UKCHIP Education Quality Assurance Scheme

Transcription

1 UKCHIP Education Quality Assurance Scheme This guidance provides information for learning providers and explains the application process. V3.2 January 2014 UKCHIP

2 1. Description... 3 What is the UKCHIP Education Quality Assurance Scheme?... 3 What is the context?... 3 Which staff does the UKCHIP EQAS support?... 4 Which learning providers are eligible to apply for their courses or modules to be recognised?. 4 What types of courses or modules are eligible to be recognised?... 4 What are the criteria for UKCHIP EQAS Accreditation?... 5 What standards underpin the UKCHIP EQAS?... 5 Nature of the Standards... 5 Derivation of Standards... 5 Constraints... 6 Terminology... 6 Structure and Scope of the Standards... 7 How may learning providers display recognition?... 8 How is the UKCHIP EQAS managed? Benefits of the UKCHIP EQAS... 8 What are the benefits to learning providers?... 8 What are the benefits to organisations and their staff? Summary of Application and On-going Monitoring Processes... 9 How does a learning provider apply for accreditation?... 9 What happens when an application for accreditation is successful? What happens if an application for accreditation is unsuccessful? What are the monitoring arrangements for on-going accreditation? What are the fees for UKCHIP EQAS Accreditation? How will the UKCHIP EQAS be evaluated? Promotion and Administration of the UKCHIP EQAS How will the UKCHIP EQAS be promoted? What administrative arrangements support the scheme? Links with Health Informatics Stakeholders Health Informatics roles within the NHS Annex A: Application Checklist Annex B: Application Form: Learning Provider Criteria Annex C: Accrediatation Application Form: details for the course or module COURSE MODULE CONTENT & ASSESSMENT Generic Professional Standards Specialised Professional Standards Generic Informatics Standards Specialised Informatics Standards ADDITIONAL INFORMATION V3.2 January 2014 UKCHIP

3 1. Description What is the UKCHIP Education Quality Assurance Scheme? The UKCHIP Education Quality Assurance Scheme (UKCHIP EQAS) is an education and training accreditation scheme. Health Informatics courses and modules that are relevant to healthcare are eligible to be recognised under the scheme if they meet the criteria listed in this Guidance. Accreditation enables a learning provider to use the UKCHIP EQAS accreditation logo on course documentation and certificates, including relevant marketing materials and web pages. A central element of the scheme s value is that, to be accredited, a course or module must show that at least 50% of the learning outcomes within that course or module can be mapped to UKCHIP competency standards for registration. In addition, delivery and assessment must be in a healthcare context. What is the context? The generally accepted definition of Health Informatics (HI) is: The knowledge, skills and tools which enable information to be collected, managed, used and shared to support the delivery of healthcare and to promote health The growing emphasis on patient/client safety, coupled with the increasing complexity of healthcare and social care, whether in the NHS or the independent sector, sets informatics professionals in these sectors apart from their colleagues in other public services and industry. In the Health Informatics domain, the safety of patients relies very heavily on the information that supports clinical and management decision making, the management of data protection, security and therefore on the informaticians who develop and run the systems or handle and process the information they contain. Health Informatics is a challenging, multidisciplinary profession and an important part of UKCHIP activity is to encourage the development and recognition of health informatics professionals, clinicians and managers seeking to implement solutions that contribute to improvements in patient care and safety. It is neither cost effective nor practical for NHS or other healthcare organisations to meet all of their health informatics learning needs themselves. UKCHIP has developed the Education Quality Assurance Scheme to provide a framework which recognises education and training that supports the learning and development needs of health V3.2 January 2014 UKCHIP

4 informatics professionals, and others, in terms of the UKCHIP standards of competency and conduct that their role requires The framework also enables health and social care organisations to be clear about their collective needs and to influence what learning is available for their staff. Which staff does the UKCHIP EQAS support? The UKCHIP EQAS aims to support a range of learners, with emphasis on the following groups: Health Informatics practitioners; e.g. staff who work in information management, ICT, clinical informatics, knowledge management, HI development, health records, clinical coding, programme and project management as well as the directors and managers of Health Informatics Services (see Part 6 below for a list of health informatics roles within the NHS). Other users of health information such as clinical staff and service managers. Potential recruits to the NHS, whatever their entry level. Staff may be employed in the NHS, in Social Care, by private healthcare providers, by academic bodies, or by informatics systems, solutions and service providers. Which learning providers are eligible to apply for their courses or modules to be accredited? The UKCHIP EQAS focuses on health informatics education and training courses delivered by: Higher Education Institutions Further Education Institutions NHS in-house learning providers Commercial learning providers What types of courses or modules are eligible to be accredited? Accreditation is awarded at the module or course / programme level. Where accreditation is successful, the logo can only be used in conjunction with the part (or parts) of a course where appropriate. Module: Programme: A discrete learning experience / unit, described by clear learning outcomes and assessed at a particular level A group of modules forming a defined course of study Typically, accreditation at module level will apply to modules within other frameworks such as clinical education or leadership development programmes. Similarly, the Scheme can recognise modules that are stand-alone courses which are independent of a wider programme of study. V3.2 January 2014 UKCHIP

5 What are the criteria for UKCHIP EQAS Accreditation? There are two sets of criteria for recognition, which must both be met: A learning provider must meet the Learning Provider Criteria set out in Annex B. UKCHIP EQAS must be satisfied that the learning provider has all the standards and facilities in place that foster an effective learning environment and that courses, modules and awards are valid. The course or module must map learning outcomes to the UKCHIP registration standards as set out in Annex C. What standards underpin the UKCHIP EQAS? The UKCHIP Education Quality Accreditation Scheme has been set up to provide a benchmark for health informatics education and training. UKCHIP believes that such courses should contribute evidence towards their students successfully registering as health informatics professionals with UKCHIP and/or maintaining their duty to complete their CPD requirements if already registered. Therefore it is the UKCHIP standards of competency and conduct for registration which form the basis for accreditation. The primary aim of maintaining a register of professionals - in any field - is protection of the public and all registration bodies must set minimum standards which individuals need to meet in order to be registered. The purpose of the registration standards is to ensure that those who are registered are, and remain, "fit to practice". Nature of the Standards The standards are set out as simple statements. The standards are not quantified and how they are measured is not stated. The number or quantity of standards is also consistent and comparable documents with other professions once the broad range of specialism in Health Informatics is taken into account. Derivation of Standards The standards were derived by reviewing in some detail a significant number of documents setting out standards in Health Informatics or closely related areas. The most influential (in no particular order) were the following: NHS Knowledge and Skills Framework (KSF) 1 Health Informatics National Occupational Standards (NOS) 2 SFIA+ (Skills Framework for the Information Age) 3. Recommendations of the International Medical Informatics Association (IMIA) on Education in Health and Medical Informatics 4 Learning outcomes for the NHS Professional Awards in IM&T (Health) Learning to Manage Health Information: a clinical theme 1 NHS Knowledge and Skills Framework (NHS KSF), Department of Health, October Available in various formats from (requires registration) 4 V3.2 January 2014 UKCHIP

6 NHS Job Evaluation Handbook 5 Selected NHS/Department of Health benchmark statements published by QAA (Quality Assurance Agency for Higher Education) Constraints In developing the standards, a number of factors concerning the Health Informatics profession had to be taken into account: It is relatively new profession and is constantly evolving Practitioners have a wide range of backgrounds and have entered the profession in many different ways. There is as yet little or no formal career development. The proportion of practitioners with an explicit HI qualification is small. Most learning to date has been experiential or vocational. There are relatively few specialist courses and qualifications for new and aspiring entrants to the profession. Unlike many other professions, specific relevant routes of entry and career pathways are not (yet) well defined. It is unusually diverse both in terms of its specialist areas and the competencies required of practitioners who range from clinical coders and junior ICT staff to directors of ICT services and those with a clinical background developing safetycritical systems. The vast majority of HI professionals with qualifications have not studied health informatics. Furthermore the qualifications of a significant proportion of these are not in subjects that traditionally have had an HI component, including medicine or other clinical disciplines, computer science and information management, etc. Terminology The term Health Informatics and the abbreviation HI are used to denote Informatics in all Health and Social care contexts. Health and Social care is dependent on the accuracy and availability, where and when needed, of appropriate data, information and knowledge. Many systems have been developed to meet the specific needs of health and social care for data, information and knowledge whilst more generic systems may be used for financial applications and office automation for example. Information system (or solution because increasingly the functionality could be delivered by a remote hosting / facilities management or rightshoring solution) encompasses all these types of system. 5 NHS Job Evaluation Handbook Second Edition (October 2004), Department of Health 5 V3.2 January 2014 UKCHIP

7 Structure and Scope of the Standards UKCHIP makes a distinction between "Generic" and "Specialised" standards, which are also sub-divided as follows: Generic Standards divided into: Generic Professional Standards: knowledge, skills and competences that all professionals, including those in Health Informatics require Generic Informatics Standards: informatics knowledge, skills and competences that all Health Informatics professionals require Generic standards apply to all individuals irrespective of their constituency i.e. their area of work, specialisation or expertise. On their own, some of these standards may seem relatively undemanding but it is the combination of them that is intended to ensure that the hybrid nature of Health Informatics is addressed. Specialised Standards divided into: Specialised Professional Standards: knowledge, skills and competences that may apply to professionals working in particular constituencies in health and social care Specialised Informatics Standards: Knowledge, skills and competences specific to the Health Informatics constituencies. As far as possible, UKCHIP's specialised standards are directly based on standards determined or accepted by other relevant professional or regulatory bodies. These standards include the currently published Health Informatics National Occupational Standards (HINOS) and, for ICT specialists, the standards specified by the British Computer Society (BCS) for professional membership or derived from in SFIA+ (Skills Framework for the Information Age). Similarly, for clinical coding, the standards are based on those set for the National Clinical Coding (NCC) qualification. Knowledge, Skills and Competences Requirements for knowledge, skills and competences are set out for each of the standards. To convey the type of requirement, the following terms are used in the vast majority of cases. Where there is more than one term on a line, the first term is the least demanding so, for example, appreciation is not as onerous as understanding. Requirement Type knowledge skills competence Terms awareness, familiarity, knowledge appreciation, understanding (these require comprehension) ability competence, proficiency and expertise Note: this terminology is intended to be consistent with similar publications for other professions. It is not based upon, nor intended to be compared with, the terms used in Bloom's taxonomy 6. 6 Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives V3.2 January 2014 UKCHIP

8 How may learning providers display recognition? Accreditation enables a learning provider to use the UKCHIP EQAS accreditation logo on course documentation and certificates, including relevant marketing materials and web pages, only for the for the course or module(s) accredited. Guidelines for using the logo are provided to successful applicants. The UKCHIP EQAS accreditation logo is a registered trademark and may only be used by approved providers on specified materials in accordance with these guidelines, and authority to use will be withdrawn if the guidelines are not followed. How is the UKCHIP EQAS managed? UKCHIP has overall responsibility for the UKCHIP EQAS. It also consults regularly with employers, learning providers and other stakeholders on the development, maintenance and relevance of the scheme. At an operational level, the scheme is managed by its trading subsidiary UKCHIP Services Ltd. A UKCHIP EQAS Accreditation & Monitoring Panel, comprising members of UKCHIP Council, assesses applications for accreditation and monitors on-going adherence to the criteria by learning providers. 2. Benefits of the UKCHIP EQAS What are the benefits to learning providers? The UKCHIP EQAS demonstrates that a learning provider is committed to providing high quality learning to meet the needs of health informatics professionals. Accreditation under the scheme carries the following benefits: Recruitment Accreditation enhances the chances of recruiting informaticians and potential informaticians as students as it permits learning providers to use the UKCHIP EQAS logo on module documentation and certificates, including relevant marketing materials and web pages, demonstrating they provide learning which has been assessed by UKCHIP as relevant to the domain needs. Dual award Students successfully completing the course or module will have enhanced their likelihood of a successful application for UKCHIP registration. Those already registered will have enhanced their opportunities to move to a higher level and also complete evidence to meet their periodic CPD submission/requirements. Future developments of the UKCHIP on-line assessment system are expected to recognise course or modules accredited under this scheme and automatically provide the associated credit towards competency compliance and CPD evidence. Student Employment Prospects - UKCHIP registration is increasingly sought from applicants for health informatics posts. Satisfactory completion of UKCHIP accredited learning will enhance employment opportunities and result in increased student recruitment. Applications for Funding Accreditation by the UKCHIP EQAS may support applications for external funding through, for example, higher and further education V3.2 January 2014 UKCHIP

9 channels. Similarly, such accreditation may provide supporting information when bidding for research funding in that learning providers can demonstrate the relevance of their learning provision to a major employer and to vocational development. Design and Delivery - Provides guidance to course leaders to design and deliver courses and modules using the parameters of the UKCHIP standards. What are the benefits to organisations and their staff? The UKCHIP EQAS provides a range of benefits and has relevance to broader applications of health informatics: Capability of the workforce - By quality assuring courses, it supports continual improvements in the availability and quality of health informatics learning opportunities. It assists workforce planning by, for example, enabling staff to perform effectively in their current roles and prepare them for future roles. Support for Continuing Professional Development (CPD) - Directs informaticians to independently quality-assured learning in health informatics, which is relevant to their development, their roles and as evidence of compliance with the NHS Knowledge and Skills Framework. Such signposting helps staff to make informed choices about learning opportunities. Availability and flexibility of learning - Seeks to broaden the range of learning opportunities and encourages flexible delivery models. Professionalism - Contributes to the promotion of the professionalism of the health informatics workforce, and to raise the identity/credibility of the HI profession within the overall health and social care workforce. Capacity Accredited learning has the potential to attract new entrants to the Health Informatics domain 3. Summary of Application and On-going Monitoring Processes How does a learning provider apply for accreditation? The application form is in two parts. It is a pre-requisite for recognition of a course or module that a Learning Provider meets the Learning Provider Criteria at Annex B. This information is only required for a first application and updated as required for further applications. It may be submitted with the first application for a course or module. The application form at Annex C must be completed for each course or module submitted for recognition. Accreditation of a course or module may be sought at any time, such as towards the end of the course / module development process or during delivery. All applications must be authorised by an appropriate officer of the learning provider institution. This would normally be the course director, head of school or a similar position. V3.2 January 2014 UKCHIP

10 On receipt of an application, it will be considered by the UKCHIP EQAS Accreditation & Monitoring Panel. UKCHIP will advise the learning provider whether an application has been successful. The UKCHIP EQAS Accreditation & Monitoring Panel is convened bimonthly, or as required. What happens when an application for accreditation is successful? When an application for accreditation is successful, UKCHIP will notify the learning provider and advise when accreditation commences and the date of review. Accreditation of a learning provider and of courses /modules will normally be for up to three years, subject to evidence of continued adherence to the criteria. If 25% or more of the content of a course or module changes it should be resubmitted for re-accreditation. UKCHIP will also provide guidance on promoting the UKCHIP EQAS accreditation. Details of the course / module will be on published in the on-line UKCHIP Register of Accredited Learning, and announced through other UKCHIP media. Accreditation will also be referenced on the Health Informatics Career Framework website. What happens if an application for accreditation is unsuccessful? If the UKCHIP EQAS Accreditation & Monitoring Panel identifies gaps or requires clarification about evidence provided, the applicant will be given an opportunity to resolve the issues. If an application for accreditation is unsuccessful, UKCHIP will notify the applicant, explain why the application failed and whether a re-submission should be made. In the event of an appeal against an unsuccessful application, the UKCHIP EQAS Accreditation & Monitoring Panel will in the first instance seek to resolve the issues with the applicant. Where this is not possible, UKCHIP EQAS will make arrangements for the appeal to be escalated, and the applicant will be advised of its decision. What are the monitoring arrangements for on-going accreditation? The guidance to successful applicants outlines the arrangements for monitoring how a learning provider continues to meet the standards outlined in their application. For each recognised course or module, learning providers should record learner registration, progression and achievement using their usual in-house systems. UKCHIP requires providers to forward a report, normally on an annual basis, to include the following anonymised data: A summary of activity relating to each accredited course / module: o o o Number of students registering for the course / module Summary of students occupation by profession Number of completions / withdrawals / failed attempts Changes to the organisation which may impact on accreditation Changes to the course/module which may impact on adherence to UKCHIP standards V3.2 January 2014 UKCHIP

11 A summary of in-house quality assurance activity, including student feedback on the course / module Where applicable, external examiner reports and those of external agencies such as Ofsted and the Quality Assurance Agency (and / or reference to an NHS body which sponsors or directs the learning provision). A note of future developments which may impact on the learning provider s ability to adhere to UKCHIP EQAS criteria or may yield possible further applications. Copies of documentation on which the UKCHIP EQAS logo is displayed, plus URLs to relevant web pages. Learning providers should inform UKCHIP of material changes in the above categories ahead of the annual report as they occur or are planned. The learning provider will assist UKCHIP to contact students to seek views on any aspect of the provision. UKCHIP may wish periodically to visit the learning provider s site or website to view materials, meet / consult students and discuss associated issues. Where there is any deviation from the criteria, the learning provider will be advised whether this affects continuing accreditation and, in the first instance, given an opportunity to resolve any issues with the aim of enabling accreditation to be retained. A fair period of time for it to rectify the situation would be agreed. Where it is not possible to resolve the issues, accreditation of a course/ module may be withdrawn and UKCHIP will advise the learning provider accordingly. What are the fees for UKCHIP EQAS Accreditation? In common with other professional bodies, UKCHIP levies a fee for accreditation. A nonreturnable administration fee is payable at the time the application is made followed by an accreditation fee upon approval of the application. However, the accreditation fee does cover the re-submission of applications where this is required using the procedure described above. UKCHIP EQAS uses the following definitions: Module / Short Course: Course / Programme: A discrete learning experience / unit, described by clear learning outcomes and assessed at a particular level A group of modules forming a defined course of study For the purposes of establishing the correct fee, a module or short course is considered to provide up to 30 CATS points (Higher Education Credit Accumulation and Transfer Scheme) or their equivalent. Alternatively, this can be represented as approximately 300 hours student effort (the total timetabled hours plus individual study time required). A Course / Programme is anything in excess of this, but would normally consist of several modules. These figures should serve as a guide as there are likely to be instances where modules and courses do not readily fit these criteria. These will be considered on a case by case basis by the assessment panel. V3.2 January 2014 UKCHIP

12 Initial Application (including learning provider assessment) Application Processing Fee Fee payable on Accreditation Module / Short Course Course / Programme Please note: the fees are exclusive of VAT which will be added at the prevailing rate. Accreditation Renewal (normally after 3 years) 50% of initial accreditation fee, unless substantial revision has been made to the course content requiring submission for full re-accreditation. All amounts plus VAT at prevailing rate. The fee structure is subject to review. An invoice will be raised for the appropriate Application Processing Fee once the application has been received. Payment of the fee will initiate the accreditation process. A second invoice will be raised for the appropriate Accreditation Fee once accreditation is approved and which is payable before details of the course / modules are published on the UKCHIP Register of Accredited Learning. How will the UKCHIP EQAS be evaluated? In addition to routine reviews, UKCHIP will periodically evaluate the EQAS. Evaluation will include assessing the impact of learning in the students workplace and will provide feedback to learning providers. 4. Promotion and Administration of the UKCHIP EQAS How will the UKCHIP EQAS be promoted? UKCHIP will actively promote the UKCHIP EQAS through its web-based and other media, in addition to any marketing activity by learning providers. On-line promotion will include a dedicated page on the UKCHIP website which will include a link to the UKCHIP Register of Accredited Learning. As courses and modules successfully achieve accreditation, they will be featured in the next appropriate UKCHIP newsletter. Lists of accredited courses and modules will also be made available at events where UKCHIP is participating. V3.2 January 2014 UKCHIP

13 What administrative arrangements support the scheme? UKCHIP has overall responsibility for the UKCHIP EQAS. At an operational level, the scheme is managed and administered by its trading subsidiary UKCHIP Services Ltd. A UKCHIP EQAS Accreditation & Monitoring Panel, comprising members of UKCHIP Council, assesses applications for accreditation and monitors on-going adherence to the criteria by learning providers. Support will be available throughout the application process via at eqas@ukchip.net or by telephone on The learning provider is responsible for the award of any qualification associated with the course / module. The learning provider will assess its own students and, through its in-house quality assurance processes, confirm the award of relevant qualifications to its students. The learning provider is also responsible for providing feedback / management information about the course / module to UKCHIP as described above. 5. Links with Health Informatics Stakeholders UKCHIP will liaise with agencies that have an interest in Health Informatics to inform the continuing development of the UKCHIP Education Quality Assurance Scheme, including: UK Departments of Health Informatics Directorates & Services The Health & Social Care Information Centre Regulatory bodies Relevant professional bodies and institutions 6. Health Informatics roles within the NHS The Health Informatics Career Framework ( aims to identify and open up career opportunities in Health Informatics. It is also designed to help individuals plan their own careers, and organisations to plan their workforce plan in the profession. The HICF is currently populated with around 100 generic jobs from across the Health Informatics domain. This does not by any means represent all of the jobs carried out in the profession, but is an indication of the many HI jobs involved. Each of these is described in a specification which covers: A description of the roles and responsibilities involved An indication of related job titles Relevant National Occupational Standards (NOS) and KSF Links Relevant qualifications Relevant Professional Standards The indicative UKCHIP registration level (subject to experience and other criteria) The NHS Careers website ( also provides a list of Health Informatics roles within the NHS which the UKCHIP EQAS aims to support. V3.2 January 2014 UKCHIP

14 Annexes: Annex A: Application Checklist Annex B: Application Form: Learning Provider Criteria Annex C: Application Form: Module/Course-specific Criteria V3.2 January 2014 UKCHIP 2014

15 Annex A: Application Checklist 1. Recognition as a Learning Provider An application to be recognised under UKCHIP EQAS as a learning provider is a prerequisite to accreditation of any courses or modules. The application can be made in at the same time as an application for accreditation of a course or module, but need not be repeated for any subsequent module / course applications made within the 3 year period of recognition. Checklist: Completed pro-forma (see Annex B in this document) Documentation to support the responses to sections (1) to (8) 2. Accreditation of a Course or Module An application for accreditation can be made for one or more courses or modules at the same time. However each application will be dealt with separately on its own merit and a separate application and accreditation fee will be made for each course or module. The application should clearly show that at least 50% of the learning outcomes within the course or module can be mapped to UKCHIP competency standards. Checklist: Completed application pro-forma (see Annex C in this document) Confirmation of all the learning outcomes for the course or module, highlighting which of those are mapped in the above form. Documentation which supports the responses to Additional Information sections (1) to (8), e.g.: o Course / module handbooks o CVs of core lecturers Confirmation of relevant fees 3. Support Support will be available throughout the application process via at eqas@ukchip.net or by telephone at Applicants may wish to contact the administrator before submitting to check that the process and appropriateness of the application is understood. V3.2 January 2014 UKCHIP

16 Annex B: Application Form: Learning Provider Criteria Only one initial application to meet the Learning Provider Criteria is required and the evidence normally remains valid for up to three years, updated as required for further applications. The completed form should be forwarded by to UKCHIP (EQAS) at or posted to UKCHIP EQAS, PO Box 66, Usk NP15 9AJ. Name of Department/Faculty, Organisation: Address: Main Contact Name: Tel Number: Address: Approval and Authorisation (Applications must be authorised by a senior manager in the institution) Signed: Position: For UKCHIP EQAS Use: Ref No:. Name: Date of Application: Date received:.... Date of Accreditation & Monitoring Panel Recommendation:... Date UKCHIP EQAS Decision: Date Learning Provider advised of Decision:... Annex C V3.2 January 2014 UKCHIP

17 LEARNING PROVIDER CRITERIA Please respond to each of the questions below and provide, where appropriate, URLs to relevant web-based material, or hard copies: it is acceptable to quote the relevant sections of extant documents. The UKCHIP EQAS Accreditation & Monitoring Panel reserves the right to ask for copies of relevant documents. (1) Describe the learning provider s internal quality assurance processes and note any external quality assurance processes which the provider has to meet (e.g., QAA, Ofsted, NHS reference groups) (2) Describe the admissions process and confirm that that it is consistent with normal good practice (e.g., such as that described by QAA codes of practice) (3) Confirm that there is an induction process (nature of induction will vary depending on size and nature of a course or module: might be provision of on-line information such as for, e.g., e-learning module, or programmed induction sessions) (4) Confirm that UKCHIP promotional material is/will be made available to learners (5) Confirm which key lecturers, teachers or facilitators are registered with UKCHIP (this should be case for course / module leaders and significant contributors, but need not apply to all staff / faculty) V3.2 January 2014 UKCHIP

18 (6) Confirm that policies are in place that ensure that applicants and learners are treated with equity, regardless of gender, race, ethnic origin or disability (where disability is not a barrier to completing the learning). (7) Confirm that policies are in place that encourage participation in learning by people from different backgrounds, with diverse experience and qualifications. (8) Confirm that students have access to information facilities to support their learning (e.g., library and/or on-line resources) V3.2 January 2014 UKCHIP

19 Annex C: Application Form: accreditation of a course or module A course may be considered as a whole and need not be submitted module by module. A separate application should be made for each course or module where multiple courses or modules are to be considered. Course documents may be submitted in support of the application. The completed form and accompanying documentation should be ed to UKCHIP EQAS at eqas@ukchip.net or posted to UKCHIP EQAS, PO Box 66, Usk NP15 9AJ. Name of Department/Faculty, Organisation: Address: Main Contact Name: Tel Number: Address: Name of module or course (please specify) (outlining where the module fits in a wider course or programme where appropriate) Name of person responsible for managing the module: (and contact details if different to those above): Where the module has been validated internally by the learning provider, provide a link to the relevant web page or hard copy. Approval and Authorisation (Applications must be authorised by a senior manager in the institution) Signed: Position: For UKCHIP EQAS Use: Name: Date of Application: Ref No:. Date received:.... Fee Received:.. Date of Accreditation & Monitoring Panel Recommendation:... Date of UKCHIP EQAS Decision: Date Learning Provider advised of Decision:... V3.2 January 2014 UKCHIP

20 COURSE MODULE CONTENT & ASSESSMENT In the tables below, please identify the specific learning outcomes which best map to the UKCHIP registration standards. A brief summary of how the outcome is assessed should also be provided. It is recognised that there may not be a one to one relationship between UKCHIP registration standards and the learning outcomes and it is accepted that some UKCHIP standards may map to more than one learning outcome and vice versa. Please provide a brief explanation of the relationship between the UKCHIP competency and the course / module outcome where this is not self-evident. Example: GI-3001 GI-3002 Awareness of The need for, and benefits of, data quality Methods of ensuring high data quality Data validation Audit Understanding of the above Module 3 (SHIM13) Learning Outcome 1. Discuss the importance of data quality and how it can be ensured. Assessment Formative group discussion of student experiences Summative as part of assessment SHIM13b. Produce an annotated flow chart showing data/information flow in a health organisation, highlighting potential bottle necks and data quality issues. (See Module 3 (SHIM13) module descriptor for more detail and context). Note: to achieve accreditation, it must be demonstrated that at least 50% of the course or module s learning outcomes map to UKCHIP registration competence standards. V3.2 January 2014 UKCHIP

21 Generic Professional Standards Autonomy and Accountability GP-1001 GP-1002 GP-1003 Ability to work with direct supervision (in accordance with established practices and procedures) Ability to work under broad direction Ability to work autonomously and in a leadership role (i.e. ability to work competently without management by a professional in the same constituency; guidance being provided by peers or externally) Personal Management GP-2001 GP-2002 GP-2003 Ability to plan and schedule own work with direction from others. Ability to: plan, schedule and monitor own work within a limited time horizon; use a systematic, disciplined and analytical approach; use effectively applicable methods, procedures, tools, and standards with only occasional reference to others. Ability to: demonstrate strategic and advanced management skills; analyse risks adequately, and plan to achieve targets Understanding Safety Implications GP-3001 That patient safety and the safety of the public underlies all work V3.2 January 2014 UKCHIP

22 GP-3002 That working contributions by individuals, their staff and working colleagues can have a significant effect on patient safety and the safety of the public Communication and Professional Relationships GP-4001 GP-4002 GP-4003 GP-4004 GP-4005 GP-4006 Ability to communicate appropriately orally, in writing or electronically. This will include: general and technical information, advice, instructions, acquired knowledge and professional judgements. Communication may be direct, indirect (e.g. to patients or the public via web pages) or a mixture. Ability to create and maintain effective and appropriate working relationships with colleagues, clinicians and other staff, clients, suppliers and others. Ability to communicate technical information effectively with non-specialist staff or members of different disciplines. Ability to give presentations using appropriate tools where necessary Understanding of the need to promote HI to other disciplines. Ability to promote HI to other professional groups Influencing and Negotiation GP-5001 GP-5002 GP-5003 Ability to influence and negotiate within own area of work or specialization. Ability to influence members of other disciplines. Ability to negotiate with external organizations and, where necessary, on a commercial and formal basis. V3.2 January 2014 UKCHIP

23 Specialised Professional Standards Patients and the Public SP-1001 SP-1002 Awareness of, from the perspective of patients, carers and the public,: standard processes which take place as part of the care process the needs and expectations of those who receive health and social care services what patients and carers experience when receiving such services the need for wellbeing, prevention, self-care and health information From the perspective of patients, carers and the public, familiarity with the points above. Medicine and Care SP-2001 Awareness of the concepts of: diagnosis and treatment care processes the terminology used in care SP-2002 Familiarity with the above. Delivery of Care SP-3001 Awareness of: the different types of health and social care professionals the roles of health and social care professionals types of organisation providing health and social care services V3.2 January 2014 UKCHIP

24 SP-3002 Familiarity with the above Improving the Quality and Safety of Care SP-4001 SP-4002 Awareness of the concepts of: health research, outcomes, evaluation and evidence based practice clinical governance and audit risks to patient safety clinical incidents and negligence care services in the future Familiarity with the above. General Management/Leadership SP-5001 SP-5002 SP-5003 SP-5004 Awareness of management concepts, theories and best practice Knowledge and understanding of leadership concepts, theories and best practice Ability to lead a team of the same discipline as the practitioner Ability to lead a multi-disciplinary team of any size Strategy, Policy and Planning SP-6001 Ability to implement policies and articulate changes to working practices or procedures V3.2 January 2014 UKCHIP

25 SP-6002 Ability to: formulate policy develop strategic plans gain approval for and implement plans, frameworks and policy Management, Oversight and Funding of Care Services SP-7001 SP-7002 Awareness of: management and governance in health and social care organisations organisations associated with health and social care such as government departments, inspection and audit agencies, professional bodies, etc health policy and legislation funding and financing of health and social care major suppliers to health organisations of pharmaceuticals, medical equipment, consumables, information systems dissemination of policy, information and knowledge in the health and social care sectors Familiarity with the above. Quality Management and Service Improvement SP-8001 SP-8002 SP-8003 SP-8004 Awareness of quality systems and formal quality standards Ability to work to quality standards and procedures Ability to contribute to the development, testing and reviewing of new concepts, models, methods, practices, products, systems and equipment. Ability to develop and maintain a culture that: Encourages suggestions for improvements in quality and working practices Seeks to improve quality continuously V3.2 January 2014 UKCHIP

26 SP-8005 SP-8006 Ability to monitor and report on adherence to local quality standards and procedures Ability to specify and document or evaluate (some will be in delivery not recipient organisations), via an SLA (Service Level Agreement), provision of a service or a service requirement Programme and Project Management SP-9001 SP-9002 SP-9003 SP-9004 Ability to work in a project team Knowledge and understanding of programme and project management principles, methods and tools Ability to manage projects including planning, estimating, scheduling, use of software tools, reporting, etc. Proficiency in managing programmes and projects Risk Management SP SP SP Understanding that all actions have accompanying degrees of risk Knowledge and understanding of risk management concepts including: Identification, analysis, and assessment of risks Risk registers Evaluation and management (e.g. avoidance, mitigation, transfer, etc.) Understanding of business continuity and contingency planning Change Management SP Understanding of behaviours that impact implementation of change V3.2 January 2014 UKCHIP

27 SP SP SP SP SP SP SP Awareness of change management principles Awareness of theories and concepts (such as systems thinking and those relating to organisational development and learning) underlying change management Ability to apply appropriate tools and modelling techniques Ability to identify barriers to change and plan for change Ability to analyse current situations/tasks as input to change models Ability to apply the evidence found during implementation of change management Ability to apply systems thinking, systems models and systems methodologies in the analysis of organisations and systems Personnel Management SP SP SP SP SP SP Understanding of the need for those under the supervision, direction or management of the practitioner to be developed and to develop themselves Ability to provide advice or demonstrate own role to new or less experienced individuals Ability to act as a mentor Ability to direct or supervise others Ability to manage a team all of whom report directly to the practitioner and who are in the same discipline Ability to: appraise the work of subordinates provide subordinates with suitable guidance, encouragement, etc advise subordinates on training needs and career development V3.2 January 2014 UKCHIP

28 Finance Management SP SP SP SP Familiarity with basic accounting concepts and ability to interpret financial reports Ability to set budgets and manage financial resources for a department or service Ability to contribute effectively to the development of a business case Ability to develop and present a business case Generic Informatics Standards Analytical Skills and Problem Solving GI-1001 Ability to: Analyse and solve problems systematically Show logical reasoning Make defendable judgements ICT Usage GI-2001 Proficient to a standard equivalent to the seven modules of ECDL V3.2 January 2014 UKCHIP

29 Data Quality GI-3001 GI-3002 Awareness of The need for, and benefits of, data quality Methods of ensuring high data quality Data validation Audit Understanding of the above Information Governance and Security GI-4001 GI-4002 GI-4003 GI-4004 GI-4005 GI-4006 Understanding of the need to maintain confidentiality, integrity and availability of data, information and knowledge Understanding of the need for audit trails Awareness of Information Governance and Security concepts Understanding of the above Understanding of information security fundamentals and ability to use information systems securely Knowledge of appropriate quality assurance and safety processes for use in development, implementation and deployment of information systems Data, Information and Knowledge GI-5001 GI-5002 GI-5003 Understanding of the relationships and differences between data, information and knowledge Awareness of the need for data to be collected as part, and for the purposes, of business processes Understanding of the above. V3.2 January 2014 UKCHIP

30 Collection of Data, Information and Knowledge GI-6001 GI-6002 GI-6003 GI-6004 GI-6005 Ability to search for data, information and knowledge Proficiency in the above Awareness of appropriate tools and techniques for obtaining or gathering data and information Familiarity with the above Proficiency in the above Validation and Processing of Data, Information and Knowledge GI-7001 GI-7002 GI-7003 GI-7004 GI-7005 Understanding of the need to monitor and validate the processing of data and information Ability to maintain the integrity of data/information Awareness of validating data and information techniques to ensure fitness for purpose Ability in the above: Proficiency in the above Appraisal, Analysis and Interpretation of Data, Information and Knowledge GI-8001 GI-8002 GI-8003 GI-8004 GI-8005 Competence in appraising sources of data, information and knowledge Proficiency in the above Ability to interpret, evaluate and analyse both data and information Ability to abstract information Competence in statistics V3.2 January 2014 UKCHIP

31 Presentation and Dissemination of Data, Information and Knowledge GI-9001 GI-9002 Ability to present the outputs of data and information analysis using suitable methods Competence in presenting data, information and knowledge using a range of methods and styles depending on the needs of the audience and the type of data and information being presented. Monitor, Evaluate and Improve the management of Data, Information and Knowledge GI GI Understand the need for monitoring methods and appropriate management of data, information and knowledge Ability to establish and use monitoring methods and recommend improvements to the management of data, information and knowledge Develop models for processing new data and information GI GI Ability to develop models for processing new data and information, including data models, database models or mathematical models. Expertise in the above Information Technology GI GI Awareness of fundamental Information and Communication Technology concepts including system architectures, databases, networks, and the internet. Understanding of fundamental Information and Communication Technology concepts including system architectures, databases, networks, and the internet. V3.2 January 2014 UKCHIP

32 Systems Development & Implementation GI GI GI GI GI GI GI GI Awareness of systems development and implementation lifecycles Understanding of systems development and implementation lifecycles Ability to identify and specify data and information requirements Knowledge/understanding of the non-technical issues associated with the introduction of systems including: Stakeholder involvement Management of expectations Process redesign Project and change management Organisational culture implications Implementation/training requirements (including scale, complexity, human and financial resource implications, etc.) Understanding of: key factors that affect the success or failure of systems risks to be managed during the development of information systems Understanding of post-implementation needs and resource requirements Appreciation of the need for formally specified and tested continuity, contingency and disaster recovery plans. Ability to evaluate systems, set benchmarks and undertake benefits realisation studies. Interoperability and Integration GI Familiarity with the issues of systems interoperability and integration. V3.2 January 2014 UKCHIP

33 Technical Standards GI GI Familiarity with the purpose and technical concepts of common ICT and data standards Understanding of the purpose and technical concepts of common ICT and data standards Information Systems Strategy GI Awareness of the need for alignment of Information Systems strategy and services with organisational objectives GI GI Awareness of: Information Systems strategy formulation Role and structure of informatics departments Strategy evaluation Understanding and proficiency in the above Account/Supplier Management GI Competence in dealing with suppliers (if in an end-user situation or organisation) or with clients (if in a supplier situation or organisation) Benefits Management and Realisation GI GI Awareness of: Options Appraisal Business case development Benefits realisation Risk analysis and contingency planning Understanding and proficiency in the above V3.2 January 2014 UKCHIP