1 Children s nursing: Field specific competencies Page 8
2 Children's nursing: Field specific competencies Competency (Children's Nurses) and application Domain Suitable items for Multi-choice Exam: Nursing Suitable items for testing within OSCE's E* 1.1 Children s nurses must understand the laws relating to child and parental consent, including giving and refusing consent, withdrawal of treatment and legal capacity. D1 Professional values Competency 1 Consent Articulates the underpinning values of the code (NMC, 2015). Care, Compassion and Communication CCC1,1. Adopts a principled approach to care underpinned by the code (NMC, 2015) CCC4,3. Upholds peoples legal rights and speaks out when these are at risk of being compromised CCC4,4. Is acceptant of differing cultural traditions, beliefs, UK legal frameworks and professional ethics when planning care with people and their families and their carers CCC4,5. Through reflection and evaluation demonstrates commitment to personal and professional development and lifelong learning CCC5,13.
3 Acts professionally and autonomously in situations where there may be limits to confidentiality, for example, public interest and protection from harm CCC7,5. Works within legal frameworks for data protection including access to and storage of records CCC7,8. Works within legal frameworks when seeking consent CCC8, 5. Assesses and responds to the needs and wishes of carers and relatives in relation to information and consent. CCC8,6 Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public. OAC11, 6. Works within ethical and legal frameworks and local policies to deal with complaints and concerns. OAC12,9. Challenges the practice of self and others across the multi-professional team OAC 14, 7 Works within the requirements of the code (NMC, 2015) in delegating care and when care is delegated to them. OAC15, 2.
4 Recognises and addresses deficits in knowledge and skill in self and others and takes appropriate action OAC15,5. Takes decisions and is able to answer for these decisions when required OAC 16,2 Appropriately reports concerns regarding staffing and skill-mix and acts to resolve issues that may impact on the safety of service users within local policy frameworks OAC 17,9. Works within legal and ethical frameworks that support promoting safety and positive risk taking. OAC18, 13. Applies research based evidence to practice OAC 9,14 Works within the limitations of the role and recognises own level of comptence.ccc1, 2 Applies legislation that relates to the management of specific infection risk at a local and national level. Infection Preventions and Control (IPC), 22,8. Assists people to make safe and informed choices about their medicines. MM.40,5.
5 Applies legislation to practice in safe and effective ordering, receiving, storing, administering and disposal of drugs, including controlled drugs in both primary and secondary care settings and ensures others do the same Medicine Management (MM), 34,4. Assesses the person s ability to safely self-administer their medicines.mm 40,4 Gives clear instructions and explanation and checks that a person understands the use of medicines and treatment options MM40,3. Fully understands all methods of supplying medicines, for example Medicines Act exemptions, patient group directions(pgds), clinical management plans and other forms of prescribing MM,34,6 2.1 Children s nurses must recognise that all children and young people have the right to be safe, enjoy life and reach their potential. They must practise in a way that recognises, respects and responds to the individuality of every child and young person. D1 Professional values Competency 2 Responds to the individuality of each child and young person Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care. CCC2, 8. Ensures access to independent advocacy. CCC2, 9.
6 Acts autonomously and proactively in promoting care environments that are culturally sensitive and free from discrimination, harassment and exploitation. CCC,4,6 Makes effective referrals to safeguard and protect children and adults requiring support and protection. OAC11,7. Supports people in asserting their human rights. OAC11,9 Challenges practices which do not safeguard those in need of support and protection. OAC11, Children s nurses must act as advocates for the right of all children and young people to lead full and independent lives. D1 Professional values Competency 3 Advocacy for children and young people Acts with dignity and respect to ensure that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves. CCC2,12 Is proactive in promoting and maintaining dignity. CCC3,5.
7 Acts autonomously to challenges situations or others when someone's dignity may be compromised. CCC3,6 Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance the care of people, communities and populations. OAC9,15. Promotes health and well-being, self care and independence by teaching and empowering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying. OAC 9,16 Discusses sensitive issues in relation to public health and provide appropriate advice and guidance to individuals, communities and populations for example, contraception, substance misuse, smoking, obesity. OAC9,18 Works within a public health framework to assess needs and plan care for individuals, communities and populations. OAC9,22. Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care. CCC2,8. Ensures access to independent advocacy. CCC2, Children s nurses must work in partnership with children, young people and their families to negotiate, plan and deliver child and family-centred care, education and support. They must recognise the parent s or carer s primary role in achieving and maintaining the child s or young person s health and wellbeing, and offer advice and support on parenting in health and illness. D1 Professional values Competency4
8 Education and support for children, young people and their parents or carers Actively helps people to identify and use their strengths to achieves their goals and aspirations. CCC2,14 Uses appropriate strategies to empower and support their choice. CCC3,7. Recognises situations and acts appropriately when a person's choice may compromise their safety or the safety of others. CCC2,10. Uses strategies to manage situations where a person's wishes conflict with nursing interventions necessary for the person's safety. CCC2,11 Works autonomously, confidently and in partnership with people, their families and carers to actively empower people to be involved in their care planning and delivery including strategies for self care and peer support. CCC2,13. Acts appropriately in sharing information to enable and enhance care (carers, MDT and across agency boundaries). CCC7,7. Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others. OAC18,11.
9 Works within legal and ethical frameworks to promote safety and positive risk taking. OAC18,13. Takes steps not to cross professional boundaries and put self or colleagues at risk. OAC18,15. Explains risks to people, relatives, carers and colleagues and educates them in prevention and control of infection. IPC21,10. Adheres to infection prevention and control policies and procedures at all times and ensures that colleagues work according to good practice guidelines. IPC22,9. Acts as a role model to others and ensure colleagues work within local policy IPC24,4 Able to communicate potential risks to others and advise people on their device, site or wound to prevent and control infection and to promote healing. IPC25, Children s nurses must work with the child, young person and others to ensure that they are actively involved in decision-making, in order to maintain their independence and take account of their ongoing intellectual, physical and emotional needs. D2 Communication and interpersonal skills Competency 1 Ensure the child or young person is actively involved in decision- making, and maintains their independence
10 Has insight into own values and how these may impact on interaction with others. CCC5,10. Works with people and carers to provide clear and accurate information MM40,2. Recognises and acts to overcome barriers in developing effective relationships with service uses and carers. CCC1,12. Acts autonomously to reduce and challenge barriers to effective communication and understanding. CCC6, Children s nurses must understand all aspects of development from infancy to young adulthood, and identify each child or young person s developmental stage, in order to communicate effectively with them. They must use play, distraction and communication tools appropriate to the child s or young person s stage of development, including for those with sensory or cognitive impairment. D2 Communication and interpersonal skills Competency 2 Child development, play, distraction techniques, sensory and cognitive impairment Engages with people in the planning and provision of care which recognises the importance of personal needs and providing both practical and emotional support. CCC5,9. Listens to, watches for and responds to verbal and non verbal cues. CCC5,8.
11 Uses skills of active listening, questioning, paraphrasing and reflection to support therapeutic intervention. CCC6, Children s nurses must ensure that, where possible, children and young people understand their healthcare needs and can make or contribute to informed choices about all aspects of their care. D2 Communication and interpersonal skills Competency 3 Informed choice Communicates effectively and sensitively in different settings, using a range of methods and skills CCC6, 8. Consistently shows ability to communicate safely and effectively with people providing guidance for others. CCC6,7 Provides accurate and comprehensive written and verbal reports based on sound evidence. CCC6, 9. Provides information to people and their carers. NFM.28,7. y Uses strategies to enhance communication and remove barriers to effective communication minimising the risk to people from lack of or poor communication. CCC6, 6.
12 1.1 Children s nurses must be able to recognise and respond to the essential needs of all people who come into their care including babies, pregnant and postnatal women, adults, people with mental health problems, people with physical disabilities, people with learning disabilities, and people with long term problems such as cognitive impairment. D3 Nursing practice and decision making Competency 1 Respond to the needs of pregnant and postnatal women Respond to the needs of adults Respond to the needs of people with mental health problems Respond to the needs of people with physical disabilities Respond to the needs of people with learning disabilities Respond to the needs of people with dementia Demonstrates clinical confidence through sound knowledge, skills and understanding relevant to field. CCC1,8.
13 Recognises the significance of information and acts in relation to who does or does not need to know. CCC,7,6 Refers to specialists when required. OAC9,19 Works within the code (NMC, 2015) and in keeping with guidance on professional conduct for nursing and midwifery students (NMC,2010) and in collaboration with people and their carer's to meet responsibilities for prevention and control of infection. IPC.21,7. Recognises and acts upon the need to refer to specialist advisors as appropriate. IPC23,5. Refers to specialist members of the multi- disciplinary team for additional or specialist advice. NFM27,8. Acts appropriately in sharing information to enable and enhance care with carers, multi-disciplinary teams and across agency boundaries. CCC7, Children s nurses must use recognised, evidence-based, child-centred frameworks to assess, plan, implement, evaluate and record care, and to underpin clinical judgments and decisionmaking. Care planning and delivery must be informed by knowledge of pharmacology, anatomy and physiology, pathology, psychology and sociology, from infancy to young adulthood. D3 Nursing practice and decision making Competency 1 Evidence based, child-centred framework for planning care
14 Clinical judgement and decision making Pharmacology Anatomy and physiology Pathology Psychology and sociology Demonstrates clinical confidence through sound knowledge, skills and understanding relevant to field. CCC1,8. Recognises the significance of information and acts in relation to who does or does not need to know. CCC,7,6 Refers to specialists when required. OAC9,19
15 Works within the code (NMC, 2015) and in keeping with guidance on professional conduct for nursing and midwifery students (NMC,2010) and in collaboration with people and their carer's to meet responsibilities for prevention and control of infection. IPC21,7. Recognises and acts upon the need to refer to specialist advisors as appropriate. IPC23,5. Refers to specialist members of the multi- disciplinary team for additional or specialist advice. NFM27,8. Acts appropriately in sharing information to enable and enhance care with carers, multi-disciplinary teams and across agency boundaries. CCC7, Children s nurses must carry out comprehensive nursing assessments of children and young people, recognising the particular vulnerability of infants and young children to rapid physiological deterioration. D3 Nursing practice and decision making Competency 3 Recognise and act on rapid physiological deterioration Actively empowers people to be involved in the assessment and care planning process. CCC2,2. Accurately undertakes and records base line assessments of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices. OAC9,2
16 Takes and records accurate measurements of weight, height, length, body mass index and other appropriate measures of nutritional status. NFM28,1 Measures documents and interprets vital signs and acts autonomously and appropriately on findings OAC 9,21 Acts autonomously and appropriately when faced with sudden deterioration in people's physical or psychological condition or emergency situation, abnormal vital signs, collapse, cardiac arrest, dehydration, self harm, extremely challenging behaviour, attempted suicide. OAC9,20. Performs routine diagnostic tests, for example urinalysis, under supervision as part of the assessment process (near client testing). OAC9,7. In partnership with the person, their carers and their families, makes a holistic, person centred and systematic assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk, and together, develops a comprehensive personalised plan of nursing care. OAC9,12. Acts autonomously and takes responsibility for collaborative assessment and planning of care delivery with the person, their cares and their family. OAC9,13. Provides accurate and comprehensive written reports based on best possible evidence. CCC6,9. Works within a public health framework when assessing the needs of people, communities and populations within the UK. OAC9,22.
17 5.1 Children s nurses must include health promotion, and illness and injury prevention, in their nursing practice. They must promote early intervention to address the links between early life adversity and adult ill health, and the risks to the current and future physical, mental, emotional and sexual health of children and young people. D3 Nursing practice and decision making Competency 5 Health promotion Risk assessment Physical, mental, emotional and sexual health Acts autonomously and proactively in promoting care environments that are culturally sensitive and free from discrimination, harassment and exploitation. CCC4,6. Recognise infection risk and reports and acts in situations where there is need for health promotion and protection and public health strategies IPC.21,11. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity. OAC,9,3 Works within a public health framework to assess needs and plan care for individuals, communities and populations. OAC9, 22.
18 Supports people in asserting their human rights. OAC11, Children s nurses must have numeracy skills for medicines management, assessment, measuring, monitoring and recording which recognise the particular vulnerability of infants and young children in relation accurate medicines calculation. D3 Nursing practice and decision making Competency 6 and associated ESCs Application of Number Medicines management Safely uses and maintains a range of medical devices appropriate to the area of work, including ensuring regular servicing, maintenance and calibration including reporting adverse incidents relating to medical devices. OAC20,3 Works within legal frameworks and applies evidence based practice in the safe selection and use of medical devices. OAC20,2 Administers enteral feeds safely and maintains equipment in accordance with local policy. NFM31,4. Safely, maintains and uses naso-gastric, PEG and other feeding devices. NFM31,5
19 Monitors infusion sites for signs of abnormality and takes the required action reporting and documenting signs and actions taken NFM32,4. Understands and applies knowledge of intravenous fluids and how they are prescribed and administered within local administration of medicines policy. FM32,1 Safely performs wound care, applying non-touch or aseptic techniques in a variety of settings. IPC25,4. Manages hazardous waste and spillages in accordance with local health and safety policies. IPC26,4. Instruct others to do the same IPC.26,5. Adheres to health and safety at work legislation and infection control policies regarding the safe disposal of all waste, soiled linen, blood and other body fluids and disposing of sharps including in the home setting. IPC26,1 Is competent in the process of medication-related calculation in nursing field involving: tablets and capsules, liquid, injections and IV infusions including; unit dose, sub and multiple doses, complex calculations and SI units, for all ages. MM33,2. Safely manages drug administration and monitors effects MM36,4.
20 Safely and effectively administers and, where necessary, prepares medicines via routes and methods commonly used and maintains accurate records. MM38,4. Supervises and teaches others to do the same. MM38,5, Understands the legal requirements MM38,6 Orders, receives, stores and disposes of medicines safely (including controlled drugs) MM37,2. Demonstrates knowledge of what a patient group directive is and who can use them. MM 42,1 Understands all methods of supplying medicines, for example, Medicines Act exemptions, patient group directions, clinical management plans and other forms of prescribing. MM34,5 Through simulation and coursework demonstrates knowledge and application of principles required for safe and effective supply and administration via a patient group direction including an understanding of role and accountability. MM42,2 Demonstrates awareness of a range of commonly recognised approaches to managing symptoms, for example, relaxation, distraction and lifestyle advice. MM35,7
21 Through simulation and course work demonstrates how to supply and administer via a patient group direction. MM42,3. Fully understands the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing, and independent nurse prescribing MM34,6 Accesses commonly used evidence based sources relating to the safe and effective management of medicine. MM40,1 8.1 Children s nurses must use negotiation skills to ensure the best interests of children and young people in all decisions, including the continuation or withdrawal of care. Negotiation must include the child or young person, their family and members of the multidisciplinary and interagency team where appropriate. D3 Nursing practice and decision making Competency 8 Negotiation skills Withdrawal of care Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care. CCC,2,8 Acts with dignity and respect to ensure that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves. CCC2,12.
22 Actively helps people to identify and use their strengths to achieve their goals and aspirations. CCC2,14 Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent. CCC,8,4 Demonstrates respect for the autonomy and rights of people to withhold consent in relation to treatment within legal frameworks and in relation to people's safety. CCC,8,7 Assess the person's ability to safely self-administer their medicines MM40,4. Supports people to make appropriate the choices and changes to eating patterns, taking account of dietary preferences, religious and cultural requirements, treatments and special diets needed for health reasons. NFM.27,7. Promotes health and well-being, self care and independence by teaching and empowering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying. OAC9, Children s nurses must understand their central role in preventing maltreatment, and safeguarding children and young people. They must work closely with relevant agencies and professionals, and know when and how to identify and refer those at risk or experiencing harm. D3 Nursing practice and decision making Competency 9 Safeguarding children
23 Referral to other agencies Recognises and responds when people are in vulnerable situations and at risk, or in need of support and protection. OAC11,5 Makes effective referrals to safeguard and protect children and adults requiring support and protection. OAC11,7 Works collaboratively with other agencies to develop, implement and monitor strategies to safeguard and protect individuals and groups who are in vulnerable situations. OAC11,8 Supports people in asserting their human rights. OAC11,9 Challenges practises which do not safeguard those in need of support and protection. OAC11,10 Recognises stress in others and provides appropriate support or guidance ensuring safety to people at all times. OAC17,10. Selects and applies appropriate strategies and techniques for conflict resolution, de-escalation and physical intervention in the management of potential violence and aggression. OAC 19,3.
24 1.1 Children s nurses must understand health and social care policies relating to the health and wellbeing of children and young people. They must, where possible, empower and enable children, young people, parents and carers to influence the quality of care and develop future policies and strategies. D4 Leadership, management and team working Competency 1 Health and social policies Empowering children, young people, parents and carers to influence change Responds appropriately when people want to complain, providing assistance and support. OAC12,2 Shares complaints, compliments and comments with the team in order to improve care. OAC 12,5. As an individual team member and team leader, actively seeks and learns from feedback to enhance care and own and others professional development. OAC 12,8 Actively consults and explores solutions and ideas with others to enhance care. OAC14,6. Challenges the practice of self and others across the multi-professional team. OAC14,7
25 Appropriately reports concerns regarding staffing and skill mix and acts to resolve issues that may impact on the safety of service users. OAC17,9 Reflects on and learns from safety incidents as an individual and as a team member and contributes to team learning. OAC18,9 Challenges others who do not follow procedures. NFM30,5. Participates in clinical audit to improve the safety of service users. OAC18, Children s nurses must ensure that, wherever possible, care is delivered in the child or young person s home, or in another environment that suits their age, needs and preferences. Home nursing Nursing in other environments Responds appropriately when people want to complain, providing assistance and support. OAC 12,2
26 Shares complaints, compliments and comments with the team in order to improve care. OAC 12,5. As an individual team member and team leader, actively seeks and learns from feedback to enhance care and own and others professional development. OAC 12,8 Actively consults and explores solutions and ideas with others to enhance care. OAC14,6. Challenges the practice of self and others across the multi-professional team. OAC14,7 Appropriately reports concerns regarding staffing and skill mix and acts to resolve issues that may impact on the safety of service users. OAC17,9 Reflects on and learns from safety incidents as an individual and as a team member and contributes to team learning. OAC18,9 Challenges others who do not follow procedures. NFM30,5. Participates in clinical audit to improve the safety of service users. OAC18,10
27 6.1 Children s nurses must use effective clinical decision-making skills when managing complex and unpredictable situations, especially where the views of children or young people and their parents and carers differ. They must recognise when to seek extra help or advice to manage the situation safely D4 Leadership, management and team working Competency 6 Complex care Unpredictable situations Seeking extra help and advice Works autonomously, confidently and in partnership with people, their families and carers to ensure that needs are met through care planning and delivery, including strategies for self care and peer support. CCC2,13. Acts as a role model in developing trusting relationships, within professional boundaries. CCC1,11 Actively consults and explores solutions and ideas with others to enhance care. OAC14,6. Works inter-professionally and autonomously as a means of achieving optimum outcomes for people. OAC14,10.
28 Safeguards the safety of self and others, and adheres to lone working policies when working in the community setting and in people s homes. OAC14,11. Works within local policies when working in the community setting including people's homes and ensures the safety of others. OAC17,12 Identifies suitable alternatives when isolation facilities are unavailable and principles have to be applied in unplanned circumstances. IPC23,8. Ensures that people including colleagues are aware of and adhere to local policies in relating to isolation and infection control procedures. IPC,23,7 Works within national and local policies and ensures others do the same. MM40,2 Works confidently as part of the team and, where relevant, as leader of the team to develop treatment options and choices with the person receiving care and their carers. MM.35,9 Works within the requirements of the code (NMC, 2015) in delegating care and when care is delegated to them. OAC15, Children s nurses must work effectively with young people who have continuing health needs, their families, the multidisciplinary team and other agencies to manage smooth and effective transition from children s services to adult services, taking account of individual needs and preferences. D4 Leadership, management and team working Competency 7
29 Continuing health needs Managing transition of care Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information. OAC13,1. Reports issues and people's concerns regarding transfer and transition. OAC13,2. Assists in the preparation of records and reports to facilitate safe and effective transfer. OAC13,3.
30 Online Resources Below are some useful online links which can be used to support preparation for the NMC's Test of Competence (A - Z). These online links are not exhaustive, and many other useful sources will exist. The links are designed to help candidates identify gaps as they explore each domain and competence. Candidates should consider the need for revision and consolidation of knowledge before taking the test of competence. Please copy and paste the links into your web browser to access the information data/assets/pdf_file/0003/78573/ pdf
Learning Disabilities Nursing: Field Specific Competencies Page 7 Learning Disabilities Nursing: Field Specific Competencies Competency (Learning disabilities) and application Domain and ESC Suitable items
Mental Health Nursing: Field Specific Competencies Page 6 Mental Health Nursing: Field Specific Competencies Competency (Mental Health Nurses) and application Domain Suitable items for Multi-choice 1.1
CBT STUDY GUIDE TEST OF COMPETENCE PART 1 - NURSING TEST Please do NOT book your online Test of Competence until you have studied and reviewed the following modules. This Guide is to be used in conjunction
NMC Standards of Competence required by all Nurses to work in the UK NMC Standards of Competence Required by all Nurses to work in the UK The Nursing and Midwifery Council (NMC) is the nursing and midwifery
for entry to the register: Adult Nursing Domain 1: Professional values All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and
BILLERICAY MEDICAL PRACTICE Job description Health Care Assistant in General Practice Purpose: To assist the GPs and practice nurse team in the service and delivery of the care management of the practice
Standards of proficiency Operating department practitioners Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards
KYN237 Principles and skills for nursing practice Portfolio Faculty of Health & Social Care Principles and skills for nursing practice Portfolio Student name Copyright 2014 The Open University SUP 041319
UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY PRACTICE ASSESSMENT DOCUMENTATION Date of Approval Event: 5 May 2011 CONTENTS Information for Mentors and Students Ongoing Achievement Record (Parts
The Code Professional standards of practice and behaviour for nurses and midwives Introduction The Code contains the professional standards that registered nurses and midwives must uphold. UK nurses and
Standards of proficiency Dietitians Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency for
Lead and manage the provision of care services that deals effectively with transitions and significant life events Overview This standard identifies the requirements associated with leading and managing
Level 8 - Job description for an advanced nurse practitioner in general practice Title: Advanced nurse practitioner in general practice Agenda for Change (AfC) banding: 8 Hours of duty: Responsible to:
Canterbury Christ Church University Faculty of Health & Wellbeing Mental Health Nursing Pathway On-going Achievement Record [OAR] Part 4 of 4 Clinical Skills Acquisition Document Student Name ID Number
Job Description Registered Nurse - Case Manager/Crisis Worker, Mental Health & Addiction Services Report To: Liaise With: Team Leader Nurse Leader Mental Health and Addiction Service Nurse Educator Mental
JOB DESCRIPTION JOB TITLE: RESPONSIBLE TO: LOCATION(S): JOB PROFILE: Advanced Nurse Practitioner Advanced Nurse Practitioner Professional Lead North Bristol Trust Southmead Hospital This role is to work
Lead and manage service provision that promotes the well being of Overview This standard identifies the requirements associated with leading and managing practice that supports the health and well being
JOB DESCRIPTION Post: Band: Responsible to: Accountable to: Community Palliative Care Clinical Nurse Specialist 7 (SAH adapted Agenda for Change) Team Leader Clinical Operational Manager Job Summary Work
The Code: Standards of conduct, performance and ethics for nurses and midwives We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard
Overview This standard identifies the requirements when promoting healthy living for children, young people and families. This includes working with families to help them identify healthy living options,
Standards of Conduct and Practice for Social Care Workers NOVEMBER 2015 Introductory Notes About us The Northern Ireland Social Care Council (NISCC) was established in 2001 as the regulatory body for the
PNAE Paediatric Nursing Associations of Europe Paediatric Nurse Education in Europe A Position Statement by the Paediatric Nursing Associations of Europe (PNAE) Introduction The PNAE network carried out
Standards of proficiency Social workers in England Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of
Scope of Practice for Registered Nurses (RN) Health Regulation Department Dubai Health Authority (DHA) email@example.com DHA hotline tel. no: 800 DHA (342) www.dha.gov.ae Introduction Health Regulation
Agreed Job Description and Person Specification Job Title: Line Manager: Professionally accountable to: Job Purpose Registered Nurse Lead Nurse Inpatient Unit Clinical Director Provide specialist palliative
The Code Standards of conduct, performance and ethics for nurses and midwives The people in your care must be able to trust you with their health and wellbeing. To justify that trust, you must make the
The code: Standards of conduct, performance and ethics for nurses and midwives We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard
Assessment of practice: Guidance notes for students and mentors BSc (Hons) Nursing Programme Adult RN / Mental Health RN / Children & Young People s RN October 2011 1 Assessment of Practice Guidance Notes
Code of Ethics for Pharmacists and Pharmacy Technicians About this document Registration as a pharmacist or pharmacy technician carries obligations as well as privileges. It requires you to: develop and
The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition
FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES SCHOOL OF NURSING, MIDWIFERY AND SOCIAL CARE 2011 PRE-REGISTRATION NURSING PROGRAMME: ADULT FIELD COMPETENCEY BOOKLET (CB) YEAR 3 Adult Nursing Practice 5 Community
Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond
1 Competencies for registered nurses Te whakarite i nga mahi tapuhi kia tiakina ai te haumaru a-iwi Regulating nursing practice to protect public safety December 2007 2007 2 Competencies for registered
JOB DESCRIPTION Title: Specialist Community Practitioner School Nurse (Child and Family Health) Band: Band 6 Location/Base: Designated Locality within the Trust Directorate/Dept.: Children s Provider Services
National end of life qualifications and Six Steps Programme Core unit mapping tool for learning providers National end of life qualifications and Six Steps Programme - Core unit mapping tool for learning
CONTENTS Section 1 [Cream] Assessment of practice-guidance for mentors, students and lecturers Table: guidance for supervision and assessment of students Pages 3-12 12 Section 2 [Pink] Outcomes for grading
Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical Knowledge Goal Statement: Medical students are expected to master a foundation of clinical knowledge with
Priorities of Care for the Dying Person Duties and Responsibilities of Health and Care Staff with prompts for practice Published June 2014 by the Leadership Alliance for the Care of Dying People 1 About
SUPPORT KNOWLEDGE QUALIFY PETROCTM DISTANCE LEARNING Courses for the caring professions, and more Distance learning courses for caring careers Certificate in Mental Health Awareness...... 3 Certificate
Hearing Aid Council and Health Professions Council consultation on standards of proficiency and the threshold level of qualification for entry to the Hearing Aid Audiologists/Dispensers part of the Register.
Personal Assessment Form for RN(NP) Practice for the SRNA Continuing Competence Program (CCP) Completing a personal assessment is a mandatory component of the SRNA CCP. It allows a RN and RN(NP) to strategically
Registered School Nurses Scope of Practice INTRODUCTION: This document identifies the fundamental competencies required in each of the three domains of nursing practice, namely: Care Provision and Management,
Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
Occupational Therapists Registration Board Standards of Proficiency and Practice Placement Criteria Occupational Therapist Registration Board Page 1 of 22 Contents Background 3 Standards of proficiency
Course Brochure From the UK s leading e-learning provider Providing specialist online training to the healthcare sector The Healthcare e-academy The Healthcare e-academy provides flexible and cost effective
Overview This standard identifies the requirements when you develop effective relationships with individuals. This includes identifying individuals' preferences and needs regarding your relationship with
JOB DESCRIPTION ellenor Advanced Nurse Practitioner Specialist Palliative Care Responsible to Accountable to: Head of Adult Community Services Director of Patient Care General ellenor is a specialist palliative
Overview This standard identifies the requirements associated with leading and managing change within care services. It includes the implementation of a shared vision for the service provision and using
Promote participation in agreed therapeutic group activities Overview This standard identifies the requirements when you promote participation in agreed therapeutic group activities. This includes planning
Foundation Degree in Health Science Mental Health Care Development of Practical Skills Practice Supervisor Report Student Practice Supervisor.. SCHOOL OF HEALTH AND HUMAN SCIENCES UNIVERSITY OF ESSEX COLHESTER
1 NURSING COUNCIL OF NEW ZEALAND Examples for self assessment and senior nurse assessment for the registered nurse scope of practice These selected practice examples are provided to assist in the completion
Yes Module on Clinical Prevention in Long-Term Care that students complete Assessment of Health Status: Obtains a relevant health history, which may be comprehensive or focused. Post test on Clinical prevention
Title Location Macmillan Lung Cancer Clinical Nurse Specialist Hospital Supportive & Specialist Palliative Care Team (HSSPCT) Grade 7 Reports to Responsible to HSSPCT Nursing Team Leader HSSPCT Nursing
Introduction to inherent requirements for undergraduate Nursing course These inherent requirements apply to the following course: Bachelor of Nursing The School of Nursing at Avondale College of Higher
H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals.
Contents Pages An introduction to practice assessment 2-5 Guidance for mentors using the Clinical Grading Tool 6 Guidance for mentors using the Snapshot Assessment Tool 7 Guidelines for activities in practice
Standards for specialist education and practice This document is now the UKCC s exclusive reference document specifying standards for specialist practice. Any previous documentation, as detailed below,
POSITION DESCRIPTION Practitioner Define Date Produced/Reviewed: Position Holder's Name: Position Holder's Signature :... Manager / Supervisor's Name: Manager / Supervisor's Signature :... Date :... Page
H5VV 04 (SCDHSC0042) Lead Practice for Health and Safety in the Work Setting Overview This standard identifies the requirements when leading practice for health and safety in settings where children, young
School of Health Sciences Postgraduate Master of Science in Nursing: Graduate Entry Nursing (GEN) NMC Ongoing Achievement Record Achievement of Standards for for Entry to NMC Professional Register: Adult
Student Name:... Student Number:. Cohort: September 2012 Module Code: School of Health & Social Work MSc in Nursing Year 2 Adult Field Practice Assessment Document (PAD) 1 Welcome to your Practice Assessment
Release: 1 CHCCS411C Work effectively in the community sector CHCCS411C Work effectively in the community sector Modification History CHC08 Version 3 CHC08 Version 4 Comments CHCCS411B Work effectively
Common Outcomes/Competencies for the CCN Nursing Web Page NURS 120: Foundations of Nursing This course introduces concepts related to the practical nurse s roles and responsibilities in today s society.
Nurse Practitioner Mentor Guideline NPAC-NZ Purpose To provide a framework for the mentorship of registered nurses to prepare for Nurse Practitioner (NP) registration from the Nursing Council of New Zealand.
Optional Units BIIAB Level 3 Diploma in Children s Learning and Development (Early Years Educator) (QCF) 601/7786/X Version 1 BIIAB November 2015 Contents Optional Group B Unit No. 3CLD10 3CLD11 3CLD12
October 2002 n at i o n a l c o m p e t e n c y s ta n d a r d s f o r t h e e n r o l l e d n u r s e Introduction Description of Enrolled Nurse National Competency Standards Assessing Competence Glossary
Standards of proficiency Arts therapists Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency
Lead the performance management of care service provision Overview This standard identifies the requirements when leading and managing the performance of the care service provision. It includes identifying
The Care Certificate Standards Copyright Health Education England, Skills for Care and Skills for Health 1 What is the Care Certificate? The Care Certificate is an identified set of standards that health
Valuing People VP Community Care Nationwide providers of specialist care and rehabilitation 9 YEARS OF SPECIALIST CARE VP Community Care An introduction to what we do Registered with the CQC, we support
Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been
ST JOSEPH S HOSPICE JOB DESCRIPTION HEALTHCARE ASSISTANT GRADE: Band 2 REPORTS TO: ACCOUNTABLE TO: Ward Manager / Charge Nurse Ward Manager / Director of Care Services (In-patient Unit) JOB PURPOSE The
JOB DESCRIPTION ellenor Advanced Nurse Practitioner Adult Specialist Palliative Care Responsible to Accountable to: Head of Adult Community Services Director of Patient Care General ellenor is a specialist
National Standards for Safer Better Healthcare June 2012 About the Health Information and Quality Authority The (HIQA) is the independent Authority established to drive continuous improvement in Ireland
Support children and young people to develop a positive identity Overview This standard identifies the requirements when you support children and young people to develop a positive identity and thereby