Stroke Survivors and their Informal Carers
As a Stroke Survivor or Informal Carer, you may want to equip yourself with a good level of knowledge around stroke to better understand the condition, methods of care, and ways to prevent further stroke events. The Stroke Survivor and Informal Carer Role Profile shows the sort of knowledge that those affected by stroke may find useful; it can be used in many ways:
Levels from 1 to 5 have been assigned to each knowledge statement. The levels range from 1, which means you aspire to a basic level of knowledge (highlighted in a light shade of pink), to 5 which means you aspire to a critical level of knowledge (highlighted in a dark shade of pink). Some aspects of the pathway have been deemed not relevant to Stroke survivors and their Informal Carers, and these have been marked as a 0.
Take a look at the table below to see the minimum levels of stroke-specific knowledge suggested. You can look at each element in more detail by clicking on the element number e.g. E1.
Single band - If you have been affected by stroke you may be unsure about the sort of information that you need; the Profile shows you the sort of knowledge that you may find useful
- If we are to provide useful courses for those affected by stroke, we need to know what should be included; the Profile shows what should be included and at what level
Levels from 1 to 5 have been assigned to each knowledge statement. The levels range from 1, which means you aspire to a basic level of knowledge (highlighted in a light shade of pink), to 5 which means you aspire to a critical level of knowledge (highlighted in a dark shade of pink). Some aspects of the pathway have been deemed not relevant to Stroke survivors and their Informal Carers, and these have been marked as a 0.
Take a look at the table below to see the minimum levels of stroke-specific knowledge suggested. You can look at each element in more detail by clicking on the element number e.g. E1.
Single band
Profile AverageKnowledgeSkillsE1E2E3E4E5E6E7E8E9E10E11E12E13E14E15E16E17E18E19E20
| Elements covered | Knowledge | Skills |
|---|---|---|
| E1: Awareness raising | 0.6 | |
| E2: Managing risk | 0.4 | |
| E3: Information | 0.9 | |
| E4: User involvement | 0.0 | |
| E5: Assessment (TIA) | 0.0 | |
| E6: Treatment (TIA) | 0.0 | |
| E7: Urgent response | 0.0 | |
| E8: Assessment (stroke) | 0.0 | |
| E9: Treatment (stroke) | 0.0 | |
| E10: Specialist rehabilitation | 0.0 | 0.0 |
| E11: End-of-life care | 1.0 | |
| E12: Seamless transfer of care | 0.0 | |
| E13: Long-term care | 1.3 | |
| E14: Review | 0.0 | |
| E15: Participation in community | 0.0 | |
| E16: Return to work | 0.0 | |
| E17: Professional behaviour and values | 0.0 | 0.0 |
| E18: Leadership, management, and governance | 0.0 | 0.0 |
| E19: Education, training, and personal development | 0.0 | 0.0 |
| E20: Research, innovation, and quality improvement | 0.0 | 0.0 |
| E1 | Awareness raising | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e1k_1 | the signs and symptoms of stroke and transient ischaemic attack | 1 |
| e1k_2 | the anatomy and physiology of the central nervous system | 0 |
| e1k_3 | stroke mimics and how they present | 0 |
| e1k_4 | features of less common (atypical) presentation of stroke | 0 |
| e1k_5 | the need for emergency response to stroke and transient ischaemic attack | 2 |
| e1k_6 | the investigations, interventions, and treatments for stroke and transient ischaemic attack and their timeframes | 0 |
| e1k_7 | the timeframe for the physiological and neurological changes during the stroke event (time is brain) | 1 |
| Skills and ability to… |
| E2 | Managing risk | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e2k_1 | the risk factors for stroke and transient ischaemic attack | 1 |
| e2k_2 | stroke sub-types and their aetiologies | 1 |
| e2k_3 | the risk of further stroke depending on type and aetiology | 0 |
| e2k_4 | who provides interventions for primary and secondary prevention of stroke | 0 |
| e2k_5 | pharmacological and non-pharmacological interventions for primary and secondary prevention of stroke, and side effects of treatment | 0 |
| Skills and ability to… |
| E3 | Information | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e3k_1 | stroke sub-types and their aetiologies | 1 |
| 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 | 0 |
| Skills and ability to… |
| E4 | User involvement | 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 | n/a |
| e4k_2 | how to assess and overcome physiological, neurological, and psychological challenges | n/a |
| e4k_3 | factors that influence people's ability to be involved in care and service planning, with particular consideration of under-represented groups | n/a |
| e4k_4 | methods that can be used to involve those affected by stroke in service planning | n/a |
| e4k_5 | methods that can be used to capture patient and carer views | n/a |
| e4k_6 | how service planning and decision making processes work and how they can be influenced | n/a |
| e4k_7 | methods for using stakeholder views, including patient, carer, public & clinical, to influence services | n/a |
| e4k_8 | methods of feeding back to stakeholders regarding how their contributions have influenced services | n/a |
| Skills and ability to… |
| E5 | Assessment (TIA) | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e5k_1 | the anatomy and physiology of the central nervous system | n/a |
| e5k_2 | risk factors for stroke and transient ischaemic attack | n/a |
| e5k_3 | the signs and symptoms of transient ischaemic attack | n/a |
| e5k_4 | how to distinguish between stroke and transient ischaemic attack | n/a |
| 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 | n/a |
| e5k_6 | the investigations, interventions, and treatments for transient ischaemic attack | n/a |
| e5k_11 | how to initiate emergency and ongoing treatment for transient ischaemic attack and vascular prevention | n/a |
| e5k_12 | the timeframe for emergency and follow-on investigations, interventions, and treatments for transient ischaemic attack | n/a |
| e5k_14 | the future risk of stroke and transient ischaemic attack | n/a |
| Skills and ability to… |
| E6 | Treatment (TIA) | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e6k_1 | the signs and symptoms of transient ischaemic attack | n/a |
| e6k_2 | atypical presentation of transient ischaemic attack (TIA), TIA mimics, and how to act when they are identified | n/a |
| e6k_3 | how to distinguish between stroke and transient ischaemic attack | n/a |
| 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 | n/a |
| e6k_5 | late complications of surgical procedures and the implications of the procedures on lifestyle | n/a |
| e6k_6 | risk factors for further vascular events | n/a |
| e6k_9 | how community targets for risk factor management affect prevention strategies | n/a |
| e6k_10 | the implications of transient ischaemic attack for lifestyle; driving; occupation, including voluntary work or education; and social participation | n/a |
| Skills and ability to… |
| E7 | Urgent response | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e7k_1 | the signs and symptoms of stroke and transient ischaemic attack | n/a |
| e7k_2 | the anatomy and physiology of the central nervous system | n/a |
| e7k_3 | stroke mimics and how they present | n/a |
| e7k_4 | features of less common (atypical) presentation of stroke | n/a |
| e7k_5 | the need for emergency response to stroke and transient ischaemic attack | n/a |
| e7k_6 | the investigations, interventions, and treatments for stroke and transient ischaemic attack and their timeframes | n/a |
| 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 | n/a |
| e7k_8 | the communication effects of stroke including, but not limited to: aphasia; dysarthria; articulatory dyspraxia | n/a |
| Skills and ability to… |
| E8 | Assessment (stroke) | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e8k_1 | the signs and symptoms of stroke | n/a |
| e8k_2 | stroke sub-types and their aetiologies | n/a |
| e8k_3 | features of atypical presentation of stroke and stroke mimics | n/a |
| 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 | n/a |
| e8k_5 | emergency investigations and interventions for stroke and the timeframe within which they should be given | n/a |
| e8k_6 | the indications and contraindications for investigations, interventions, and treatments for stroke | n/a |
| e8k_7 | any complications of investigations, interventions, and treatments for stroke and how to prevent and manage them | n/a |
| e8k_8 | different modalities to facilitate diagnosis and treatment of stroke (e.g. telemedicine) | n/a |
| Skills and ability to… |
| E9 | Treatment (stroke) | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e9k_1 | the signs and symptoms of stroke | n/a |
| 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 | n/a |
| e9k_9 | assessing swallowing and management of dysphagia | n/a |
| 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 | n/a |
| e9k_11 | alternative methods for drug administration and the effects of stopping ongoing drug treatment because of swallowing problems | n/a |
| e9k_12 | the importance and methods of oral hygiene | n/a |
| e9k_13 | the importance of avoiding catheters, as well as managing retention and promoting continence | n/a |
| e9k_14 | the need for early mobilisation and positioning | n/a |
| 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… |
| E10 | Specialist rehabilitation | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e10k_1 | the range of potential impacts of stroke on the patient, carer, and family | n/a |
| 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 | n/a |
| 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 | n/a |
| e10k_4 | the communication effects of stroke including, but not limited to: aphasia; dysarthria; articulatory dyspraxia | n/a |
| 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 | n/a |
| 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 | n/a |
| e10k_7 | the medical and neurological effects of stroke including, but not limited to: medication; comorbidities; medical complications; seizures; sleep disorders; respiratory disorders | n/a |
| 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 | 0 |
| e10k_11 | the principles and techniques of multidisciplinary stroke assessment and rehabilitation and how these are applied in practice | n/a |
| e10k_21 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | n/a |
| Skills and ability to… | ||
| 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 |
| E11 | End-of-life care | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e11k_1 | end-of-life care pathways, advanced directives, and palliative care tools in relation to stroke | 2 |
| e11k_2 | the range of support groups and services for those affected by stroke with palliative care needs | 2 |
| e11k_3 | ways to assess and meet the needs and aspirations of those affected by stroke during end-of-life care | 1 |
| e11k_4 | the assessment and management of the physiological, neurological, and psychological effects of stroke at end of life and possible implications for prognosis | 0 |
| e11k_5 | pharmacological and non-pharmacological interventions for end-of-life care after stroke, and their potential adverse effects | 0 |
| Skills and ability to… |
| E12 | Seamless transfer of care | 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 | n/a |
| e12k_2 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | n/a |
| 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 | n/a |
| 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 | n/a |
| e12k_5 | all agencies that are potentially involved along the whole of the Stroke Pathway | n/a |
| e12k_6 | the principles of multi-agency working | n/a |
| Skills and ability to… |
| E13 | Long-term care | 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 | 2 |
| e13k_3 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | 2 |
| 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 | 1 |
| 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 | 2 |
| 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 | 1 |
| Skills and ability to… |
| E14 | Review | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e14k_1 | the assessment and management of the physiological, neurological, and psychological effects of stroke at review | n/a |
| e14k_2 | ways to assess and meet the needs and aspirations of those affected by stroke during review | n/a |
| 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 | n/a |
| e14k_4 | the range of potential impacts of stroke on the patient, carer, and family, the need to assess these, and assessment methods | n/a |
| e14k_5 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | n/a |
| e14k_6 | risk factors for further vascular events | n/a |
| e14k_7 | pharmacological and non-pharmacological interventions for secondary prevention and to promote recovery after stroke, and their potential adverse effects | n/a |
| e14k_8 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke when conducting a review | n/a |
| e14k_9 | medication adherence: how to assess it; how it is affected by individual preference; how to motivate; and how to facilitate improved engagement | n/a |
| Skills and ability to… |
| E15 | Participation in community | 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 | n/a |
| 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 | n/a |
| e15k_3 | the range of potential impacts of stroke on the patient, carer, and family, the need to assess these, and assessment methods | n/a |
| e15k_4 | the implications of stroke for lifestyle; driving; occupation, including voluntary work or education; and social participation | n/a |
| e15k_5 | the range of methods, resources, and approaches available to facilitate communication with those affected by stroke | n/a |
| Skills and ability to… |
| E16 | Return to work | 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 | n/a |
| e16k_2 | how to assess and manage the physiological, neurological, and psychological effects of stroke | n/a |
| e16k_3 | relevant legislation on employment, discrimination, and health and safety at work | n/a |
| e16k_4 | the roles of healthcare and other professionals in employment-related services, for example: occupational health; occupational psychologist; disability employment adviser | n/a |
| e16k_5 | the role of healthcare and other professionals in vocational rehabilitation | n/a |
| 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 | n/a |
| 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 | n/a |
| e16k_8 | available helpful technology for overcoming functional and activity limitations in the workplace | n/a |
| e16k_9 | ergonomic principles and how to overcome access issues | n/a |
| e16k_10 | the relationship between meaningful engagement in occupation, including voluntary work and education, and health and wellbeing | n/a |
| Skills and ability to… |
| E17 | Professional behaviour and values | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e17k_1 | own abilities and developmental needs to deliver evidence-based care | 0 |
| 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 | 0 |
| e17k_4 | the code(s) of professional conduct and duty of candour relevant to your profession and their application within practice | 0 |
| e17k_5 | wider policy and how it guides professional practice, service improvement, and research | 0 |
| 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 | 0 |
| e17k_7 | the importance of behaviour change and methods of implementing behaviour change interventions | 0 |
| 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 | 0 |
| 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 | 0 |
| e17k_12 | working in partnership with individuals, families, carers, and stakeholders | 0 |
| 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 | 0 |
| 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 | 0 |
| 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 | 0 |
| e17s_7 | assess readiness for, and implement interventions to facilitate, behaviour change | 0 |
| 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 | 0 |
| e17s_9 | translate evidence into practice to improve service user outcomes, patient experience, and organisation culture | 0 |
| 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 | 0 |
| 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 | 0 |
| e17s_13 | identify stress and or stressful situations and other mental health concerns for self and identify coping mechanisms | 0 |
| e17s_14 | be flexible in your approach to changing clinical situations, demonstrating skill in prioritising workload | 0 |
| 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 | 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 | 0 |
| e18k_2 | the differences between leadership and management | 0 |
| e18k_3 | the approaches to effective management, change management, and models of leadership | 0 |
| e18k_4 | networking and negotiation styles and skills, including co-operation, flexibility, and understanding, and their role in influencing others | 0 |
| e18k_5 | the approaches to organisational and resource management | 0 |
| e18k_6 | methods of measuring and assessing staff performance, and supporting continued professional development | 0 |
| e18k_7 | the local, regional, and national policy regarding workforce review and development | 0 |
| 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 | 0 |
| e18k_9 | procedures for patient and staff member satisfaction, concerns, and complaints | 0 |
| e18k_10 | the governance structures used to improve care quality and national quality indicators | 0 |
| e18k_11 | ethical, moral, and legal dilemmas that have the potential to arise in practice | 0 |
| 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 | 0 |
| e18k_13 | safeguarding policies including statutory requirements, accountability, codes of conduct, and actions to take | 0 |
| 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) | 0 |
| Skills and ability to… | ||
| e18s_1 | apply the principles of autonomous working to own practice and that of the wider team | 0 |
| 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 | 0 |
| e18s_3 | utilise negotiation skills when engaging with colleagues and wider networks to achieve effective engagement and work towards shared goals | 0 |
| 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 | 0 |
| 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 | 0 |
| 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 | 0 |
| e18s_7 | respond appropriately, in line with local policy and escalation procedures, to patient and staff member satisfaction, concerns, and complaints | 0 |
| e18s_8 | identify, reflect upon, and respond to ethical, moral, and legal dilemmas within practice | 0 |
| 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 | 0 |
| e18s_10 | ensure safeguarding is in place for staff and patients, taking the necessary action(s) where appropriate | 0 |
| E19 | Education, training, and personal development | Level |
|---|---|---|
| Knowledge and understanding of… | ||
| e19k_1 | the importance of continued learning and development for self and wider workforce | 0 |
| e19k_2 | the role of critical self-reflection in personal development planning and the need to undertake regular assessments of personal learning-needs | 0 |
| e19k_3 | how to create an effective learning environment through peer support, teaching, facilitating learning, nurture talent, and promoting autonomy | 0 |
| e19k_4 | the theories that underpin clinical education and mentorship, including learning and teaching styles and techniques | 0 |
| e19k_5 | the theory of evidence-based practice and the role of research informed teaching for both clinical and research skill development | 0 |
| 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 | 0 |
| e19k_7 | a range of assessment and evaluation methods to measure knowledge acquisition and professional development | 0 |
| e19k_8 | feedback theory and strategies to improve knowledge and skill acquisition and motivate learners | 0 |
| e19k_9 | knowledge mobilisation and capacity building | 0 |
| Skills and ability to… | ||
| e19s_1 | demonstrate a positive attitude to practice, learning, and the development of self and others | 0 |
| e19s_2 | undertake a personal learning needs assessment, demonstrating critical self-reflection, to produce a personal development plan with clear realistic goals | 0 |
| 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 | 0 |
| e19s_4 | teach others and modify approaches in response to learning style and group size, for example one to one, small, or large groups | 0 |
| e19s_5 | devise and/or deliver research informed learning and development programmes, drawing on discipline relevant research | 0 |
| e19s_6 | promote learning and create a supportive and engaging learning environment | 0 |
| e19s_7 | select and implement appropriate methods of assessment and evaluation to ensure effective learning | 0 |
| e19s_8 | provide constructive, informative, and factual feedback, with actionable guidance for improvement in an encouraging manner | 0 |
| e19s_9 | develop sustainable networks to inform local knowledge mobilisation and build capacity such as: communities of practice, in service training, and journal clubs | 0 |
| E20 | Research, innovation, and quality improvement | 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 |
