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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. In this 45-minute session, we'll look at the standards requirement that registrants provide appropriate and non-discriminatory care to all their service users. , HCPCs professional liaison consultants and policy colleagues will clearly set out, take time to explore the emphasis on making your practice, signpost you to some useful resources and will. Disclaimer. [online] Available at: <http://www.hcpc-uk.org/publications/standards/index.asp?id=40> [Accessed 22 October 2015]. A new standard about promoting public health and preventing ill-health. 2014 Jul-Aug;24 (7-8):158. dYN}w;_rl^ArTUkdV\&7yrEV"9wyp|2oHF ix#6b. 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. You can also follow. 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. The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). meets the Standards of Proficiency for Operating Department Practitioners as set out by the HCPC and is eligible to apply to register. For example, we have replaced be able to with must at the beginning of several standards. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. The education standards are outcome focused, 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, Guidance on conduct and ethics for students, Promote and protect the interests of service users, Communicate appropriately and effectively, Work within the limits of your knowledge and skills, Why registration matters - the benefits of joining a regulated profession, You can demonstrate that you have the skills and knowledge to practise in your profession safely and effectively, Service users (patients and clients) are clear on what they can expect of you, You benefit from continuous learning and development, We maintain public confidence in your profession, Decisions affecting registration are made by professionals, You have the opportunity to shape our work, Health, disability and becoming a health and care professional, Standards relevant to education and training set out what education and training programme must do to prepare students for professional practice and they are used to assess education and training programmes, Standards of proficiency set out what registrants should know, understand and be able to do when they complete their training. Annual payments If you're eligible, you'll receive at least 5,000 a year to help fund your studies while at university. We ran workshops to develop consultation proposals, then went out to a public consultation in June 2020. Join us in this role and receive a 3000 welcome aboard bonus*Are you a highly motivated registered Theatre Nurse Practitioner/ ODP and have the drive, ambition and commitment to deliver the highest standards of patient care?Sulis Hospital, a leading healthcare provider in Somerset, has opportunities for Theatre Nurse Practitioners/ ODPs to join our Theatre team. A registrant-focused webinar exploring the updates to the standards of proficiency, and how to integrate them into your practice, 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. We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date. Need a refresher on our CPD requirements? Would you like email updates of new search results? The revised standards for each of the 15 professions will come into effect on 1 September 2023. << At the end of the session there will be the opportunity to ask questions. We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. 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. Jones DB, Brunt LM, Feldman LS, Mikami DJ, Robinson TN, Jones SB. Qualifications - CoC - 263kb PDF. (Health & Care Professions Council (HCPC), 2014). /Separation/PANTONE#20294#20C/DeviceCMYK 17 0 R You can also follow #myhcpcstandards on Twitter, Facebook and LinkedIn to see information from the webinars, posts and news about the HCPC standards. Mapping of HCPC Standards of Proficiency for Version 3 and Version 4 IBMS Registration Training Portfolios satisfied that all standards within this SET area are met for both programmes. The HCPC's standards of proficiency have been updated. 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. endstream endobj startxref hb```Lf] cB# OQHr\vUYRR@Q)pe ```Pj`n`h`heH20$_!].V9@\' Y?-H;_0 T$ endstream endobj 524 0 obj <>stream hb```f cB]-Jzq.b9Tpre`>qYT:fTPT']AAAQQAQ` a8) C@ A@12mc"110'i5xX800Oi B The site is secure. MeSH We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. /Filter/FlateDecode Please enable it to take advantage of the complete set of features! Federal government websites often end in .gov or .mil. 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. endobj They are Standards you must meet in order to become registered, and remain on the Register, Standards of conduct, performance and ethics provides the ethical framework within which our registrants must work. In August 2022, we updated our standards of proficiency for the first time since 2015. 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. stream We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document. For example, our new standards ask registrants to take a wider range of circumstances into account when determining consent, reflecting evolving definitions of patient consent. 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 Our standards We approve programmes that meet our education standards, which ensure individuals that complete the programmes meet proficiency standards. Analytical, Diagnostic and Therapeutic Techniques and Equipment 17. Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, #myhcpcstandards: Service user engagement, #myhcpcstandards: Registrants mental health, #myhcpcstandards: Digital skills and new technologies. Re: Avoiding the use of agency staff in the operating department. Information about all the updates and how they may affect you, Updates regarding service user engagement, We encourage tweeting during the events using this hashtag to share your thoughts or reflections. An elevation of the importance of registrants mental health. 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. Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself. We are committed to ensuring that our registrants can provide high-quality healthcare to all their service users. V ;Vw#w{{bNb]b#]bMbbqRSmR3gs;wJ/wI/j^#^+O/ouwz=rrCra#rJcJJs JWSJJ[%Y9jg5kW~QqI Ss ]Ui We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. In the standards of proficiency, we use phrases such as understand, know, and be able to. 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. Join our friendly team and make a huge contribution to healthcare provision across the UK. >> HCPC - Health and Care Professions Council - Standards. [ 538 0 obj <>stream 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. hbbd``b`$ Q $Xn q(+H#19? The Health and Care Professions Council (HCPC) set the standard for continuing professionaldevelopment (CPD) in the UK. 8600 Rockville Pike This will help you to become more familiar with those Standards and to learn and embed the values and behaviours expected of a health and care professionals as you progress your education.Additional learning materials are provided in this student hub, to support your learning around the Standards. 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. Well signpost you to some useful resources and will talk about how you might show you meet the new standards. Our Registrants need to meet the Standards in order to maintain their registration. In March 2019, we commenced a review of the Standards of Proficiency. Standards of continuing professional development explain our expectations for Registrants to demonstrate continuing learning and development. HCPC publishes new standards of proficiency for operating department practitioners HCPC publishes new standards of proficiency for operating department practitioners J Perioper Pract. 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. These standards are effective from Monday 2 June 2014. 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. Standards of proficiency The professional standards all registrants must meet in order to become registered, and remain on the Register What is the role of the standards of proficiency they set out the threshold standards we consider necessary to protect the public (unique to each of our registered professions) Careers. 2015 Nov;52(11):447-68. doi: 10.1067/j.cpsurg.2015.08.004. 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. 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.

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