Standards for the accreditation of psychological wellbeing practitioner training programmes
|
|
- Cleopatra Clark
- 6 years ago
- Views:
Transcription
1 Standards for the accreditation of psychological wellbeing practitioner training programmes May
2 Contents Introduction Benefits of Society membership What is accreditation? Benefits of accreditation Our standards: an introduction Our standards for Psychological Wellbeing Practitioner training programmes Programme standard 1: Learning, research and practice A. Required core competencies 1. Core training of the Psychological Wellbeing Practitioner a statement of intent 2. Required learning outcomes for accredited PWP training programmes B. Teaching and learning 1. Programme specification 2. Curriculum C. Supervised practice D. Assessment and progression Programme standard 2: Working ethically Programme standard 3: Selection and entry Programme standard 4: Society membership Programme standard 5: Personal and professional development Programme standard 6: Staffing Programme standard 7: Leadership and co-ordination Programme standard 8: Physical resources Programme standard 9: Quality management 1
3 Additional information Information for trainees Studying abroad as part of an accredited programme Accreditation of programmes offered outside of the UK Governance Complaints about accredited programmes 2
4 Introduction The British Psychological Society ( the Society ) is the learned and professional body, incorporated by Royal Charter, for psychologists in the United Kingdom. The Society has a total membership of approximately 48,000 and is a registered charity. Under its Royal Charter, the key objective of the Society is to promote the advancement and diffusion of the knowledge of psychology pure and applied and especially to promote the efficiency and usefulness of members by setting up a high standard of professional education and knowledge. The Society has been involved in the accreditation of programmes of education and training in psychology since the early 1970s. The Society currently accredits programmes at both undergraduate (and equivalent) and postgraduate levels. Undergraduate, conversion, and integrated Masters programmes are accredited against the requirements for the Society s Graduate Basis for Chartered Membership (GBC), the curriculum requirements for which are derived from the Quality Assurance Agency s subject benchmark statement for psychology (which is due to be reviewed in 2015). Postgraduate programmes are accredited against the knowledge, practice and research requirements for Chartered Psychologist (CPsychol) status in a range of domains of practice. A number of the postgraduate programmes that are accredited by the Society are also approved by the Health and Care Professions Council (HCPC), the statutory regulator of practitioner psychologists in the UK. Benefits of belonging to the Society Our standards include an expectation that education providers offering accredited programmes provide their trainees with information on Society subscribership and membership and its benefits. Those trainees entering PWP training who have completed an accredited psychology undergraduate degree will be eligible for Graduate Membership of the Society; all other trainees are able to join the Society as Affiliate Subscribers. We encourage you to reproduce the following pages within your Trainee Handbooks or share them with trainees via your virtual learning environment. 3
5 [insert Benefits of membership PG flyer] [insert Benefits of affiliate subscribership flyer] [insert PsyPAG flyer] 4
6 What is accreditation? Accreditation through Partnership is the process by which the British Psychological Society works with education providers to ensure that its quality standards in education and training are met by all programmes on an ongoing basis. Our approach to accreditation is based on partnership rather than policing, and we emphasise working collaboratively with programme providers through open, constructive dialogue that allows space for exploration, development and quality enhancement. If you are submitting a new programme for accreditation, or are preparing for an accreditation visit or review, you should read these standards in conjunction with the relevant process handbook. All handbooks can be downloaded from Benefits of accreditation Delivering a programme that meets the high quality standards required for accreditation is a significant commitment, and there are lots of reasons why Society accreditation is worth your investment of time and money: It is a highly regarded marker of quality that prospective trainees and employers understand and value as a reflection of nationally-agreed curriculum and training requirements. It enhances the marketability of your programmes in a competitive market place. It gives your graduates a professional home. Belonging to the Society is an integral part of trainees development, as it recognises their qualifications and reflects their aspiration to achieve the highest possible professional standards. It is a high quality benchmarking process that is defined, developed and delivered in partnership with psychologists and other highly skilled and experienced psychological practitioners. It is aimed at getting the best out of programmes, through promoting psychological science and practice, facilitating quality enhancement and providing solution-focused support. It provides a direct opportunity for you and your trainees to influence the Society, its support for education providers and trainees, and its policies for the future. Together we have a powerful voice in raising the profile of psychology and psychological practice in the UK and internationally, developing standards and advancing the discipline. 5
7 Our standards: an introduction The Society publishes standards for the accreditation of undergraduate and postgraduate programmes. Our standards for undergraduate, conversion and integrated Masters programmes represent the requirements for Graduate Membership of the Society and the Graduate Basis for Chartered Membership (GBC). Our postgraduate standards for professional training in psychology span eight domains of practice, seven of which relate to pre-qualification training leading to Chartered Membership of the Society, and full membership of one or more of the Society s Divisions (the Division of Clinical Psychology, the Division of Counselling Psychology, the Division of Educational and Child Psychology or the Scottish Division of Educational Psychology, the Division of Forensic Psychology, the Division of Health Psychology, the Division of Occupational Psychology and the Division of Sport and Exercise Psychology). These correspond to the seven protected titles regulated by the Health and Care Professions Council. We also accredit specialist post-qualification training programmes in Clinical Neuropsychology. In addition, we publish standards for the accreditation of Psychological Wellbeing Practitioner training programmes. These programmes are typically offered at level 6 and/or level 7. The Society is keen to create flexibility for programmes to develop distinctive identities, by making the most of particular strengths around research and practice shared by their staff team, or those that are reflected in the strategic priorities of their Department or University. This document sets out our accreditation standards for Psychological Wellbeing Practitioner training programmes. The standards were approved by the Society s Membership Standards Board in February 2016, and came into operation on 1 May
8 Our standards for Psychological Wellbeing Practitioner training programmes Our standards are organised around nine overarching areas, and have been derived following extensive consultation between the Society and education providers; these comprise our programme standards, and must be achieved by all accredited programmes. Each overarching standard is followed by a rationale for its inclusion, together with an outline of the factors that education providers might wish to consider in confirming their achievement of each standard. The information provided is not intended to prescribe a particular approach to meeting our standards; rather it is intended to reflect the likely areas of interest for visiting teams or reviewers when exploring achievement of the standards with education providers, trainees, employers, and other stakeholders. During partnership visits, the questions that visiting teams will ask will be designed specifically to give education providers every opportunity to confirm their achievement of the standards. Some of our nine overarching standards are complemented by a series of further standards that are of specific relevance to Psychological Wellbeing Practitioner (PWP) training programmes. These represent the benchmark level of quality that the Society expects all accredited programmes of this kind to attain. However, we recognise that different programmes will aim to meet these standards in different ways and our overall approach is to encourage flexibility in the methods used in meeting the standards. Our standards framework is organised as follows: Psychological science 1. Learning, research and practice 2. Working ethically Quality management 9. Periodic review Access to education & training 3. Selection and entry 4. Society membership Resourcing 6. Staffing 7. Leadership and co-ordination 8. Physical resources Developing psychological practitioners 5. Personal and professional development Overall, our standards support education providers offering programmes that are designed to meet the requirements for entry to the Society s Register of Psychological Wellbeing Practitioners. The British Association for Behavioural and Cognitive Psychotherapies also offers a voluntary individual registration scheme for qualified PWPs who have completed an accredited training programme. Providers may also wish to put forward undergraduate or integrated Masters programmes that seek to combine the requirements for the GBC and for PWP training. Where this is the case, programmes will be evaluated against the two separate sets of standards they are seeking to meet (i.e. the standards contained in this handbook, and those applying to undergraduate programmes which are outlined separately). 7
9 Programme standard 1: Learning, research and practice The programme must reflect contemporary learning, research and practice. The programme must be able to document its intended learning outcomes, the ways in which these reflect the relevant training requirements, the learning and teaching strategies that will be used to support trainees achievement of the learning outcomes, and the assessment strategies that will enable trainees to demonstrate those achievements. Trainees successful fulfilment of the programme s requirements must be marked by the conferment of a named HE award at the appropriate level. Education providers will normally demonstrate their achievement of this standard through production of a programme specification. Whilst programme specifications are a standard feature of quality monitoring for education providers, inclusion of this standard here offers an opportunity for the Society to identify innovative and creative practice in relation to teaching, learning and assessment. A Training requirements 1. Core training of the Psychological Wellbeing Practitioner a statement of intent Psychological Wellbeing Practitioner training programmes provide the knowledge and professional skills for people to work as Psychological Wellbeing Practitioners (PWPs) with people with common mental health problems. The PWP role was originally developed to work within Improving Access to Psychological Therapies (IAPT) services in England, providing assessment and low-intensity interventions, and PWP training programmes accordingly prepare people to work as PWPs in IAPT services. PWP training programmes in other nations may prepare people to work in analogous roles in primary care mental health services. Psychological Wellbeing Practitioners are trained to assess and support people with common mental health problems principally anxiety disorders and depression in the self-management of their recovery. Interventions are designed to aid clinical improvement and social inclusion, including return to work, meaningful activity or other occupational activities. PWPs do this through the provision of information and support for evidence-based low-intensity psychological treatments, mainly informed by cognitive-behavioural principles, but also include physical exercise and supporting medication adherence. Behaviour change theory and models provide the framework which support an integrated approach to the choice and delivery of the interventions that PWPs provide. National Institute for Health and Care Excellence (NICE) guidance for common mental health disorders 8
10 and for each of the anxiety disorders and depression sets out the range of different types of lowintensity evidence-based interventions appropriate for delivery by PWPs 1. Principal among these are support for low-intensity self-help interventions informed by cognitive-behavioural principles. Typically these are supported by the use of self-help materials which can be provided in written or digital form (e.g. computerised cognitive behavioural therapy (ccbt)). Treatment is provided to groups of people as well as one-to-one to individual patients, and is provided by telephone and increasingly through electronic media as well as face-to-face. Low-intensity psychological treatments place a greater emphasis on patient self-management and are less burdensome than traditional psychological treatments. Support is specifically designed to enable patients to optimise their use of self-management recovery information and may be delivered through face-to-face, telephone, or other contact methods. PWPs also provide information on common pharmacological treatments and support patients in decisions that optimise their use of such treatments. They also provide information on and support for the promotion of physical activity. PWPs normally operate within a stepped care service delivery model, such as Improving Access to Psychological Therapies (IAPT, services in England, or similar service delivery models elsewhere 2. Stepped care operates on the principle of offering the least intrusive most effective treatment in the first instance; patients can then be stepped up to a more intensive treatment if required. In the IAPT service delivery model, PWPs provide care at step 2 of the stepped care model supporting low-intensity interventions. They work alongside high-intensity workers and other clinicians delivering CBT and other evidence-based step 3 treatments across the therapeutic modalities. Knowledge of IAPT services including the stepped care model of service delivery, regular and routine clinical outcomes measurement, case management and supervision are accordingly generic competencies that PWPs need for the satisfactory performance of their duties. 2. Required learning and practice outcomes for Psychological Wellbeing Practitioner training programmes Learning and practice outcomes for PWP training programmes relate to three core areas of competence: Engagement and assessment of patients with common mental health problems Evidence-based low-intensity treatment for common mental health disorders Values, diversity and context, including working with diversity from an inclusive values base, and working in the context of IAPT and related primary care mental health services Specific learning outcomes are set out in the paragraphs below. Individual providers may adapt the wording of the learning outcomes to suit their own needs, provided that they can demonstrate that the learning outcomes are reflected within their programme in their entirety. 1 2 For programmes operating outside of England, other equivalent evidence-based national guidance may apply. Programmes should ensure that, regardless of their geographical location, trainees are familiar with the NICE guidance for common mental health disorders and for each of the anxiety disorders and depression. Programmes working with services that operate outside of IAPT (including those based outside of England) will need to demonstrate that their trainees are able to take an approach to their work that offers equivalence to the specific characteristics of the IAPT service delivery model, as outlined in this document. 9
11 2.1. Engagement and assessment of patients with common mental health problems PWPs assess and support people with common mental health problems in the selfmanagement of their recovery. To do so they must be able to undertake a range of patientcentred assessments and be able to identify the main areas of concern relevant to the assessment undertaken. They need to have knowledge and competence to be able to apply these in a range of different assessment formats and settings. These different elements or types of assessment include screening/triage assessment; risk assessment; provisional diagnostic assessment; mental health clustering assessment; psychometric assessment (using the IAPT standardised symptoms measures); problem focused assessment; and intervention planning assessment. In all these assessments they need to be able to engage patients and establish an appropriate relationship whilst gathering information in a collaborative manner. They must have knowledge of mental health disorders and the evidence-based therapeutic options available and be able to communicate this knowledge in a clear and unambiguous way so that people can make informed treatment choices. In addition, they must have knowledge of behaviour change models and how these can inform choice of goals and interventions. Specific learning outcomes to be demonstrated are as follows: 1. Demonstrate knowledge, understanding and critical awareness of concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models. 2. Demonstrate knowledge of, and competence in applying the principles, purposes and different types of assessment undertaken with people with common mental health disorders. 3. Demonstrate knowledge of, and competence in using common factors to engage patients, gather information, build a therapeutic alliance with people with common mental health problems, manage the emotional content of sessions and grasp the patient s perspective or world view. 4. Demonstrate knowledge of, and competence in patient-centred information gathering to arrive at a succinct and collaborative definition of the person s main mental health difficulties and the impact this has on their daily living. 5. Demonstrate knowledge of, and competence in recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient-centred interview. 6. Demonstrate knowledge of, and competence in accurate risk assessment of patient or others. 7. Demonstrate knowledge of, and competence in the use of standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making. 8. Demonstrate knowledge, understanding and competence in using behaviour change models in identifying intervention goals and choice of appropriate interventions 9. Demonstrate knowledge of, and competence in giving evidence-based information about 10
12 treatment choices and in making shared decisions with patients. 10. Demonstrate competence in understanding the patient s attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments. 11. Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record keeping systems Evidence-based low-intensity treatment for common mental health disorders PWPs aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments and regularly used pharmacological treatments of common mental health problems. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles. Support is specifically designed to enable people to optimise their use of selfmanagement recovery information and pharmacological treatments and may be delivered individually or to groups of patients and through face-to-face, telephone, or other contact methods. PWPs must also be able to manage any change in risk status. Specific learning outcomes to be demonstrated are as follows: 1. Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance. 2. Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance. 3. Demonstrate competence in planning a collaborative low-intensity psychological or pharmacological treatment programme for common mental health problems, including managing the ending of contact. 4. Demonstrate in-depth understanding of, and competence in the use of, a range of lowintensity, evidence-based psychological interventions for common mental health problems. 5. Demonstrate knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions. 6. Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols. 7. Demonstrate knowledge of, and competence in supporting people with medication for 11
13 common mental disorders to help them optimise their use of pharmacological treatment and minimise any adverse effects. 8. Demonstrate competence in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication Values, diversity and context PWPs operate at all times from an inclusive values base that promotes recovery and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. PWPs must also take into account any physical and sensory difficulties people may experience in accessing services and make provision in their work to ameliorate these. They must be able to respond to people s needs sensitively with regard to all aspects of diversity. They must demonstrate a commitment to equal opportunities for all and encourage people s active participation in every aspect of care and treatment. They must also demonstrate an understanding and awareness of the power issues in professional/patient relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. PWPs are expected to operate in a stepped care, high-volume environment. During training, trainee PWPs should carry a reduced caseload, with the number of cases seen depending on their stage in training, building up to a maximum of 60-80% of a qualified PWP s caseload before completion of the training. PWPs must be able to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision-making. PWPs need to recognise the limitations to their competence and role and direct people to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond their competence and role. In addition, they must focus on social inclusion including return to work and meaningful activity or other occupational activities, physical activity promotion to address both psychological and/or physical health outcomes as well as clinical improvement. To do so they must have knowledge of a wide range of social and health resources available through statutory and community agencies. They must have a clear understanding of what constitutes the range of high-intensity psychological treatments which includes CBT and the other IAPT approved high-intensity therapies and how high-intensity treatments differ from low-intensity working. Specific learning outcomes to be demonstrated are as follows: 1. Demonstrate knowledge of, and commitment to a non-discriminatory, recovery orientated values base to mental healthcare and to equal opportunities for all and encourage people s active participation in every aspect of care and treatment. 2. Demonstrate respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture. 3. Demonstrate knowledge of, and competence in responding to peoples needs sensitively with regard to all aspects of diversity, including working with older people, the use of 12
14 interpretation services and taking into account any physical and sensory difficulties patients may experience in accessing services. 4. Demonstrate awareness and understanding of the power issues in professional / patient relationships. 5. Demonstrate competence in managing a caseload of people with common mental health problems efficiently and safely. 6. Demonstrate knowledge of, and competence in using supervision to assist the worker s delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems. 7. Demonstrate knowledge of, and competence in gathering patient-centred information on employment needs, wellbeing and social inclusion and in liaison and signposting to other agencies delivering employment, occupational and other advice and services. 8. Demonstrate an appreciation of the worker s own level of competence and boundaries of competence and role, and an understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the worker alone. 9. Demonstrate a clear understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work. 3. Structure of training 3.1. The curriculum is designed so that it can be available at both undergraduate (level 6) and postgraduate certificate level (level 7), normally based on three modules (see above) delivered over 45 days in total. It requires completion of 60 credits in accordance with the learning and practice outcomes specified above, typically resulting in the award of a Graduate Certificate or a Postgraduate Certificate. PWP training may also be incorporated into other undergraduate or postgraduate awards, provided that academic learning is supported by appropriate practice experience, and provided that those who have completed PWP training as part of their award may be readily distinguished from those who have not (normally through conferment of a distinctive award title) The delivery of 45 days training is essential to meet the learning objectives specified within the curriculum. Although each module has a specific set of foci and learning outcomes, the clinical competencies build on each other and courses are expected to focus the majority of their teaching activity on clinical competence development through clinical simulation/role play The curriculum is normally organised into three modules. Modules and credit ratings can be adapted by education providers to comply with their academic timetable and tailored to suit local needs. Similarly, providers may choose how they wish to deliver these modules to best prepare trainees for the work they are undertaking in services; for example, they may choose to deliver modules one and two, relating to assessment and treatment, either concurrently (e.g. by frontloading teaching) or 13
15 consecutively. An indicative structure for module delivery is suggested in Table 1 on page The curriculum includes both theoretical learning and skills practice within the education provider, and practice-based learning (activities directed by the education provider that extend learning into practice). Over the 3 modules of 45 days, days are delivered as theoretical learning and skills practice and days as directed practice-based learning. Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Providers are encouraged to explore and keep abreast of developments and innovations in pedagogy that facilitate active learning 3. Directed practice-based learning tasks include shadowing/observation, role play/practice with peers/colleagues of assessment and interventions, self-practice of interventions with reflection (i.e. applying techniques to issues from own life), and directed problem-based learning. All 45 days should comprise a specified programme of learning directed by the education provider in accordance with the learning outcomes specified in section 2 above. It is acknowledged that some activities (e.g. flipped classroom approaches, problem-based learning) may relate to more than one of the three categories outlined in the bullet points above; in such cases, programmes should be able to provide a rationale for their particular delivery model Assessment focuses primarily on trainees practical demonstration of competencies. Skills based competency assessments are independent of academic level and must be passed. Trainees may not necessarily possess previous clinical or professional expertise in mental health and can undertake academic assessments at either undergraduate or postgraduate level, depending on their prior academic attainment Assessment strategies for each of the three modules are outlined in Table 2 on pages Providers will be expected to demonstrate how their module assessments align with the specified strategies. All clinical skills should be assessed by practical tests of clinical competence using recognised competency assessment tools. While the assessment strategies for assessing practical clinical skills are set out for each module, the assessment of academic skills and knowledge may be in the form of a written exam(s), coursework (including seminars and presentations), case report or essay and will be expected to cover the academic content of all three modules The training programme requires trainees to learn from observation and skills practice under supervision while working in fully functioning IAPT services, or other services providing placements to trainee PWPs in line with the requirements set out in section C of this document (pages below), as well as through the theoretical teaching, skills practice and practice-based learning directed by the education provider. Trainees should complete: 3 The Society s Education and Public Engagement Board runs an annual award for innovation in programmes. Society-accredited programmes are invited to submit for this award in recognition of particularly innovative and creative design, delivery, and/or assessment of programmes for the benefit of the trainee experience. For further information, see 14
16 a minimum of 80 clinical contact hours with patients (face-to-face 4 or on the telephone) within an IAPT service (or equivalent stepped care service) as a requirement of their training and should undertake a range of activities during this time; and a minimum of 40 hours of supervision of which at least 20 hours should be case management supervision 5 and at least 20 hours should be clinical skills supervision 6. These 80 clinical contact hours and 40 supervision hours are in addition to the practicebased learning days directed by education providers Clinical contact hours should be calculated on the basis of the length of assessment and treatment sessions undertaken with clients, not on the number of clinical contacts, and should not be rounded up. For the purposes of calculating clinical contact hours, one hour spent working with a group counts as one hour of clinical contact, regardless of the number of participants in the group. Time spent on administrative tasks (e.g. contacting clients who have not attended an appointment/dna) should not be counted towards clinical contact hours. For example: a trainee completes a telephone screening of 20 minutes, an initial assessment of 35 minutes, has an extended treatment session because of use of translation services which takes 65 minutes, and also has 2 DNAs. The total clinical contact hours in this instance is 2 hours. Case management supervision is undertaken weekly for a minimum of one hour on a one-to-one basis with a suitably qualified member of staff. Case management supervision is supported by an IT system that enables outcomes to be effectively incorporated into clinical decision-making, often relating to the stepping-up of treatment intensity or offering alternative low-intensity treatments. Case management supervision is highly structured and should be a review of the current caseload held by the PWP, in which the PWP selects appropriate cases for supervision and presents the cases according to clinical and organisational criteria (e.g. scheduled reviews, risk). The PWP should demonstrate the competencies of being able to present clinical and demographic information about each patient in a succinct manner to enable discussion of key points and shared decision-making to take place. Case management supervision is key to effective clinical governance and ensuring patient safety. Clinical skills supervision for PWPs can be undertaken on a one-to-one basis or in a group, for a minimum of one hour per fortnight. Supervision is an accountable process which supports, assures and develops the knowledge, skills and values of the PWP. The purpose of clinical skills supervision is to provide a safe and confidential environment for PWPs to reflect on and discuss their work and their personal and professional development, providing an environment to enable reflection on their low-intensity practice and ensuring fidelity to the evidence base and clinical method. 15
17 Table 1: Module delivery Module Total days Teaching * Directed practicebased learning Engagement and assessment of patients with common mental health problems * 5 This module will equip PWPs with a good understanding of the incidence, prevalence and presentation of common mental health problems and evidenced-based treatment choices. Skills teaching will develop PWPs core common factors competencies of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making. Evidence-based low-intensity treatment for common mental health disorders * 5 This module will equip PWPs with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will develop PWPs general and disorder-defined specific factor competencies in the delivery of low-intensity treatments informed by cognitive-behavioural principles and in the support of medication concordance. Values, diversity and context * 5-10 This module will expose PWPs to the concept of diversity, inclusion and multi-culturalism and equip workers with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. They will be equipped with an understanding of the complexity of people s health, social and occupational needs and the services which can support people to recovery. The module will develop PWPs decision-making abilities and enable them to use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signposted service. Skills teaching will develop PWPs clinical management, liaison and decision-making competencies in the delivery of support to patients, particularly where people require intervention or advice outside the core low-intensity evidence-based interventions taught in module 2. * Includes theoretical teaching, skills practice in intensive workshops and clinical simulations 16
18 Table 2: Module assessment strategy Module Clinical competency assessment Academic assessment (see commentary on 3.6 above) Practice outcomes portfolio Engagement and assessment of patients with common mental health problems Standardised role-play scenario(s) where trainees are required to demonstrate skills in undertaking both triage and problemfocused assessments. This may be a single scenario, combining both triage and problem-focused assessments, or two shorter assessment scenarios 7. This (these) will be video-recorded and assessed by teaching staff using standardised assessment measures. 8 Trainees should also provide a reflective commentary on their performance on the competency assessment, or an alternative academic assignment could be set e.g. an exam, case report or essay. Successful completion of the following practice outcomes, to be assessed by means of a practice outcomes portfolio: Demonstrates competence in undertaking and recording a range of assessment formats. This should include both triage and problem focused assessments. Demonstrates experience and competence in the assessment of presenting problems across a range of indicative diagnoses including depression and two or more anxiety disorders. Demonstrates the common factor competencies necessary to engage patients across the range of assessment formats. Evidence-based low-intensity treatment for common mental health disorders A video-recorded standardised role-play scenario OR an audio or video-recording of a real low-intensity treatment session with a patient treated by the trainee, in either of which the trainee is required to demonstrate skills in planning and implementing a lowintensity treatment programme. This recording will be assessed by teaching staff using a standardised assessment measure. NB Either this or the module 3 clinical assessment (or both) need(s) to be a recorded session of a real patient seen by the trainee. Trainees should also provide a reflective commentary on their performance on the competency assessment, or an alternative academic assignment could be set e.g. an exam, case report or essay. Successful completion of the following practice outcomes, to be assessed by means of a practice outcomes portfolio: Demonstrates experience and competence in the selection and delivery of treatment of a range of presenting problems using evidence-based low-intensity interventions across a range of indicative diagnoses including depression and two or more anxiety disorders. Demonstrates the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions. Demonstrates high-quality case recording and systematic evaluation of the process and outcomes of mental health interventions, adapting care on the basis of these evaluations. 7 8 Programmes are encouraged to refer to the document Principles and types of patient assessment in IAPT services issues for PWP training and competence assessment (March 2015), available from Programmes are encouraged to refer to the document Standards for competency assessment measures (March 2015), available from 17
19 Values, diversity and context A clinical planning scenario, real assessment or treatment case, or other clinical task in which trainees are required to demonstrate knowledge and skills in working with a person or people with a variety of needs from one or more of a range of diverse groups. This could be assessed by a case report, an oral presentation, a rated recording, or other method as appropriate to the task. NB Either this or the module 2 clinical assessment (or both) need(s) to be a recorded session of a real patient seen by the trainee. A case report, reflective commentary, essay or exam in which trainees are required to demonstrate knowledge and competence in using case management and clinical skills supervision. If a real treatment case has been used for the clinical assessment, this task could be an accompanying reflective commentary detailing how supervision was used to support working with this patient. Successful completion of the following practice outcomes, to be assessed by means of a practice outcomes portfolio: Demonstrates the ability to engage with people from diverse demographic, social and cultural backgrounds in assessment and low-intensity interventions. This could include adaptations to practice working with older people, using interpretation services/self-help materials for people whose first language is not English, and/or adapting self-help materials for people with learning or literacy difficulties. Demonstrates the ability to effectively manage a caseload including referral to step up, employment and signposted services. Demonstrates the ability to use supervision to the benefit of effective (a) case management and (b) clinical skills development. This should include: (a) a report on a case management supervision session demonstrating ability to review caseload, bring patients at agreed predetermined thresholds and provide comprehensive and succinct case material; and (b) a report on use of clinical skills supervision including details of clinical skills questions brought, learning and implementation. 18
20 B Teaching and learning 1. Programme specification 1.1. Programmes must have in place a programme specification document that provides a concise description of the programme s intended learning outcomes, and which helps trainees to understand the teaching and learning methods that enable the learning outcomes to be achieved, and the assessment methods that enable achievement to be demonstrated. This should be supplemented by outlines of each module contributing to the accredited award The programme specification and module outlines must reflect the learning outcomes and assessment strategies specified in section A2 above. Providers will need to provide a rationale for the design of their programme, highlighting any ways in which it varies from the suggested three-module structure that has been outlined in section A3. 2. Curriculum 2.1. A teaching timetable must be available to staff and trainees that identifies the module or programme unit to which each teaching session relates. Education providers will need to be able to demonstrate that at least 50% of the time is focused on the development of clinical skills As noted above, trainees must be provided with days of directed practice-based learning which is timetabled in addition to the required days of theoretical learning and skills practice. Programmes should have systems in place for monitoring the work that trainees have completed during their directed learning days The programme must include an appropriate induction programme, of a minimum of five days duration. This induction to the PWP role comprises part of the days of theoretical learning and skills development, and should be focused on front-loaded skills development in assessment. Any induction or orientation to resources (library, IT) or formal registration with the education provider should be undertaken in addition to the induction to the PWP role as outlined above The education provider must outline the ways in which it supports trainee PWPs in understanding the role of high-intensity therapists as part of their learning. This should be addressed in relation to the learning outcomes specified for Module 3 to guard against potential drift towards high-intensity ways of working. Providers may also wish to consider how trainees understanding of the full range of other workers at step 3 can be supported, including those working in different modalities and in the context of the full range of IAPT extension programmes Trainees are entitled to expect a learning experience which meets their needs, and which is underpinned by evidence-led teaching, and a supportive and enabling learning environment Programmes should address matters relating to difference and diversity within all teaching, not only within the module where values and diversity are the specific focus. 19
21 C Supervised practice 9 1. Education providers should have a quality assurance process in place to evaluate the suitability and quality of the practice placement and/or supervised practice opportunities offered by service partners. This quality assurance process should be established with input and agreement from the local NHS education commissioner (where applicable), and should be communicated to service providers to ensure that they are aware of their responsibilities to ensure that the following standards are met: (i) IAPT services and other services providing placements to trainee PWPs in line with the Society s requirements must: follow a stepped care system with coherent integrated care pathways and clear protocols for initial allocation and stepping up/down; provide interventions that are in line with NICE guidance; have good quality CBT-based self-help materials and ccbt packages available for trainees to use; have suitable office and clinical accommodation for PWP trainees to use; and provide adequate equipment for routine audio and video recording of PWPs clinical work. (ii) IAPT services and other services providing placements to PWPs in line with our requirements must be able to provide an effective practice learning environment for trainees. A service provider is considered to offer an effective practice learning environment where trainee PWPs: access appropriate cases, materials and local service protocols to develop the skills they have been taught by the education provider; have access to the full range of presentations and modes of assessment and treatment that are required for completion of the programme; have caseloads that are compatible with an effective training experience (e.g. gradual build up of caseload; types of patients seen) services should commit to agreeing appropriate caseloads with the education provider; use their designated practice-based learning days for completing the directed learning assignments set by the education provider, rather than for routine clinical work; are able to complete 80 clinical contact hours and 40 supervision hours by the time they complete their training. (iii) IAPT services and other services providing placements to PWPs in line with our requirements must identify sufficient clinical and case management supervisors to work with trainees in the workplace. Supervisors must: have demonstrable knowledge and experience of delivering low-intensity interventions; be conversant with the service s CBT-based self-help and online materials and site protocols; have attended a PWP supervisor training course (see 2 below); and 9 Standards in this section draw from the document Roles in PWP training of NHS education commissioners, university training courses, IAPT service placement providers, and BPS as accreditation body (March 2015), available from 20
22 provide weekly case management supervision and fortnightly clinical skills supervision to their trainee PWPs. Supervision must be consistent with and reinforce taught content to ensure that trainee PWPs develop as competent practitioners. As such, services must work closely with the education provider to jointly deliver a coherent training experience that ensures PWPs achieve the learning outcomes specified in this document. 2. As indicated in 1 (iii) above, training should be made available to supervisors to enable them to adequately support trainees undertaking high volume, low-intensity psychological therapies with an appropriate range of patients. Supervisors should understand: (i) (ii) (iii) the course content; the clinical practice outcomes identified in relation to the three modules outlined above; and the expectations surrounding their role, including the essentials of clinical case management supervision. 3. Education providers must demonstrate that supervision meets the following standards: (i) (ii) (iii) (iv) (v) (vi) (vii) The supervisor must negotiate, sign and date a supervision contract 10 which clarifies boundaries and responsibilities of both the supervisor and the supervised trainee. This should include engagement in weekly case management supervision and fortnightly individual and group supervision aimed at case discussion and skills development. The supervisor must use a range of strategies to engage in the supervision process, including focused face-to-face contact, allocated telephone appointment time and contact. The supervisor must facilitate ongoing practice learning and experience for the trainee to ensure that she or he has the opportunity to develop appropriate competence in clinical skills. The supervisor must carry out observation of the trainee s work, directly and indirectly, to develop and be able to evaluate the level of competence. The supervisor must identify the trainee s strengths and any shortfalls in development, identifying objectives with the trainee and how these may be achieved, and discussing with academic staff where difficulty is envisaged or issues regarding a trainee s progress are encountered. The supervisor must ensure that trainees complete the clinical practice outcomes outlined within the practical skills assessment document, within the required period, and that appropriate records are made. The supervisor must ensure with the trainee that supervision logs are completed so that there is a record of supervisory contacts in a format agreed by the education provider. This is to ensure that the trainee meets the requirement to undertake a minimum of 40 hours of supervision of which at least 20 hours should be case management supervision and at least 10 Clinical skills supervision and case management supervision are often provided by different supervisors, and should therefore normally be covered by separate supervision contracts. Where clinical skills supervision is conducted in a group, this should be addressed in a group contract. 21
DRAFT REVISED PROGRAMME STANDARDS: PSYCHOLOGICAL WELLBEING PRACTITIONER PROGRAMMES
DRAFT REVISED PROGRAMME STANDARDS: PSYCHOLOGICAL WELLBEING PRACTITIONER PROGRAMMES Standards Page Statement of intent 2 Programme standard 1: Programme design 4 Programme standard 2: Programme content
More informationStandards for the accreditation of psychological wellbeing practitioner training programmes
The British Psychological Society Promoting excellence in psychology Standards for the accreditation of psychological wellbeing practitioner training programmes October 2017 www.bps.org.uk/partnership
More informationTRAINEE CLINICAL PSYCHOLOGIST GENERIC JOB DESCRIPTION
TRAINEE CLINICAL PSYCHOLOGIST GENERIC JOB DESCRIPTION This is a generic job description provided as a guide to applicants for clinical psychology training. Actual Trainee Clinical Psychologist job descriptions
More informationJOB DESCRIPTION & PERSON SPECIFICATION JOB DESCRIPTION. Highly Specialist Psychological Therapist
JOB DESCRIPTION & PERSON SPECIFICATION JOB DESCRIPTION JOB TITLE: GRADE: Highly Specialist Psychological Therapist Band 7 and 8a HOURS OF WORK: 37.5 RESPONSIBLE TO: (Line manager) ACCOUNTABLE TO: Clinical
More informationPsychological Therapies for Depression and Anxiety Disorders in People with Longterm Physical Health Conditions or with Medically Unexplained Symptoms
Psychological Therapies for Depression and Anxiety Disorders in People with Longterm Physical Health Conditions or with Medically Unexplained Symptoms Guide for setting up IAPT-LTC services 1. Aims The
More informationImproving Access to Psychological Therapies. Guidance for Commissioning IAPT Training 2012/13. Revised July 2012
Improving Access to Psychological Therapies Guidance for Commissioning IAPT Training 2012/13 Revised July 2012 IAPT Programme Department of Health Wellington House 133-155 Waterloo Road London SE1 8UG
More informationUniversity of Reading Charlie Waller Institute. POSTGRADUATE DIPLOMA in EVIDENCE-BASED PSYCHOLOGICAL TREATMENT
University of Reading Charlie Waller Institute POSTGRADUATE DIPLOMA in EVIDENCE-BASED PSYCHOLOGICAL TREATMENT COURSE PROSPECTUS 2018 Website: www.reading.ac.uk/charliewaller BABCP Accredited at LEVEL 1
More informationSpecification Level 4 Diploma in Therapeutic Counselling (TC-L4)
(2017-18): 27 March 2017 2017-18 Specification Level 4 Diploma in Therapeutic Counselling (TC-L4) This RQF 1 qualification is regulated in England, Wales and Northern Ireland Qualification/learning aim
More informationProgramme Specification Learning Disability Nursing
Programme Specification Learning Disability Nursing Teaching Institution London South Bank University Programme Accredited by Nursing Midwifery Council Faculty of Origin Faculty of Health Social Care Year
More informationDoctoral Programme in Clinical Psychology JOB DESCRIPTION PSYCHOLOGY SERVICES TRAINEE CLINICAL PSYCHOLOGIST
Doctoral Programme in Clinical Psychology JOB DESCRIPTION PSYCHOLOGY SERVICES TRAINEE CLINICAL PSYCHOLOGIST Job Title Accountable to - Trainee Clinical Psychologist - Director of UEA Clinical Psychology
More informationThe Trainee Doctor. Foundation and specialty, including GP training
Foundation and specialty, including GP training The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health. To justify that trust
More informationCRITERIA AND GUIDELINES FOR FULL ACCREDITATION AS A BEHAVIOURAL AND/OR COGNITIVE PSYCHOTHERAPIST
CRITERIA AND GUIDELINES FOR FULL ACCREDITATION AS A BEHAVIOURAL AND/OR COGNITIVE PSYCHOTHERAPIST Full Accreditation is dependent on submission, 12 months after the date Provisional Accreditation, of an
More informationLow Intensity Psychological Therapies. Postgraduate Certificate (and undergraduate route)
Low Intensity Psychological Therapies Postgraduate Certificate (and undergraduate route) Low Intensity Psychological Therapies This course is: Psychological Wellbeing Practitioner (PWP) Training Full-time
More informationJOB DESCRIPTION. Assistant Psychological Wellbeing Practitioner 07/10/16
JOB DESCRIPTION Assistant Psychological Wellbeing Practitioner 07/10/16 LINCOLNSHIRE PARTNERSHIP NHS FOUNDATION TRUST JOB DESCRIPTION 1. Job Details Job Title: Assistant Psychological Wellbeing Practitioner
More informationJOB DESCRIPTION 1. JOB IDENTIFICATION. Job Title: Trainee Health Psychologist
JOB DESCRIPTION 1. JOB IDENTIFICATION Job Title: Trainee Health Psychologist Responsible to: Professional and Clinical Accountability to lead NHS Psychologist Stage 2 accountability to BPS accredited Health
More informationSCHOOL OF NURSING DEVELOP YOUR NURSING CAREER WITH THE UNIVERSITY OF BIRMINGHAM
SCHOOL OF NURSING DEVELOP YOUR NURSING CAREER WITH THE UNIVERSITY OF BIRMINGHAM 2 English Language and Applied Linguistics Welcome to Nursing at the University of Birmingham We continuously develop our
More informationStandards for pre-registration nursing education
Standards for pre-registration nursing education Contents Standards for pre-registration nursing education... 1 Contents... 2 Section 1: Introduction... 4 Background and context... 4 Standards for competence...
More informationWorking Relationships:
MAUDSLEY HEALTH JOB DESCRIPTION Practitioner Psychologist Job Title Grade Consultant Psychologist Agenda for Change Band 8c Hours per week 40 Department Location Reports to Professionally accountable to
More informationProgramme Specification. BSc (Hons)/BSc Children s Nursing (Pre- Registration) Valid from: June 2012 Faculty of Health and Life Sciences
Programme Specification BSc (Hons)/BSc Children s Nursing (Pre- Registration) Valid from: June 2012 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental Health
More informationFaculty of Health Studies. Programme Specification. Programme title: BSc Hons Diagnostic Radiography. Academic Year:
Faculty of Health Studies Programme Specification Programme title: BSc Hons Diagnostic Radiography Academic Year: 2017-2018 Degree Awarding Body: University of Bradford Partner(s), delivery organisation
More informationProgramme Specification and Curriculum Map for MSc Health Psychology
Programme Specification and Curriculum Map for MSc Health Psychology 1. Programme title Health Psychology 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme
More informationProgramme Title: Advanced Professional Development - Independent Pharmacist Prescribing Conversion Course HE6. University of Bolton
Programme Specification Programme Title: Advanced Professional Development - Independent Pharmacist Prescribing Conversion Course HE6 Awarding Institution: Teaching Institution: Division and/or Faculty/Institute:
More informationMSc/Postgraduate Diploma in Advanced Professional Practice For students entering in 2008
MSc/Postgraduate Diploma in Advanced Professional Practice For students entering in 2008 Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty: Social
More informationStandards of Proficiency for Higher Specialist Scientists
Standards of Proficiency for Higher Specialist Scientists July 2015 Version 1.0 Review date: 31 July 2016 Contents Introduction... 3 About the Academy Register - Practitioner part... 3 Routes to registration...
More informationProgramme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care)
PROGRAMME SPECIFICATION KEY FACTS Programme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care) Award MSc School School of Health Sciences Department Division
More informationWillows Counselling Service
Lead Trainer: Briony Martin Other Trainers: Helen Slator Dr Stephen Brooke Tanya Orr The above are experienced Counsellors, Supervisors and Trainers, who meet the training requirements of both ACC and
More informationProgramme Specification
Programme Specification Title: Advanced Clinical Practice Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationProgramme title: Foundation Degree Science Nursing Associate (Apprenticeship)
Faculty of Health Studies School of Nursing and Healthcare Leadership Programme Specification Programme title: Foundation Degree Science Nursing Associate (Apprenticeship) Academic Year: 2017/2018 Degree
More informationApplication Information
Application Information MSc Occupational Therapy (Pre-registration) School of Clinical and Applied Sciences Subject Group: Therapeutic and Rehabilitation Sciences 2018-2019 Entry Start date: January 2019
More informationJob Description: Counsellor
Job Description: Counsellor Salary: 25,551-27,715 pro rata (+10% Pension) Hours: 20 hours per week Special Terms: Fixed term for 1 year Accountable to: Health & Wellbeing Co-ordinator (IAPT Lead) Role
More informationPROGRAMME SPECIFICATION KEY FACTS. Health Sciences. Part-time. Total UK credits 180 Total ECTS 90 PROGRAMME SUMMARY
PROGRAMME SPECIFICATION KEY FACTS Programme name Award School Department or equivalent Programme code Type of study Total UK credits 180 Total ECTS 90 Health Services Research MSc Health Sciences Health
More informationHEALTH AND LIFE SCIENCES
HEALTH AND LIFE SCIENCES School of Applied Social Sciences Full time, Fixed Term for 4 years Grade G: 36,672 to 46,414 per annum De Montfort University (DMU) was the most improved university in the UK,
More informationSolent. NHS Trust. Allied Health Professionals (AHPs) Strategic Framework
Solent NHS Trust Allied Health Professionals (AHPs) Strategic Framework 2016-2019 Introduction from Chief Nurse, Mandy Rayani As the executive responsible for providing professional leadership for the
More informationBSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING
BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING PRACTICE TEACHER HANDBOOK OCTOBER 2014 (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 1 CONTENTS 1 INTRODUCTION 1 2 THE PROGRAMME
More informationAdmiral Nurse Band 7. Job Description
Admiral Nurse Band 7 Job Description Job Title: Admiral Nurse Clinical Lead Grade: Band 7 Location: Brighton Hours: 37.5 Managerially accountable to: Professionally responsible to: Service Manager Dementia
More informationJOB DESCRIPTION. Specialist Clinical Psychologist in Adult Mental Health. Assistant Head of Clinical Psychology and Psychological Therapies Service
JOB DESCRIPTION Title of Post: Band of Post: Directorate: Reports to: Accountable to: Specialist Clinical Psychologist in Adult Mental Health Band 8A Adult Services Consultant Clinical Psychologist Assistant
More informationCommunity Nurse Prescribing (V100) Portfolio of Evidence
` School of Health and Human Sciences Community Nurse Prescribing (V100) Portfolio of Evidence Start date: September 2016 Student Name: Student Number:. Practice Mentor:.. Personal Tutor:... Submission
More informationPROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS
PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Counselling Psychology Award DPsych School School of Arts and Social Sciences Department or equivalent Department of Psychology
More informationEnd of Life Care Strategy
End of Life Care Strategy 2016-2020 Foreword Southern Health NHS Foundation Trust is committed to providing the highest quality care for patients, their families and carers. Therefore, I am pleased to
More informationClinical Supervision Policy
Clinical Supervision Policy Version: 3.2 Bodies consulted: Professional Advisory Committee Approved by: PASC Date Approved: 13.8.15 Lead Manager: Jessica Yakeley Responsible Director: Medical Director
More informationBSc (Hons) Nursing Mental Health
Programme Specification for BSc (Hons) Nursing Mental Health 1. Programme title BSc (Hons) Nursing Mental Health 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationProgramme Specification. Post Graduate Certificate in Minor Injury and Illness Management. Valid from: March 2015 Faculty of Health and Life Science
Programme Specification Post Graduate Certificate in Minor Injury and Illness Management Valid from: March 2015 Faculty of Health and Life Science SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationPsychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017)
Psychiatric Nurse Competency Assessment Document (CAD) for the Undergraduate Nursing Student Year One (Pilot Document, 2017) WELCOME TO YOUR COMPETENCY ASSESSMENT DOCUMENT This guide has been developed
More informationLevel 3 Certificate in Working in Community Mental Health Care ( )
Level 3 Certificate in Working in Community Mental Health Care (3561-03) Qualification handbook for centres 501/1157/7 www.cityandguilds.com October 2010 Version 1.1 About City & Guilds City & Guilds is
More informationSupporting information for appraisal and revalidation: guidance for psychiatry
Supporting information for appraisal and revalidation: guidance for psychiatry Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction The purpose of revalidation
More informationVisitors report. Contents. Doctorate in Health Psychology (Dpsych) Full time Part time. Programme name. Mode of delivery. Date of visit 7 8 June 2012
Visitors report Name of education provider Programme name Mode of delivery Relevant part of HPC Register Relevant modality / domain City University Doctorate in Health Psychology (Dpsych) Full time Part
More informationSTANDARD UCAS ENTRY TARIFF. See current online prospectus at
Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Nursing (Pre-Registration Learning Disabilities) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU
More informationProgramme Specification
Programme Specification MSc, PG Dip, PG Cert in Advanced Nursing Practice Valid from: January 2016 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution
More informationSupporting information for appraisal and revalidation: guidance for Occupational Medicine, April 2013
Supporting information for appraisal and revalidation: guidance for Occupational Medicine, April 2013 Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction
More informationPsychological Wellbeing Practitioner Trainee
JOB SCRIPTION Job Title Psychological Wellbeing Practitioner Trainee Salary Band 4 Location Workstream cross Lancashire, base to be determined following appointment Mental Health Services 1. Overview LWC
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc (Hons) Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental
More informationJOB DESCRIPTION. Lead Clinician for Adult Community Speech and Language Therapy Service
JOB DESCRIPTION Title of Post: Lead Clinician for Adult Community Speech and Language Therapy Service Band of Post: Band 7 Directorate: Reports to: Accountable to: Initial Base Location: Type of Contract:
More informationDe Montfort University. Course Template
De Montfort University Course Template 1. Basic information Course Name: Non-Medical Prescribing with NMC V300 Course Code: PN185T Level (UG, PG): Postgraduate Taught Academic Period: 2015 Faculty: HLS
More informationGeneric Job Description Consultant Pharmacist. Job Purpose
Generic Job Description Consultant Pharmacist Grade: Based at: 8b-d Operating sites as required Accountable to: Head of Pharmacy/Clinical Director of Pharmacy/ Divisional director or equivalent Managed
More informationEntry from: 2016/7 in: March choose an item: Postgraduate Diploma in Health Studies Postgraduate Certificate in Health Studies
Programme specification MSc Occupational Therapy (pre-registration) School: Health Sciences Entry from: 2016/7 in: March choose an item: Awarding institution: Teaching institution: Delivery location: Programme/s
More informationSupporting information for appraisal and revalidation: guidance for pharmaceutical medicine
Supporting information for appraisal and revalidation: guidance for pharmaceutical medicine Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction The purpose
More informationRegistered (HCPC) Clinical/Counselling/Forensic Psychologist
Job Description Job Details Job Title: Grade: Band 7 Hours: 37.5 Department: Location: Reports to: Responsible for: Prof Accountable To: Registered (HCPC) Clinical/Counselling/Forensic Psychologist Forensic
More informationDe Montfort University. Course Template
De Montfort University Course Template 1. Basic information Course Name: European Union Nurse Adaptation (EUNA) Course Code: PN020A Level (UG, PG): Undergraduate Academic Period: 2015 Faculty: HLS - Faculty
More informationSupporting information for appraisal and revalidation: guidance for Occupational Medicine, June 2014
Supporting information for appraisal and revalidation: guidance for Occupational Medicine, June 2014 Based on the Academy of Medical Royal Colleges and Faculties Core for all doctors. General Introduction
More informationFaculty of Health Studies. Programme Specification. Programme title: MSc Professional Healthcare Practice. Academic Year:
Faculty of Health Studies Programme Specification Programme title: MSc Professional Healthcare Practice Academic Year: 2018-19 Degree Awarding Body: Partner(s), delivery organisation or support provider
More informationJOB DESCRIPTION (To be read in conjunction with Person Specification) Senior Early Intervention in Psychosis Practitioner
JOB DESCRIPTION (To be read in conjunction with Person Specification) Senior Early Intervention in Psychosis Practitioner LOCATION: Aspire Early Intervention in psychosis Service, Leeds SALARY: Agenda
More informationOCCUPATIONAL THERAPY JOB DESCRIPTION. Community Mental Health Rehabilitation & Enablement Team (CMHRES)
OCCUPATIONAL THERAPY JOB DESCRIPTION Job title: Clinical Occupational Therapist Band: 6 Directorate: Service: Adult Mental Health and Learning Disabilities Community Mental Health Rehabilitation & Enablement
More informationNHS Grampian. Intensive Psychiatric Care Units
NHS Grampian Intensive Psychiatric Care Units Service Profile Exercise ~ November 2009 NHS Quality Improvement Scotland (NHS QIS) is committed to equality and diversity. We have assessed the performance
More informationProgramme specification: BSc (Hons) Nursing Studies KEY FACTS
Programme specification: BSc (Hons) Nursing Studies KEY FACTS Programme name Nursing Studies (General Nursing; Cardiac Care; Acute and High Dependency Care; Neonatal Care; Emergency Care; Intensive Care;
More informationDiploma of Higher Education in Paramedic Practice. Course Information
Diploma of Higher Education in Paramedic Practice Course Information This is a brief programme outline of the 52 week programme over year 1 and 2 showing a September start. Start dates per cohort are September,
More informationProgramme specification: MSc Advanced Practice (Health)
Programme specification: MSc Advanced Practice (Health) 1. Awarding Institution/Body University of Gloucestershire 2. Teaching Institution University of Gloucestershire 3. Recognition by Professional Body.
More information1. Guidance notes. Social care (Adults, England) Knowledge set for end of life care. (revised edition, 2010) What are knowledge sets?
Social care (Adults, England) Knowledge set for end of life care (revised edition, 2010) Part of the sector skills council Skills for Care and Development 1. Guidance notes What are knowledge sets? Knowledge
More informationCore Domain You will be able to: You will know and understand: Leadership, Management and Team Working
DEGREE APPRENTICESHIP - REGISTERED NURSE 1 ST0293/01 Occupational Profile: A career in nursing is dynamic and exciting with opportunities to work in a range of different roles as a Registered Nurse. Your
More informationIntensive Psychiatric Care Units
NHS Lothian St John s Hospital, Livingston Intensive Psychiatric Care Units Service Profile Exercise ~ November 2009 NHS Quality Improvement Scotland (NHS QIS) is committed to equality and diversity. We
More informationJob Description. Ensure that patients are offered appropriate creative and diverse activities within a therapeutic environment.
Job Description POST: HOURS: ACCOUNTABLE TO: REPORTS TO: RESPONSIBLE FOR: Complementary Therapy Coordinator 30 37.5 hours Head of Nursing & Quality Day Therapy Clinical Lead Volunteer Complementary Therapists
More informationWorcestershire Early Intervention Service. Operational Policy
Worcestershire Early Intervention Service Operational Policy Document Type Service Operational Unique Identifier CL-158 Document Purpose To Outline The Operation Of The Early Intervention Service Document
More informationPsychological Wellbeing Practitioners
Psychological Wellbeing Practitioners Playing a key role in maintaining the nation s wellbeing Best Practice Guide 1 Forewords The publication of this good practice guide is a fantastic opportunity to
More informationProgramme Specification
Programme Specification 1 GENERAL INFORMATION Programme Title: Final Award: Exit Awards: Awarding Body: Masters Framework in Advancing Practice Masters of Science MSc/PgD/PgC Diagnostic Imaging MSc/PgD/PgC
More informationProgramme Specification
Diploma in Higher Education Nursing Associate Programme Specification 1. Programme title Diploma in Higher Education Nursing Associate 2. Awarding institution Middlesex University 3. Teaching institution
More informationGUIDANCE ON SUPPORTING INFORMATION FOR REVALIDATION FOR SURGERY
ON SUPPORTING INFORMATION FOR REVALIDATION FOR SURGERY Based on the Academy of Medical Royal Colleges and Faculties Core Guidance for all doctors GENERAL INTRODUCTION JUNE 2012 The purpose of revalidation
More informationNorth School of Pharmacy and Medicines Optimisation Strategic Plan
North School of Pharmacy and Medicines Optimisation Strategic Plan 2018-2021 Published 9 February 2018 Professor Christopher Cutts Pharmacy Dean christopher.cutts@hee.nhs.uk HEE North School of Pharmacy
More informationChildren s Senior Psychotherapist. Therapeutic Services GRADE: 05. Context and Purpose of the Job
JOB TITLE: TEAM: GROUP: LOCATION: REPORTS TO: Children s Psychotherapist Therapeutic Services Operations Luton Children s Senior Psychotherapist GRADE: 05 HOURS: 21 hours per week Context and Purpose of
More informationPost Graduate Diploma Mental Health Nursing
Programme Specification for Post Graduate Diploma Mental Health Nursing 1. Programme title Post Graduate Diploma Mental Health Nursing 2. Awarding institution Middlesex University 3. Teaching institution
More informationProgramme Specification
BSc (Hons) Nursing/Midwifery/Mental Health Nursing (Professional Practice) Top Up Programme Specification 1. Programme title BSc (Hons) Nursing (Professional Practice) Top up, BSc (Hons) Midwifery (Professional
More informationUniversity of Bradford
UNIVERSITY OF BRADFORD Academic Year 2014-15 School of Health Studies Division of Service Development and Improvement Programme title: PG Dip in Respiratory Medicine for Practitioners with a Special Interest
More informationJOB DESCRIPTION. Psychosocial Service, Macclesfield Diabetes Service
JOB DETAILS CENTRAL MANCHESTER UNIVERSITY HOSPITALS NHS FOUNDATION TRUST JOB DESCRIPTION Title: Division: Directorate: Department: Base: Clinic Base: 0.2 wte Highly Specialist Clinical Psychologist Band
More informationIntensive Psychiatric Care Units
NHS Greater Glasgow and Clyde Stobhill Hospital, Glasgow Intensive Psychiatric Care Units Service Profile Exercise ~ November 009 NHS Quality Improvement Scotland (NHS QIS) is committed to equality and
More informationJOB DESCRIPTION AND PERSON SPECIFICATION JOB DESCRIPTION
JOB DESCRIPTION AND PERSON SPECIFICATION JOB DESCRIPTION Job Title Directorate Nurse Clinical Champion Health and Wellbeing Pay Band 74.88 PAYE or 82.88 umbrella per 4 hour half day. Hours/Sessions per
More informationCURRENT AND FUTURE RECOGNITION OF THOSE HOLDING EDUCATIONAL ROLES
DEFINITIONS, SELECTION AND MANAGEMENT (QM/QC) OF NON- GP TRAINERS (TEACHERS & SUPERVISORS) FOR UNDERGRADUATE AND POSTGRADUATE MEDICAL EDUCATION IN SCOTLAND BACKGROUND Following consultation, the GMC has
More informationCharge Nurse Manager Adult Mental Health Services Acute Inpatient
Date: February 2013 DRAFT Job Title : Charge Nurse Manager Department : Waiatarau Acute Unit Location : Waitakere Hospital Reporting To : Operations Manager Adult Mental Health Services for the achievement
More informationLocation: Huntingdon with work across Cambridgeshire and Bedfordshire
Job Description Job title: Multi Systemic Therapy Problem Sexual Behaviour Worker Location: Huntingdon with work across Cambridgeshire and Bedfordshire Hours: 37 per week Grade: Therapist scale (5 point
More informationOCCUPATIONAL HEALTH POLICY
OCCUPATIONAL HEALTH POLICY A document prepared by Pauline Slade and Joyce Scaife in liaison with Joanna Hattersley, Sheffield Health & Social Care NHS Foundation Trust, Human Resource Department, and the
More informationHOME TREATMENT SERVICE OPERATIONAL PROTOCOL
HOME TREATMENT SERVICE OPERATIONAL PROTOCOL Document Type Unique Identifier To be set by Web and Systems Development Team Document Purpose This protocol sets out how Home Treatment is provided by Worcestershire
More informationSupporting information for appraisal and revalidation: guidance for Supporting information for appraisal and revalidation: guidance for ophthalmology
FOREWORD As part of revalidation, doctors will need to collect and bring to their appraisal six types of supporting information to show how they are keeping up to date and fit to practise. The GMC has
More informationPeer Reviewers Role Profile March 2018
Peer Reviewers Role Profile March 2018 Contents 1. Purpose of this document 2. Primary audience 3. Background 4. Introduction to the NCYPD Programme 5. Benefits of the Programme 6. What are the characteristics
More informationDiploma in Higher Education Nursing Associate. Programme Specification. 1. Programme title Diploma in Higher Education Nursing Associate
Diploma in Higher Education Nursing Programme Specification 1. Programme title Diploma in Higher Education Nursing 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationProgramme Specification. BSc (Hons) Nursing -Child. 1. Programme title BSc (Hons) Nursing - Child
Programme Specification BSc (Hons) Nursing -Child 1. Programme title BSc (Hons) Nursing - Child 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Details of accreditation
More informationPerson Specification Criteria for Primary Care Counsellors (also on the enclosed CD)
Appendix 3: Person Specification Criteria for Primary Care Counsellors (also on the enclosed CD) Background This protocol has been put together by The Counselling and Psychotherapy Forum for Primary Care
More informationGraduate Diploma in Professional and Clinical Veterinary Nursing. Programme Specification. Applies to cohort commencing 2015
Graduate Diploma in Professional and Clinical Veterinary Nursing Programme Specification. Applies to cohort commencing 2015 1. Awarding institution The Royal Veterinary College 2. Teaching institution
More informationPhysiotherapist Registration Board
Physiotherapist Registration Board Standards of Proficiency and Practice Placement Criteria Bord Clárchúcháin na bhfisiteiripeoirí Physiotherapist Registration Board Contents Page Background 2 Standards
More informationPOSITION DESCRIPTION. Clinical Psychologist Paediatric Consult Liaison Psychological Medicine
POSITION DESCRIPTION Clinical Psychologist Paediatric Consult Liaison Psychological Medicine This role is considered a core children s worker and will be subject to safety checking as part of the Vulnerable
More informationPgCert Neonatal Nurse Practitioner MSc/PgDip Advanced Neonatal Nurse Practitioner
Plymouth University Faculty of Health and Human Sciences School of Nursing and Midwifery Programme Specification PgCert Neonatal Nurse Practitioner MSc/PgDip Advanced Neonatal Nurse Practitioner Special
More informationIntensive Psychiatric Care Units
NHS Highland Argyll & Bute Hospital, Lochgilphead Intensive Psychiatric Care Units Service Profile Exercise ~ November 2009 NHS Quality Improvement Scotland (NHS QIS) is committed to equality and diversity.
More informationRefocusing CPA: a summary of the key changes. Bernadette Harrison CPA Manager Bedfordshire & Luton Mental Health & Social Care Partnership NHS Trust
Refocusing CPA: a summary of the key changes Bernadette Harrison CPA Manager Bedfordshire & Luton Mental Health & Social Care Partnership NHS Trust Introduction In March 2008, the Department of Health
More information