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
3
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
6
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
7
• 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.
9
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.
10
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
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
Fixed Optional Units
SCDHSC3100: Participate in inter-disciplinary team working to support individuals
SCDHSC0352: Support individuals to continue therapies
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
SFHCHS19: Undertake routine clinical measurements
11
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:
• introduction to the Capability Framework for RGSW
• explanation of organisational line management
• roles and responsibilities
• awareness-raising for lone workers
• self-management, enablement
Assessment of capability
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
12
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
The Multi-professional
Approach
Referral criteria process
Local pathways of care
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
SCDHSC3100: Participate in inter-disciplinary team working to support individuals
SCDHSC0352: Support individuals to continue therapies
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.
SFHCHS132 Obtain venous blood from individuals
SFHCHS8: Insert and secure urethral catheters and monitor and respond to the effects of
urethral catheterisation
Ongoing learning and development
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:
Need Competencies and assessment
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
Supervised and assessed by workplace mentor
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:
• introduction to the Capability Framework for RGSW
• explanation of organisational line management
• roles and responsibilities:-
14
Assessment of capability
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
The Multi-professional
Approach
Referral criteria process
Local pathways of care
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:
SFHCHS132 Obtain venous blood from individuals
SFHCHS27: Encourage and support individuals undergoing dialysis therapy
SCDHSC0385: Support individuals at the end of life
15
Ongoing learning and development
Additional work-based learning was identified and prioritised, and assessed using relevant
competencies. This included:
Need Competencies and assessment
Understanding dementia care
NES Resource: Dementia Skilled-Improving Practice
Supervised and assessed by workplace mentor
Clinical measurements
CHS19: Undertake routine clinical measurements
Supervised and assessed by workplace mentor
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
16
Appendix 1: The RGSW Capability Framework (Updated April 2014)
1. Knowledge for Practice
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. The Multi-professional Approach
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.
Practice learning outcomes KSF
links
Key content National Occupational Standards
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.
Practice learning outcomes KSF
links
Key content National Occupational Standards
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
SCDHSC0035: Promote the safeguarding of individuals
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. Care and Intervention
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
Practice learning outcomes KSF
links
Key content National Occupational Standards
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
SFHCHS19: Undertake routine clinical measurements
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. Care and Intervention
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.
Practice learning outcomes KSF
links
Key content National Occupational Standards
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
SCDHSC352: Support individuals to continue therapies
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
Practice learning outcomes KSF
links
Key content National Occupational Standards
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. Care and Intervention
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.
Practice learning outcomes KSF
links
Key content National Occupational Standards
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
Practice learning outcomes KSF
links
Key content National Occupational Standards
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.
Practice learning outcomes KSF
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. Knowledge for Practice
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
NHS Orkney LearnPro Module
• Food hygiene
30
Infection control Induction
• Healthcare associated infection (NHS) /Infection control (Social Care)
NHS Orkney LearnPro Module
• 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
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
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
• Competencies required relevant to area of practice and community need
2. The Multi-professional Approach
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.
Key content Education/ training options
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
SVQ 3 Health & Social Care award -Recommended Units
SCDHSC3100: Participate in inter-disciplinary team working to support individuals
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.
Key content Education/ training options
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)
Local training/work-based learning
• Decision making
NHS Orkney LearnPro Module
• Equality and Diversity
Attitudes to illness
Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
4. Care and Intervention
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.
Key content Education/ training options
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)
NHS Orkney LearnPro Module
• 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)
SCDHSC0352: Support individuals to continue therapies
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
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
34
Telehealthcare equipment Optional SVQ 3Units Health & Social Care
AND/OR Local training/work-based learning
• Competencies required relevant to area of practice and community need
Wound assessment Optional SVQ 3Units Health & Social Care
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
4. Care and Intervention
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.
Key content Education/ training options
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
SCDHSC0352: Support individuals to continue therapies
OR
SFJCJEC4: Prepare, implement and evaluate agreed therapeutic group activities
Pressure area care
SVQ 3 Health & Social Care award –Optional Units
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Supporting individuals with continence
management
SVQ 3 Health & Social Care award –Optional Units
35
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Catheter care
SVQ 3 Health & Social Care award –Optional Units (appendix 3)
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Fluid and nutrition SVQ 3 Health & Social Care award –Optional Units (appendix 3)
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
• Nutrition Awareness programme available from NHS Lanarkshire
Induction
• Food Hygiene (Social Care)
NHS Orkney LearnPro Module
• Food Hygiene
End of life care SVQ 3 Health & Social Care award –Optional Units
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Managing dysphasia
Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
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
Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Induction
• Medication (Social Care)
Additional nursing procedures as
appropriate
• Stoma care
• Care associated with Diabetes
Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
4. Care and Intervention
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
Key content Education/ training options
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
SCDHSC0031: Promote effective communication
Local training/work-based learning
• U Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
37
Supporting relatives/families with
bereavement
SVQ 3 Health & Social Care award –Optional Units (appendix 3)
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Awareness of and supporting emotional
needs (own and those of others)
SVQ 3 Health & Social Care award –Optional Units (appendix 3)
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Promoting health and wellbeing SVQ 3 Health & Social Care award –Optional Units (appendix 3)
AND/OR Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Falls risk assessment Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Supporting rehabilitation/ enablement Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need
Health promotion Local training/work-based learning
• Use NOS or Calderdale, or develop competencies required relevant to area of practice and
community need