clinical scientists - · pdf filewe are pleased to present the health and care professions...

Standards of proficiency

Clinical

scientists

102290_HCPC Clinical Scientists_V1_1 20/10/2017 17:41 Page A

Foreword 1

Introduction 3

Standards of proficiency 7

Contents

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We are pleased to present the Health and Care ProfessionsCouncil’s standards of proficiency for clinical scientists.

We first published standards of proficiency for clinical scientistswhen our Register opened in July 2003. We published revisedstandards in 2007. We review the standards regularly to look athow they are working and to check whether they continue toreflect current practice in the professions we regulate.

These new revised standards are a result of our most recentreview of the standards of proficiency. As a result of the firststage of the review, and the results of a public consultation, wehave revised our generic standards which apply to all theprofessions we regulate. The revised standards are now basedaround 15 generic statements. This new structure means thatwe can retain the standards which are shared across all theprofessions we regulate, whilst allowing us more flexibility indescribing the detailed standards which are specific toindividual professions.

The profession-specific standards for clinical scientists includedin this document were developed through the input of therelevant professional bodies and the views of all stakeholdersduring a further public consultation. The review process andconsultation produced valuable feedback and we are grateful toall those who gave their time to help us in shaping the newstandards.

We have made a small number of changes to the standardsoverall, mainly to reflect developments in education and practice,to clarify our intentions and to correct any errors or omissions.We have also made some minor changes to the introduction, inparticular to explain the language we use in the standards.

Foreword

Standards of proficiency – Clinical scientists 1

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We are confident that the standards are fit for purpose and reflectsafe and effective professional practice for clinical science.

These standards are effective from Monday 1 December 2014.

Standards of proficiency – Clinical scientists2


This document sets out the standards of proficiency. Thesestandards set out safe and effective practice in the professions weregulate. They are the threshold standards we consider necessaryto protect members of the public. They set out what a studentmust know, understand and be able to do by the time they havecompleted their training, so that they are able to apply to registerwith us. Once on our Register you must meet those standards ofproficiency which relate to the areas in which you work.

We also expect you to keep to our standards of conduct,performance and ethics and standards for continuing professionaldevelopment. We publish these in separate documents, whichyou can find on our website.

The standards of proficiency in this document include bothgeneric elements, which apply to all our registrants, andprofession-specific elements which are relevant to registrantsbelonging to one of the professions we currently regulate. Thegeneric standards are written in bold, and the profession-specificstandards are written in plain text.

We have numbered the standards so that you can refer to themmore easily. The standards are not hierarchical and are all equallyimportant for practice.

A note about our expectations of youYou must meet all the standards of proficiency to register with usand meet the standards relevant to your scope of practice to stayregistered with us.

It is important that you read and understand this document.If your practice is called into question we will consider thesestandards (and our standards of conduct, performance andethics) in deciding what action, if any, we need to take.

The standards set out in this document complement informationand guidance issued by other organisations, such as yourprofessional body or your employer. We recognise the valuablerole played by professional bodies in providing guidance andadvice about good practice which can help you to meet thestandards in this document.

Introduction



Your scope of practiceYour scope of practice is the area or areas of your profession inwhich you have the knowledge, skills and experience to practiselawfully, safely and effectively, in a way that meets our standardsand does not pose any danger to the public or to yourself.

We recognise that a registrant’s scope of practice will change overtime and that the practice of experienced registrants oftenbecomes more focused and specialised than that of newlyregistered colleagues. This might be because of specialisation in acertain area or with a particular client group, or a movement intoroles in management, education or research. Every time you renewyour registration, you will be asked to sign a declaration that youcontinue to meet the standards of proficiency that apply to yourscope of practice.

Your particular scope of practice may mean that you areunable to continue to demonstrate that you meet all ofthe standards that apply for the whole of your profession.As long as you make sure that you are practising safely andeffectively within your given scope of practice and do not practise inthe areas where you are not proficient to do so, this will not be aproblem. If you want to move outside of your scope of practice,you should be certain that you are capable of working lawfully,safely and effectively. This means that you need to exercisepersonal judgement by undertaking any necessary training orgaining experience, before moving into a new area of practice.

Meeting the standardsIt is important that you meet our standards and are able topractise lawfully, safely and effectively. However, we do not dictatehow you should meet our standards. There is normally more thanone way in which each standard can be met and the way in whichyou meet our standards might change over time because ofimprovements in technology or changes in your practice.



We often receive questions from registrants who are concerned thatsomething they have been asked to do, a policy, or the way inwhich they work might mean they cannot meet our standards. Theyare often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed,reasoned decisions about your practice to ensure that you meetthe standards that apply to you. This includes seeking advice andsupport from education providers, employers, colleagues,professional bodies, unions and others to ensure that thewellbeing of service users is safeguarded at all times. So long asyou do this and can justify your decisions if asked to, it is veryunlikely that you will not meet our standards.

LanguageWe recognise that our registrants work in a range of differentsettings, which include direct practice, management, education,research and roles in industry. We also recognise that the use ofterminology can be an emotive issue.

Our registrants work with very different people and use different termsto describe the groups that use, or are affected by, their services.Some of our registrants work with patients, others with clients andothers with service users. The terms that you use will depend on howand where you work. We have used terms in these standards whichwe believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as‘understand’, ‘know’, and ‘be able to’. This is so the standardsremain applicable to current registrants in maintaining their fitness topractise, as well as prospective registrants who have not yet startedpractising and are applying for registration for the first time.



These standards may change in the futureWe have produced these standards after speaking to ourstakeholders and holding a formal public consultation.

We will continue to listen to our stakeholders and will keep ourstandards under continual review. Therefore, we may make furtherchanges in the future to take into account changes in practice.

We will always publicise any changes to the standards that wemake by, for instance, publishing notices on our website andinforming professional bodies.



Registrant clinical scientists must:

1 be able to practise safely and effectively within theirscope of practice

1.1 know the limits of their practice and when to seek advice or referto another professional

1.2 recognise the need to manage their own workload and resourceseffectively and be able to practise accordingly

2 be able to practise within the legal and ethicalboundaries of their profession

2.1 understand the need to act in the best interests of service usersat all times

2.2 understand what is required of them by the Health and CareProfessions Council

2.3 understand the need to respect and uphold the rights, dignity,values, and autonomy of service users including their role in thediagnostic and therapeutic process and in maintaining health andwellbeing

2.4 recognise that relationships with service users should be basedon mutual respect and trust, and be able to maintain highstandards of care even in situations of personal incompatibility

2.5 know about current legislation applicable to the work of theirprofession

2.6 understand the importance of and be able to obtain informedconsent

2.7 be able to exercise a professional duty of care

3 be able to maintain fitness to practise

3.1 understand the need to maintain high standards of personal andprofessional conduct

3.2 understand the importance of maintaining their own health

3.3 understand both the need to keep skills and knowledge up todate and the importance of career-long learning

Standards of proficiency



4 be able to practise as an autonomous professional,exercising their own professional judgement

4.1 be able to assess a professional situation, determine the natureand severity of the problem and call upon the required knowledgeand experience to deal with the problem

4.2 be able to make reasoned decisions to initiate, continue, modifyor cease treatment or the use of techniques or procedures, andrecord the decisions and reasoning appropriately

4.3 be able to make judgements on the effectiveness of procedures

4.4 be able to initiate resolution of problems and be able to exercisepersonal initiative

4.5 recognise that they are personally responsible for and must beable to justify their decisions

4.6 be able to make and receive appropriate referrals

4.7 understand the importance of participation in training, supervisionand mentoring

5 be aware of the impact of culture, equality and diversityon practice

5.1 understand the requirement to adapt practice to meet the needsof different groups and individuals

6 be able to practise in a non-discriminatory manner

7 understand the importance of and be able to maintainconfidentiality

7.1 be aware of the limits of the concept of confidentiality

7.2 understand the principles of information governance and beaware of the safe and effective use of health and social careinformation

7.3 be able to recognise and respond appropriately to situationswhere it is necessary to share information to safeguard serviceusers or the wider public



8 be able to communicate effectively

8.1 be able to demonstrate effective and appropriate verbal and non-verbal skills in communicating information, advice, instructionand professional opinion to service users, colleagues and others

8.2 be able to communicate in English to the standard equivalent tolevel 7 of the International English Language Testing System, withno element below 6.51

8.3 understand how communication skills affect assessment of, andengagement with, service users and how the means ofcommunication should be modified to address and take accountof factors such as age, capacity, learning ability and physical ability

8.4 be able to select, move between and use appropriate forms ofverbal and non-verbal communication with service users and others

8.5 be aware of the characteristics and consequences of verbal andnon-verbal communication and how this can be affected byfactors such as age, culture, ethnicity, gender, socio-economicstatus and spiritual or religious beliefs

8.6 understand the need to provide service users or people acting ontheir behalf with the information necessary to enable them tomake informed decisions

8.7 understand the need to assist the communication needs ofservice users such as through the use of an appropriateinterpreter, wherever possible

8.8 recognise the need to use interpersonal skills to encourage theactive participation of service users

8.9 be able to communicate the outcome of problem solving andresearch and developmental activities

8.10 be able to summarise and present complex scientific ideas in anappropriate form


1 The International English Language Testing System (IELTS) tests competence in the Englishlanguage. Applicants who have qualified outside of the UK, whose first language is not Englishand who are not nationals of a country within the European Economic Area (EEA) or Switzerland,must provide evidence that they have reached the necessary standard. Please visit our websitefor more information.


9 be able to work appropriately with others

9.1 be able to work, where appropriate, in partnership with serviceusers, other professionals, support staff and others

9.2 understand the need to build and sustain professionalrelationships as both an independent practitioner andcollaboratively as a member of a team

9.3 understand the need to engage service users and carers inplanning and evaluating diagnostics, treatments and interventionsto meet their needs and goals

9.4 be able to contribute effectively to work undertaken as part of amulti-disciplinary team

10 be able to maintain records appropriately

10.1 be able to keep accurate, comprehensive and comprehensiblerecords in accordance with applicable legislation, protocols andguidelines

10.2 recognise the need to manage records and all other information inaccordance 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 torecord 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 practicesystematically and participate in audit procedures

12.2 be able to gather information, including qualitative andquantitative data, that helps to evaluate the responses of serviceusers 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 ofappropriate outcome measures



12.4 be able to maintain an effective audit trail and work towardscontinual improvement

12.5 be aware of, and be able to participate in, quality assuranceprogrammes, where appropriate

12.6 understand the importance of participating in accreditationsystems related to the modality2

12.7 be able to evaluate intervention plans using recognised outcomemeasures and revise the plans as necessary in conjunction withthe service user

12.8 recognise the need to monitor and evaluate the quality ofpractice and the value of contributing to the generation of datafor quality assurance and improvement programmes

12.9 be able to use quality control and quality assurance techniques,including restorative action

12.10 recognise the need to be aware of emerging technologies andnew developments

13 understand the key concepts of the knowledge baserelevant to their profession

13.1 understand the structure and function of the human body,together with knowledge of health, disease, disorder anddysfunction relevant to their profession

13.2 be aware of the principles and applications of scientific enquiry,including the evaluation of treatment efficacy and the researchprocess

13.3 recognise the role of other professions in health and social care

13.4 understand the structure and function of health and social careservices in the UK


2 Although they are regulated as a single profession, clinical scientists practise within discretedisciplines known as "modalities" and some requirements in these standards are modality-specific. Registrants declare their modality to the HCPC, but it does not appear on thepublic version of the HCPC Register.


13.5 understand the concept of leadership and its application topractice

13.6 understand the theoretical basis of, and the variety ofapproaches to, assessment and intervention

13.7 know the basic science underpinning the modality in which theypractise, understand relevant basic clinical medicine and beaware of the fundamental principles of clinical practice

13.8 understand the wider clinical situation relevant to the serviceusers presenting to the speciality

13.9 understand the clinical applications of the speciality and theconsequences of decisions made upon actions and advice

13.10 understand the evidence base that underpins the use of theprocedures employed by the service

13.11 understand the principles associated with a range of techniquesemployed in the modality

13.12 know the standards of practice expected from techniques

14 be able to draw on appropriate knowledge and skills toinform practice

14.1 be able to change their practice as needed to take account ofnew developments or changing contexts

14.2 be able to conduct appropriate diagnostic or monitoringprocedures, treatment, therapy or other actions safely andeffectively

14.3 know, appropriate to the modality, how to position or immobiliseservice users for safe and effective interventions

14.4 be able to perform a range of techniques employed in themodality

14.5 understand the need to conform to standard operatingprocedures and conditions

14.6 understand the need to work with accuracy and precision



14.7 be able to solve problems that may arise during the routineapplication of techniques

14.8 be able to formulate specific and appropriate management plansincluding the setting of timescales

14.9 be able to develop an investigation strategy which takes accountof all the relevant clinical and other information available

14.10 be able to gather appropriate information

14.11 be able to identify the clinical decision which the test or interventionwill inform

14.12 be able to select and use appropriate assessment techniques

14.13 be able to undertake and record a thorough, sensitive and detailedassessment, using appropriate techniques and equipment

14.14 be able to undertake or arrange investigations as appropriate

14.15 be able to analyse and critically evaluate the information collected

14.16 be able to demonstrate a logical and systematic approach toproblem solving

14.17 be able to use research, reasoning and problem solving skills todetermine appropriate actions

14.18 recognise the value of research to the critical evaluation ofpractice

14.19 be aware of a range of research methodologies

14.20 be able to evaluate research and other evidence to inform theirown practice

14.21 be able to conduct fundamental research

14.22 be able to interpret data and provide diagnostic and therapeuticopinions, including any further action which the individual directlyresponsible for the care of the patient or service user should take

14.23 be able to search and to appraise scientific literature and othersources of information critically



14.24 be able to develop the aims and objectives associated with aproject

14.25 be able to develop an experimental protocol to meet these aimsand objectives in a way that provides objective and reliable data,free from bias

14.26 be able to perform the required experimental work and be able toproduce and present the results including statistical analysis

14.27 be able to interpret results in the light of existing knowledge andthe hypothesis developed, and be able to formulate furtherresearch questions

14.28 be able to present data and a critical appraisal of it to peers in anappropriate form

14.29 be able to use information and communication technologiesappropriate to their practice

15 understand the need to establish and maintain a safepractice environment

15.1 understand the need to maintain the safety of both service usersand those involved in their care

15.2 be aware of applicable health and safety legislation, and anyrelevant safety policies and procedures in force at the workplace,such as incident reporting, and be able to act in accordance withthese

15.3 be able to work safely, including being able to select appropriatehazard control and risk management, reduction or eliminationtechniques in a safe manner and in accordance with health andsafety legislation

15.4 be able to select appropriate personal protective equipment anduse it correctly

15.5 be able to establish safe environments for practice, whichminimise risks to service users, those treating them and others,including the use of hazard control and particularly infectioncontrol



15.6 understand sources of hazard in the workplace, includingspecimens, raw materials, clinical and special waste andequipment

15.7 be aware of immunisation requirements and the role ofoccupational health

15.8 know the correct principles and applications of disinfectants,methods for sterilisation and decontamination, and for dealingwith waste and spillages correctly



Notes



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To request this document in Welshor an alternative format,email [email protected]

© Health and Care Professions Council 2014Publication code: 20070509ePOLPUB (reprinted with amends November 2014)This publication is produced using trees from sustainable forests and recycled fibre.


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