practitioner psychologist education seminar. today welcome introduction to hpc workshop 1: working...
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Practitioner psychologist education seminar Slide 2 Today Welcome Introduction to HPC Workshop 1: Working collaboratively Break Workshop 2: Working with the standards of education and training Breakout session Recap and summary of day Your feedback Finish Slide 3 Introduction to HPC Slide 4 Background to HPC The HPC is the independent regulator for 14 professions under the Health Professions Order 2001. The Order defines the role of the HPC and strictly dictates what we can and cannot do in the process of our work. Protection of title. We are not the professional body; we have a different role but we welcome collaboration with the professional bodies. The HPC has been in operation since 2002 after taking over the role previously held by the Council for Professions Supplementary to Medicine. Slide 5 Main functions In order to protect the public, we: set standards for the education and training, professional skills, conduct, performance, ethics and health of registrants; keep a register of health professionals who meet those standards; approve programmes which health professionals must complete so they can register with us; and take action when health professionals on the Register do not meet our standards. Slide 6 HPC our standards Standards of proficiency (SOPs) Profession specific, and must be met to join the register and in order to remain on the register. Standards of conduct, performance and ethics (SCPEs) Generic and must be adhered to when on the Register. Standards of education and training (SETs) Generic and must be met for a programme of study to be approved as leading to registration with the HPC. Within the SETs it is stipulated that a programme must ensure that those who successfully complete the programme meets all the SOPs. Slide 7 Routes to registration UK approved programme. International Readmission: - Lapse - Voluntarily deregistered - Struck off - Returning to practice Temporary registration Grand parenting (open for practitioner psychologists only) Slide 8 Light touch a collaborative approach Recognition of the multiple burdens education providers carry: The 9 health regulators; Quality Assurance Agency (QAA); Commissioning / funding bodies; and Professional bodies. Risk-based regulation and the light touch. Generic and descriptive standards. Open-ended approval and monitoring processes. Use existing documentation and processes of education providers to meet standards. Slide 9 Education Department the four processes Approval - full review of a programme to assess how it meets the SETs and whether those who complete the programme meet the SOPs. Annual Monitoring - retrospective documentary process based on internal education provider processes to assess changes to a programme. Major Change - retrospective or prospective documentary process to assess changes that are significant to the way in which a programme meets HPC standards. Complaints - if a complaint is received about an approved programme, we will take steps to make sure it meets our standards. Slide 10 What is the approval process? All types of education provider and all types of programmes offered to potential registrants, or leading to registration, must meet all our standards and be approved by us. It is a discussion based process where we will want to meet with staff, students, senior managers and placement providers at the education provider who will deliver the programme. At the end of the process, visitors will make a recommendation on whether the programme meets our standards. Approval process supplementary information for education providers. Slide 11 What is the annual monitoring process? Two year cycle audit and declaration. Documents submitted for annual monitoring are those used by education providers for their own quality assurance processes. Not used to assess major changes to a programme. If a programme is visited and approved the education provider is not required to submit annual monitoring in the next academic year (the programme must have run for at least a year following approval before annual monitoring is conducted). Annual Monitoring supplementary information for education providers. Slide 12 What is the major change process? Education providers notify us of changes to programmes. We assess the change to determine how the programme continues to meet the SETs. Major change supplementary information for education providers. Slide 13 How does this translate? Year of BPS re- accreditation or internal review Year of HPC approval visit New Programme monitoring requirement Major change requirement 2009-2010 No requirement for annual monitoring visit planned Notify HPC of changes visit can be brought forward if necessary 2010-2011 No requirement for annual monitoring in 2009-2010 visit already planned Notify HPC of changes visit can be brought forward if necessary 2011-2012 2012-2013 2011-2012 Submit annual monitoring audit documentation in 2009- 2010. Submit annual monitoring declaration in 2010-2011. Notify HPC of changes visit can be brought forward if necessary 2013-2014 Slide 14 Routes to registration UK approved programme. International Readmission: - Lapse - Voluntarily deregistered - Struck off - Returning to practice Temporary registration Grand parenting (open for practitioner psychologists only) Slide 15 Any questions? Slide 16 Working collaboratively Workshop 1 Slide 17 Working collaboratively collaborate v. intr. 1. to work together, especially in a joint intellectual effort; 2. to cooperate traitorously with an enemy; [Latin collaborare, com-, labrre, work] Slide 18 Quality assurance in education Education provider responsible for education programme Statutory regulators Professional bodies Funding Bodies Quality Assurance Agency StudentsEmployers Slide 19 Key stakeholders in education process Health Professions Council Register Standards of proficiency Standards of education and training Standards of conduct, performance & ethics Standards of CPD Education provider Quality assurance framework Award framework Institutional resources Placement arrangements Professional body Membership requirements Learned society Curriculum guidance Mandatory relationship Discretionary relationship Slide 20 Discussion What are the key differences between professional bodies and statutory regulatory bodies? How are professional bodies specifically involved in pre-registration education and training? Slide 21 Break Slide 22 Working with the standards of education and training Workshop 2 Slide 23 The standards of education and training 67 standards across 6 areas: 1.Level of qualification 2.Programme admissions 3.Programme management and resources 4.Curriculum 5.Practice Placements 6.Assessment Set at threshold level. Ensure graduates of approved programmes meet the standards of proficiency for the relevant part of the register. All standards must be met before approval/re-approval is granted. Slide 24 Scenario example 2.1 - The admissions procedures must give both the applicant and the education provider the information they require make an informed choice about whether to take up or make an offer of a place on a programme. You are preparing for an approval visit and you wish to submit information that describes how prospective students are offered a place on the programme in order to meet SET 2.1. Question: What evidence could you provide to illustrate that this SET is met and what guidelines could you refer to, to help you in this? Possible response: Programme specification; prospectus; website. Refer to the HPC website; Regulatory status advertising guidelines; SETs guidance. Slide 25 Breakout session Slide 26 Your chance to ask us questions. An executive will be available on each table to answer any questions you may have. During the recap of the day, we will share questions among the groups. Slide 27 Recap and summary of day Slide 28 What have we learnt about? 1.The regulatory environment and how the HPC operates within it. 2.Light touch minimising the burden on education providers. 3.More about the Education department. 4.Collaboratively working together fulfilling different roles. 5.Different ways to evidence how you can meet our standards. 6.Engagement with our different processes and how this will differ as your programme develops. 7.Alignment with education providers quality assurance processes and existing documentation. Slide 29 Your feedback Slide 30 Thank you for attending today