Portfolio of Evidence 0% (pass/fail) (meets all LO’s)

Portfolio of evidence should include:
Evidence of meeting KSF competencies and National Occupational Standard using Steinaker and Bell’s experiential learning model. This will include competency framework document demonstrating achievement at internalisation level for all competencies. This must be verified by mentor. Other evidence will include testimonies of clinical practice, reflective diary, work products etc.). You must include an action plan that will relate to continuous professional development as an Assistant Practitioner

Viva Voca (weighted at 50%) Meets LO’s 1,2,3 and 6
30 minute viva voca incorporating portfolio of evidence.

A written assignment (weighted at 50%) Meets LO’s 4, 5 and 6
A 2500 word reflective assignment relating to one of the KSF competencies. This will enable you to reflect upon the role, development and learning as a HCA/Assistant Practitioner

All elements of assessment must be passed to successfully complete the module

Formative Assessment
Reflective diary which will form basis of work based and classroom discussions
Group tutorials
Formative feedback/progress review from mentor
Seminar presentation to peers

This module will provide Health Care Assistants/Trainee Assistant Practitioners with the opportunity to demonstrate development and achievement of a range of work-based competencies that are linked to the Skills for Heath National Occupational Standards for Health and Social Care and Knowledge and Skills Framework. The aims of the module is to develop knowledge, skills and understanding that will prepare learners to make the transition from participation to internalisation level against the Steinaker and Bell experiential learning model.

Competency development
Continuing professional development
Personal development
The emerging role of the Assistant Practitioner
Promoting safe practice and maintaining competence
Role modelling and enabling others to learn and practice in a safe and effective manner
Public protection safe guarding vulnerable adults and children
National guidelines and legislation appropriate to perioperative practice
Working with service users and the multidisciplinary team to provide non-discriminatory care
Self-awareness, reflection and clinical supervision.
Leadership theories and leadership.
Use of specialist equipment to support perioperative practice
Handover of patient care
Circulating and Scrubbing for intermediate to major cases

Perform anaesthetic and post anaesthetic delegated duties within scope of practice and identified in the competency document.

To include:-
Supporting the registered practitioner in the assessment and management of the patient undergoing anaesthesia/sedation/post-operative care

carry out delegated care activities as requested by the registered practitioner

Receive handover of patient from the ward staff but not to complete the WHO checklist

Assist the anaesthetist with cannulation and apply IV dressings

Provide care and support for a patient having a procedure under local anaesthesia and to report changes in the patient’s condition

Assist with patient positioning

Prepare and position patient’s undergoing regional anaesthesia

Assist the patient in recovery with comfort, hydration and nutrition

Process blood gas samples

Scheduled Learning and Teaching Activities: (60 hours)
48 hours - Lectures
6 hours – Aseptic technique Workshops
3 hours - Group/individual tutorials
3 hours - Seminar presentations

Guided Independent Study: (540 hours)
300 hours to be negotiated between the student and clinical practice mentor, using the WORLD Model (Channell, 2002) in order to achieve competencies
240 hours - preparation for assessment

Clinical Mentor

Brotherton, G. & Parker, S (2013) Your Foundation Degree in Health & Social Care London Sage.

Department of Health (2007) Essence of Care: Benchmarks for the care environment London: DoH

Doherty, L. and Lister, S. (2015) Royal Marsden Hospital Manual of Clinical Procedures 7 9th Edition Oxford: Palgrave

Jasper, M., Rosser, M., Mooney, G. (2013) Professional development, Reflection and Decision-Making in Nursing and Health. Chichester. John Wiley and Sons. Macmillan

Enrolled onto the FdSc Acute Care
To be supported by the employer to undertake the Trainee Assistant Practitioner role

1. Critically reflect upon the knowledge, skills and values attained in achieving competences that enable practice as an assistant practitioner (Application, Health Specific Option, Reflection)

2. Demonstrate a critical understanding of the knowledge and skills required to work as an Assistant Practitioner to provide safe and effective perioperative practice
(Application, Health Specific Option, Knowledge and Understanding)

3. Demonstrate the ability to work as an Assistant Practitioner within local and national guidelines and policies (Application)

4. Demonstrate knowledge of the relevant theoretical concepts linked to the Assistant Practitioner role within the perioperative environment (Knowledge and Understanding, Learning, Reflection)

5. Reflect upon the role of the Assistant Practitioner delivering evidenced based individualised perioperative care (Enquiry, Learning, Problem solving, Reflection)

6. Reflect on own engagement in continuous professional development, showing an ability to self-development strategies and future development plans (Reflection)

This module will provide Trainee Assistant Practitioners (TAP) with the opportunity to demonstrate development and achievement of a range of work-based competencies that are linked to the Skills for Health National Occupational Standards for Health and Social Care and Knowledge and Skills Framework. This module enables students to develop the knowledge, skills and understanding for undertaking circulating and scrub duties for a range of intermediate-major cases, transitioning from participation to internalisation level (Steinaker and Bell). Students will explore the emerging role of the Assistant Practitioner, continuing professional development, leadership theories and skills, and clinical supervision. Students will examine guidelines and legislation appropriate to perioperative practice, public protection and safety (including safeguarding, Prevent, and raising concerns), and working with service users and multidisciplinary teams to provide safe and effective non-discriminatory care. Throughout the module students will reflect on their personal and professional development, and explore self-awareness and personal values and beliefs in relation to providing non-discriminatory care. There will also be an opportunity for students to develop specialist competencies, for example, female urinary catheterisation, and to perform anaesthetic and post-anaesthetic delegated duties within their scope of practice.