Clipboard, Search History, and several other advanced features are temporarily unavailable. This course has a 100% student satisfaction rate (NSS, 2022) Approved by the Health and Care Professionals Council (HCPC), successful completion will allow you to apply to become a registered Operating Department Practitioner (ODP), a role that is in high demand both within the NHS and private sector. 888 0 obj
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PMC /Separation/PANTONE#20294#20C/DeviceCMYK 17 0 R Understand how our standards apply to you as a student or learner, Natalie Berrie, Registration Manager at the HCPC, gives an overview of the CPD process, Information about who we are, what we do and how we work, Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes, Revisions to the standards of proficiency, Information about raising a concern, fitness to practise and the investigation process, Step-by-step process on how to raise a concern, Information about joining, renewing and leaving the Register, Our standards of proficiency have been updated, Information about meeting our CPD standards and the CPD audit process. They monitor standards for initial training and education, skills, behaviour, and health. There is normally more than one way in which each standard can be met and the way in which you meet our standards might change over time because of improvements in technology or changes in your practice.
The previous standards were less about registrant health and more focused on fitness to practise; registrants are now required to develop and adopt clear strategies for physical and mental self-care. Well take time to explore the emphasis on making your practice non-discriminatory and inclusive for all service users, and discuss strategies to help you do so. the opportunity to become a caring, knowledgeable and competent ODP who meets the HCPC Standards of Proficiency for Operating Department Practitioners. Applicants who have qualified outside of the UK, whose first language is not English and who are not nationals of Switzerland, must provide evidence that they have reached the necessary standard. - understand HCPC guidelines and standards of proficiency. The revised standards set clear expectations of registrants knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. dYN}w;_rl^ArTUkdV\&7yrEV"9wyp|2oHF ix#6b. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice. Bethesda, MD 20894, Web Policies Well signpost you to some useful resources and will talk about how you might show you meet the new standards. competence required to meet the Standards of Proficiency (HCPC, 2014) and become a safe, autonomous practitioner. * The International English Language Testing System (IELTS) tests competence in the English language. Other webinars in this series . The proficiency standards set out what a registrant should know, understand and be able to do when they complete their education and training. Information about how we approve and monitor programmes within the UK for the professions we regulate, Use our search tool to find programmes across the UK, Information on all aspects of our external communications, See the latest updates and information for HCPC registrants. responsibility for signing off competency and assessment criteria, based upon the standards produced by the education provider and relevant professional body. By the end of the webinar, we aim to have improved your understanding of these standards and your confidence in meeting them. The standards of proficiency for operating department practitioners Expectations of you Your scope of practice Meeting the standards Language You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. hbbd``b`:$< \"O$v$i:H
Need a refresher on our CPD requirements? Wording changes to move registrants away from a passive understanding of the standards towards active implementation of them. %PDF-1.7
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Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence. sharing sensitive information, make sure youre on a federal Please note, our ability to answer questions in the webinar will be subject to demand - we may not be able to answer all questions that are asked. Information about how we approve and monitor programmes within the UK for the professions we regulate, Use our search tool to find programmes across the UK, Information on all aspects of our external communications, See the latest updates and information for HCPC registrants, Tell us what you think of the new Student hub, View the Guidance on Conduct and ethics for Students document. The new standards come into effect on 1 September 2023. Meeting our standards Supervision, leadership and culture Supervision Supervision case studies and templates Supervision case studies and templates How you approach your supervision will be individual to you. The crucial changes have been made following an extensive period of engagement with a wide range of stakeholders, to seek views and develop standards in line with current professional practice. HCPC - Health and Care Professions Council - Standards. An exciting opportunity has arisen within our Emergency Department for a full or part-time Band 6 Deputy Sister/Deputy Charge Nurse to join our team. Re: Avoiding the use of agency staff in the operating department. We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. We regularly reviewthe SCPEs to make sure they are relevant to current practice, that they incorporate EDI commitments and that they can be clearly understood by those who use them. The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, What is the role of the standards of proficiency, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, Reviewing the standards of conduct, performance and ethics, Information about training for chiropodists / podiatrists in prescription only medicines, The changes come into effect in September 2023, they set out the threshold standards we consider necessary to protect the public (unique to each of our registered professions), they set clear expectations of our registrants knowledge and abilities when they start practising, registrants must continue to meet the standards of proficiency that apply to their scope of practice, HCPC approved programmes equip graduates to meet these standards, they outline what service users and the public should expect from their health and care professional, we use them if someone raises a concern about a registrants practice. The site is secure. Annual payments If you're eligible, you'll receive at least 5,000 a year to help fund your studies while at university. London : Health and Care Professions Council publication. /Length 5790 You should also be using the Guidance on conduct and ethics for students, which has been based on the Standards of conduct, performance and ethics. 6 The Royal College of Surgeons published the Surgical Care . Standards for registration To meet the HCPC requirements for entry on the professional register, you will work to develop these broad skills: effective communication effective team-working problem-solving It is important that you read and understand this document. 01 Aug 2022 The HCPC has updated its standards of proficiency for the first time since 2015. These standards are effective from 2 June 2014. We will be providing a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. The Health and Care Professions Council (HCPC) (2017) also refer to the term Practice Educator within the Standards of Education and Training guidance document and define a Our Registrants need to meet the Standards in order to maintain their registration. HCPC consults on returning to practice and publishes student ethics guidance The regulatory body for hearing aid dispensers has begun a consultation process on Archive Guidance +2 Apr 03 Standards of education and training The Health and Care Professions Council has published guidance on the standards of Booklets +1 Mar 03 The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training. Please enable it to take advantage of the complete set of features! Guidance and learning materials on putting our standards into practice and supporting professionalism, The ethical framework within which our registrants must work, The professional standards all registrants must meet in order to become registered, and remain on the Register, Our expectations around demonstrating continuing learning and development, The standards against which we assess education and training programmes, A summary of the changes to, and review process for, our standards of proficiency that come into effect on 1 September 2023. 18 0 obj Apprentices without level 2 English & maths will need to achieve this level prior to completing the end-point assessment. Accessibility 2014. to see information from the webinars, posts and news about the HCPC standards. The https:// ensures that you are connecting to the You can submit a question up to 24 hours in advance of any session. We consulted on revised profession-specific standards of proficiency for operating department practitioners (ODPs) between 30 November 2007 and 7 March 2008. Standards of proficiency The professional standards all registrants must meet in order to become registered, and remain on the Register Read more Standards of continuing professional development Our expectations around demonstrating continuing learning and development Read more Standards relevant to education and training In the webinar, HCPCs professional liaison consultants and policy colleagues will clearly set out our requirements from an equality, diversity and inclusion (EDI) perspective. Before endstream
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Once you've completed your degree, you need to register with the Health and Care Professions Council ( HCPC) before you can start practising.
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[online] Available at: <http://www.hcpc-uk.org/publications/standards/index.asp?id=40> [Accessed 22 October 2015]. HCPC - Health and Care Professions Council - Standards 2014 In-text: (HCPC - Health and Care Professions Council - Standards, 2014) Your Bibliography: Hcpc-uk.org. 1. be able to practise safely and effectively within their scope of practice, 1.1 know the limits of their practice and when to seek advice or refer to another professional, 1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly, 2. be able to practise within the legal and ethical boundaries of their profession, 2.1 understand the need to act in the best interests of service users at all times, 2.2 understand what is required of them by the Health and Care Professions Council, 2.3 understand the need to respect and uphold the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing, 2.4 recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of care even in situations of personal incompatibility, 2.5 know about current legislation applicable to the work of their profession, 2.6 be able to practise in accordance with relevant medicines legislation, 2.7 understand the importance of and be able to obtain informed consent, 2.8 understand the complexity of caring for vulnerable persons in perioperative and other healthcare settings, and the need to adapt care as necessary, 2.9 be able to exercise a professional duty of care, 3. be able to maintain fitness to practise, 3.1 understand the need to maintain high standards of personal and professional conduct, 3.2 understand the importance of maintaining their own health, 3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning, 4. be able to practise as an autonomous professional, exercising their own professional judgement, 4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem, 4.2 be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately, 4.3 be able to initiate resolution of problems and be able to exercise personal initiative, 4.4 recognise that they are personally responsible for and must be able to justify their decisions, 4.5 be able to make and receive appropriate referrals, 4.6 understand the importance of participation in training, supervision and mentoring, 5. be aware of the impact of culture, equality and diversity on practice, 5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals, 6. be able to practise in a non-discriminatory manner, 7. understand the importance of and be able to maintain confidentiality, 7.1 be aware of the limits of the concept of confidentiality, 7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information, 7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public, 8.1 be able to demonstrate effective and appropriate verbal and non-verbal skills in communicating information, advice, instruction and professional opinion to service users, colleagues and others, 8.2 be able to use effective communication skills when sharing information about service users with other members of the multidisciplinary team, 8.3 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 *, 8.4 understand how communication skills affect assessment of, and engagement with, service users and how the means of communication should be modified to address and take account of factors such as age, capacity, learning ability and physical ability, 8.5 be able to select, move between and use appropriate forms of verbal and non-verbal communication with service users and others, 8.6 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefs, 8.7 understand the need to provide service users or people acting on their behalf with the information necessary to enable them to make informed decisions, 8.8 understand the need to assist the communication needs of service users such as through the use of an appropriate interpreter, wherever possible, 8.9 be able to identify anxiety and stress in service users, carers and others, and recognise the potential impact upon communication, 8.10 recognise the need to use interpersonal skills to encourage the active participation of service users, 8.11 be able to use effective communication skills in the reception and identification of service users, and in the transfer of service users to the care of others. Analytical, Diagnostic and Therapeutic Techniques and Equipment 17. %%EOF
We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals, 9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.5 understand and be able to apply psychological and sociological principles to maintain effective relationships, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences and other methods of review, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and be able to participate in, quality assurance processes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the anatomy and physiology of the human body, together with knowledge of health, disease, disorder and dysfunction, relevant to their profession, 13.2 recognise disease and trauma processes, and how to apply this knowledge to the service users perioperative care, 13.3 be aware of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process, 13.4 recognise the role of other professions in health and social care, 13.5 understand the structure and function of health and social care services in the UK, 13.6 understand the concept of leadership and its application to practice, 13.7 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.8 be aware of the main sequential stages of human development, including cognitive, emotional and social measures of maturation through the life-span, 13.9 understand relevant physiological parameters and how to interpret changes from the norm, 13.10 understand how to order, store, issue, prepare and administer prescribed drugs to service users, and monitor the effects of drugs on service users, 13.11 understand the principles of operating department practice and their application to perioperative and other healthcare settings, 13.12 understand the pharmacokinetic and pharmacodynamic effects and contraindications of drugs used within the perioperative and acute setting, 13.13 understand safe and current practice in a range of medical devices used for diagnostic, monitoring or therapeutic purposes in accordance with national and local guidelines, appropriate to their practice, 13.14 be able to calculate accurately prescribed drug dosages for individual service user needs, 13.15 understand the principles and practices of the management of clinical emergencies, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to change their practice as needed to take account of new developments or changing contexts, 14.2 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy, or other actions safely and effectively, 14.3 understand service users elimination needs, including male and female urinary catheterisation, 14.4 understand the role of the surgical first assistant in assisting with surgical intervention, 14.5 be able to undertake appropriate anaesthetic, surgical and post-anaesthesia care interventions, including managing the service users airway, respiration and circulation, 14.6 understand the management and processes involved in the administration of blood and blood products, 14.7 be able to monitor and record fluid balance, and where appropriate, administer prescribed fluids in accordance with national and local guidelines, 14.8 understand and recognise the need to monitor the effects of drugs and be able to take appropriate action in response to any significant change, 14.9 be able to assess and monitor the service users pain status and as appropriate administer prescribed pain relief in accordance with national and local guidelines, 14.10 be able to modify and adapt practice to emergency situations, 14.11 be able to receive and identify service users and their care needs, 14.12 be able to formulate specific and appropriate care plans including the setting of timescales, 14.13 be able to gather appropriate information, 14.14 be able to effectively gather information relevant to the care of service users in a range of emotional states, 14.15 be able to select and use appropriate assessment techniques, 14.16 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.17 be able to undertake or arrange investigations as appropriate, 14.18 be able to analyse and critically evaluate the information collected, 14.19 be able to demonstrate a logical and systematic approach to problem solving, 14.20 be able to adapt and apply problem solving skills to clinical emergencies, 14.21 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.22 recognise the value of research to the critical evaluation of practice, 14.23 be aware of a range of research methodologies, 14.24 be able to evaluate research and other evidence to inform their own practice, 14.25 be able to use information and communication technologies appropriate to their practice, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care, 15.2 be able to understand the impact of human factors within the perioperative / acute setting and the implications for service user safety, 15.3 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.4 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation, 15.5 be able to select appropriate personal protective equipment and use it correctly, 15.6 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control, 15.7 be able to promote and comply with measures designed to control infection, 15.8 understand the nature and purpose of sterile fields, and the practitioners individual role and responsibility for maintaining them, 15.9 understand and be able to apply appropriate moving and handling techniques, 15.10 be able to position service users for safe and effective interventions. Therefore, we may make further changes in the future to take into account changes in practice. We also recognise that the use of terminology can be an emotive issue. Revisions for each profession reflect the extent of developments in practice within that profession, in line with feedback from our consultation exercise. This flexibility can make it challenging to know where to begin or how best to approach your supervision. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. (2011, 2018) and also the revised HCPC Standards of Proficiency ODP (2014) and the HCPC Standards of Education and Training (2017). Epub 2015 Sep 8. Xe)h+W^LU*
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