hcpc standards of proficiency odp

We will continue to listen to our stakeholders and will keep our standards under continual review. HCPC - Health and Care Professions Council - Standards 2014 In-text: (HCPC - Health and Care Professions Council - Standards, 2014) Your Bibliography: Hcpc-uk.org. In order to achieve this you must firstly obtain, read and reflect upon the Health and Care Profession Council (HCPC) Standards of Proficiency and the Standards of Conduct, Performance and Ethics or the NMC standards Your assignment should identify and discuss these how you will meet the standards and be suitably supported by academic references. We ran workshops to develop consultation proposals, then went out to a public consultation in June 2020. Join our friendly team and make a huge contribution to healthcare provision across the UK. [online] Available at: <http://www.hcpc-uk.org/publications/standards/index.asp?id=40> [Accessed 22 October 2015]. 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. Standards of proficiency - Biomedical scientists We recognise that a registrants scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. 18 0 obj Standards of conduct, performance and ethics Standards of proficiency Standards of continuing professional development Standards relevant to education and training Revisions to the standards of proficiency The changes come into effect on 1 September 2023 Therefore, we may make further changes in the future to take into account changes in practice. The HCPC's standards of proficiency have been updated. Some of our registrants work with patients, others with clients and others with service users. We also conduct a periodic review of the standards every five years. The HCPC revised the Standards of Education and Training (2017), the Standards of Proficiency ODP (2014) and the Standards of Conduct, Performance and Ethics (2016). the opportunity to become a caring, knowledgeable and competent ODP who meets the HCPC Standards of Proficiency for Operating Department Practitioners. PDF Standards for Supporting Pre-Registration Operating Department Qualifications - CoC - 263kb PDF. As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. Wording changes to move registrants away from a passive understanding of the standards towards active implementation of them. Guidance and learning materials on meeting our standards: Join our friendly team and make a huge contribution to healthcare provision across the UK. 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. HCPC standards of proficiency : practitioner psychologists - AEP to see information from the webinars, posts and news about the HCPC standards. HCPC consults on returning to practice and publishes student ethics guidance The regulatory body for hearing aid dispensers has begun a consultation process on Archive Guidance +2 Apr 03 Standards of education and training The Health and Care Professions Council has published guidance on the standards of Booklets +1 Mar 03 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. A registrant-focused webinar exploring the updates to the standards of proficiency, and how to integrate them into your practice. Facebook and LinkedIn to see information from the webinars, posts and news about the HCPC standards. 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. In text (subsequent uses): This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice. The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training. The HCPC were created safeguard the public by regulating and making health professionals accountable through a register. HCPC publishes revised Standards of Proficiency Google Scholar Hunter, K, Cook, C 2018 Role modelling and the hidden curriculum. We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. For example, we have replaced be able to with must at the beginning of several standards. PDF BSc (Hons) Operating Department Practice Studies Course Handbook 2019/20 From 1 September 2023, all registrants will have to meet the standards of proficiency relevant to their scope of practice. It is important that you read and understand this document. The changes, which will come into effect on 1 September 2023, have been made following an extensive period of engagement with a wide range of stakeholders. Please note, our ability to answer questions in the webinar will be subject to demand - we may not be able to answer all questions that are asked. 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 HCPC publishes new standards of proficiency for operating department practitioners HCPC publishes new standards of proficiency for operating department practitioners J Perioper Pract. Attendance at this webinar can count as part of your continuing professional development (CPD). The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, The changes come into effect in September 2023. 538 0 obj <>stream The site is secure. We are committed to ensuring that our registrants can provide high-quality healthcare to all their service users. 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. Br J Theatre Nurs. endstream endobj 871 0 obj <>/Metadata 62 0 R/Pages 868 0 R/StructTreeRoot 102 0 R/Type/Catalog/ViewerPreferences 879 0 R>> endobj 872 0 obj <>/MediaBox[0 0 595.32 841.92]/Parent 868 0 R/Resources<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]/XObject<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 873 0 obj <>stream To perform as a safe, competent, clinical member of the scrub team for theatres and provide specialised holistic care for the peri-operative patient.Assess, plan, implement and evaluate evidence- based care.Assist in the management and organisation of a clinical area.Work collaboratively and co-operatively with others to meet the needs of PDF Consultation Standards for Supporting Learners in Clinical - UNISON SET 4: Programme design and delivery - o The module learning outcomes have been mapped to the HCPC's revised Standards of Proficiency (SOPs) for dietitians and operating department practitioners, to demonstrate how learners will be able to Standards for registration To meet the HCPC requirements for entry on the professional register, you will work to develop these broad skills: effective communication effective team-working problem-solving We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. Need a refresher on our CPD requirements? HCPC updates standards of proficiency - Fitness to Practise News We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet our standards. Our standards of proficiency include common standards, which apply to all 15 of the professions we regulate, and standards specific to each profession. HCPC updates standards of proficiency - Health and Care Professions Council Please enable it to take advantage of the complete set of features! the role of . The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, What is the role of the standards of proficiency, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, Reviewing the standards of conduct, performance and ethics, Information about training for chiropodists / podiatrists in prescription only medicines, The changes come into effect in September 2023, they set out the threshold standards we consider necessary to protect the public (unique to each of our registered professions), they set clear expectations of our registrants knowledge and abilities when they start practising, registrants must continue to meet the standards of proficiency that apply to their scope of practice, HCPC approved programmes equip graduates to meet these standards, they outline what service users and the public should expect from their health and care professional, we use them if someone raises a concern about a registrants practice. Standards of continuing professional development explain our expectations for Registrants to demonstrate continuing learning and development. It is important that you meet our standards and are able to practise lawfully, safely and effectively. Standards - Health and Care Professions Council how you might show you meet the new standards. We have used terms in these standards which we believe best reflect the groups that you work with. The previous standards were less about registrant health and more focused on fitness to practise; registrants are now required to develop and adopt clear strategies for physical and mental self-care. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document. HCPC approval process report This flexibility can make it challenging to know where to begin or how best to approach your supervision. standards of proficiency - Life Sciences bibliographies - Cite This For Me - understand HCPC guidelines and standards of proficiency. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. Each assessment contributes to the student's personal We hold professionals to the standards at the point of registration, renewal, and if fitness to practice concerns are raised. 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. These standards are effective from Monday 2 June 2014. Operating department practitioner - Wikipedia They monitor standards for initial training and education, skills, behaviour, and health. The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, Guidance on conduct and ethics for students, Promote and protect the interests of service users, Communicate appropriately and effectively, Work within the limits of your knowledge and skills, Why registration matters - the benefits of joining a regulated profession, You can demonstrate that you have the skills and knowledge to practise in your profession safely and effectively, Service users (patients and clients) are clear on what they can expect of you, You benefit from continuous learning and development, We maintain public confidence in your profession, Decisions affecting registration are made by professionals, You have the opportunity to shape our work, Health, disability and becoming a health and care professional, Standards relevant to education and training set out what education and training programme must do to prepare students for professional practice and they are used to assess education and training programmes, Standards of proficiency set out what registrants should know, understand and be able to do when they complete their training. [W The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, #myhcpcstandards: Equality, diversity and inclusion. HCPC publishes new standards of proficiency for operating department dYN}w;_rl^ArTUkdV\&7yrEV"9wyp|2oHF ix#6b. , HCPCs professional liaison consultants and policy colleagues will clearly set out, take time to explore the emphasis on making your practice, signpost you to some useful resources and will. 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals, 9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.5 understand and be able to apply psychological and sociological principles to maintain effective relationships, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences and other methods of review, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and be able to participate in, quality assurance processes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the anatomy and physiology of the human body, together with knowledge of health, disease, disorder and dysfunction, relevant to their profession, 13.2 recognise disease and trauma processes, and how to apply this knowledge to the service users perioperative care, 13.3 be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process, 13.4 recognise the role of other professions in health and social care, 13.5 understand the structure and function of health and social care services in the UK, 13.6 understand the concept of leadership and its application to practice, 13.7 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.8 be aware of the main sequential stages of human development, including cognitive, emotional and social measures of maturation through the life-span, 13.9 understand relevant physiological parameters and how to interpret changes from the norm, 13.10 understand how to order, store, issue, prepare and administer prescribed drugs to service users, and monitor the effects of drugs on service users, 13.11 understand the principles of operating department practice and their application to perioperative and other healthcare settings, 13.12 understand the pharmacokinetic and pharmacodynamic effects and contraindications of drugs used within the perioperative and acute setting, 13.13 understand safe and current practice in a range of medical devices used for diagnostic, monitoring or therapeutic purposes in accordance with national and local guidelines, appropriate to their practice, 13.14 be able to calculate accurately prescribed drug dosages for individual service user needs, 13.15 understand the principles and practices of the management of clinical emergencies, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to change their practice as needed to take account of new developments or changing contexts, 14.2 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy, or other actions safely and effectively, 14.3 understand service users elimination needs, including male and female urinary catheterisation, 14.4 understand the role of the surgical first assistant in assisting with surgical intervention, 14.5 be able to undertake appropriate anaesthetic, surgical and post-anaesthesia care interventions, including managing the service users airway, respiration and circulation, 14.6 understand the management and processes involved in the administration of blood and blood products, 14.7 be able to monitor and record fluid balance, and where appropriate, administer prescribed fluids in accordance with national and local guidelines, 14.8 understand and recognise the need to monitor the effects of drugs and be able to take appropriate action in response to any significant change, 14.9 be able to assess and monitor the service users pain status and as appropriate administer prescribed pain relief in accordance with national and local guidelines, 14.10 be able to modify and adapt practice to emergency situations, 14.11 be able to receive and identify service users and their care needs, 14.12 be able to formulate specific and appropriate care plans including the setting of timescales, 14.13 be able to gather appropriate information, 14.14 be able to effectively gather information relevant to the care of service users in a range of emotional states, 14.15 be able to select and use appropriate assessment techniques, 14.16 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.17 be able to undertake or arrange investigations as appropriate, 14.18 be able to analyse and critically evaluate the information collected, 14.19 be able to demonstrate a logical and systematic approach to problem solving, 14.20 be able to adapt and apply problem solving skills to clinical emergencies, 14.21 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.22 recognise the value of research to the critical evaluation of practice, 14.23 be aware of a range of research methodologies, 14.24 be able to evaluate research and other evidence to inform their own practice, 14.25 be able to use information and communication technologies appropriate to their practice, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care, 15.2 be able to understand the impact of human factors within the perioperative / acute setting and the implications for service user safety, 15.3 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.4 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation, 15.5 be able to select appropriate personal protective equipment and use it correctly, 15.6 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control, 15.7 be able to promote and comply with measures designed to control infection, 15.8 understand the nature and purpose of sterile fields, and the practitioners individual role and responsibility for maintaining them, 15.9 understand and be able to apply appropriate moving and handling techniques, 15.10 be able to position service users for safe and effective interventions.

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