviewthe SCPEs to make sure they are relevant to current practice, that they incorporate EDI commitments and that they can be clearly understood by those who use them. [W We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. This may involve providing advice, referrals or other interventions which may not be directly connected to the reason their patient sought care. You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. HCPC - Health and Care Professions Council - Standards 2014 In-text: (HCPC - Health and Care Professions Council - Standards, 2014) Your Bibliography: Hcpc-uk.org. Need a refresher on our CPD requirements? The revised standards set clear expectations of registrants knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. You should also be using the Guidance on conduct and ethics for students, which has been based on the Standards of conduct, performance and ethics. The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer. HCPC publishes revised Standards of Proficiency 520 0 obj <> endobj The changes affect all 15 professions that we regulate and come into effect on 1 September 2023. . Bethesda, MD 20894, Web Policies #myhcpcstandards: Equality, diversity and inclusion - hcpc-uk.org endstream endobj startxref The .gov means its official. Join our friendly team and make a huge contribution to healthcare provision across the UK. Would you like email updates of new search results? We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. These standards may change in the future We have produced these standards after speaking to our stakeholders and holding a formal public consultation. A summary of the changes to, and review process for, our standards of proficiency that come into effect on 1 September 2023, Information about who we are, what we do and how we work, Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes, Revisions to the standards of proficiency, Information about raising a concern, fitness to practise and the investigation process, Step-by-step process on how to raise a concern, Information about joining, renewing and leaving the Register, Our standards of proficiency have been updated, Information about meeting our CPD standards and the CPD audit process. Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself. The Health and Care Professions Council (HCPC) (2017) also refer to the term Practice Educator within the Standards of Education and Training guidance document and define a Maintain fitness to practice - care for your own health - understand the emotional and physical impact of your practice and be able to cope with it - engage in lifelong learning, maintain and develop your knowledge and experience. official website and that any information you provide is encrypted Information about all the updates and how they may affect you, Updates regarding service user engagement, We encourage tweeting during the events using this hashtag to share your thoughts or reflections. Standards of proficiency for operating department practitioners (2022) Education providers must deliver these SOPs to new cohorts from September 2023. Operating Department Practice BSc (Hons) | Northumbria University The HCPC has updated its standards of proficiency for the first time since 2015. Health and Care Professions Council 2014 Standards of Proficiency, Operating Department Practitioners. Unauthorized use of these marks is strictly prohibited. sharing sensitive information, make sure youre on a federal Standards of proficiency - Biomedical scientists Information about who we are, what we do and how we work, Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes, Revisions to the standards of proficiency, Information about raising a concern, fitness to practise and the investigation process, Step-by-step process on how to raise a concern, Information about joining, renewing and leaving the Register, Our standards of proficiency have been updated, Information about meeting our CPD standards and the CPD audit process. Mapping of HCPC Standards of Proficiency for Version 3 and Version 4 IBMS Registration Training Portfolios Interviews as Topic Program Evaluation Questionnaires Models, Organizational Focus Groups Health Care Surveys Data Collection Nursing Care Medical Records Systems, Computerized Technology, Radiologic Work Capacity Evaluation Cross-Sectional Studies Respiratory Therapy Pilot Projects Models, Theoretical Remote Sensing . Meeting these standards and the successful completion of the BSc (Hons) ODP Studies means you will become eligible to apply for registration as an Operating Department Practitioner with the HCPC. Hcpc - Bshaa Nursing managers. Medical search. Frequent questions We consulted on revised profession-specific standards of proficiency for operating department practitioners (ODPs) between 30 November 2007 and 7 March 2008. **** HAS TO BE WRITTEN IN 3RD PERSON **** ARIAL 12 **** 1.5 SPACING *** I have type the assigment brief below but here is some points> *Undertand the standards . 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals, 9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.5 understand and be able to apply psychological and sociological principles to maintain effective relationships, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences and other methods of review, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and be able to participate in, quality assurance processes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the anatomy and physiology of the human body, together with knowledge of health, disease, disorder and dysfunction, relevant to their profession, 13.2 recognise disease and trauma processes, and how to apply this knowledge to the service users perioperative care, 13.3 be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process, 13.4 recognise the role of other professions in health and social care, 13.5 understand the structure and function of health and social care services in the UK, 13.6 understand the concept of leadership and its application to practice, 13.7 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.8 be aware of the main sequential stages of human development, including cognitive, emotional and social measures of maturation through the life-span, 13.9 understand relevant physiological parameters and how to interpret changes from the norm, 13.10 understand how to order, store, issue, prepare and administer prescribed drugs to service users, and monitor the effects of drugs on service users, 13.11 understand the principles of operating department practice and their application to perioperative and other healthcare settings, 13.12 understand the pharmacokinetic and pharmacodynamic effects and contraindications of drugs used within the perioperative and acute setting, 13.13 understand safe and current practice in a range of medical devices used for diagnostic, monitoring or therapeutic purposes in accordance with national and local guidelines, appropriate to their practice, 13.14 be able to calculate accurately prescribed drug dosages for individual service user needs, 13.15 understand the principles and practices of the management of clinical emergencies, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to change their practice as needed to take account of new developments or changing contexts, 14.2 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy, or other actions safely and effectively, 14.3 understand service users elimination needs, including male and female urinary catheterisation, 14.4 understand the role of the surgical first assistant in assisting with surgical intervention, 14.5 be able to undertake appropriate anaesthetic, surgical and post-anaesthesia care interventions, including managing the service users airway, respiration and circulation, 14.6 understand the management and processes involved in the administration of blood and blood products, 14.7 be able to monitor and record fluid balance, and where appropriate, administer prescribed fluids in accordance with national and local guidelines, 14.8 understand and recognise the need to monitor the effects of drugs and be able to take appropriate action in response to any significant change, 14.9 be able to assess and monitor the service users pain status and as appropriate administer prescribed pain relief in accordance with national and local guidelines, 14.10 be able to modify and adapt practice to emergency situations, 14.11 be able to receive and identify service users and their care needs, 14.12 be able to formulate specific and appropriate care plans including the setting of timescales, 14.13 be able to gather appropriate information, 14.14 be able to effectively gather information relevant to the care of service users in a range of emotional states, 14.15 be able to select and use appropriate assessment techniques, 14.16 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.17 be able to undertake or arrange investigations as appropriate, 14.18 be able to analyse and critically evaluate the information collected, 14.19 be able to demonstrate a logical and systematic approach to problem solving, 14.20 be able to adapt and apply problem solving skills to clinical emergencies, 14.21 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.22 recognise the value of research to the critical evaluation of practice, 14.23 be aware of a range of research methodologies, 14.24 be able to evaluate research and other evidence to inform their own practice, 14.25 be able to use information and communication technologies appropriate to their practice, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care, 15.2 be able to understand the impact of human factors within the perioperative / acute setting and the implications for service user safety, 15.3 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.4 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation, 15.5 be able to select appropriate personal protective equipment and use it correctly, 15.6 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control, 15.7 be able to promote and comply with measures designed to control infection, 15.8 understand the nature and purpose of sterile fields, and the practitioners individual role and responsibility for maintaining them, 15.9 understand and be able to apply appropriate moving and handling techniques, 15.10 be able to position service users for safe and effective interventions.