Options for educational development of new and existing Rural Generic (Health & Social ... optio… · · 2014-06-10new and existing Rural Generic (Health & Social Care) ... SFHCHS3

Options for educational development of

new and existing Rural Generic (Health &

Social Care) Support Worker Roles

Produced for RRHEAL

April 2014

1

Contents

Introduction ............................................................................................................................... 2

The capability framework .......................................................................................................... 2

Suggested approach to meeting the learning and development requirements of the RGSW . 4

National Occupational Standards (NOS) ................................................................................ 5

Calderdale Protocols .............................................................................................................. 6

Education provision ................................................................................................................... 6

Case studies ............................................................................................................................... 8

Case Study 1 ........................................................................................................................... 9

Case Study 2 ......................................................................................................................... 11

Case Study 3 ......................................................................................................................... 13

Appendix 1: The RGSW Capability Framework (Updated April 2014) ..................................... 16

Appendix 2: Suggested approach to meeting the learning and development requirements of

the RGSW ................................................................................................................................. 28

Appendix 3: Mapping of education provision in Orkney ......................................................... 29

2

Introduction

The Rural Generic (Health & Social Care) Support Worker (RGSW) needs to be appropriately

trained to meet the requirements of their role and requires to be prepared both initially and

on an ongoing basis to develop and maintain knowledge and skills. Where appropriate this

would be underpinned by formal qualifications (academic and/or vocational) and would

support career development within the post or as preparation for progression within a

career framework.

In 2013, a number of projects were undertaken for the Remote and Rural Healthcare

Educational Alliance (RRHEAL), on behalf of NHS Education for Scotland (NES), aimed at

supporting the development of a RGSW role in Orkney. These included:

• a mapping of activities, competencies and educational provision against a draft job

description

• an opportunities workshop aimed at integration of the patient/client journey (RRHEAL,

2013).

The findings of both the competency and educational mapping and the workshop have been

used by Orkney Health and Care and to inform the final job description and development of

the potential RGSW role. Current National Occupational Standards (NOS) and SVQ Units

have been mapped to the revised job description and framework.

This report outlines examples of options by which existing and new to post staff could be

supported to develop into the role of RGSW, using the framework and job description

developed by Orkney health and Care with current education provision in Orkney. The

options provide only a sample of resources that are available, but the principles but are

easily transferable to other NHS Boards.

The capability framework

The RGSW framework developed for Orkney Heath and Care (Appendix 1) is based on the

concept of capability. Capability is associated with facilitating the continuing development

of practitioners’ ability and potential and is an essential element of lifelong learning and

personal and professional development. A capability framework is a broad outline of what

practitioners should be able to do in practice. Capability frameworks are usually supported

by discipline-specific competency frameworks detailing the level of expertise required. The

framework incorporates practice learning outcomes to detail what practitioners should be

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able to achieve and to capture the notion of capability as current competence combined

with the development of future potential competence (Price, 2004).

In 2013, National Occupational Standards (NOS), which describe the skills, knowledge and

understanding needed to undertake a particular task or job to a nationally recognised level

of competence, were mapped against the capabilities. This was further updated to the

revised NOS in 2014. In addition, although only relevant to NHS employers, the NHS

Knowledge and Skills Framework (NHS KSF), which defines and describes the knowledge and

skills that staff need to apply in practice to deliver quality services, was also mapped. Thus

details of the level of expertise required for various work activities was provided, focusing

on what the person needs to be able to do, as well as what they must know and understand

to work effectively. Together with the job description, the framework and mapping provides

managers with a tool for a wide variety of workforce management and quality controls and

offers a framework for training and development, including work-based learning.

The draft Framework was reviewed by the project group and it was agreed that it should

highlight which skills and knowledge were core to the RGSW role and which were additional,

depending on the setting, need or context. The Framework in Appendix 1 therefore sets out:

• broad areas of capability under five headings:

1. Knowledge for Practice

2. The Multi-professional Approach

3. Practising Ethically

4. Care and Intervention

5. Personal, Professional and Service Development

• practice learning outcomes

• indicative key content that would be required in education and work-based learning

programmes for the RGSW

• links to the NHS KSF

• links to relevant NOS

The Framework can be used to:

• support the development of the RGSW role

• guide the development of education and training (including work-based learning , short

courses, study days, online learning or accredited programmes of study)

• support, guide and facilitate staff development through PDP

• support self assessment and planning personal development

4

Suggested approach to meeting the learning and

development requirements of the RGSW

Figure 1 gives a suggested approach to meeting the learning and development requirements

of the RGSW. The first year commences with the induction process and the use of a

learning and development portfolio is encouraged, using the RGSW Framework as a guide.

Such a portfolio is the vehicle through which the RGSW can retain their records of learning

and development throughout their career.

Figure 1: Meeting the learning and development requirements of the RGSW

On appointment

What qualifications and

experience does the

RGSW already have?

Qualification

Ensure minimum SVQ 3

Either:

a) Complete SVQ 3

b) Additional Units

Induction

Full induction for ‘new

starts’

Ensure all elements of

RGSW Framework

covered for staff in post

Identify Gaps

Use RGSW Framework

and specific role

requirements/ setting to

identify gaps in

knowledge and skills

Plan ongoing learning

and development

• additional SVQ units

• work-based learning

• local/national

resources/training

Competency based

assessment using:

• NOS

• Calderdale Protocols

• Specific

competencies

Supervision

Registered practitioners

5

The induction process should be linked with the HCSW Mandatory Induction Standards, the

KSF Post Outline (Foundation) or similar standards for Social Care, depending on the

employing authority. The completion of the recommended SVQ3 and induction could be

complemented by the completion of additional/ optional SVQ3 modules, online training

using local or national resources and work-based learning designed to enhance the

knowledge and skills of the RGSW within their specific work context. To support this,

specific competencies may be developed or NOS competencies/standards or Calderdale

Protocols used to support and standardise service delivery where available. Programmes of

learning may include job shadowing, internal rotation or clinical supervision. Appendix 2

provides a template for identifying learning and development needs.

National Occupational Standards (NOS)

National Occupational Standards (NOS) are statements of the standards of performance

individuals must achieve when carrying out functions in the workplace, together with

specifications of the underpinning knowledge and understanding. NOS describe the skills,

knowledge and understanding needed to undertake a particular task or job to a nationally

recognised level of competence. They focus on what the person needs to be able to do, as

well as what they must know and understand to work effectively. They cover the key

activities undertaken within the occupation in question under all the circumstances the job

holder is likely to encounter.

NOS are tools to help individuals, organisations and training providers to improve

performance. They are useful for carrying out a wide range of activities some of which are

described below:

• they describe the minimum standard to which an individual is expected to work in a

given occupation

• set out a statement of competence which bring together the skills, knowledge and

understanding necessary to do the work

• provide managers with a tool for a wide variety of workforce management and quality

control

• offer a framework for training and development

• form the basis of Vocational Qualifications (VQs) on the Qualification and Credit

Framework (QCF) and Scottish Vocational Qualifications (SVQs)

http://nos.ukces.org.uk/Pages/index.aspx

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Calderdale Protocols

Calderdale Protocols, which have been purchased by NES for use within NHS Scotland, set

out how to conduct tasks and activities such as rehabilitation effectively and safely. They are

designed to assist in delegation of tasks to health and care support workers. They can also

be useful for registered practitioners in skill sharing and role blurring services e.g. between

physiotherapy and occupational therapy. There are over 500 protocols, covering a range of

AHP, nursing and other roles and settings.

Each Calderdale protocol:

• describes how to undertake particular tasks and activities

• was developed with a consensus agreement from registered practitioners

• provides specific details for each task

• includes a structured sign off system i.e. taught, observed, competent

• has a review date built in

• creates a transferable passport enabling support workers to undertake tasks across

geographic areas to a consistent standard with the confidence of registered

practitioners.

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/calderdale-protocols.aspx

(ATHENS password required)

Education provision

The content section of the capability framework has been mapped against training currently

delivered by Orkney College UHI as an SVQ 3 Award, using the identified NOS as a guide,

(Appendix 3). Candidates would be required to complete (or have completed) four

mandatory Units, two ‘fixed’ optional units covering the largest variety of outcomes, and

two optional modules, as outlined in Table 1. Other learning and development options were

also identified including those available through induction in both health and social care

settings, NHS LearnPro (online learning) modules and other NES resources. Where gaps

exist, it is recommended that specific competencies are developed by the relevant nurses/

AHPs together or Calderdale protocols used, alongside a specific programme of work-based

learning. Such programmes should take into account:

• NHS Career Framework with its recognition of differing levels of support worker roles

• NHS Knowledge and Skills Framework and the Development Review Process

• Scottish Credit and Qualifications Framework

• NHS Scotland Mandatory Induction Standards for Health Care Support Workers

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• NHS Education for Scotland Healthcare Support Workers Education and Role

Development framework in particular:

- definitions and role parameters

- education and career development framework

• NHS Education for Scotland (2011) National Survey of Healthcare Support Workers

Table 1: Proposed SVQ 3 Health & Social Care Award (Orkney HCI)

Mandatory Units

Candidates must complete all four units:

SCDHSC0031: Promote effective communication

SCDHSC0032: Promote health, safety and security in the work setting

SCDHSC0033: Develop your practice through reflection and learning

SCDHSC0035: Promote the safeguarding of individuals

The two fixed optional units that will cover the largest variety of outcomes above would be

SCDHSC3100: Participate in inter-disciplinary team working to support individuals

SCDHSC0352: Support individuals to continue therapies

The two other optional units may be selected from the list below. These can also be ‘added

on at a later date and include:

SFHGEN21: Interact with individuals using telecommunications

SFHCHS17: Carry out extended feeding techniques to ensure individuals nutritional and fluid

intake

SFHCHS4: Undertake tissue viability risk assessment for individuals

SFHCHS19: Undertake routine clinical measurements

SFHCHS3 Administer medication to individuals

SFHCHS132 Obtain venous blood from individuals

SFHCHS27: Encourage and support individuals undergoing dialysis therapy

SFHCHS8: Insert and secure urethral catheters and monitor and respond to the effects of

urethral catheterisation

SCDHSC0385: Support individuals at the end of life

Specific clinical/therapeutic tasks: Units of learning to be identified

8

Case studies

The following three educational case studies illustrate how new and existing staff could be

supported to develop into the role of RGSW using the Orkney model.

Case Study 1

Karin has been appointed to a RGSW post having previously worked in a care home

environment in another part of Scotland for three years. She has no formal qualifications.

She is to be employed by Orkney Health and Care under NHS Orkney terms and conditions.

Case Study 2

Steve has been appointed to a RGSW post having previously worked as a healthcare support

worker in a hospital environment. He has an existing SVQ3 qualification. He is to be

employed by Orkney Health and Care under Orkney Islands Council terms and conditions.

Case Study 3

Maura has been appointed to a RGSW post having previously worked as a home carer for

Orkney Health and Care. Maura has an SVQ 3 in Health and Social Care. She is to be

employed by Orkney Health and Care under NHS Orkney terms and conditions.

Each of the three case studies gives examples of

• induction

• assessment of capability

• education

• ongoing learning and development

In addition, communication, support and supervision were common to all. Relevant staff

were informed about the RGSWs current skills and experience, their programme of learning

and how they could support them. In addition to the SVQ assessor, they were allocated a

workplace mentor, whose responsibly it was not only to support learning and development

but to facilitate communication with other health and social care staff with whom the RGSW

would need to liaise with and who would be delegating work and assessing competencies.

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Case Study 1

Karin has been appointed to a RGSW post having previously worked in a care home

environment in another part of Scotland for three years. She has no formal qualifications.

She is to be employed by Orkney Health and Care under NHS Orkney terms and conditions.

Induction

On appointment Karin completes a full NHS induction and mandatory training programme.

She then undergoes a four week multi-agency training and induction programme which

includes:

• introduction to the Capability Framework for RGSW

• explanation of organisational line management

• roles and responsibilities

• medical support

• home care

• awareness-raising for lone workers

• self-management, enablement

• medication training

• Caring for Smiles (Oral Hygiene)

• REHIS Introduction to Food Hygiene

• sensory impairment

Assessment of capability

Although Karin has no formal health and social care qualifications, she has experience of

working in a care home and has undertaken a range of ‘in-house’ training, including, food,

fluid and nutrition, infection control, tissue viability, dementia, continence management,

catheter care.

Having considered the priorities and care needs in the Island where Karin will be working, an

assessment of Karin’s existing knowledge and experience and current capabilities is

undertaken using the RGSW practice learning outcomes in the RGSW capability framework.

Her learning and development needs (in addition to content covered by induction) are then

identified and prioritised.

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Area of capability Learning and development priorities

Knowledge for Practice. Self-management, enablement, anticipatory care, intermediate

care, rehabilitation, palliative care

Understanding client pathways

Common terminology, investigations and interventions

The Multi-professional

Approach

Referral criteria process

Local pathways of care

Local agencies

Practising Ethically Informed consent

Therapeutic relationship building in small communities

(confidentiality/ professionalism etc)

Care and Intervention Basic risk assessment

Observing, monitoring and reporting on patient’s condition

including basic vital signs

Monitoring response to treatment/ intervention

Telehealthcare equipment

Education

She enrols in an SVQ3 in Health and Social Care at Orkney College to complete the following

units:

Mandatory Units


SCDHSC0032: Promote health, safety and security in the work setting

SCDHSC0033: Develop your practice through reflection and learning


Fixed Optional Units



Optional Units

Following a discussion with her manager it is decided that, as the use of telecommunications

and the need to undertake routine clinical measurements is likely to form an important part

of her role, with Karin having no previous experience of this, the following optional units

would be undertaken.

SFHGEN21: Interact with individuals using telecommunications


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Ongoing learning and development

Additional work-based learning was identified on an ongoing basis and depending on the

needs of individuals in their care. Learning, assessment and supervision took place using

relevant competencies. This included:

Need Competencies and assessment

Understanding of client pathways NOS: CHS124: Manage and support progress of individuals

through patient pathways

Supervised and assessed by workplace mentor

Karin was caring for a gentleman

with a urinary catheter/ leg bag

who was having difficulty sleeping.

Through discussion it was agreed

that switching to use of an

overnight bag would aid a restful

night’s sleep for this gentleman.

Calderdale Protocol RE 17: Reablement: Personal Care –

Catheter Care (attach an overnight drainage bag to a catheter

leg bag)

Supervised and assessed by community nurse

Case Study 2

Steve has been appointed to a RGSW post having previously worked as a healthcare support

worker in a hospital environment. He has an existing SVQ3 qualification. He is to be

employed by Orkney Health and Care under Orkney Islands Council terms and conditions.

Induction

Steve has already completed a full NHS induction and mandatory training programme. He

therefore undergoes a full home care induction programme, followed by a short multi-

agency training and induction programme which includes:



• roles and responsibilities

• awareness-raising for lone workers

• self-management, enablement


Steve has significant experience as a healthcare support worker but no experience of home

care. He has undertaken a range of work-based training. Although he has completed a SVQ

3, the focus of his qualification was on children and young people.

Having considered the priorities and care needs in the Island where Steve will be working,

an assessment of Steve’s existing knowledge, experience and current capabilities is

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undertaken using the RGSW practice learning outcomes in the RGSW capability framework.

His learning and development needs (in addition to content covered by induction) are then

identified and prioritised.

Area of capability Learning and development required

Knowledge for Practice. Mental health

Learning disability and physical disability

Food, fluid and nutrition


Approach



Local agencies

Practising Ethically Therapeutic relationship building in small communities

(confidentiality/ professionalism etc)

Care and Intervention Assisting with activities associated with personal care and

maintenance of the home

Supporting individuals with continence management

Catheter care

Supporting rehabilitation/ enablement

Promoting independence

Personal, Professional and

Service Development

Care of self

Maintaining a safe environment

Education

Steve enrols Orkney College to complete the following additional SVQ3 units

Fixed Optional Units



Optional Units

Following a discussion with his manager it is decided that, as there will be an ongoing

requirement to take blood samples and as Steve has no experience of catheterisation the

following optional units would be undertaken.


SFHCHS8: Insert and secure urethral catheters and monitor and respond to the effects of

urethral catheterisation


Additional work-based learning was identified and prioritised, and assessed using relevant

competencies. This included:

13

Additional work-based learning was identified on an ongoing basis and depending on the

needs of individuals in their care. Learning, assessment and supervision took place using

relevant competencies. This included:


Understanding of local agencies

and pathways of care

SCDHSC0419 Provide advice and information to those who

enquire about health and social care services

SCDHSC0026: Support individuals to access information on

services and facilities

Local information and partnerships


Supporting rehabilitation/

enablement and promoting

independence

SCDHSC0450: Develop risk management plans to promote

independence in daily living

SCDHSC0426: Empower families, carers and others to support

individuals

SCDHSC3112: Support individuals to manage their own health

and social well-being

Activities associated with personal

care and maintenance of the home

SCDHSC002: Support individuals in their daily living

SCDHSC0214: Support individuals to eat and drink

SCDHSC0218: Support individuals with their personal care

needs

SCDHSC3122: Support individuals to use medication in social

care settings

Case Study 3

Maura has been appointed to a RGSW post having previously worked as home carer for

Orkney Health and Care. She has an existing SVQ 3 in Health and Social Care. She is to be

employed by Orkney Health and Care under NHS Orkney terms and conditions.

Induction

On appointment Maura completes a full NHS induction and mandatory training programme.

She then undergoes a brief, week-long multi-agency training and induction programme

which includes:



• roles and responsibilities:-

14


Maura has significant experience as a home carer but limited experience of other aspects of

the support worker role. She has completed a SVQ 3, covering the necessary mandatory

and recommended units. Having considered the priorities and care needs in the Island

where she will be working, an assessment of Maura’s existing knowledge and experience

and current capabilities is undertaken using the using the RGSW practice learning outcomes

within the RGSW capability framework. Her learning and development needs (in addition to

content covered by induction) are then identified and prioritised.

Area of capability Learning and development required

Knowledge for Practice. Self-management, enablement, anticipatory care, intermediate

care, rehabilitation, palliative care

Dementia

Common terminology, investigations and interventions as

appropriate


Approach



Roles of team members

Practising Ethically Decision making

Informed consent

Healthcare Support Workers Code of Conduct

Care and Intervention Observing, monitoring and reporting on patient’s condition

including basic vital signs

Monitoring response to treatment/ intervention

End of life care

Supporting rehabilitation/ enablement

Health promotion

Personal, Professional and

Service Development

Code of Conduct for Healthcare Support Workers

Reflective practice

Clinical and practice supervision

Education

Further formal education is not a priority at present. Consideration will be given to Maura

completing the following SVQ 3 units in the future:


SFHCHS27: Encourage and support individuals undergoing dialysis therapy

SCDHSC0385: Support individuals at the end of life

15


Additional work-based learning was identified and prioritised, and assessed using relevant

competencies. This included:


Understanding dementia care

NES Resource: Dementia Skilled-Improving Practice


Clinical measurements

CHS19: Undertake routine clinical measurements


Self management CHS55: Facilitate the individual's management of their

condition and treatment plan

GEN10: Provide advice and information to individuals on how

to manage their own condition

NES Supporting self management resources

http://www.nes.scot.nhs.uk/education-and-training/by-

theme-initiative/self-management/supporting-self-

management.aspx

Supervised and assessed by physiotherapist

Health promotion SCDHSC3103: Contribute to raising awareness of health issues

SFHOP12: Enable older people to cope with changes to their

health and well-being

Mara was asked by the

physiotherapist and occupation

therapist to undertake an

assessment of a service user’s

ability to use the stairs in their

home

Calderdale Protocol SSA5 was used to carry out the

assessment and report to HP and nursing colleagues

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Appendix 1: The RGSW Capability Framework (Updated April 2014)


1.1 The rural generic support worker continually develops and updates his or her knowledge of caring for individuals, their families and carers to

participate in the delivery of effective evidence-based care

Practice learning outcomes KSF

links

Key content National Occupational Standards

Knows how to access relevant local

policies/guidelines and utilises them in

their practice.

C5 • CORE

• Key local and national policies,

guidelines and priorities relating to:

community care; education;

employment; health and social care;

housing; inequalities; protection of

children and young people, adults and

older people; public health;

rehabilitation; social inclusion;

vulnerable families and other social

groups; welfare provision

• Duty of care and care provision by different

agencies

• Self-management, enablement, anticipatory

care, intermediate care, rehabilitation,

palliative care

• Long-term conditions

• Mental health

• Learning disability and physical disability

• Food, fluid and nutrition

• Infection control

• Dementia

• Understanding patient pathways

CORE

CDHSC0023: Develop your knowledge and practice

SFHGEN96: Maintain health, safety and security practices within a

health setting

SFHGEN63: Act within the limits of your competence and authority

SFHCHS124: Manage and support progress of individuals through

patient pathways

SFHGEN96: Maintain health, safety and security practices within a

health setting

CFAWRV2: Protect yourself from the risk of violence at work

SFJCTZH1: IT user fundamentals

PROSMD27: Manage your own resources

SFFHIPC2 – SFHIPC7: Infection control

ADDITIONAL

Knows how to access relevant

information to enable them to support

individuals

C5

Is aware of current and related

legislation on equality and diversity;

children’s and human rights; consent and

care provision within the community.

C6

Shows awareness of investigations used

in own area of practice.

HWB7

Shows awareness of interventions

commonly encountered in own area of

practice and how they benefit individuals

HWB5

Understands the rationale for care

provided including national PRIORITIES

HWB5

Shows awareness of the principles of self

management, enablement and

rehabilitation to enable optimal

independent community living (e.g.

personal, domestic, environmental)

HWB5

Knows how to install basic assistive and

telehealthcare equipment where

HWB9

17

appropriate • How to gain access to relevant information

• Common terminology, investigations and

interventions as appropriate

• Concerning signs and symptoms

Recognises limitations in own knowledge

and seeks advice from an appropriate

experienced colleagues when required.

C5

Is aware of potential risks and is able to

take remedial action e.g. adverse

weather, lone working, unpredictable

situations, emergency scenes

C3

18


2.1 The rural generic support worker actively contributes to a team approach within the multi-professional and multi-agency context of care,

ensuring effective communication, continuity and consistency of person-centred care within and across care settings.


links


Understands the importance of effective

team working and is aware of the role

of, and services provided by, the multi-

professional and multiagency team.

C5

HWB5

• CORE

• Roles and responsibilities of the multi-

professional team and multi-agency

team

• Team working

• Communication skills

• Referral criteria process

• Local pathways of care

• Roles of team members

• Local agencies

ADDITIONAL

• CORE

SCDHSC0233: Develop effective relationships with individuals

SCDCCLD0420: Contribute to the effectiveness of teams

SCDHSC0387: Work in partnership with carers to support

individuals

SFHGEN39: Contribute to effective multidisciplinary team working

SFHOP1 Communicate with older people and their carers

SCDHSC3100 Participate in inter-disciplinary team working to

support individuals

SCDHSC0399 Maintain effective working relationships with staff in

other agencies

ADDITIONAL

Shows awareness of their own role and

contribution to effective team working.

C5

HWB5

Demonstrates awareness of the

importance of communication with all

members of multi-professional team and

provides accurate and relevant

information to senior colleagues.

C1

Recognises, respects and values the

contributions of others within the multi-

professional team, and communicates in

a sensitive, responsive and non-

judgemental way.

C1

Contributes to multi-professional team

discussions and reviews where

appropriate and within the parameters

of his or her role.

C1

C5

Seeks advice/support from members of

the multi-professional team within own

area of practice as required.

C1

C5

Recognises where referral to another

member of the multi-professional or

multi-agency team may benefit the

individual, their family or carers and

C1

19

discusses with senior colleagues.

Corresponds with external agencies on

clinical matters as agreed by registered

practitioners in respect of service users

needs.

C1

C5

20

3. Practising Ethically 3.1 The rural generic support worker has an awareness of cultural, diversity and ethical aspects of care and uses this to support interactions with

individuals, their families and carers.


links


Is aware of own values and beliefs and

respects different values and beliefs of

others.

C2

C6

CORE

• Attitudes to illness

• Values and beliefs systems

• Cultural and diversity issues

• Spirituality

• Decision making

• Informed consent

• Choice

• Healthcare Support Workers Code of

Conduct

• Confidentiality

• Therapeutic relationship building in small

communities (confidentiality/

professionalism for example )

ADDITIONAL

CORE

SCDHSC3111: Promote the rights and diversity of individuals

SFHCHS169; Comply with legal requirements for maintaining

confidentiality in healthcare


SCDHSC0350 Support the spiritual well-being of individuals

SCDHSC0234 Uphold the rights of individuals

ADDITIONAL

Consistently shows respect for the

views, values and beliefs of others when

engaging with individuals, their families

and carers.

C6

Involves individuals, their families and

carers as partners in care.

C1

HWB5

Recognises and respects individual

choice and decision-making processes in

caring for individuals with their families

and carers.

C1

HWB5

Shares information with the nursing

team about individuals’ preferences and

choices regarding their care.

C1

Works within the Code of Conduct for

Healthcare Support Workers and

recognises his or her own limitations

within area of practice.

C5

Complies with relevant Orkney Health

and Care local Standards, Policies,

Procedures, and Legislation

C3

C5

Supports the Public Health and Social

Work approach including contributing to

the protection of vulnerable children,

young people and adults

C3

C5

HWB3

21


4.1 The rural generic support worker uses knowledge and appropriate evidence to identify early, any circumstances recognised or previously

unrecognised that may harm people’s health; and to assist with the assessment of risk and health and care needs, and the environment


links


Is aware of and communicates about

Health and Safety issues

C3

C1

CORE

• Health and safety guidelines

• Equipment policies

• Basic risk assessment

• Observing, monitoring and reporting on

patient’s condition including basic vital

signs

• Monitoring response to treatment/

intervention

• Aware of patient journeys relevant to

own area of practice

• Basic life support

• Telehealthcare equipment

ADDITIONAL

• Wound assessment

• Competencies required relevant to area

of practice and community need.

• Maintenance and supply of mobility aids

CORE

SFHGEN6: Manage environments and resources for use during

healthcare activities

SFHCHS36: Provide basic life support

SCDHSC0419 Provide advice and information to those who enquire

about health and social care services

SCDHSC3115 Process information for use in decision-making

SCDHSC0450Develop risk management plans to promote

independence in daily living

SCDHSC0328: Contribute to the planning process with individuals

SFHCHS60 Assess individuals with long term conditions

SCDHSC0414: Assess individual preferences and needs

SCDHSC0224 Monitor the condition of individuals

SFHCHS4 Undertake tissue viability risk assessment for individuals


CORE

Specific to activities delegated, for example:

SFHCHS116: Manage individuals with leg ulcers

Maintains and ensures cleanliness and

safety of specialised equipment in

accordance with national and

departmental policies.

C3

Undertakes basic risk assessments

regarding: service user’s condition,

environment and equipment, to ensure

patient and staff safety.

C3

Is aware of and reports changes in the

condition or behaviour that may indicate

a side-effect of treatment, disease

progression or impending emergency

and seeks advice quickly

HWB5

C5

Contributes to emergency responses by

assisting the attending health

practitioner

HWB5

Contributes to the assessment process

with the health and social care team

HWB2

Monitors planned care and treatment

within a defined caseload or patient

pathway and reports appropriately to

senior colleagues.

HWB2

22

Installs and maintains, demonstrates

and uses telehealthcare equipment

where appropriate, responding to alerts

if required

HWB9

Recognises own limitations and seeks

advice from an appropriate experienced

colleague when required

C5

Maintains and enables the supply of

mobility aids following appropriate

training and competency assessment.

HWB9

23


4.2 The rural generic support worker develops his or her knowledge and understanding to enable him or her to contribute to the delivery of safe,

effective and person-centred care and interventions as appropriate.


links


Contributes to the delivery of consistent,

safe and effective care and treatment of

individuals with the supervision and

support of registered staff and within

boundaries of role

C5

HWB5

CORE

• Impact of illness

• Care plans

• Pressure area care

• Supporting individuals with continence

management

• Catheter care

• Fluid and nutrition

• End of life care

• Managing dysphasia

• Support the taking of medicines,

application of creams and eye drops, use

of inhalers etc

• ADDITIONAL

• Nursing interventions/ procedures

• Urinalysis

• Simple wound dressing

• Monitoring and recording basic vital

signs,

• Therapeutic activities

• Fitting and use of specific basic assistive

equipment

CORE


SFHCHS6: Move and position individuals

SCDHSC0216 Help address the physical comfort needs of

individuals

SFHGEN4: Prepare individuals for healthcare activities

SFHGEN8: Assist the practitioner to implement healthcare

activities

CHDHO2: Assist in delivering the care plan for individuals needing

care

SFHCHS5: Undertake agreed pressure area care

SCDHSC0025: Contribute to implementation of care or support

plan activities

SCDHSC002: Support individuals in their daily living

SCDHSC0214: Support individuals to eat and drink

SCDHSC0218: Support individuals with their personal care needs

SCDHSC0219: Support individuals to manage continence

SCDHSC0212: Support individuals during therapy sessions

SCDHSC0215: Help individuals to maintain mobility

SFHCHS160: Assist others to monitor individuals' attempts at

managing dysphasia

SCDHSC0385 Support individuals at the end of life

Plans and prioritises own workload to

contribute to the delivery of consistent,

safe and effective care and treatment of

the individuals with the supervision and

support of registered staff and within

boundaries of role.

C5

HWB5

Recognises and reports the potential and

actual impact of illness on the

individual’s physical, emotional, social

and spiritual well-being across all stages

of the patient pathway and takes

appropriate action within the parameters

of their role and local protocols and

guidelines.

C1

Assists with activities associated with

personal care and maintenance of the

home

C5

HWB5

Carries out appropriate nursing

procedures as and when required,

following appropriate training and

competency assessment under the

guidance of the health professional

including:

C5

HWB5

24


links


Catheter care

Urinalysis

Temperature taking/Blood pressure

check

Simple wound dressing

• Physiotherapy

• Occupational therapy

• Additional nursing procedures as

appropriate

• Stoma care

• Care support for those with Diabetes

SFHCHS9: Undertake care for individuals with urinary catheters

SCDHSC3122: Support individuals to use medication in social care

settings

SFHCHS2: Assist in the administration of medication

ADDITIONAL

Specific to activities delegated, for example:

SFHCHS12: Undertake treatments and dressings related to the care

of lesions and wounds

SFHCHS10: Undertake stoma care

SFHCHS7: Obtain and test specimens from individuals

SFHCHS143: Assist others to test individuals abilities before

planning exercise and physical activities

Carries out appropriate therapeutic

activities as and when required, following

appropriate training and competency

assessment under the guidance of the

allied health professional.

25


4.3 The rural generic support worker, as part of the multi-professional team, contributes to the promotion of health and well-being, rehabilitation,

quality of life and self-management capacity for individuals, their families and carers.


links


Uses specific skills and therapeutic

activities to promote independence and

well-being.

HWB1

HWB4

CORE

• Falls risk assessment

• Supporting rehabilitation/ enablement

• Supporting self-management

• Promoting independence

• Communication support, including

Augmentative and Alternative

Communication (AAC)

• Health promotion

• Person centeredness

• Sources of information

• Supporting relatives/families with

bereavement

• Awareness of and supporting emotional

needs (own and those of others)

• Promoting health and wellbeing

ADDITIONAL

• Keep Well Health Checks or other

screening programme checks

CORE

ASTH324: Contribute to assessing and act upon risk of danger,

harm and abuse

SCDHSC0215: Help individuals to maintain mobility

SCDHS55: Facilitate the individual's management of their condition

and treatment plan

SFHGEN14: Provide advice and information to individuals on how

to manage their own condition

SCDHSC0414 Assess individual preferences and needs

SCDHSC0344: Support individuals to retain, regain and develop

skills to manage their daily living

SFHCHS138: Assist in the implementation of mobility and

movement programmes for individuals to restore optimum

movement and functional independence

SCDHSC3103: Contribute to raising awareness of health issues

SCDHSC0370: Support the use of technological aids to promote

independence

SCDHSC0026: Support individuals to access information on services

and facilities

SCDHSC0426: Empower families, carers and others to support

individuals

SCDHSC3112: Support individuals to manage their own health and

social well-being

SFHOPF5: Implement interventions with older people at risk of falls

Works with the multi-professional team

to achieve negotiated rehabilitation

goals and supports return to activities

during and following treatment.

HWB1

C1

Provides appropriate information to

service users and relatives/ carers with

regards to their support plan.

HWB1

Contributes to service improvements by

participating in methods of gaining

feedback from the experience of service

users and their families / carers.

C4

Under direction, uses the most

appropriate communication method

depending on individual requirements

e.g. patients with a hearing aid or other

sensory impairments.

C1

Can facilitate access to sources of

information and advice for individuals,

their families and carers that support

health and well-being, quality of life and

self-care capacity.

HWB4

Participates in the delivery of health

promotion activity designed to promote

health.

HWB1

26


links


Displays a sensitive diplomatic approach

when dealing with service user with

poor prognosis, bereavement or life

changing disabilities / situations.

C1 SFHCHS57: Enable individuals to manage their own long term

conditions

SCDHSC0225 Support individuals to carry out their own healthcare

and monitoring procedures

SFHOP12: Enable older people to cope with changes to their health

and well-being

ADDITIONAL

Uses a wide selection of specialised

equipment to increase service user’s

functional independence with everyday

tasks.

HWB9

27

5. Personal, Professional and Service Development

5.1 The rural generic support worker maintains and develops knowledge and practice by participating in lifelong learning, personal and professional

development planning and through supervision, appraisal and reflective practice with colleagues.


links

Key content National Occupational Standards.

Accepts personal responsibility to

manage oneself, to maintain and

develop knowledge and skills within

current role and to work with others to

optimise care for, their families and

carers.

C2

C5

CORE

• Understanding own role within the team

• Code of Conduct for Healthcare Support

Workers

• Reflective practice

• Clinical and practice supervision

• Building, maintaining and sustaining

appropriate relationships

• Recognising and managing stress (own

and that of others)

• Care of self

• Maintaining a safe environment

• Confidentiality

• Working knowledge of relevant

governance and quality frameworks

ADDITIONAL

• Mentorship

• Facilitation and delegation skills

CORE

SCDHSC0033: Develop your practice through reflection and

learning

SCDHSC0043: Take responsibility for the continuing professional

development of yourself and others

ADDITIONAL

Gains and learns from experience by

reflecting on practice and participating

in clinical supervision to improve care

and practice.

c2

Demonstrates awareness of the impact

on his or her self of caring for

individuals, their families and carers and

managing the relationships involved.

C1

Makes sure that the care environment

promotes safety, privacy and

confidentiality for individuals, their

families and carers.

C5

Contributes to the development of local

policies, protocol and guidelines in own

area of practice.

C4

C5

Participate in In-Service Training and

Team Training programmes.

C2

Demonstrate personal development

through internal and external

development opportunities.

C2

28

Appendix 2: Suggested approach to meeting the learning and development requirements of the RGSW

29

Appendix 3: Mapping of education provision in Orkney


1.1 The rural generic support worker continually develops and updates his or her knowledge of caring for individuals, their families and carers to

participate in the delivery of effective evidence-based care.

Key content Education/ training options

Key local and national policies, guidelines and

priorities relating to: community care;

education; employment; health and social

care; housing; inequalities; protection of

children and young people, adults and older

people; public health; rehabilitation; social

inclusion; vulnerable families and other social

groups; welfare provision.

Duty of care and care provision by different

agencies.

Long-term conditions

Understanding patient pathways

How to gain access to relevant information

Common terminology, investigations and

interventions as appropriate

SVQ 3 Health & Social Care award -4Mandatory Units

1. SCDHSC0031: Promote effective communication

2. SCDHSC0032: Promote health, safety and security in the work setting

3. SCDHSC0033: Develop your practice through reflection and learning

4. SCDHSC0035: Promote the safeguarding of individuals

Induction

• Gaining access to specific information in Orkney Health and Care (OHAC)

• Adult Protection/Child Protection if in childcare roles

NHS Orkney LearnPro Module

• Adult support and protection

• management of aggression (with hands on training)

Food, fluid and nutrition Local training/work-based learning

• Nutrition Awareness programme available from NHS Lanarkshire


• Food hygiene

30

Infection control Induction

• Healthcare associated infection (NHS) /Infection control (Social Care)


• Infection Control

Self-management, enablement, anticipatory

care, intermediate care, rehabilitation,

palliative care.

Local training/work-based learning

• Use NOS or Calderdale, or develop competencies required relevant to area of practice and

community need

• NES Supporting self management resources http://www.nes.scot.nhs.uk/education-and-training/by-

theme-initiative/self-management/supporting-self-management.aspx

Mental health • Local training/work-based learning


community need

• NES Resource: Positive Behavioural Support: A Learning Resource. –Facilitators Pack:

• http://www.nes.scot.nhs.uk/media/1352191/pbs_facilitators_pack_oct_11.pdf

Learning disability and physical disability Local training/work-based learning

• Competencies required relevant to area of practice and community need

• NES Resource: Working with People who have a Learning Disability and Complex Needs

http://www.nes.scot.nhs.uk/media/579631/complex_needs_final.pdf

Dementia Local training/work-based learning

• NES Resource: Dementia Skilled-Improving Practice

− Module 1: Understanding dementia

− Module 2: Promoting person and family centred care and community connections

− Module 3: Promoting health and well being

− Module 4: Meeting the needs of the person with dementia who is distressed

− Module 5: Supporting and protecting people’s rights

31

http://www.nes.scot.nhs.uk/media/857092/dementia_skilled_final.pdf

• Professional Development Award (PDA) in Promoting Excellence Dementia Skilled Practice: a fully

online learning course delivered by UHI

− 2 modules at SCQF level 7

− One SVQ unit which requires candidate to demonstrate competent practice

Concerning signs and symptoms Local training/work-based learning



2.1 The rural generic support worker actively contributes to a team approach within the multi-professional and multi-agency context of care,

ensuring effective communication, continuity and consistency of person-centred care within and across care settings.


Roles and responsibilities of the multi-

professional team and multi-agency team

Team working

Communication skills



Roles of team members

Local agencies

SVQ 3 Health & Social Care award -Recommended Units


OR

SCDHSC0399: Maintain effective working relationships with staff in other agencies

AND

Induction

• Local pathways of care, referral, local agencies, roles and responsibilities

32

3. Practising Ethically

3.1 The rural generic support worker has an awareness of cultural, diversity and ethical aspects of care and uses this to support interactions with

individuals, their families and carers.


Values and beliefs systems

Cultural and diversity issues

Spirituality

Decision making

Informed consent

Choice

Healthcare Support Workers Code of Conduct

Confidentiality

Therapeutic relationship building in small

communities (confidentiality/ professionalism

etc)

SVQ 3 Health & Social Care award –Mandatory units

ASTH416 Develop practices which promote choice, well being and protection of all individuals

Induction

• Codes of conduct

• Confidentiality

• Health and safety (Health Care)


• Decision making


• Equality and Diversity

Attitudes to illness



community need


4.1 The rural generic support worker uses knowledge and appropriate evidence to identify early any circumstances recognised or previously unrecognised that

may harm people’s health; and to assist with the assessment of risk and health and care needs, and the environment.


Health and safety guidelines

Equipment policies

Induction

• Equipment policies

33

Basic life support

• First Aid/Basic Life support (Health and Social Care)

• Manual Handling/People Handling (Health and Social Care)

• Behavioural Support Strategies (Social Care)

• Epilepsy Awareness and Rescue Medication (Social Care)


• Health and safety

• Fire safety

• COSHH (staff handling hazardous substances)

Induction

• Fire safety (Health Care)

• Health and safety (Health Care)

Basic risk assessment

Observing, monitoring and reporting on

patient’s condition including basic vital signs

Monitoring response to treatment/

intervention

Aware of patent journeys relevant to own

area of practice

SVQ 3 Health & Social Care award –Fixed Optional Units (candidates will be required to select

2 of these)


OR

SFJCJEC4 Prepare, implement and evaluate agreed therapeutic group activities

AND

SCDHSC0328 Contribute to the planning process with individuals

OR

SCDHSC0329 Support individuals to plan, monitor and review the delivery of services

Optional SVQ 3Units Health & Social Care

AND/OR Local training/work-based learning


community need

34

Telehealthcare equipment Optional SVQ 3Units Health & Social Care



Wound assessment Optional SVQ 3Units Health & Social Care



community need


4.2 The rural generic support worker develops his or her knowledge and understanding to enable him or her to contribute to the delivery of safe, effective and

person-centred care and interventions as appropriate.


Impact of illness

Care plans

Therapeutic activities

• fitting and use of specific basic assistive

equipment

• physiotherapy

SVQ 3 Health & Social Care award –Fixed Optional Units


OR

SFJCJEC4: Prepare, implement and evaluate agreed therapeutic group activities

Pressure area care

SVQ 3 Health & Social Care award –Optional Units



community need

Supporting individuals with continence

management

SVQ 3 Health & Social Care award –Optional Units

35



community need

Catheter care

SVQ 3 Health & Social Care award –Optional Units (appendix 3)



community need

Fluid and nutrition SVQ 3 Health & Social Care award –Optional Units (appendix 3)



community need

• Nutrition Awareness programme available from NHS Lanarkshire

Induction

• Food Hygiene (Social Care)


• Food Hygiene

End of life care SVQ 3 Health & Social Care award –Optional Units



community need

Managing dysphasia



community need

Support taking of medicines, application of

creams and eye drops, use of inhalers etc.

SQA Personal Development Award

SCDHSC3122: Support individuals to use medication in social care settings

36



community need

Induction

• Medication (Social Care)

Additional nursing procedures as

appropriate

• Stoma care

• Care associated with Diabetes



community need


4.3 The rural generic support worker, as part of the multi-professional team, contributes to the promotion of health and well-being, rehabilitation, quality of life

and self-management capacity for individuals, their families and carers


Supporting self-management

Promoting independence

Communication support, including

Augmentative and Alternative

Communication (AAC)

Person centeredness

Sources of information

SVQ 3 Health & Social Care award –Fixed Optional Units

SCDHSC0352 Support individuals to continue therapies

OR

SFJCJEC4 Prepare, implement and evaluate agreed therapeutic group activities

SVQ 3 Health & Social Care award –Mandatory Units



• U Use NOS or Calderdale, or develop competencies required relevant to area of practice and

community need

37

Supporting relatives/families with

bereavement




community need

Awareness of and supporting emotional

needs (own and those of others)




community need

Promoting health and wellbeing SVQ 3 Health & Social Care award –Optional Units (appendix 3)



community need

Falls risk assessment Local training/work-based learning


community need

Supporting rehabilitation/ enablement Local training/work-based learning


community need

Health promotion Local training/work-based learning


community need

Documents

Options for educational development of new and existing Rural Generic (Health & Social ... optio… · · 2014-06-10new and existing Rural Generic (Health & Social Care) ... SFHCHS3