This document introduces an End of Life Care Facilitator Competency Framework. The framework contains 4 core competency areas: communication, facilitation, audit, and learning and development. It is designed to help facilitators assess their own competencies, identify areas for improvement, and create learning plans. The framework provides indicators for each competency and tools for self-assessment and assessment by a mentor. It encourages facilitators to continually review and improve their practice through reflection, learning, and experience.
The document discusses flow state, which is described as a mental state where a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. The document provides 11 steps to achieving a flow state, which include finding an enjoyable challenge, developing skills to match the challenge, setting clear goals, working at your peak time, giving full attention, letting go of self-consciousness, enjoying the process, removing distractions, clearing your mind of negative emotions, getting feedback, and with regular practice.
This document discusses fetal malpresentation and malposition. It defines different types of malpresentation including breech, transverse, face, brow and sinciput positions. It describes the different types of breech presentation and risks associated with breech birth for both mother and baby. It discusses management of different malpresentations which may include external cephalic version, vaginal breech delivery or cesarean section depending on the situation. The document also discusses fetal malpositions like occipitoposterior and occipitotransverse positions and challenges they can present during labor. Nursing care focuses on close monitoring, preparing for potential interventions and providing support and education to the mother.
This document summarizes fetal positioning within the uterus including:
- Lie (longitudinal or transverse), presentation (part nearest birth canal), and attitude/posture
- Types of cephalic presentations including vertex, face, brow, and sinciput
- Types of breech presentations including frank, complete, and footling
- Factors that can influence positioning like gestational age, hydramnios, parity, and previous delivery
- Complications from abnormal positioning like difficult delivery, preterm birth, and cord prolapse
This document discusses female pelvis anatomy and pelvimetry. It describes the bones that make up the pelvis, including the sacrum, coccyx, hip bones and pubis. It outlines the pelvic inlet, cavity, and outlet, including their boundaries and diameters. The pelvic planes and axes are defined. Finally, it briefly mentions pelvic types and the process of pelvimetry.
This document discusses induction and augmentation of labor. It begins by defining induction of labor as artificially stimulating uterine contractions before the onset of labor, while augmentation refers to stimulating inadequate spontaneous contractions. The document then covers the structures and physiology of the cervix as it relates to ripening. It discusses various methods of assessing cervical status including Bishop's score and indications, contraindications, risks and prerequisites for labor induction. The document provides an overview of common methods used for cervical ripening and labor induction.
This document discusses the challenges working mothers face in balancing career and family. Nearly half of working women and mothers in professional fields are working mothers. While juggling work and family is difficult and causes stress and guilt for many mothers, sociologists argue that working mothers can provide better role models for their children by showing them that both men and women have careers and personal lives. The document also shares perspectives from several celebrity mothers who acknowledge the challenges but emphasize doing the best they can and prioritizing quality time with their families.
This document discusses different procedures for dilatation and evacuation (D&E). It describes both one-stage and two-stage D&E procedures. For one-stage, the dilatation of the cervix and evacuation occur in the same sitting under general or local anesthesia. For two-stage, the first phase involves slow dilatation of the cervix, followed by rapid dilatation and evacuation in the second phase. Preliminaries, instrumentation, complications, and post-abortion care are also outlined. Suction evacuation and menstrual regulation procedures are additionally summarized.
The document discusses flow state, which is described as a mental state where a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. The document provides 11 steps to achieving a flow state, which include finding an enjoyable challenge, developing skills to match the challenge, setting clear goals, working at your peak time, giving full attention, letting go of self-consciousness, enjoying the process, removing distractions, clearing your mind of negative emotions, getting feedback, and with regular practice.
This document discusses fetal malpresentation and malposition. It defines different types of malpresentation including breech, transverse, face, brow and sinciput positions. It describes the different types of breech presentation and risks associated with breech birth for both mother and baby. It discusses management of different malpresentations which may include external cephalic version, vaginal breech delivery or cesarean section depending on the situation. The document also discusses fetal malpositions like occipitoposterior and occipitotransverse positions and challenges they can present during labor. Nursing care focuses on close monitoring, preparing for potential interventions and providing support and education to the mother.
This document summarizes fetal positioning within the uterus including:
- Lie (longitudinal or transverse), presentation (part nearest birth canal), and attitude/posture
- Types of cephalic presentations including vertex, face, brow, and sinciput
- Types of breech presentations including frank, complete, and footling
- Factors that can influence positioning like gestational age, hydramnios, parity, and previous delivery
- Complications from abnormal positioning like difficult delivery, preterm birth, and cord prolapse
This document discusses female pelvis anatomy and pelvimetry. It describes the bones that make up the pelvis, including the sacrum, coccyx, hip bones and pubis. It outlines the pelvic inlet, cavity, and outlet, including their boundaries and diameters. The pelvic planes and axes are defined. Finally, it briefly mentions pelvic types and the process of pelvimetry.
This document discusses induction and augmentation of labor. It begins by defining induction of labor as artificially stimulating uterine contractions before the onset of labor, while augmentation refers to stimulating inadequate spontaneous contractions. The document then covers the structures and physiology of the cervix as it relates to ripening. It discusses various methods of assessing cervical status including Bishop's score and indications, contraindications, risks and prerequisites for labor induction. The document provides an overview of common methods used for cervical ripening and labor induction.
This document discusses the challenges working mothers face in balancing career and family. Nearly half of working women and mothers in professional fields are working mothers. While juggling work and family is difficult and causes stress and guilt for many mothers, sociologists argue that working mothers can provide better role models for their children by showing them that both men and women have careers and personal lives. The document also shares perspectives from several celebrity mothers who acknowledge the challenges but emphasize doing the best they can and prioritizing quality time with their families.
This document discusses different procedures for dilatation and evacuation (D&E). It describes both one-stage and two-stage D&E procedures. For one-stage, the dilatation of the cervix and evacuation occur in the same sitting under general or local anesthesia. For two-stage, the first phase involves slow dilatation of the cervix, followed by rapid dilatation and evacuation in the second phase. Preliminaries, instrumentation, complications, and post-abortion care are also outlined. Suction evacuation and menstrual regulation procedures are additionally summarized.
Obstructed labour, also known as dystocia, is defined as labour where the fetus cannot progress through the birth canal despite strong uterine contractions. It accounts for a significant portion of maternal mortality worldwide, especially in developing countries. Risk factors include maternal pelvic abnormalities, fetal macrosomia, or malpositions. Clinically, it is characterized by prolonged labour without progress. Management involves supportive care like fluids and antibiotics while preparing for interventions like forceps delivery or cesarean section to resolve the obstruction and deliver the baby to prevent serious maternal and fetal complications. Community education and antenatal screening can help prevent cases of obstructed labour.
Uterine prolapse occurs when weakened or damaged muscles and connective tissues such as ligaments allow the uterus to drop into the vagina. Common causes include pregnancy, childbirth, hormonal changes after menopause, obesity, severe coughing and straining on the toilet.
The postpartum period lasts 6 weeks after childbirth. During this time, the body undergoes both retrogressive and progressive changes. Psychologically, most women experience the taking-in, taking-hold, and letting-go phases as they adjust to their new role as parents. Nursing care focuses on assessment and support of the physiological changes like uterine involution and lactation. Pain management, nutrition, and ensuring adequate rest are also priorities in the postpartum period.
Transvaginal ultrasound is the main imaging approach in the first trimester. The double decidual sac sign appears by 4-5 weeks and confirms an intrauterine pregnancy. By 5-6 weeks, a yolk sac and embryonic heartbeat can be seen when the crown-rump length reaches 5mm. Anomalies like anencephaly can be detected. Nuchal translucency measurement and assessment of ductus venosus flow are used for first trimester aneuploidy screening. An empty uterus with hCG over 2000 suggests ectopic pregnancy or miscarriage.
Operative vaginal delivery refers to any delivery assisted by vaginal operations such as forceps delivery, ventouse delivery, and destructive operations. Forceps delivery involves using obstetric forceps to extract the fetus when a vaginal birth is inadvisable or impossible without assistance. There are three main types of forceps used: long-curved forceps, short-curved forceps, and Kielland's forceps. Forceps delivery carries risks for both mother and infant if not performed correctly, including lacerations, hemorrhage, and injuries to the fetal head. Proper patient positioning, monitoring, and gentle controlled traction are important to minimize risks when forceps are clinically indicated for delivery assistance.
1. Caput succedaneum is bruising and edema beneath the scalp beyond the skull margin, usually caused by prolonged or instrument-assisted delivery. It resolves in a few days without complications.
2. Cephalhematoma is bleeding beneath the periosteum within skull suture margins, often from use of metal cups during delivery. It resolves over 4-6 weeks and may cause anemia, jaundice, or skull fracture.
3. Subarachnoid hemorrhage can result from prolonged labor, forceps delivery, or hematologic disorders. Symptoms include apnea, seizures, lethargy. Imaging shows bleeding and management focuses on supportive care while most cases
Brief overview of operative vaginal delivery as a method of expediting the second stage of labor. The presentation covers both forceps and vacuum delivery including their indications, applications and complications.
Breast self-examination (BSE) involves women feeling their own breasts for lumps or other changes that could indicate breast cancer. The document recommends that all women ages 20 and older perform BSE monthly, with clinical breast exams every 1-2 years for women ages 40 and older. BSE involves inspecting breasts visually for changes, then using three techniques - the clock, wedge, or sweeping pattern - to palpate the breasts thoroughly while lying down or standing. Any new lumps or changes should be reported promptly to a healthcare provider for evaluation.
Icterus neonatorum presentation for studentsNehaNupur8
Introduction
Definition
Metabolism and excretion of bilirubin
Causes
Symptoms
Types
Physiological jaundice
Pathological jaundice
Breast milk jaundice
Neo natal jaundice is a yellow discoloration of the white part of the eyes and skin in a newborn baby due to high bilirubin level.
Neo natal jaundice becomes apparent at serum bilirubin concentration of 5-7mg / dL.
Shoulder and trunk 8-10mg/dl
Lower body – 10-12mg/dl.
Entire body 12-15 mg /DL
This document discusses anemia during pregnancy. It defines anemia as hemoglobin below 11gm/dl in the 1st and 3rd trimesters and below 10.5gm/dl in the 2nd trimester. It classifies anemia into physiological anemia due to hemodilution and pathological anemia. The most common type of pathological anemia is iron deficiency anemia due to increased demands, decreased intake, and deficient absorption. Other types include megaloblastic anemia due to folic acid or B12 deficiency, hemolytic anemias like sickle cell anemia, and nutritional deficiencies. Treatment involves iron, folic acid or B12 supplementation depending on the type of anemia.
This document provides information on the management of normal labor. It defines labor and delivery and outlines the cardinal movements of labor. It discusses assessing and monitoring labor through the stages including fetal wellbeing, maternal wellbeing, and labor progress using a partogram. It covers managing each stage of labor including the first stage of dilation, the second stage of delivery, and the third stage of delivery of the placenta. Key points like positioning, pushing techniques, and care of the newborn are summarized.
3 malpresentations.warda (3)- FACE PRESENTATIONOsama Warda
Face presentations occur when the fetal chin is the presenting part instead of the vertex. They are classified into four positions based on the position of the chin. Mentoanterior positions are more common and favorable than mentoposterior positions. Labor is usually prolonged in face presentations due to delayed engagement and lack of molding of the facial bones. Management depends on the position, with mentoanterior positions usually allowing vaginal delivery while mentoposterior positions often requiring assistance. Brow presentations are the rarest type and usually do not have a defined mechanism of labor.
1.1 - Bimanual Examination in Gynae and Obstetrics.pdframveer sharma
This document provides guidance on performing digital and bimanual pelvic examinations. It describes the process and objectives of digital and bimanual examinations including assessing the cervix, uterus, ovaries and related structures. Key steps include lubricating the fingers, inserting into the vagina and using the other hand externally to palpate organs. The document outlines what should be evaluated for each structure including size, shape, consistency, mobility and any abnormalities. Guidance is also provided on performing pelvic exams during pregnancy and assessing cephalopelvic disproportion.
This case report describes a 20-year-old woman who experienced a third degree perineal tear and cervical tear during her vaginal delivery. She underwent repair of the tears which involved suturing the anal mucosa, external and internal sphincters, and left side of the cervix. Her post-operative recovery included antibiotics, sitz baths, and pelvic floor exercises. Perineal tears can occur due to obstetric factors like prolonged labor or operative delivery, and non-obstetric injuries. They are classified based on the extent of tissue involvement and proper identification and repair is important for recovery.
This topic contains definition, incidence, types, causes, diagnosis, mechanism, management of occipito posterior position and deep transverse arrest and manual rotation of occipito posterior position
This document discusses transverse lie and cord prolapse during labor. It provides information on:
1) The definition and causes of transverse lie, where the fetus lies horizontally across the uterus with the shoulder over the pelvic inlet.
2) The diagnosis of transverse lie which involves abdominal and vaginal examinations to identify fetal parts and position. Ultrasound can also confirm the diagnosis.
3) The risks of transverse lie including cord prolapse, obstructed labor, and fetal death. Management involves external cephalic version or cesarean section.
4) The definition, causes, diagnosis, and management of cord prolapse, which requires immediate delivery by cesarean section if the fetus is alive or
The document provides an overview of the Level 5 Diploma in Education and Training, a nationally regulated distance learning qualification, outlining the 7 units that make up the course content and requirements including 100 hours of teaching practice, 8 observations, and submission of lesson plans and resources along with assessments. Feedback from past students praise the high level of support from tutors and ease of accessing the online learning platform.
Capella University Personal Development Plan Worksheet.docxstudywriters
The document is a worksheet from Capella University for developing a personal development plan based on assessing one's competencies using the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool evaluates competencies across five domains: communication/relationship management, leadership, professionalism, healthcare environment knowledge, and business skills. Users self-rate their expertise in each competency area on a scale from novice to expert to identify strengths and areas for improvement and form a development plan.
Obstructed labour, also known as dystocia, is defined as labour where the fetus cannot progress through the birth canal despite strong uterine contractions. It accounts for a significant portion of maternal mortality worldwide, especially in developing countries. Risk factors include maternal pelvic abnormalities, fetal macrosomia, or malpositions. Clinically, it is characterized by prolonged labour without progress. Management involves supportive care like fluids and antibiotics while preparing for interventions like forceps delivery or cesarean section to resolve the obstruction and deliver the baby to prevent serious maternal and fetal complications. Community education and antenatal screening can help prevent cases of obstructed labour.
Uterine prolapse occurs when weakened or damaged muscles and connective tissues such as ligaments allow the uterus to drop into the vagina. Common causes include pregnancy, childbirth, hormonal changes after menopause, obesity, severe coughing and straining on the toilet.
The postpartum period lasts 6 weeks after childbirth. During this time, the body undergoes both retrogressive and progressive changes. Psychologically, most women experience the taking-in, taking-hold, and letting-go phases as they adjust to their new role as parents. Nursing care focuses on assessment and support of the physiological changes like uterine involution and lactation. Pain management, nutrition, and ensuring adequate rest are also priorities in the postpartum period.
Transvaginal ultrasound is the main imaging approach in the first trimester. The double decidual sac sign appears by 4-5 weeks and confirms an intrauterine pregnancy. By 5-6 weeks, a yolk sac and embryonic heartbeat can be seen when the crown-rump length reaches 5mm. Anomalies like anencephaly can be detected. Nuchal translucency measurement and assessment of ductus venosus flow are used for first trimester aneuploidy screening. An empty uterus with hCG over 2000 suggests ectopic pregnancy or miscarriage.
Operative vaginal delivery refers to any delivery assisted by vaginal operations such as forceps delivery, ventouse delivery, and destructive operations. Forceps delivery involves using obstetric forceps to extract the fetus when a vaginal birth is inadvisable or impossible without assistance. There are three main types of forceps used: long-curved forceps, short-curved forceps, and Kielland's forceps. Forceps delivery carries risks for both mother and infant if not performed correctly, including lacerations, hemorrhage, and injuries to the fetal head. Proper patient positioning, monitoring, and gentle controlled traction are important to minimize risks when forceps are clinically indicated for delivery assistance.
1. Caput succedaneum is bruising and edema beneath the scalp beyond the skull margin, usually caused by prolonged or instrument-assisted delivery. It resolves in a few days without complications.
2. Cephalhematoma is bleeding beneath the periosteum within skull suture margins, often from use of metal cups during delivery. It resolves over 4-6 weeks and may cause anemia, jaundice, or skull fracture.
3. Subarachnoid hemorrhage can result from prolonged labor, forceps delivery, or hematologic disorders. Symptoms include apnea, seizures, lethargy. Imaging shows bleeding and management focuses on supportive care while most cases
Brief overview of operative vaginal delivery as a method of expediting the second stage of labor. The presentation covers both forceps and vacuum delivery including their indications, applications and complications.
Breast self-examination (BSE) involves women feeling their own breasts for lumps or other changes that could indicate breast cancer. The document recommends that all women ages 20 and older perform BSE monthly, with clinical breast exams every 1-2 years for women ages 40 and older. BSE involves inspecting breasts visually for changes, then using three techniques - the clock, wedge, or sweeping pattern - to palpate the breasts thoroughly while lying down or standing. Any new lumps or changes should be reported promptly to a healthcare provider for evaluation.
Icterus neonatorum presentation for studentsNehaNupur8
Introduction
Definition
Metabolism and excretion of bilirubin
Causes
Symptoms
Types
Physiological jaundice
Pathological jaundice
Breast milk jaundice
Neo natal jaundice is a yellow discoloration of the white part of the eyes and skin in a newborn baby due to high bilirubin level.
Neo natal jaundice becomes apparent at serum bilirubin concentration of 5-7mg / dL.
Shoulder and trunk 8-10mg/dl
Lower body – 10-12mg/dl.
Entire body 12-15 mg /DL
This document discusses anemia during pregnancy. It defines anemia as hemoglobin below 11gm/dl in the 1st and 3rd trimesters and below 10.5gm/dl in the 2nd trimester. It classifies anemia into physiological anemia due to hemodilution and pathological anemia. The most common type of pathological anemia is iron deficiency anemia due to increased demands, decreased intake, and deficient absorption. Other types include megaloblastic anemia due to folic acid or B12 deficiency, hemolytic anemias like sickle cell anemia, and nutritional deficiencies. Treatment involves iron, folic acid or B12 supplementation depending on the type of anemia.
This document provides information on the management of normal labor. It defines labor and delivery and outlines the cardinal movements of labor. It discusses assessing and monitoring labor through the stages including fetal wellbeing, maternal wellbeing, and labor progress using a partogram. It covers managing each stage of labor including the first stage of dilation, the second stage of delivery, and the third stage of delivery of the placenta. Key points like positioning, pushing techniques, and care of the newborn are summarized.
3 malpresentations.warda (3)- FACE PRESENTATIONOsama Warda
Face presentations occur when the fetal chin is the presenting part instead of the vertex. They are classified into four positions based on the position of the chin. Mentoanterior positions are more common and favorable than mentoposterior positions. Labor is usually prolonged in face presentations due to delayed engagement and lack of molding of the facial bones. Management depends on the position, with mentoanterior positions usually allowing vaginal delivery while mentoposterior positions often requiring assistance. Brow presentations are the rarest type and usually do not have a defined mechanism of labor.
1.1 - Bimanual Examination in Gynae and Obstetrics.pdframveer sharma
This document provides guidance on performing digital and bimanual pelvic examinations. It describes the process and objectives of digital and bimanual examinations including assessing the cervix, uterus, ovaries and related structures. Key steps include lubricating the fingers, inserting into the vagina and using the other hand externally to palpate organs. The document outlines what should be evaluated for each structure including size, shape, consistency, mobility and any abnormalities. Guidance is also provided on performing pelvic exams during pregnancy and assessing cephalopelvic disproportion.
This case report describes a 20-year-old woman who experienced a third degree perineal tear and cervical tear during her vaginal delivery. She underwent repair of the tears which involved suturing the anal mucosa, external and internal sphincters, and left side of the cervix. Her post-operative recovery included antibiotics, sitz baths, and pelvic floor exercises. Perineal tears can occur due to obstetric factors like prolonged labor or operative delivery, and non-obstetric injuries. They are classified based on the extent of tissue involvement and proper identification and repair is important for recovery.
This topic contains definition, incidence, types, causes, diagnosis, mechanism, management of occipito posterior position and deep transverse arrest and manual rotation of occipito posterior position
This document discusses transverse lie and cord prolapse during labor. It provides information on:
1) The definition and causes of transverse lie, where the fetus lies horizontally across the uterus with the shoulder over the pelvic inlet.
2) The diagnosis of transverse lie which involves abdominal and vaginal examinations to identify fetal parts and position. Ultrasound can also confirm the diagnosis.
3) The risks of transverse lie including cord prolapse, obstructed labor, and fetal death. Management involves external cephalic version or cesarean section.
4) The definition, causes, diagnosis, and management of cord prolapse, which requires immediate delivery by cesarean section if the fetus is alive or
The document provides an overview of the Level 5 Diploma in Education and Training, a nationally regulated distance learning qualification, outlining the 7 units that make up the course content and requirements including 100 hours of teaching practice, 8 observations, and submission of lesson plans and resources along with assessments. Feedback from past students praise the high level of support from tutors and ease of accessing the online learning platform.
Capella University Personal Development Plan Worksheet.docxstudywriters
The document is a worksheet from Capella University for developing a personal development plan based on assessing one's competencies using the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool evaluates competencies across five domains: communication/relationship management, leadership, professionalism, healthcare environment knowledge, and business skills. Users self-rate their expertise in each competency area on a scale from novice to expert to identify strengths and areas for improvement and form a development plan.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
This document summarizes an agenda for a meeting on March 7th, 2018 from 3:00-4:30 PM EST. The agenda includes: welcoming participants and reviewing the agenda, sharing resources, discussing common application and interview scenarios, reviewing contracts and agreements and onboarding processes, and discussing curriculum development and mapping. It also includes frequently asked questions about the application and interview process, details about offering contracts, and considerations for curriculum development such as identifying competency domains.
This document provides information for coaches and mentors on the London Leadership Academy register. It discusses what coaching and mentoring are, how they differ, and the benefits they provide. Coaching focuses on short-term goals and development areas through scheduled sessions, while mentoring involves a more experienced mentor sharing knowledge and experience over a longer period. Both aim to give space for reflection. The document outlines the application process for coaches or mentors on the register and emphasizes the importance of confidentiality, ethics, and structured goal setting and evaluation. Coaches and mentors must follow the EMCC or ICF code of ethics and adhere to ground rules to build trust and keep conversations professional.
For this assessment, you will develop an 8-14 slide PowerPoint p.docxtemplestewart19
For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Explain the need for and process to improve safety outcomes related to a specific organizational issue.
o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
o List the purpose and goals of an in-service session for nurses.
o Explain to the audience their role and importance of making the improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
The document presents a clinical leadership competency framework self-assessment tool. It describes five domains of clinical leadership: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. For each domain, it lists elements and descriptive statements to help clinicians evaluate their own behaviors and identify areas for development. The tool is intended to help clinicians manage their learning and progress in clinical leadership over their careers. Supporting resources are also referenced to aid leadership development.
The VA developed an NP residency competency tool to standardize assessment across 5 sites and document competence in 7 domains. The tool was validated through an iterative process involving VA NP experts, trainees, and medical education consultants. It assesses residents in 69 items across domains like clinical competency, leadership, and interprofessional collaboration using a 0-5 scale. Analysis found residents and mentors' ratings increased significantly over 12 months for all domains, with mentors consistently rating residents higher. The validated tool demonstrates residents' progression and program effectiveness for accreditation.
The role of assessors in an assessment center is to observe candidates participating in exercises, take detailed non-evaluative notes on behaviors, classify the behaviors into dimensions being assessed, and assign ratings to candidates on each dimension. Assessors are trained to rate candidates consistently based on behaviors exhibited during exercises that relate to the job requirements. They discuss ratings with other assessors to reach consensus and provide objective feedback to candidates on their performance.
The document provides an employability skills matrix for different levels of the Career Framework for Health in hospitals. It outlines the communication, math, IT, teamwork, and personal skills expected at each level from entry-level jobs to more senior roles. Level 3 requires knowledge of general concepts and contributing to service development while taking responsibility for self-development. The matrix is intended to help staff and employers identify skills needed for roles and support career progression.
Professional Focus - Issue 2 - March 2015Tracey Hilton
The document provides information related to mentoring students in a healthcare organization. It discusses:
1) The different levels of mentors (stage 1 and stage 2) and their roles and responsibilities in supporting and assessing students.
2) A programme for existing mentors to progress to becoming a "sign off mentor" to make the final decision about a student's competence.
3) The importance of mentors in shaping the future workforce by ensuring students are fit for practice.
Nrs 430 v ( professional dynamics ) entire courseCarlosbhakta
This document provides an overview of the course content and assignments for NRS 430V Professional Dynamics. It includes:
1. A link to download the full course including discussions and assignments for each of the 5 weeks covering topics like collaborative learning, nursing history, scope of practice, and professional development.
2. Contact information for questions about the course.
3. Brief descriptions of the discussions and assignments due each week, including papers, presentations, and a membership recruitment flyer. The assignments address nursing standards, leadership, evidence-based practice, and professional organizations.
Nrs 430 v ( professional dynamics ) entire courseJohnnyBryant1
This document provides an overview of the course content and assignments for NRS 430V Professional Dynamics. It includes:
1. A link to download the full course including discussions and assignments for each of the 5 weeks covering topics like standards of practice, evidence-based practice, and professional nursing organizations.
2. Contact information for questions about the course.
3. Brief descriptions and details of the discussions and assignments due each week, including presentations, papers and a membership recruitment flyer. The assignments address nursing education, leadership, scope of practice, and advancing the nursing profession.
Nrs 430 v ( professional dynamics ) entire courseNathanielZaleski
This document provides an overview of the course content and assignments for NRS 430V Professional Dynamics. It includes:
1. A link to download the full course including discussions and assignments for each of the 5 weeks covering topics like standards of practice, evidence-based practice, and professional nursing organizations.
2. Contact information for questions about the course.
3. Brief descriptions of the discussions and assignments due each week, including presentations, papers, and a membership recruitment flyer analyzing nursing conceptual models, scopes of practice, and the impact of the 2010 IOM report on nursing.
Nrs 430 v ( professional dynamics ) entire courseEugenioBrown1
This document provides an overview of the course content and assignments for NRS 430V Professional Dynamics. It includes:
1. A link to download the full course including discussions and assignments for each of the 5 weeks covering topics like collaborative learning, nursing history, scope of practice, and professional development.
2. Contact information for questions about the course.
3. Brief descriptions of the discussions and assignments due each week, including papers, presentations, and a membership recruitment flyer. The assignments address nursing education, leadership, evidence-based practice, and professional associations.
The document is a self-assessment tool for NHS staff to evaluate their leadership skills based on the NHS Leadership Framework. The framework outlines seven domains of leadership: demonstrating personal qualities, working with others, managing services, improving services, setting direction, creating a vision, and delivering strategy. Staff rate themselves on descriptive statements for each domain to identify strengths and areas for development. The results can then be discussed with managers and used to create a personal action plan to further leadership skills.
Continuing Professional Development (CPD)Saugat Nepal
This document provides information about continuing professional development (CPD). It defines CPD as a lifelong, planned process to maintain and develop professional skills and knowledge. It discusses the benefits of CPD for both trainers and learners, ensuring skills and knowledge remain up to date. It also outlines eight components of effective CPD programs, including duration, targeted content, alignment of activities, consideration of both content knowledge and teaching techniques, inclusion of various activities, external input, collaboration, and leadership support. Finally, it provides an example CPD framework and record that categorizes activities and tracks hours for reporting purposes.
Similar to End of Life Care Facilitator Competency Framework form (20)
This Guide for Executives is aimed at senior healthcare leaders. It provides 31 practical tips for leaders
who want to contribute positively to the culture for innovation in their organisations and systems.
A more in-depth practitioners guide, Creating the Culture for Innovation, provides much more
detailed advice and guidance, a host of additional examples, and information about an online staff
survey that can be used to assess, benchmark and understand the culture for innovation.
The Sustainability Model is a diagnostic tool that will identify strengths and
weaknesses in your implementation plan and predict the likelihood of sustainability
for your improvement initiative.
The Sustainability Guide provides practical advice on how you might increase the
likelihood of sustainability for your improvement initiative.
The document provides information and guidance for patients on how to take an active role in their recovery process before and after a hospital operation or procedure. It emphasizes the importance of staying physically and mentally active before surgery, eating healthy foods, and making plans for support and transportation at home after being discharged from the hospital. Taking small, achievable steps each day toward recovery goals like walking, showering, and eating can help patients leave the hospital sooner and feel better faster.
This document discusses bringing social movement thinking to healthcare improvement by incorporating principles from successful social movements. It outlines five key principles for creating social movement dynamics within healthcare organizations: see change as a personal mission; frame issues to connect with core values; energize and mobilize individuals; organize for impact; and maintain forward momentum. The document argues that while traditional improvement approaches have had some success, social movement thinking can help deliver deeper, more sustainable changes to better serve patients. It provides several case studies of teams that have applied social movement ideas to spur healthcare improvements.
The 15 Steps Challenge provides a toolkit to help healthcare teams evaluate the quality of patient care from the patient's perspective. A 15 Steps Challenge team conducts ward walkarounds using the toolkit to assess four areas: Welcoming, Safe, Caring and Involving, and Well Organised and Calm. The team then provides feedback to the ward and trust sponsor to identify good practices and areas for improvement. Repeating the Challenge ensures continuous quality improvement by regularly incorporating the patient voice.
This document provides an overview of a toolkit aimed at helping NHS trusts reduce their Caesarean section rates. The toolkit was developed by the NHS Institute for Innovation and Improvement based on visits to maternity services with low C-section rates. It includes self-assessment tools covering key areas like first pregnancies, VBAC, and organizational characteristics. The goal is to help services evaluate their practices and develop action plans to promote normal birth and reduce C-section rates in a safe and sustainable way.
This document provides an introduction to thinking differently and why it is important, especially within the healthcare system. It discusses how thinking differently has led to innovations that have transformed various industries. Within healthcare, thinking differently created the NHS and has led to improvements like keyhole surgery. The document encourages readers to challenge traditional ways of doing things and consider new possibilities, like using interactive TV to book appointments. It argues that thinking differently is needed to achieve reforms and make significant gains in effectiveness and efficiency. Examples are given of projects that emerged from rethinking traditional models of service delivery.
If you are involved in treating patients, managing and/or improving health services or
managing or training those that do, you will understand the importance of providing the
best care possible for all our patients.
Great progress has been made in improving service standards and access and in reducing
waiting times, but there is still some way to go to ensure consistently high standards of
patient care across the NHS.
It is clear that we need to ensure we are getting it right first time, which means better care
and better value through the reduction of waste and errors and the prioritisation of effective
treatments. Quality, innovation, productivity and prevention (QIPP) is the mechanism through
which we can achieve this.
QIPP is about creating an environment in which change and improvement can flourish; it
is about leading differently and in a way that fosters a culture of innovation; and it is
about providing staff with the tools, techniques and support that will enable them to take
ownership of improving quality of care.
The Handbook of Quality and Service Improvement Tools from the NHS Institute brings
together a collection of proven tools, theories and techniques to help NHS staff design and
implement quality improvement projects that do not compromise on the quality and safety of
patient care but rather enhance the patient experience.
The ebd approach (experience based design) is a method of designing better experiences for patients, carers and staff. The approach captures the experiences of those involved in healthcare services. It involves looking at the care journey
and in addition the emotional journey people
experience when they come into contact with a particular pathway or part of the service. Staff work together with patients and carers to firstly understand these experiences and then to improve them.
This guide is an introduction to the ebd approach (experience based design).
This guide and toolkit has been produced as
a result of work that the NHS Institute for
Innovation and Improvement has undertaken in collaboration with NHS organisations and external agencies, using the experience of patients, carers and staff to design better
healthcare services.
- Slit lamp examination (including fundus)
- Perform biometry and focimetry
- Decide appropriateness for surgery
- Perform auto-refraction
- Discuss desired post-operative refractive status
with the patient (including current type of
spectacle correction) to enable the choice of lens
implant
- Perform ECG and blood tests
- Identify 2nd eye surgery where appropriate
Benefits
- reduces duplication of tasks
- reduces waiting time for patients
- frees up nursing time for other duties
- ensures all key tasks are completed in one visit
- improves patient experience
- reduces overall time in clinic
09
The Preferred Priorities for Care (PPC) is a tool that:
1. Facilitates discussions about end of life care wishes and preferences which can then be recorded.
2. Enables communication across care providers for care planning and decisions.
3. Acts as an advance statement if the person loses capacity, allowing their previously expressed wishes to inform best interest decisions about their care.
The PPC records an individual's end of life care preferences but these may change, so current views should take precedence. It is a voluntary and non-binding document but informs best interest decisions if capacity is lost.
The document discusses key principles for designing end-of-life care environments. It notes that the physical environment can directly impact patient experience and the memories of family and caregivers. Design should facilitate privacy, dignity, and respect. Key principles include being fit for purpose, providing comfort and connection to nature, use of natural light and materials, clarity of wayfinding, and enabling patient control and privacy. Improving environmental design can enhance patient and family experience through intuitive wayfinding, access to nature, consideration of heightened senses, provision of informal spaces, and co-located bereavement services. An environmental improvement project requires forming a multidisciplinary team to review needs, develop a plan and budget, and implement high quality design standards.
The Fast Track Tool is used to gain immediate access to funding for individuals who need urgent care packages due to rapidly deteriorating health conditions that may be terminal. It can be completed by nurses or doctors familiar with the patient's needs. The tool must be used when urgent continuing healthcare is required and replaces the regular assessment process. Patient consent is required unless they lack capacity, in which case clinicians make a best interests decision. Evidence of a completed Fast Track Tool is sufficient for eligibility and PCTs must accept and immediately action properly completed tools.
Support Sheet 13: Decisions made in a person's 'Best Interests'
This support sheet outlines the process for making decisions on behalf of someone who lacks capacity.
Support Sheet 12: Mental Capacity Act (2005)
This support sheet outlines the main provisions of the Mental Capacity Act the four tests essential for assessing capacity
Support Sheet 11: Quality Markers for Acute Hospitals
This support sheet outlines the quality markers by which acute hospitals can measure the standard of end of life care they provide.
Support Sheet 7: Models/Tools of Delivery
This support sheet outlines the key elements of
Advance Care Planning (ACP)
Gold Standards Framework (GSF)
Liverpool Care Pathway (LCP)
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
share - Lions, tigers, AI and health misinformation, oh my!.pptx
End of Life Care Facilitator Competency Framework form
1. End of Life Care Facilitator
Competency Framework
Name
Date (from)
Date (to)
2. Acknowledgement
This competency framework was developed by Chris Banks, End of Life Care
Co-ordinator at Sussex Community NHS Trust, with support from the National
End of Life Care Programme.
2
3. Contents
Introduction to the framework
3
Using the framework
4
Section 1
Competences
6
l Communication 7
l Facilitation 9
l Audit 13
l Learning
and development
16
Section 2
Learning and development plan
23
Section 3
Reflection tool: How are you doing?
30
3
4. Introduction
Welcome to the End of Life Care Facilitator Competency Framework.
This framework has been developed to support quality of facilitation practice by encouraging and assisting End
of Life Care Facilitators to continually review their learning and practice. The framework is not meant to be totally
comprehensive, or to be the definitive guide. Your job description and person specification give details of what is
expected of you as an End of Life Care Facilitator; use this framework as an aid to developing your individual role.
This framework provides a basis to support and improve the quality of practice by encouraging and assisting learning,
and enhancing knowledge and skills. The framework will help guide development as well as capture evidence that will:
l Support
the development of KSF profiles demonstrate the readiness for career progression
l Support
ongoing registration with the Professional Bodies
l Support
development into the role of End of Life Care Facilitator.
Competence can be defined as: “The state of having the knowledge, judgment, skills, energy, experience and
motivation required to respond adequately to the demands of one’s professional responsibilities”
(Roach,1992). Competences describe the minimum requirements for a post.
The competency framework for End of Life Care Facilitators is based on nationally recognised frameworks, best practice
guidelines and local frameworks:
l National
Occupational Standards (NOS)
l National
Workforce Competences (NWS)
l Knowledge
l National
Profiles for Nursing Services
l Common
l RCN
and Skills Framework (KSF)
Core Competences and Principles (DH 2008)
integrated career and competence framework for Registered Nurses (2009)
l Evaluation
Toolkit: Assessing outcomes of end of life care learning events (2010) University of Brighton & NHS
East Midlands
l St
Catherine’s Hospice (Crawley) Community Services Competences.
The framework is designed to support the development of the Facilitator by identifying the extent of knowledge
and skill required for that level of practitioner. The framework recognises that to be effective, practitioners must
be competent to fulfil the functions of their role. In addition, it is essential that Facilitators expand their area of
competence by developing the breadth and depth of their knowledge, and their skill and expertise.
The competences are designed to support development and enable recognition for knowledge, skills and competence
in daily roles. They reflect all the domains in which Facilitators may be required to practise.
4
5. Using this framework
Section 1 of the framework sets out key components of core competency areas for a competent End of Life Care
Facilitator:
1. Communication
2. Facilitation
3. Audit
4. Learning and development
l Develop
l Ensure
and deliver learning programmes
currency of own practise.
Each competency sheet consists of indicators (skills and behaviors to demonstrate competence) for the competency key
component. There is also an assessment tool that includes both self and assessor measurement of competence made
by considering a series of questions.
It is important for you and your practice that you can demonstrate you have the right skills, knowledge and experience
to be an End of Life Care Facilitator according to the identified components. Competency assessment will tell you
where you are doing well and where you need to fill gaps through learning and experience.
There are 3 stages to having your competence assessed:
1. Identifying the competences that apply to you role
2. Assessing your performance against these competences
There are a number of ways your mentor/supervisor can assess your performance against the competences. These
include:
Self assessment, direct observation, question and answer sessions, reflective discussions, testimony from other staff
and learning log evidence.
3. Identifying gaps and taking action to fill the gaps
Having undertaken a self assessment and a mentor/supervisor assessment, you should now be able to identify:
l Things
l Areas
l Any
you are currently doing well
where you need to develop further
new skills or knowledge you need to gain.
These aspects of your performance could feed into your annual appraisal.
It is important to remember that competence has been shown to decrease over time in some tasks, especially when
they are practiced infrequently. To help you maintain your competence, ask for feedback regularly from colleagues,
your mentor and through evaluation of learning and development sessions you deliver. It is recommended that
competences are reviewed on an annual basis, or earlier should any concerns arise.
5
6. Section 2 invites you to negotiate a learning and development plan in terms of your strengths and areas for
development, and what steps you will take to support your development.
You and your assessor will agree how you can gain competence; this could be through a range of methods:
l Education
and training
l Shadowing
l E-learning
l Reflection
l Networking.
You will agree a review date and document the review and indicate whether competence has been achieved or
whether further development is needed.
Section 3 can be used to undertake reflective practice based on the competency framework. Reflection can be
undertaken for both positive and negative experiences to enable you to reflect on your areas of strength as well as
those areas needing development.
We anticipate that at first you may have to refer to Section 1 as a prompt, but with time you may feel that you can
simply use Section 3.
6
7. Section 1: Core Competences
Completing the competency sheets
In response to each competency statement you and your mentor/supervisor must decide whether your performance or
knowledge and skills meet the stated criteria.
Score
Competency
Knowledge and skills
1
Does not have the skills to be competent
Does not have the knowledge and skills
required
2
Developing competence
Developing the knowledge and skills
3
Competent but not using skills regularly,
needs updating
Has the knowledge and skills, but uses
them infrequently
4
Fully competent and undertaking regularly
Has the knowledge and skills, and uses
them regularly
A score of 3 or 4 is required to be deemed competent
You and your assessor can choose to make the judgment together, discussing each of the competences and agreeing
how well you perform against them. Alternatively, you could make the judgments separately and bring them together
to use as a basis for discussion. The outcome will be the identification of competences that you agree you are
performing to the specified standard, as well as areas where there is a gap in your knowledge or skill.
Your assessor should make their assessment/judgment based upon their observations of you performing within your
role. They may also use feedback from both colleagues, other professionals you work with or service users. Where
there is uncertainty about whether or not you meet the standard – perhaps because you are new in post, you will need
to action plan to ensure you are able to be assessed against the standard.
It is important to document your competency assessment and the evidence you gathered to demonstrate your
competency.
If there is a discrepancy in the rating of the competency between you and your assessor then a period of time should
be agreed for further evidence to be gathered and reviewed together.
7
8. Communication
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Able to develop mutually
supportive relationships to
support end of life care across
the health and social care
sector
2. Uses communication skills to
promote understanding and
facilitate working relationships
3. Communicates with a range of
different stakeholder groups
and teams as appropriate for
role
• Clinical staff
• Trust Managers
• Commissioners
• SHA end of life leads
• Learning & development leads
• GP practices & staff
• Social Care
• Families and carers
4. Able to challenge effectively in
a range of different situations
and levels of authority
8
9. Communication
(continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. The ability to work with
people from a wide range of
backgrounds
6. Able to bring together a
range of stakeholders to
plan and develop end of life
care services, policies and
procedures
7. Able to identify the
appropriate communication
method for different
situations
8. Understand your own
communication style (A
Handy Guide to Facilitation,
NHS Institute for Innovation
an Improvement (2009)
page 51-59)
9
10. Facilitation
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Provide effective guidance,
coaching and support to
enable others to develop
the knowledge and skills
required to deliver high
quality end of life care
2. Understand the differences
between:
a. Facilitation
b. Teaching
c. Co-ordination
3. Awareness of own style
when facilitating groups
4. Able to adapt own style to
meet the needs of the group
10
11. Facilitation
(continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. Able to understand the
group to be facilitated to
ensure effective facilitation
(size, role of participants,
current knowledge etc)
6. Through facilitation able
to use group experiences
to support learning for the
group
7. Ensures that those
practitioners being facilitated
to develop are competent to
practise
8. Facilitates the development
of others at the appropriate
level by assessing and
ensuring their fitness to
practise
11
14. Audit
Self
assesment
Mentors
assesment
Comments and supporting evidence
1. Support audit of End of Life
Care Pathway, ACP/PPC and
ADA and competency
2. Analyse and use evidence
to inform improvement and
deliver change
3. Seeks and implements ways
of improving care for end of
life patients
4. Works collaboratively
with internal and external
colleagues to monitor
effectiveness of end of life
learning and development
14
15. Audit (continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. Actively seek feedback from
partners
6. Actively seek feedback from
service users
7. Linking national audit to
local needs
8. Participates in policy and
service development
discussions aimed at
improving patient care/
services by:
• demonstrating a
willingness to engage
in service/practice
development and
embrace change
• contributing to the
development and scope
of nursing practice as an
individual and in the team
15
16. Audit (continued)
Self
assesment
Mentors
assesment
Comments and supporting
evidence
9. Understanding of audit
processes – national and
local
10. Understands the different
ways audit can be
undertaken
11. Able to undertake audit at
a local level
12. Able to interpret results and
present in an appropriate
manner to stakeholders
16
17. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Understand the
characteristics of an effective
group
2. Understand the impact of
effective group work
3. Design learning programme
and learning and
development sessions to
meet learners requirements
4. Flexibility to deliver training
to different levels of staff as
required
17
18. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
5. Able to develop clear aims
and outcomes for learning
and development sessions
6. Understand the Core
competences and principles
for end of life care (DoH
2010)
7. Able to match learning
outcomes to Core
competences and principles
for end of life care (DoH
2010)
8. Deliver learning and
development programmes
to increase knowledge and
skills of generalist care staff
18
19. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
9. Identifies individual and
team learning needs
10. Able to deal with disruptive
individuals in groups
11. Prepare and develop
resources to support
learning
12. Ensures the teaching
session follows clear
and logical steps to
meet specified aims and
objectives
19
20. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
13. Able to gain feedback from
group participants during
teaching session
14. Ensure feedback on
completion of teaching
session from participants
either verbally or formally
• Were expectations met
• Were objectives met
• What could be changed
• What worked well
• What didn’t work so well
• What has been learnt
• How will this be taken
back to practice
• How did the facilitator
support your learning
• What could the facilitator
have done to increase
your learning
• Any other questions
15. Makes use of appropriate
techniques to support
learning
20
21. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
16. Enabling sustainability in
clinical practice through:
• Support for clinical staff
• Advise and support for
clinical staff
• Support in the
implementation of end
of life care tools
• Education in practice
as required to support
sustainability
• Links to Core
competences and
principles
17. Ensures currency of own
practice by:
• Keeping up-to-date
with evidence-based
practice, research and
development within field
of practice
• Developing new
knowledge and
understanding
• Maintaining a current
action plan with
supervision from senior
member of team
• Competency assessment
• KSF / Personal
Development review
18. Understands and is able to
teach other about national
and local end of life care
standards
21
22. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
19. Able to describe and
apply methods to identify
learning needs
20. Able to integrate different
learning opportunities and
create a coherent learning
programme
21. Aware of current national
and local debates in
relation to end of life care
22. Aware of and able to apply
methods for evaluating
own performance
22
23. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
23. Aware of and able to
apply methods to evaluate
effectiveness of learning
for individuals and their
practice
24. Able to use e-learning to
support end of life care
learning and development
25. Able to support learners
using e-learning materials
23
24. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
24
25. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
25
26. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
26
27. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
27
28. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
28
29. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
29
30. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
30
31. Section 3: Reflection
How are you doing?
After each event or process you run or help with, you may find it useful alone or with others to answer the three
questions below, referring simply to the competency headings as a general prompt.
Perhaps annually, go through the competency framework in Section 1 and consider more carefully your performance
progress on each.
What did I do, or what do I do well?
What didn’t go so well, or what could I improve?
What steps can I take to make these improvements?
31