Emotional Support After Stroke – Level One Psychological Care Skills Training
Please sign in to review this course or register here.
Lead facilitator: Dr Jo Hawker,
Clinical Psychologist, Community Stroke Sheffield
Training content:
This training will include a mix of learning methods and cover:
- Exploring and supporting people with the impact of the stroke (including low mood and anxiety)
- Active listening
- Helping with adjustment
- Identifying psychological difficulties (including mood screens and how to complete)
- Understanding and working with behaviour that challenges
- Cognitive difficulties after stroke
- Linking into further support
The South Yorkshire Integrated Stroke Delivery Network invite expressions of interest to attend a 2-day training course in ‘Emotional support after stroke – level one psychological care skills training’.
There are 25 places on this free training event led by the SY ISDN and Sheffield Teaching Hospitals. Registration is open to anyone working with stroke survivors in the South Yorkshire area, including NHS, health and social care, and VCSE organisations.
We would particularly encourage attendance by people working in support worker and rehabilitation assistant roles. The training will include a one-day workshop and online follow up (with some self-directed tasks to be completed in between sessions).
UKSF Reg. No.
28628
28628
Is there a charge for attending this course?
NO
NO
How is this training best described?
Multi day course
Multi day course
Is the course open to anyone?
This course is for those based in South Yorkshire working in stroke We would particularly encourage attendance by people working in support worker and rehabilitation assistant roles.
This course is for those based in South Yorkshire working in stroke We would particularly encourage attendance by people working in support worker and rehabilitation assistant roles.
Pre-requisites for attendance
We would particularly encourage attendance by people working in support worker and rehabilitation assistant roles.
Course duration
2 Days with self-directed study in between
Course location
South Yorkshire 1 day. Online 1 day.
Course Online
blended
Course leader
Dr Joanne Hawker
How the course is taught
- Face-to-face - Classroom
Exit awards
- Certificate of attendance / completion
Who can benefit from the course?
- Care Home Worker
- Health Care Assistant
- Occupational Therapist
- Speech and Language Therapist
- Social Worker
- Therapy Assistant
- Voluntary Sector Coordinator
Course breakdowns
| E1 | Awareness raising | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e1k_1 | the signs and symptoms of stroke and transient ischaemic attack | - |
| e1k_2 | the anatomy and physiology of the central nervous system | - |
| e1k_3 | stroke mimics and how they present | - |
| e1k_4 | features of less common (atypical) presentation of stroke | - |
| e1k_5 | the need for emergency response to stroke and transient ischaemic attack | - |
| e1k_6 | the investigations, interventions, and treatments for stroke and transient ischaemic attack and their timeframes | - |
| e1k_7 | the timeframe for the physiological and neurological changes during the stroke event (time is brain) | - |
| Skills and ability to… | ||
| e1s_1 | initiate emergency protocol for stroke and transient ischaemic attack | - |
| e1s_2 | communicate current event and need for emergency treatment | - |
| e1s_3 | identify the need for and apply screening tests for stroke and transient ischaemic attack, and how to act on the results | - |
| e1s_4 | identify the need for and apply vascular risk assessment tools for stroke and transient ischaemic attack, and how to act on the results | - |
| e1s_5 | identify and appropriately treat stroke mimics, and any other clinical effects of stroke | - |
| e1s_6 | identify emergency investigations, interventions, and treatments for stroke and transient ischaemic attack available locally, and refer patients efficiently and effectively | - |
| E2 | Managing risk | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e2k_1 | the risk factors for stroke and transient ischaemic attack | - |
| e2k_2 | stroke sub-types and their aetiologies | - |
| e2k_3 | the risk of further stroke depending on type and aetiology | - |
| e2k_4 | who provides interventions for primary and secondary prevention of stroke | - |
| e2k_5 | pharmacological and non-pharmacological interventions for primary and secondary prevention of stroke, and side effects of treatment | - |
| Skills and ability to… | ||
| e2s_1 | take and interpret a thorough medical history, including information from carers, family, and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | - |
| e2s_2 | identify risk factors and apply vascular risk assessment tools for transient ischaemic attack and screening tests for stroke | - |
| e2s_3 | determine, plan, and initiate the appropriate screening, assessments and investigations, and interventions and treatments for risk reduction | - |
| e2s_4 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | - |
| e2s_5 | identify the full range of local and national resources and services available for those affected by stroke, including: health, social, voluntary, and independent; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | - |
| e2s_6 | monitor progress and agree or change a maintenance or management plan in conjunction with those at risk of stroke or secondary stroke | - |
| e2s_7 | assess medication adherence and facilitate improved engagement | - |
| E3 | Information | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e3k_1 | stroke sub-types and their aetiologies | 0 |
| e3k_2 | the risk factors for further vascular events | 0 |
| e3k_3 | pharmacological and non-pharmacological interventions for primary and secondary prevention of stroke, and side effects of treatment | 0 |
| e3k_4 | who provides interventions for primary and secondary prevention of stroke | 0 |
| e3k_5 | the full range of local and national resources and services available for those affected by stroke, including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 2 |
| e3k_6 | the range of potential impacts of stroke on the patient, carer, and family | 2 |
| e3k_7 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 2 |
| e3k_8 | how to assess and overcome physiological, neurological, and psychological challenges | 3 |
| Skills and ability to… | ||
| e3s_1 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | 1 |
| e3s_2 | identify the full range of local and national resources and services available for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 1 |
| e3s_3 | Implement information sharing methods and reflect on effectiveness of information sharing | 0 |
| e3s_4 | monitor progress and agree or change a maintenance or management plan in conjunction with those affected by stroke, identifying resources to facilitate participation and inclusion | 0 |
| E4 | User involvement | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e4k_1 | the full range of local and national resources and services available for those affected by stroke, including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 1 |
| e4k_2 | how to assess and overcome physiological, neurological, and psychological challenges | 1 |
| e4k_3 | factors that influence people's ability to be involved in care and service planning, with particular consideration of under-represented groups | 1 |
| e4k_4 | methods that can be used to involve those affected by stroke in service planning | 0 |
| e4k_5 | methods that can be used to capture patient and carer views | 0 |
| e4k_6 | how service planning and decision making processes work and how they can be influenced | 0 |
| e4k_7 | methods for using stakeholder views, including patient, carer, public & clinical, to influence services | 0 |
| e4k_8 | methods of feeding back to stakeholders regarding how their contributions have influenced services | 0 |
| Skills and ability to… | ||
| e4s_1 | create an open and honest environment that is not intimidating and offers patients and their carers the opportunity to freely give their views | 1 |
| e4s_2 | identify under-represented groups and ensure that their views are included | 1 |
| e4s_3 | overcome the factors that prevent those affected by stroke from being involved in care and service planning | 1 |
| e4s_4 | ensure sensitive engagement with people who have physiological, neurological, and/or psychological post-stroke challenges | 2 |
| e4s_5 | translate the views of those affected by stroke into service planning, development, delivery, and monitoring | 0 |
| e4s_6 | identify local opportunities and appropriate formats for formal and informal feedback regarding how their contributions have influenced services (e.g. PALS, PPI) | 0 |
| e4s_7 | handle complaints to the satisfaction of all parties | 0 |
| E5 | Assessment (TIA) | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e5k_1 | the anatomy and physiology of the central nervous system | - |
| e5k_2 | risk factors for stroke and transient ischaemic attack | - |
| e5k_3 | the signs and symptoms of transient ischaemic attack | - |
| e5k_4 | how to distinguish between stroke and transient ischaemic attack | - |
| e5k_5 | the features of atypical presentation of transient ischemic attack, stroke, and mimics; and when to exclude identified mimics from the stroke care pathway | - |
| e5k_6 | the investigations, interventions, and treatments for transient ischaemic attack | - |
| e5k_7 | local protocols for imaging and reporting | - |
| e5k_8 | the indications, contraindications, and limitations for imaging, investigations, and interventions | - |
| e5k_9 | any complications of surgical procedures | - |
| e5k_10 | the results of investigations | - |
| e5k_11 | how to initiate emergency and ongoing treatment for transient ischaemic attack and vascular prevention | - |
| e5k_12 | the timeframe for emergency and follow-on investigations, interventions, and treatments for transient ischaemic attack | - |
| e5k_13 | management options for transient ischaemic attack, stroke, mimics, and other conditions | - |
| e5k_14 | the future risk of stroke and transient ischaemic attack | - |
| e5k_15 | the implications of transient ischaemic attack for lifestyle; driving; occupation, including voluntary work or education; and social participation | - |
| Skills and ability to… | ||
| e5s_1 | perform a physiological assessment and assess vital signs | - |
| e5s_2 | take and interpret a thorough medical history, including information from carers, family, and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | - |
| e5s_3 | identify risk factors and apply vascular risk assessment tools for transient ischaemic attack and screening tests for stroke | - |
| e5s_4 | identify and, where appropriate, classify transient ischaemic attack (high risk/lower risk), stroke, and atypical stroke, and exclude stroke mimics | - |
| e5s_5 | recognise patients who have had a stroke rather than a transient ischaemic attack and refer for appropriate investigation and management | - |
| e5s_6 | identify emergency interventions and treatments for transient ischaemic attack available locally and refer patients efficiently and effectively | - |
| e5s_7 | determine, plan, and initiate the appropriate screening, assessments and investigations, and interventions and treatments, and their level of urgency | - |
| e5s_8 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | - |
| e5s_9 | apply radiological knowledge for recognised investigations | - |
| e5s_10 | apply technical knowledge for recognised investigations and interventions | - |
| e5s_11 | obtain and interpret the results of investigations, formulate an immediate and ongoing management plan, and initiate treatments within the relevant timelines | - |
| e5s_12 | apply surgical knowledge for recognised vascular interventions | - |
| e5s_13 | recognise and manage postoperative complications after surgical interventions | - |
| e5s_14 | establish the cause of transient ischaemic attack | - |
| e5s_15 | identify the service(s) to which the individual should be referred and liaise effectively with those services | - |
| e5s_16 | identify local management and referral routes for transient ischaemic attack, stroke, mimics, and other conditions | - |
| e5s_17 | communicate and discuss with the patient, carer, family, and health and social care professionals: diagnosis and results of investigations; risk of future vascular event and actions to be taken if a further vascular event occurs; methods of secondary prevention; subsequent needs and aspirations; and a management plan | - |
| e5s_18 | communicate and discuss with the patient, carer, and family advice on: lifestyle; driving; occupation including voluntary work or education; and social participation | - |
| E6 | Treatment (TIA) | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e6k_1 | the signs and symptoms of transient ischaemic attack | - |
| e6k_2 | atypical presentation of transient ischaemic attack (TIA), TIA mimics, and how to act when they are identified | - |
| e6k_3 | how to distinguish between stroke and transient ischaemic attack | - |
| e6k_4 | pharmacological and non-pharmacological interventions, including those for the prevention and management of risk for future vascular events, their level of urgency, and potential side effects | - |
| e6k_5 | late complications of surgical procedures and the implications of the procedures on lifestyle | - |
| e6k_6 | risk factors for further vascular events | - |
| e6k_7 | likely persistent deficits or other ongoing effects of transient ischaemic attack | - |
| e6k_8 | medication adherence: how to assess it; how it is affected by individual preference; how to motivate; and how to facilitate improved engagement | - |
| e6k_9 | how community targets for risk factor management affect prevention strategies | - |
| e6k_10 | the implications of transient ischaemic attack for lifestyle; driving; occupation, including voluntary work or education; and social participation | - |
| e6k_11 | why transient ischaemic attack review is important | - |
| Skills and ability to… | ||
| e6s_1 | recognise recurrent vascular events | - |
| e6s_2 | perform a holistic overview, including assessment of pharmacological, non-pharmacological, and psychological interventions | - |
| e6s_3 | perform and interpret blood pressure measurement and electrocardiogram (ECG) | - |
| e6s_4 | use results of history and investigations to confirm a diagnosis and make an individual management plan for the patient | - |
| e6s_5 | identify who provides interventions, treatments, and immediate or ongoing risk factor management for transient ischaemic attack locally, and refer efficiently and effectively | - |
| e6s_6 | recognise individuals with persistent deficits or other ongoing effects of transient ischaemic attack and arrange rehabilitation, support, and management | - |
| e6s_7 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: diagnosis and results of investigations; risk of future vascular event and actions to be taken if a further vascular event occurs; methods of secondary prevention; subsequent needs and aspirations; and a management plan | - |
| e6s_8 | encourage people to come for review and arrange follow-up appointment where possible | - |
| e6s_9 | assess medication adherence and facilitate improved engagement | - |
| e6s_10 | monitor progress and agree or change a maintenance or management plan in conjunction with those affected by stroke | - |
| e6s_11 | identify where community targets for risk factor management may affect prevention strategies and take steps to overcome this | - |
| E7 | Urgent response | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e7k_1 | the signs and symptoms of stroke and transient ischaemic attack | - |
| e7k_2 | the anatomy and physiology of the central nervous system | - |
| e7k_3 | stroke mimics and how they present | - |
| e7k_4 | features of less common (atypical) presentation of stroke | - |
| e7k_5 | the need for emergency response to stroke and transient ischaemic attack | - |
| e7k_6 | the investigations, interventions, and treatments for stroke and transient ischaemic attack and their timeframes | - |
| e7k_7 | the physiological, neurological, and psychological effects of stroke, their timeframe during and after a stroke, and the need to monitor and act upon them | - |
| e7k_8 | the communication effects of stroke including, but not limited to: aphasia; dysarthria; articulatory dyspraxia | - |
| e7k_9 | complications after stroke and preventing and managing them | - |
| Skills and ability to… | ||
| e7s_1 | take and interpret a thorough medical history, including information from carers, family and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | - |
| e7s_2 | perform basic neurological and physiological assessment (vital signs) | - |
| e7s_3 | perform ABCDs (airways, breathing, circulation, disability), pulse oximetry and blood glucose assessment, and act on abnormal findings | - |
| e7s_4 | identify suspected stroke, using recognised screening and assessment tools, and act on results | - |
| e7s_5 | identify and appropriately treat stroke mimics | - |
| e7s_6 | identify emergency investigations and interventions available locally for stroke and transient ischaemic attack patients | - |
| e7s_7 | recognise stroke-related communication difficulties and use a range of resources and approaches to adapt methods of communication | - |
| e7s_8 | identify and use safe methods of moving, handling, and positioning depending on the individual patient or staff needs | - |
| e7s_9 | communicate and discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | - |
| E8 | Assessment (stroke) | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e8k_1 | the signs and symptoms of stroke | - |
| e8k_2 | stroke sub-types and their aetiologies | - |
| e8k_3 | features of atypical presentation of stroke and stroke mimics | - |
| e8k_4 | the physiological, neurological, and psychological effects of stroke, their timeframe during and after a stroke, and how to monitor and act upon them | - |
| e8k_5 | emergency investigations and interventions for stroke and the timeframe within which they should be given | - |
| e8k_6 | the indications and contraindications for investigations, interventions, and treatments for stroke | - |
| e8k_7 | any complications of investigations, interventions, and treatments for stroke and how to prevent and manage them | - |
| e8k_8 | different modalities to facilitate diagnosis and treatment of stroke (e.g. telemedicine) | - |
| Skills and ability to… | ||
| e8s_1 | take and interpret a thorough medical history, including information from carers, family and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | - |
| e8s_2 | determine, plan, and initiate the appropriate screening, assessments and investigations, and interventions and treatments, and their level of urgency | - |
| e8s_3 | perform a physiological assessment and assess vital signs | - |
| e8s_4 | perform a standardised neurological assessment using a recognised stroke scale or tool | - |
| e8s_5 | obtain and interpret the results of investigations to: diagnose and distinguish between stroke and transient ischaemic attack; classify stroke and identify atypical strokes; and to identify and exclude stroke mimics | - |
| e8s_6 | formulate and implement an immediate and ongoing management plan and initiate treatments within the relevant timescales | - |
| e8s_7 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | - |
| e8s_8 | monitor progress, identify complications or deteriorations, and deliver additional treatments as required | - |
| e8s_9 | Identify the need for more specialist or differing treatments when necessary | - |
| E9 | Treatment (stroke) | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e9k_1 | the signs and symptoms of stroke | 0 |
| e9k_2 | how to manage strokes that occur as a complication of another primary pathology | 0 |
| e9k_3 | the physiological, neurological, and psychological effects of stroke, their timeframe during and after a stroke, and the need to monitor and act upon them | 2 |
| e9k_4 | assessment and management options for physiological, neurological, and psychological effects of stroke | 2 |
| e9k_5 | complications after stroke and how to prevent and manage them | 0 |
| e9k_6 | any complications of investigations, interventions, and treatments for stroke and how to prevent and manage them | 0 |
| e9k_7 | cognitive effects of stroke and their impact on the patient's ability to consent to treatment | 1 |
| e9k_8 | when to refer for other specialist care | 1 |
| e9k_9 | assessing swallowing and management of dysphagia | 0 |
| e9k_10 | alternative methods for hydration and feeding; the interactions between enteral fluids, feeds and drug treatments; and the symptoms and effects of dehydration and malnutrition | 0 |
| e9k_11 | alternative methods for drug administration and the effects of stopping ongoing drug treatment because of swallowing problems | 0 |
| e9k_12 | the importance and methods of oral hygiene | 0 |
| e9k_13 | the importance of avoiding catheters, as well as managing retention and promoting continence | 0 |
| e9k_14 | the need for early mobilisation and positioning | 0 |
| e9k_15 | the range of potential impacts of stroke on the patient, carer, and family | 2 |
| e9k_16 | the roles, level, and number of health and social service professionals who should contribute to the care and support of individuals with stroke and those affected by stroke | 1 |
| e9k_17 | when to explore palliative care options, the availability and appropriateness of these options, and how to sensitively engage in discussions with the patient, carer, and family | 0 |
| Skills and ability to… | ||
| e9s_1 | determine, plan, and initiate the appropriate screening, assessments and investigations, and interventions and treatments, and their level of urgency | 1 |
| e9s_2 | perform a physiological assessment and assess vital signs | 0 |
| e9s_3 | perform a standardised neurological assessment using a recognised stroke scale or tool | 0 |
| e9s_4 | obtain and interpret the results of investigations to: diagnose and distinguish between stroke and transient ischaemic attack; classify stroke and identify atypical strokes; and to identify and exclude stroke mimics | 0 |
| e9s_5 | formulate and implement an immediate and ongoing management plan accordingly and initiate treatments within the relevant timescales | 0 |
| e9s_6 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | 1 |
| e9s_7 | identify the need for more specialist or differing treatments when necessary and refer to those services | 1 |
| e9s_8 | monitor progress, identify complications or deteriorations, and deliver additional treatments as required | 0 |
| e9s_9 | identify and use safe methods of moving, handling, and positioning depending on the individual patient or staff needs | 0 |
| e9s_10 | assess and manage physiological, neurological, and psychological effects of stroke in collaboration with the multidisciplinary team | 2 |
| e9s_11 | deliver relevant methods of nutrition, hydration, and medication in patients identified as requiring alternative administration | 0 |
| e9s_12 | assess and discuss realistic goals with those affected by stroke, plan discharge, and link to follow-up services for patients and carers | 1 |
| e9s_13 | recognise impending death, begin sensitive discussions with the patient, carer, and family, and initiate palliative care where necessary | 0 |
| E10 | Specialist rehabilitation | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e10k_1 | the range of potential impacts of stroke on the patient, carer, and family | 1 |
| e10k_2 | the psychological and emotional effects of stroke including, but not limited to: depression; suicidality; emotionalism; anxiety; fear of falling; low self-esteem; confidence and well-being; traumatic stress; behaviours that challenge | 3 |
| e10k_3 | the functional activity and social participation effects of stroke including, but not limited to: relationships, pets, support network, community groups; return to meaningful occupation (employment, volunteering, study); leisure; carers; respite; finances; community access; return to driving; transport; activities of daily living | 2 |
| e10k_4 | the communication effects of stroke including, but not limited to: aphasia; dysarthria; articulatory dyspraxia | 1 |
| e10k_5 | the physiological and motor effects of stroke including, but not limited to: feeding, nutrition and hydration; skin integrity; mobility; balance; incontinence; bladder and bowel management; swallowing; sexual dysfunction; motor control; spasticity | 0 |
| e10k_6 | the sensory effects of stroke including, but not limited to: visual field deficits; hemianopia; pain, including shoulder pain, and central post-stroke pain; hyperacusis / noise sensitivity; reduced hearing | 0 |
| e10k_7 | the medical and neurological effects of stroke including, but not limited to: medication; comorbidities; medical complications; seizures; sleep disorders; respiratory disorders | 0 |
| e10k_8 | the neuropsychological (cognition and perception) effects of stroke including, but not limited to: anosognosia / lack of awareness; agnosia; reduced processing speed; spatial awareness neglect/inattention); attention; memory; praxis; dyscalculia; executive functions | 1 |
| e10k_9 | the causes of, and interplay between, the above-described effects of stroke, and how to assess, manage, and treat them using a range of evidence-based therapy interventions | 1 |
| e10k_10 | the impact of the above-described effects of stroke on stroke rehabilitation interventions, rehabilitation outcomes, and activities of daily living | 1 |
| e10k_11 | the principles and techniques of multidisciplinary stroke assessment and rehabilitation and how these are applied in practice | 0 |
| e10k_12 | when and how to use relevant screening measures and assessments | 2 |
| e10k_13 | safe moving, handling, and positioning | 0 |
| e10k_14 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke | 0 |
| e10k_15 | health promotion approaches and how to embed them in stroke rehabilitation to identify and manage risks for further vascular events | 1 |
| e10k_16 | strategies to enable those affected by stroke to: take an active role in their recovery; support the adoption of healthy behaviours; and improve the degree of engagement with the rehabilitation process - including the application of personalised care principles for example: behaviour change, goal setting, coaching, supported self-management, personalised care and support planning, shared decision making | 1 |
| e10k_17 | pharmacological and non-pharmacological interventions for secondary prevention and to promote recovery after stroke; and their potential adverse effects | 0 |
| e10k_18 | medication adherence: how to assess it; how it is affected by individual preference; how to motivate; and how to facilitate improved engagement | 0 |
| e10k_19 | the full range of local and national resources and services available for those affected by stroke - particularly those relating to rehabilitation, self-management, equipment, adaptations, and psychological care - including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 1 |
| e10k_20 | the equipment, adaptations, and assistive technology available to support rehabilitation | 0 |
| e10k_21 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 1 |
| e10k_22 | the process of transfer to the community including discharge planning, long-term management, further rehabilitation, and supporting social participation | 0 |
| Skills and ability to… | ||
| e10s_1 | take and interpret a thorough medical history to inform specialist stroke rehabilitation, including information from carers, family and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | 0 |
| e10s_2 | recognise the signs, symptoms and impact of the psychological and emotional effects of stroke including, but not limited to: depression; suicidality; emotionalism; anxiety; fear of falling; low self-esteem; confidence and well-being; traumatic stress; behaviours that challenge | 2 |
| e10s_3 | recognise the signs, symptoms and impact of the functional activity and social participation effects of stroke including, but not limited to: relationships, pets, support network, community groups; return to meaningful occupation (employment, volunteering, study); leisure; carers; respite; finances; community access; return to driving; transport; activities of daily living | 2 |
| e10s_4 | recognise the signs, symptoms and impact of the communication effects of stroke including, but not limited to: aphasia; dysarthria; articulatory dyspraxia | 1 |
| e10s_5 | recognise the signs, symptoms and impact of the physiological and motor effects of stroke including, but not limited to: feeding, nutrition and hydration; skin integrity; mobility; balance; incontinence; bladder and bowel management; swallowing; sexual dysfunction; motor control; spasticity | 0 |
| e10s_6 | recognise the signs, symptoms and impact of the sensory effects of stroke including, but not limited to: visual field deficits; hemianopia; pain, including shoulder pain, and central post-stroke pain; hyperacusis / noise sensitivity; reduced hearing | 0 |
| e10s_7 | recognise the signs, symptoms and impact of the medical and neurological effects of stroke including, but not limited to: medication; comorbidities; medical complications; seizures; sleep disorders; respiratory disorders | 0 |
| e10s_8 | recognise the signs, symptoms and impact of the neuropsychological (cognition and perception) effects of stroke including, but not limited to: anosognosia / lack of awareness; agnosia; reduced processing speed; spatial awareness neglect/inattention); attention; memory; praxis; dyscalculia; executive functions | 0 |
| e10s_9 | determine, plan, and initiate the appropriate assessments and investigations, and interventions and treatments | 1 |
| e10s_10 | use a range of communication methods, resources, and approaches to ensure the patient, carer, and family are fully involved in the decision making process and their care | 2 |
| e10s_11 | provide a psychologically-informed, patient-centred assessment, formulation and intervention for behaviours that challenge after stroke | 2 |
| e10s_12 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | 0 |
| e10s_13 | identify and use safe methods of moving, handling, and positioning depending on the individual patient or staff needs, and that will help with the optimum return of functional abilities | 0 |
| e10s_14 | provide a range of stroke-specialist rehabilitation techniques and the clinical rationale for the selection and administration of a specific technique | 0 |
| e10s_15 | assess readiness for behaviour change and, in conjunction with those affected by stroke, assist in the development of a management or maintenance plan using patient-centred goal-setting and outcomes; identify resources to facilitate and continue participation and inclusion | 1 |
| e10s_16 | assess, discuss, and review rehabilitation progress with those affected by stroke | 1 |
| e10s_17 | assess motivational issues (e.g. post-stroke apathy, low motivation to engage with rehabilitation, possible depression or anxiety); where appropriate, use techniques to enhance motivation (e.g. identifying patient's values and preferred activities; goal-setting; motivational interviewing; discussion of barriers); and agree, or change, a maintenance or management plan | 2 |
| e10s_18 | assess medication adherence and facilitate improved engagement | 0 |
| e10s_19 | assist, encourage, and facilitate post-stroke physical, social, and cultural reintegration, to help the patient, carer, and family to: cope and manage; build self-esteem and confidence; encourage recovery and maximise potential | 1 |
| e10s_20 | provide advice and support on driving and refer to specialist centres as required | 0 |
| e10s_21 | identify the full range of local and national resources and services available to support rehabilitation, in hospital and after discharge, for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 1 |
| e10s_22 | Identify need and when to refer for more specialist or differing treatments where necessary: also agree referral (e.g. assistive technology, major adaptations to the home, disability employment adviser) | 1 |
| E11 | End-of-life care | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e11k_1 | end-of-life care pathways, advanced directives, and palliative care tools in relation to stroke | - |
| e11k_2 | the range of support groups and services for those affected by stroke with palliative care needs | - |
| e11k_3 | ways to assess and meet the needs and aspirations of those affected by stroke during end-of-life care | - |
| e11k_4 | the assessment and management of the physiological, neurological, and psychological effects of stroke at end of life and possible implications for prognosis | - |
| e11k_5 | pharmacological and non-pharmacological interventions for end-of-life care after stroke, and their potential adverse effects | - |
| Skills and ability to… | ||
| e11s_1 | communicate and discuss with the patient, carer, and family: the palliative care options, their timeframes, rationale, and potential adverse effects | - |
| e11s_2 | carry out decision-specific capacity assessments and follow "best interests" decision making when appropriate, in accordance with mental capacity law | - |
| e11s_3 | provide sufficient information to enable informed choice and decision making by those affected by stroke | - |
| e11s_4 | identify need and when to refer for more specialist or differing treatments where necessary, and agree referral | - |
| e11s_5 | recognise and manage symptoms taking account of individual needs and aspirations | - |
| e11s_6 | use palliative care, or other relevant tools, and care pathways | - |
| e11s_7 | identify local services and resources, including waiting times and implications for the provision of end-of-life care | - |
| e11s_8 | use strategies to help with breaking bad news, managing emotions, and obtaining information on advanced directives | - |
| e11s_9 | develop mechanisms to support the palliative care team and provide opportunities for debriefing sessions | - |
| E12 | Seamless transfer of care | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e12k_1 | the assessment and management of the physiological, neurological, and psychological effects of stroke to identify care and ongoing rehabilitation needs | 1 |
| e12k_2 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 1 |
| e12k_3 | the full range of local and national resources and services available for those affected by stroke - particularly those relating to transfer, short and long-term needs assessment, packages of care, continued rehabilitation and psychological care, finance and personal budgets, and respite care - including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 1 |
| e12k_4 | the principles of good discharge planning for transition between services, cessation of services, and for transfer of care to the community, including the education of those affected by stroke | 0 |
| e12k_5 | all agencies that are potentially involved along the whole of the Stroke Pathway | 1 |
| e12k_6 | the principles of multi-agency working | 0 |
| Skills and ability to… | ||
| e12s_1 | determine, plan, and initiate appropriate assessments, including risk assessments, to determine care and support needs on discharge, and to ensure risk is minimised | 1 |
| e12s_2 | assess, discuss, and review goal-setting, outcomes, and a discharge plan with those affected by stroke | 1 |
| e12s_3 | Identify need and when to refer for more specialist or differing treatments where necessary | 1 |
| e12s_4 | identify the full range of local and national resources and services available to overcome barriers and facilitate effective and efficient discharge for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 1 |
| e12s_5 | reflect on processes and pathways of care including mechanisms for review and discharge planning | 0 |
| e12s_6 | reflect on methods and effectiveness of information sharing within and between agencies involved in transfer of care and discharge planning | 0 |
| E13 | Long-term care | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e13k_1 | the assessment and management of the physiological, neurological, and psychological effects of stroke to inform long-term care | 1 |
| e13k_2 | the range of potential impacts of stroke on the patient, carer, and family, the need to assess these, and assessment methods | 1 |
| e13k_3 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 1 |
| e13k_4 | risk factors for further vascular events | 0 |
| e13k_5 | pharmacological and non-pharmacological interventions for secondary prevention and to promote recovery after stroke; and their potential adverse effects | 0 |
| e13k_6 | the full range of local and national resources and services available for those affected by stroke - particularly those relating to long-term care, housing, transport, adjustments, supporting independent living where possible - including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 1 |
| e13k_7 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke | 1 |
| e13k_8 | medication adherence: how to assess it; how it is affected by individual preference; how to motivate; and how to facilitate improved engagement | 0 |
| Skills and ability to… | ||
| e13s_1 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | 1 |
| e13s_2 | monitor progress and agree or change a maintenance or management plan in conjunction with those affected by stroke, identifying resources to facilitate participation and inclusion | 1 |
| e13s_3 | assess, discuss, and review goal-setting and outcomes with those affected by stroke | 2 |
| e13s_4 | identify need and when to refer for more specialist or differing interventions and treatments when necessary | 1 |
| e13s_5 | identify the full range of local and national resources and services available to support long-term care for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 1 |
| e13s_6 | assess post-stroke apathy and readiness for behaviour change, and use approaches to support behaviour change | 1 |
| e13s_7 | deliver and evaluate self-management programmes for those affected by stroke | 0 |
| e13s_8 | assess adherence to treatment and rehabilitation in long-term care after stroke and facilitate improved engagement | 0 |
| E14 | Review | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e14k_1 | the assessment and management of the physiological, neurological, and psychological effects of stroke at review | 1 |
| e14k_2 | ways to assess and meet the needs and aspirations of those affected by stroke during review | 1 |
| e14k_3 | the full range of local and national resources and services available to address the physiological, neurological, and psychological needs of those affected by stroke, including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 1 |
| e14k_4 | the range of potential impacts of stroke on the patient, carer, and family, the need to assess these, and assessment methods | 1 |
| e14k_5 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 1 |
| e14k_6 | risk factors for further vascular events | 0 |
| e14k_7 | pharmacological and non-pharmacological interventions for secondary prevention and to promote recovery after stroke, and their potential adverse effects | 0 |
| e14k_8 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke when conducting a review | 0 |
| e14k_9 | medication adherence: how to assess it; how it is affected by individual preference; how to motivate; and how to facilitate improved engagement | 0 |
| Skills and ability to… | ||
| e14s_1 | take and interpret a thorough medical history, including information from carers, family and other agencies where possible, and carry out decision-specific mental capacity assessments as appropriate | 0 |
| e14s_2 | recognise stroke-related communication difficulties and adapt methods of communication to discuss with the patient, carer, and family: current event; risk of future vascular event; need for and timeframes of assessments and investigations; rationale for interventions and treatments, their timeframes, and possible side effects; and provide timely information, advice and support | 1 |
| e14s_3 | monitor progress and agree or change a maintenance or management plan in conjunction with those affected by stroke, identifying resources to facilitate participation and inclusion | 1 |
| e14s_4 | assess, discuss, and review goal-setting and outcomes with those affected by stroke | 2 |
| e14s_5 | assess medication adherence and facilitate improved engagement | 0 |
| e14s_6 | plan appropriate assessments and treatments based on outcome of review | 1 |
| e14s_7 | identify need and when to refer for more specialist or differing interventions and treatments where necessary | 1 |
| e14s_8 | evaluate the review process in your service and act on the results | 0 |
| E15 | Participation in community | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e15k_1 | the assessment and management of the physiological, neurological, and psychological effects of stroke and how they affect community participation | 2 |
| e15k_2 | the full range of local and national resources and services available for those affected by stroke - particularly those relating to social participation, vocation, education, recreation, and peer support, to support sustained inclusion - including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 2 |
| e15k_3 | the range of potential impacts of stroke on the patient, carer, and family, the need to assess these, and assessment methods | 2 |
| e15k_4 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 1 |
| e15k_5 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke | 1 |
| Skills and ability to… | ||
| e15s_1 | assess, discuss, and review goal-setting and outcomes with those affected by stroke | 2 |
| e15s_2 | monitor progress and agree or change a maintenance or management plan in conjunction with those affected by stroke | 1 |
| e15s_3 | plan appropriate assessments and treatments in relation to community participation | 1 |
| e15s_4 | Identify need and when to refer for more specialist or differing treatments where necessary | 1 |
| e15s_5 | identify the full range of local and national resources and services available to facilitate participation and inclusion for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 1 |
| e15s_6 | use individual commissioning | 0 |
| E16 | Return to work | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e16k_1 | the range of physiological, neurological, and psychological effects of stroke and how they may affect a return to work and/or education | 1 |
| e16k_2 | how to assess and manage the physiological, neurological, and psychological effects of stroke | 1 |
| e16k_3 | relevant legislation on employment, discrimination, and health and safety at work | 0 |
| e16k_4 | the roles of healthcare and other professionals in employment-related services, for example: occupational health; occupational psychologist; disability employment adviser | 1 |
| e16k_5 | the role of healthcare and other professionals in vocational rehabilitation | 1 |
| e16k_6 | the full range of local and national resources and services available to those affected by stroke - particularly those supporting return to occupation, voluntary work or education - including: health, social, voluntary, and independent; how to facilitate access and length of referral time | 0 |
| e16k_7 | what is meant by "reasonable adjustment" in the workplace, how to adapt or instigate adaptation to the work environment, and the employer's responsibility | 1 |
| e16k_8 | available helpful technology for overcoming functional and activity limitations in the workplace | 0 |
| e16k_9 | ergonomic principles and how to overcome access issues | 0 |
| e16k_10 | the relationship between meaningful engagement in occupation, including voluntary work and education, and health and wellbeing | 0 |
| e16k_11 | the benefits system in relation to occupation, including voluntary work and education | 0 |
| e16k_12 | workplace assessment including risk, job analysis, return to work planning, and job retention | 0 |
| e16k_13 | models of vocational rehabilitation for stroke and vocational case management | 0 |
| e16k_14 | vocational rehabilitation guidelines and standards for people with stroke | 0 |
| Skills and ability to… | ||
| e16s_1 | refer to a vocational rehabilitation service | 0 |
| e16s_2 | undertake, or refer for, assessment of the physiological, neurological, and psychological effects following stroke | 1 |
| e16s_3 | identify the full range of local and national resources and services available to support return to occupation, voluntary work or education, for those affected by stroke; assess their relevance and suitability for the patient, carer, and family; liaise with services, working across agencies and sharing information where appropriate; communicate referral arrangements, availability and waiting times | 0 |
| e16s_4 | assess for, advise on, and review the need for workplace adaptation, assistive technology and environmental adaptations to overcome work-related activity limitations | 0 |
| e16s_5 | advise, prepare, and co-produce a personalised plan for return to occupation, including voluntary work and education, providing resources for support on the return to work pathway | 0 |
| e16s_6 | advise employers, colleagues, and educators about the effects of stroke, and negotiate a plan for return to occupation, including voluntary work and education | 0 |
| e16s_7 | recognise the need for benefits advice and provide, or refer onwards, if required | 0 |
| e16s_8 | carry out, or refer onwards for, a workplace assessment and risk assessment | 0 |
| e16s_9 | carry out, or refer onwards for, a job analysis | 0 |
| e16s_10 | set goals for return to, or retention of, occupation, including voluntary work and education | 0 |
| e16s_11 | case manage, or refer to a case management service, for a return to occupation, including voluntary work and education | 0 |
| e16s_12 | implement national vocational rehabilitation guidelines where appropriate and consistent with the patient's needs and wishes | 0 |
| e16s_13 | review those affected by stroke in their work or education environment, and make necessary referrals or adjustments | 0 |
| E17 | Professional behaviour and values | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e17k_1 | own abilities and developmental needs to deliver evidence-based care | 2 |
| e17k_2 | career development opportunities and pathways, and sources of career support including annual appraisal, mentorship, and research support infrastructure | 0 |
| e17k_3 | common barriers to effective professional communication and the different communication strategies and tools to improve communications with colleagues, patients, and stakeholders | 1 |
| e17k_4 | the code(s) of professional conduct and duty of candour relevant to your profession and their application within practice | 1 |
| e17k_5 | wider policy and how it guides professional practice, service improvement, and research | 1 |
| e17k_6 | person-centred and values-based care based on the needs of the patient, and the guidelines to promote them, including the principles of equality and diversity | 2 |
| e17k_7 | the importance of behaviour change and methods of implementing behaviour change interventions | 1 |
| e17k_8 | clinical reasoning methods for undifferentiated and differentiated presentations, complex situations, and risk management - including the principles to be considered where required care deviates from standard practice guidelines | 1 |
| e17k_9 | the theory of evidence-based practice, the role of applied health and social care research, and the methods of translation to improve practice and population health | 0 |
| e17k_10 | the role of confidence as a crucial component in personal development and leadership skills at all levels | 0 |
| e17k_11 | the roles and interplay between members of the multi-disciplinary, and wider team involved in the delivery of safe and effective care, your role within the team, and the potential for flexible working across professional boundaries | 1 |
| e17k_12 | working in partnership with individuals, families, carers, and stakeholders | 1 |
| e17k_13 | factors contributing to workplace stress and local and national processes and strategies to promote optimum mental health and wellbeing, emotional intelligence, and improved resilience | 0 |
| e17k_14 | the principles of time-management, workload planning, and responsive personal prioritisation | 0 |
| e17k_15 | the application of Data Protection (legal), and Patient confidentiality (ethics) in practice | 0 |
| e17k_16 | a wide range of digital technologies to work collaboratively with others | 0 |
| Skills and ability to… | ||
| e17s_1 | demonstrate critical self-reflection and identify developmental needs to advance strengths and address weaknesses in delivering evidence-based care | 1 |
| e17s_2 | contribute to personal appraisal process, discussing career development with line manager, setting realistic and achievable goals and pursuing relevant development activities | 0 |
| e17s_3 | articulate own opinions in a clear, evidenced manner, and communicate complex information effectively to support people in making decisions, plan care, or seek to make positive changes in service provision | 1 |
| e17s_4 | practice in compliance with the code(s) of professional conduct and candour relevant to your profession, being responsible and accountable for your decisions, actions, and omissions | 0 |
| e17s_5 | identify, interpret, and apply wider policy documents that guide professional practice, service improvement, and research | 0 |
| e17s_6 | practice person-centred and values-based care to elicit the needs and aspirations of service users to support sensitive decision-making and care planning | 1 |
| e17s_7 | assess readiness for, and implement interventions to facilitate, behaviour change | 1 |
| e17s_8 | exercise professional expertise and judgement to inform ethical clinical decision making and complexity management within your scope of practice, ensuring the safety of patients, carers, and families | 1 |
| e17s_9 | translate evidence into practice to improve service user outcomes, patient experience, and organisation culture | 1 |
| e17s_10 | act as a role model making an identifiable contribution to service provision and improvement, encouraging, motivating, and influencing others with confidence | 0 |
| e17s_11 | demonstrate understanding of your level of responsibility and autonomy and acknowledge limitations of own competence and professional scope of practice | 1 |
| e17s_12 | build professional working relationships with colleagues to work effectively in the multi-disciplinary team, and work in partnership with individuals, families, carers, and stakeholders | 1 |
| e17s_13 | identify stress and or stressful situations and other mental health concerns for self and identify coping mechanisms | 1 |
| e17s_14 | be flexible in your approach to changing clinical situations, demonstrating skill in prioritising workload | 1 |
| e17s_15 | identify when there is a requirement to breach confidentiality, when legal advice is required, and when to escalate to a senior clinician | 0 |
| e17s_16 | demonstrate digital literacy, and act accordingly and appropriately within digital environments, for example in email and video conferencing | 0 |
| E18 | Leadership, management, and governance | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e18k_1 | the principles of planning, goal setting, and reviewing progress and how they contribute to the development of higher levels of autonomy | - |
| e18k_2 | the differences between leadership and management | - |
| e18k_3 | the approaches to effective management, change management, and models of leadership | - |
| e18k_4 | networking and negotiation styles and skills, including co-operation, flexibility, and understanding, and their role in influencing others | - |
| e18k_5 | the approaches to organisational and resource management | - |
| e18k_6 | methods of measuring and assessing staff performance, and supporting continued professional development | - |
| e18k_7 | the local, regional, and national policy regarding workforce review and development | - |
| e18k_8 | factors contributing to workplace stress for individuals and teams, and the local and national processes and strategies to promote optimum mental health and wellbeing, emotional intelligence, and improve resilience | - |
| e18k_9 | procedures for patient and staff member satisfaction, concerns, and complaints | - |
| e18k_10 | the governance structures used to improve care quality and national quality indicators | - |
| e18k_11 | ethical, moral, and legal dilemmas that have the potential to arise in practice | - |
| e18k_12 | the legal and ethical guidelines in the country of practice such as confidentiality, consent and the Mental Capacity Act, and their implications for practice | - |
| e18k_13 | safeguarding policies including statutory requirements, accountability, codes of conduct, and actions to take | - |
| e18k_14 | methods to empower patients taking into account health inequalities and seldom heard groups, the implications of the Mental Capacity Act, and how to advocate for patients when there is a legal duty to instruct an Independent Mental Capacity Advocate (IMCA) | - |
| Skills and ability to… | ||
| e18s_1 | apply the principles of autonomous working to own practice and that of the wider team | - |
| e18s_2 | apply leadership skills to your role and responsibilities, identify opportunities for change and develop case for change, and lead or support colleagues to deliver and implement service developments | - |
| e18s_3 | utilise negotiation skills when engaging with colleagues and wider networks to achieve effective engagement and work towards shared goals | - |
| e18s_4 | contribute to the appraisal of others and provide meaningful feedback, identify development needs and set achievable goals, and signpost or commission opportunities for continued professional development | - |
| e18s_5 | review the skill-mix of the existing workforce and develop and/or commission education and training provision in line with policy to create a skilled workforce | - |
| e18s_6 | identify stress and/or stressful situations and other mental health and wellbeing concerns for others, and take appropriate action to support individuals and teams | - |
| e18s_7 | respond appropriately, in line with local policy and escalation procedures, to patient and staff member satisfaction, concerns, and complaints | - |
| e18s_8 | identify, reflect upon, and respond to ethical, moral, and legal dilemmas within practice | - |
| e18s_9 | ensure practice adheres to ethical and legal guidelines, and recognise situations where it is necessary to provide treatment without consent, ensure this is lawful, seeking appropriate support and advice for complex situations | - |
| e18s_10 | ensure safeguarding is in place for staff and patients, taking the necessary action(s) where appropriate | - |
| E19 | Education, training, and personal development | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e19k_1 | the importance of continued learning and development for self and wider workforce | - |
| e19k_2 | the role of critical self-reflection in personal development planning and the need to undertake regular assessments of personal learning-needs | - |
| e19k_3 | how to create an effective learning environment through peer support, teaching, facilitating learning, nurture talent, and promoting autonomy | - |
| e19k_4 | the theories that underpin clinical education and mentorship, including learning and teaching styles and techniques | - |
| e19k_5 | the theory of evidence-based practice and the role of research informed teaching for both clinical and research skill development | - |
| e19k_6 | the key components of an effective learning environment and how to amend the environment based on the needs of learners at all stages | - |
| e19k_7 | a range of assessment and evaluation methods to measure knowledge acquisition and professional development | - |
| e19k_8 | feedback theory and strategies to improve knowledge and skill acquisition and motivate learners | - |
| e19k_9 | knowledge mobilisation and capacity building | - |
| Skills and ability to… | ||
| e19s_1 | demonstrate a positive attitude to practice, learning, and the development of self and others | - |
| e19s_2 | undertake a personal learning needs assessment, demonstrating critical self-reflection, to produce a personal development plan with clear realistic goals | - |
| e19s_3 | contribute to and promote the professional development of peers, assisting others to undertake a learning-needs analysis and produce a development plan where appropriate | - |
| e19s_4 | teach others and modify approaches in response to learning style and group size, for example one to one, small, or large groups | - |
| e19s_5 | devise and/or deliver research informed learning and development programmes, drawing on discipline relevant research | - |
| e19s_6 | promote learning and create a supportive and engaging learning environment | - |
| e19s_7 | select and implement appropriate methods of assessment and evaluation to ensure effective learning | - |
| e19s_8 | provide constructive, informative, and factual feedback, with actionable guidance for improvement in an encouraging manner | - |
| e19s_9 | develop sustainable networks to inform local knowledge mobilisation and build capacity such as: communities of practice, in service training, and journal clubs | - |
| E20 | Research, innovation, and quality improvement | Course Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e20k_1 | the principles, methods, and stages of audit, quality improvement, and applied health research processes | 0 |
| e20k_2 | research methods including qualitative, quantitative, and mixed methods | 0 |
| e20k_3 | the tools and systems available to inform searching for evidence from multiple sources | 0 |
| e20k_4 | critical appraisal, and associated tools, for evaluating the quality of evidence | 0 |
| e20k_5 | the existing evidence base in relation to own and related areas of work | 0 |
| e20k_6 | the value of stakeholder involvement (public, patient and clinical) in the generation of priorities, and throughout all quality improvement and research processes: and the governance and standards surrounding this | 0 |
| e20k_7 | theoretical concepts, study designs, and methodologies relevant to quality improvement and research activities in health and social care settings | 0 |
| e20k_8 | local, regional, and national ethics and governance policy and approval procedures | 0 |
| e20k_9 | local, regional, and national policies and structures available to support audit, quality improvement, and research activities | 0 |
| e20k_10 | funding sources for quality improvement and research activities in health and social care | 0 |
| e20k_11 | implementation theory and when to implement changes based on the outcomes of research and quality improvement initiatives | 0 |
| e20k_12 | the methods of meaningful evaluation of interventions/programmes, and their role in improving healthcare and sharing learning/good practice | 0 |
| e20k_13 | principles of writing for publication such as authorship, intellectual property, peer review, and research impact, and the importance of dissemination to meet the needs of the target audience(s) | 0 |
| Skills and ability to… | ||
| e20s_1 | define, differentiate between, and contribute to audit, quality improvement, and applied health research processes | 0 |
| e20s_2 | identify and access multiple sources to retrieve relevant evidence | 0 |
| e20s_3 | critically appraise literature from professional, and/or academic sources, and make judgements regarding their quality and applicability to the local setting | 0 |
| e20s_4 | critique and recognise gaps in the existing evidence to identify topics and generate questions relevant to policy, practice, and the 'real world' context | 0 |
| e20s_5 | utilise innovative ways of working with stakeholders to generate priorities for improvement and research, achieving meaningful engagement at all stages of the process to co-produce useful outputs | 0 |
| e20s_6 | design quality improvement initiatives and research studies, selecting the appropriate theory/research design to answer questions and generate innovations/improvements | 0 |
| e20s_7 | undertake quality improvement and research in an ethical manner consistent with the proposed aims, objectives and outcomes | 0 |
| e20s_8 | access and navigate local, regional, and national networks, building sustainable cross-boundary networks (e.g. health, social care and academia) to support and enhance quality improvement and research activities | 0 |
| e20s_9 | identify relevant funding sources and develop stakeholder informed applications to support quality improvement and research initiatives aligned to local and national priorities | 0 |
| e20s_10 | identify and utilise appropriate implementation theory/methods to promote the adoption of quality improvement and research findings to embed evidence-based practice and improve outcomes in health and social care | 0 |
| e20s_11 | design, and conduct, meaningful evaluations with measurable indicators to determine how, why, and whether interventions/programmes achieve their intended aims | 0 |
| e20s_12 | develop and disseminate findings to a broad range of audiences using multiple methods (such as open access peer reviewed journals, local advocacy groups, interactive technologies) to achieve impact, and benefit practice and/or health outcomes | 0 |
Course Reviews
If you have got the course code, please sign in to review the course.
Therapy Assistant
Many thanks
Speech and Language Therapist
Page: 1