20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker https://www.instituteforapprenticeships.org/apprenticeship-standards/senior-healthcare-support-worker/ 1/23 Reference Number: ST0217 Details of standard Occupational Profile Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people (1). As an experienced support worker, you carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner. You provide high quality, compassionate healthcare, following standards, policies or protocols and always acting within the limits of your competence. You may work in a range of services eg hospital, community, health or day case unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity or voluntary organisation; working in partnership with individuals, families, carers and other service providers. Responsibilities and duty of the role Duties are delegated to you in line with care plans (2). Not all duties are routine and you will need to use your knowledge, experience and understanding to take decisions within your area of responsibility. You are accountable for your work and for reviewing the eectiveness of your actions. The role is undertaken following a period of experience in healthcare so you are able to demonstrate best practice and act as a role model. You may supervise or guide the less experienced sta in your team. You follow the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers. Options: 1. adult nursing support, 2. maternity support, 3. theatre support, SENIOR HEALTHCARE SUPPORT WORKER SENIOR HEALTHCARE SUPPORT WORKER
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Occupational ProfileSenior Healthcare Support Workers help registered practitioners deliver healthcare services to people (1). As an experienced support worker, youcarry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcarepractitioner. You provide high quality, compassionate healthcare, following standards, policies or protocols and always acting within the limits ofyour competence. You may work in a range of services eg hospital, community, health or day case unit, birth centre or midwifery led unit,someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity or voluntaryorganisation; working in partnership with individuals, families, carers and other service providers.
Responsibilities and duty of the roleDuties are delegated to you in line with care plans (2). Not all duties are routine and you will need to use your knowledge, experience andunderstanding to take decisions within your area of responsibility. You are accountable for your work and for reviewing the e�ectiveness of youractions. The role is undertaken following a period of experience in healthcare so you are able to demonstrate best practice and act as a rolemodel. You may supervise or guide the less experienced sta� in your team. You follow the Code of Conduct for Healthcare Support Workers andAdult Social Care Workers.
Options:1. adult nursing support,
2. maternity support,
3. theatre support,
SENIOR HEALTHCARE SUPPORT WORKERSENIOR HEALTHCARE SUPPORT WORKER
EntryWhen recruiting, employers may select apprentices with prior experience as a support worker.
ProgressionAfter a period of working and gaining experience, you may be able to work towards an Assistant Practitioner or Nursing Associate post or,providing you meet the entry requirements, apply to university to become a registered healthcare practitioner.
Quali�cationsYou must complete a Level 3 Diploma in Healthcare Support prior to taking the end-point assessment. Apprentices without level 2 English andmaths will need to achieve this level prior to taking the end-point assessment.
Industry speci�c requirementThe apprentice must complete an induction which meets the 15 standards as set out in the Care Certi�cate (3).
Level 3
Duration Typically 18 - 24 months
Review dateafter 3 years
Apprentices complete the core and select one option
Values You will be caring and compassionate, honest, conscientious and committed. honest, conscientious and committed
20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
BehavioursYou will treat people with dignity, respecting individual's diversity, beliefs, culture, needs, values, privacy and preferences, show respect andempathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable andconsistent, show discretion, show resilience and self-awareness and show supervisory leadership
CORE You will be able to: You will know and understand:
C1. Health andwellbeing Assist registered healthcare
practitioners with clinical ortherapeutic tasks; follow careplans; notice and report changes
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gather evidence to assist inobtaining a client history, reviewhealth-related data andinformation
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promote physical and mentalhealth and wellbeing, providingopportunistic brief advice onhealth and wellbeing
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assist with an individual’s overallcomfort, identify and respond tosigns of pain or discomfort
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recognise issues anddeteriorations in mental andphysical health, report andrespond appropriately,supporting others to do so
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recognise limitations in mentalcapacity and respondappropriately
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how to carry out routine andcomplex clinical or therapeutictasks delegated to you, the careplans and delegation protocolsused in your organisation
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the types of information you needto collate when obtaining a clienthistory, ways to record and share it
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the indicators for good physical andmental health in relation to thedemographic of individuals you areworking with; the importance of�uids, nutrition and food safety;ways to signpost individuals topublic health interventions or otherservices if appropriate
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how to support a person’s comfortand wellbeing, the signs of a personwhose health and wellbeing isdeteriorating or who isexperiencing pain or discomfort
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the main types of mental ill healthand their impact on people’s lives;indicators for mental capacity, theimportance of early diagnosis in
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
• relation to cognitive issues; thepossible signs of mental ill healthand learning disability in people;why
external factors, adapting fromchildhood to adulthood,depression, delirium or the normalageing process may be mistakenfor mental ill health; how changesin cognition can impact health andwellbeing; how to report changesand deterioration; how to supportothers to report changes anddeterioration, how to escalatechanges and deterioration
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how to perform basic life supportand use adjuncts to supportresuscitation
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follow the principles for equality,diversity and inclusion
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implement a duty of care andcandour
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safeguard and protect adultsand children; promote theprinciples to others
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legislation, policies and local waysof working about duty of care,candour, raising concerns,safeguarding/ protection fromabuse, diversity, equality andinclusion; what they mean, whythey are important, how topromote them to others
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how discrimination can happen;how to deal with con�icts betweena person’s rights and a duty of care
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The signs of abuse, what to do ifyou suspect it, how to reduce thechances of abuse as much aspossible
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
demonstrate what it means inpractice to promote and provideperson centred care, treatmentand support by obtaining validconsent, and carrying out riskassessments
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work in partnership with theindividual, their carer, familiesand the wider healthcare team
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promote clinical e�ectiveness,safety and a good experience forthe individual
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why it is important to gain consent(4), even when it is di�cult; how toundertake risk assessment inenabling a person centredapproach; why it is important topromote ‘person centred care,treatment and support’
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why it is important to encouragepeople to be actively involved intheir own care or treatment; why itis important to give people choicesabout their care and to treat peopleas valuable and unique
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why safety and clinical e�ectivenessare important; the importance ofmanaging relationships andboundaries with service users
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demonstrate and promotee�ective communication using arange of techniques
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observe and record verbal andnon-verbal communication
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Handle information (record,report and store information) inline with local and nationalpolicies, keep informationcon�dential and support othersto do so; take part in audits
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why it is important to promotee�ective communication at work;how to communicate with peoplewho have speci�c language needsor wishes; how to reducecommunication problems andrespond to complaints; techniquesfor di�cult situations, localguidelines for dealing with abusivebehaviour
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how verbal and non-verbalcommunication may relate to anindividual’s condition
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legislation, policies and local waysof working about handling
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
information; why it is important torecord and store informationsecurely and con�dentially andsupport others to do so; e-safety;the audit process and how it relatesto your role
act within the limits of yourcompetence and authority;ensure that anyone yousupervise acts within theirs’
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take responsibility for, prioritiseand re�ect on your own actions,work and performance; maintainand further develop your ownskills and knowledge, participatein appraisal
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work as part of a team, seekhelp and guidance when you arenot sure, escalate concerns in atimely manner to the correctperson; support or supervisecolleagues as required, delegatewell- de�ned tasks appropriately
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act as a role model; mentorpeers; deliver training throughdemonstration and instruction
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your responsibilities and duties; thelimits of your competence andauthority; that of those yousupervise; the values of yourorganisation; legislation, standards,policies, protocols you shouldadhere to; why it is important towork in ways agreed by youremployer
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how to seek feedback, re�ect onyour actions, how to evaluate yourwork and create a personaldevelopment plan
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the importance of working well withothers, your own health, wellbeing,resilience and that of colleagues;who or where to go for help andadvice about anything related toyour work or people you support;how to supervise others
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behaviours expected from a rolemodel; the principles of trainingand mentoring
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the importance of gathering serviceuser views; ways to identify andescalate opportunities to provide abetter or more e�ective service
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Option 1 – Senior HCSW (Adult Nursing Support)Senior adult nursing support workers look after adults in a range of settings, duties will vary accordingly. In most instances your supervisor willbe a registered nurse. Some people you support have short term needs; eg they have sustained an injury. Others may have long-term conditionswhich a�ect them every day, all their lives eg asthma, diabetes, cancer, heart disease, dementia, depression, stroke or arthritis. Many peoplesu�er from more than one condition eg an older person who has sustained a fall and has a wound that needs regular dressing, may also haveheart disease. Some people will need round the clock care, being able to do very little for themselves, requiring you to look after all their personalneeds including feeding, washing, going to the toilet as well as carrying out clinical tasks like checking their blood pressure or pulse.
Option 1 You will be able to: You will know and understand:
maintain a safe and healthyworking environment, takeappropriate action in responseto incidents or emergencies,following local guidelines
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move and position individuals,equipment and other itemssafely
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undertake risk assessments•use a range of techniques forinfection prevention and control,eg waste management, spillage,hand washing, use of PersonalProtective Equipment (PPE)
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how to promote health and safetyat work; what to do in situationsthat could cause harm; how tohandle hazardous materials
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move and position people,equipment or other objects safelyin line with agreed ways of working
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the meaning of risk /riskassessment; how to recognise riskor hazards, undertake riskassessment, escalate whereappropriate, operate safe systemsof work
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the importance of a cleanworkplace; legislation, policies andlocal ways of working for theprevention of infection; personalhygiene, handwashing; the rightuse of PPE : gloves, aprons, masks;how infections start and spread;how to clean, disinfect and sterilise
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
assist nurses with delegated clinical tasks•undertake a range of physiological measurements onadults
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assist with tissue viability risk assessments•assist with caring for wounds•obtain and test samples and other specimens•support frailty, end of life care5•contribute to discharge from services•monitor and maintain the environment, equipment andresources; perform �rst line calibration on clinicalequipment and manage stock control
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recognise limitations in mental capacity and respondappropriately
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Other clinical tasks are determined by your local worksetting and policies eg: support people to receivemedication or non-oral treatments; monitor the e�ects ofmedication; care for stomas; take ECGs; care for individualswith catheters or nasogastric tubes; carry out screeningactivities eg hearing or vision; monitor swallowing, prepareor carry out extended feeding techniques.
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which clinical tasks you will routinely beexpected to carry out within your role
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the range of physiological states that can bemeasured including body temperature, height,weight, blood pressure, pulse, urinary output,breathing rate, oxygen saturation, and bloodsugar levels; the types of equipment used formeasuring physiological states in adults andhow to check they are in working order
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the importance of skin integrity and how tocheck it
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how to care for wounds•how to take and test venous and capillary bloodand other specimens
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what is meant by frailty; the end of life phaseand factors which impact on the care of thedying or deceased
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the discharge process, the availability andservices o�ered by the extended health andsocial care system
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where to source equipment and resources•the importance of early diagnosis in relation todementia and other cognitive issues; whydepression, delirium and the normal ageingprocess may be mistaken for dementia
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support adults to develop and maintain skills for everydaylife, continuing recommended therapies and activities andencouraging them to take responsibility for their ownhealth and wellbeing; support carers to meet the needs of
• approaches to promoting health and wellbeing;a range of long term conditions and the impactthey may have on a person’s physical andmental health and well- being; which long term
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Option 2 – Senior HCSW (Maternity Support)Maternity Support Workers assist midwives to look after pregnant women, mothers and newborn babies in a range of settings. Under thesupervision of a registered midwife, you will contribute to the care of women antenatally and during birth, and of women and babies postnatally.You will support new parents to care for their baby and to develop con�dence and bonding.
Option 2 You will be able to: You will know and understand:
2.1 Assist with clinicaltasks
the adult; advise and inform adults on managing their owncondition
support or enable adults to eat, drink•support or enable adults to wash and dress and use thetoilet
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support adults to be mobile, rest, sleep, keep safe orexpress their sexuality
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conditions you are most likely to support in yourrole; the activities of daily living and ways inwhich you can support individual’s to maintainand improve them
the e�ects of poor nutrition and dehydration•how to wash, dress and support an adult to usethe toilet; ways to manage situations in whichthe adult cannot do these things for themselves
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how to help adults to be mobile and theimportance of rest and sleep
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assist the maternity team with delegated clinical tasks•recognise any deterioration in mental and emotionalwellbeing and respond appropriately
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assist the midwife with teaching bathing,breastfeeding, parenting skills and post-natal exercises
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undertake a range of physiological measurementsusing the appropriate equipment
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obtain and test venous and capillary blood samplesand other specimens
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assist other practitioners with performing ultrasoundscans
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your role in deliveries including cleaning, �lling andmaintaining the birthing pool to correct temperature,maintaining the birthing environment and resources
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possible signs of mental ill health and depressionand the potential impact of pregnancy, labour,delivery or parenthood
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your role in antenatal and postnatal health education•the range of physiological states that can bemeasured including body temperature, height,weight, blood pressure, pulse, urinary output,breathing rate, oxygen saturation, and blood sugarlevels; the normal ranges and how to report
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
provide support to other practitioners withinstrumental deliveries
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carry out Emergency First Aid and assist midwife withneonatal resuscitation
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support women with general personal hygiene,carrying it out for those unable to, including care forwomen with urethral catheters
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deviations; the types of equipment used formeasuring physiological states in adults and how tocheck they are in working order, as well as recordingall �ndings accurately
how to take and test venous and capillary blood andother specimens
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ways to position individuals for ultrasound scanning•how to lay up trolleys for instrumental deliveries,opening packs, gathering equipment and disposal;how to support the midwife to prepare women forcaesarean section and care for them post-operatively, including measuring for TED stockings,providing a gown, positioning them and undertakingphysiological measurements
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�rst aid and resuscitation techniques for babies•how to wash, dress and support an adult to use thetoilet; ways to manage situations in which the adultcannot do these things for themselves; reasons whya urethral catheter is in place and the importance ofregular monitoring
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identify baby and provide wristband or label in linewith local security procedures
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undertake a range of physiological measurements onbabies using the appropriate equipment includingweight, temperature, breathing rate, heart rate andoxygen saturation
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care for the physical needs of babies undertakingroutine healthy baby observations and reporting anyabnormalities
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local security procedures•the range of physiological states that can bemeasured including body temperature, weight,breathing rate, heart rate and oxygen saturation; thenormal ranges and how to report deviations; thetypes of equipment used for measuring physiologicalstates in babies and how to check they are in workingorder
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the routine health baby observations including cordcare, eye care, oral hygiene, checking stools and
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Option 3 – Senior HCSW (Theatre Support)Theatre Support Workers look after people before, during and after operations. In most instances your supervisor will be a registered theatrenurse or an operating department practitioner. You will support people as they are preparing to go into theatre, reassuring them if they areanxious, and helping them move them back to recovery following their procedure. You will support the team that carries out the operations bycarrying out a range of checks, such as checking individuals into the theatre department, preparing equipment, counting swabs or otherinstruments and measuring �uids. You may be involved in routine operations or traumatic and emergency surgery.
Option 3 You will be able to: You will know and understand:
3.1 Assist healthcare
support parents to meet the hygiene and nutritionalneeds of baby
• recognising and reporting potential signs of neo-natal jaundice
ways to care for the nutritional needs of babiesincluding supporting women to breastfeed, theposition and comfort of breastfeeding: the positionand attachment of baby; how to use a breast pumpor hand express; how to assist with syringe feedingof expressed milk; how to sterilise equipment; cupand bottle feeding, the preparation of formula milkas necessary
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support parents/carers to interact with and care fortheir newborn baby
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provide reassurance to mothers and birthing partners,working in partnership with families to supportindividuals
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ways to interact and care for babies includingpromoting skin to skin contact
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how to provide advice and information on feeding,parenting skills, family adjustments, nutritionalhealth, smoking cessation and promoting the overallhealth and well-being of mothers and babies; ways tosupport bereaved families and where to directfamilies to for further advice and support; how toassist with photographing and creating memories asrequired
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provide support to the surgical team when• factors that a�ect the choice of site for the•
20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
preparing and delivering operative andinvasive procedures; perform the non-scrubbed circulating role; positionindividuals
complete pre and post-operative checklists•take part in team brie�ng, patient sign in,timeout, sign out and debrie�ng
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undertake a range of physiologicalmeasurements on adults, babies orchildren using the appropriate equipment
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measure and record an individual’s body�uid balance
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prepare the clinical environment, providesupport for pre and post-operativeanaesthesia and recovery
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assist in receiving, handling and dispatchingclinical specimens or blood products
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support end of life care (6) and care of thedeceased
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attachment of surgical instruments; how to use skinpreparation agents and surgical drapes; ways toposition individuals for surgery
pre and post-operative checks including:identi�cation, operation site marking andpregnancy; the steps for safer surgery
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the theatre team, its protocols and how it �ts withinthe organisational structure
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the range of physiological states that can bemeasured including body temperature, bloodpressure, pulse, urinary output, breathing rate andoxygen saturation and how anaesthesia may a�ectthem; advocacy for the unconscious and consciouspatient; chaperoning; how surgery may impact onan individual’s mental capacity
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the purpose for recording an individual’s body �uid;factors that a�ect input and output and wounddrainage
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potential hazards; how to report issues; commonadverse reactions to anaesthesia; how to reportdeviations from normal; standard precautions forinfection prevention and control: ways to avoidcompromising and actions to take when there is abreakdown in the sterile �eld
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types and uses of containers and transport,procedures for labelling, handling, dispatchingrecording and reporting for clinical specimens andblood products
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how di�erent beliefs and cultures may a�ect preand post-operative surgery, including disposal ofbody parts and preparation for planned surgeryand the organ donor process; the end of life phaseand factors which impact on the care of the dyingor deceased
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Option 4 – Senior HCSW (Mental Health Support)Mental Health Support Workers support individuals with mental ill health. You work as part of a multi-disciplinary team o�ering a range ofmental health services.You will support individuals, and their families, at di�erent stages of their illness or recovery by listening, providingemotional support, developing and reviewing plans to meet their needs; observing and reporting changes in their mental and physical well-being;encouraging independence and enabling them to manage their condition and quality of life. Usually you will have to work closely with carers andwith other organisations eg housing or social care
Option 4 You will be able to: You will know and understand:
act as an advocate for the unconscious andconscious patient who could be a baby,child or adult; provide reassurance before,during and after surgery
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transport individuals, checking correctdocumentation goes with them and thatany equipment used is cleaned andreturned
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ways to keep the individual informed of what ishappening, why and who is involved; verbal andnon-verbal indicators to determine an individual’sability to move independently; the e�ects of pre-medication and anaesthesia
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safe moving and handling techniques that maintainan individual’s privacy and dignity
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prepare and provide surgicalinstrumentation and supplementary itemsfor the surgical team
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carry out counts for swabs, sharps,instrument and disposable items
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the types, purpose and function of surgicalinstruments and supplementary items used intheatre
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how to identify, measure, account for and recorditems and sharps used; local policy and procedurefor instrument counts and what to do if a swab,sharp, instrument or other disposable item ismissing; cost implications of how items used duringsurgery and surgery time may in�uence the overallcommissioning of surgical procedures
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
4.1 Assist with delegated clinicaltasks and therapeuticinterventions
assist registered practitioners with delegatedmental health tasks and therapeuticinterventions in line with current legislation andpolicy
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undertake a range of physiologicalmeasurements on adults
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apply speci�c communication skills to build andsustain relationships with individuals and carersbeing aware of where barriers may exist; observeand record verbal and non-verbalcommunication, recognising how it may berelevant to the individual’s condition
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implement strategies to promote mental well-being; implement strategies to supportindividuals with mental ill health
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identify ways mental health may be a�ecting anindividual’s emotions, thinking and behaviourand respond accordingly
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observe, record and report changes; useproactive approaches to manage behaviourwhich challenges
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current legal policy and service frameworksfor mental health (eg Mental Capacity Act,Deprivation of Liberty Safeguards andMental Health Act); the impact they have oninterventions including: rights of peopleusing services or giving formal or informalsupport, the role of advocacy
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the range of physiological states that can bemeasured including body temperature,height, weight, blood pressure, pulse,urinary output, breathing rate, oxygensaturation, and blood sugar levels; thetypes of equipment used for measuringphysiological states in adults, how to checkthey are in working order
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a range of communication techniquesrelevant to mental health situations,including dealing with barriers tocommunication and con�icting opinions,powerful emotions, past experiences,delusions, hallucinations, confusion,stereotypes and assumptions, medicationor substance misuse, environment,personality clashes, unrealisticexpectations, issues of power or control,cultural di�erences, overload,organisational dynamics
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the nature of mental health well-being; themain forms of mental ill health according tothe psychiatric (DSM/ICD) classi�cationsystem: mood, personality, anxiety,psychotic, substance-related, eating,cognitive disorders, trauma; positive ornegative impacts mental ill health may
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
have: psychological, emotional, practical,�nancial, social exclusion
main interventions in mental health,including their strengths and limitations,adhering to national guidelines; the keyprinciples and factors for choosing them;the bene�ts of early intervention
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take an active approach in supporting serviceusers or carers to manage their condition,including during change and transitions,recognising the impact of mental ill health onthem and others enable and empowerindividuals to actively participate in society
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promote a recovery based approach enabling theindividual to manage their condition
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the needs of people with mental ill healthand those supporting them at key stagesand through times of change or transitioneg when they �rst develop mental healthproblems, if they go into psychiatric care,over the long term; how and when to refer;the impact of the individual’s mental ill-health on their life, family, friendships,ability to work and actively participate insociety a range of coping strategies andskills; sources of specialist supportincluding: other services, interpreters,translators, speech therapy, psychologists,advocacy, equipment and communicationaids
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identify situations when you need additionalsupport to communicate and build relationships
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involve carers and family members in riskmanagement processes
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risk factors eg risk of harm to self or others,being harmed by others (including mentalhealth services), a range of triggers whichmay occur and the impact of theenvironment
Option 5 – Senior HCSW (Children and young people)Children and young people (CYP 7) senior healthcare support workers look after neonates, babies, infants, children and young people in a rangeof settings; your duties will vary accordingly. You will support them with their healthcare needs. Your supervisor will be a registered healthcarepractitioner, in most instances a registered nurse. You will work within guidelines and legislation designed to protect and support children andyoung people, recognising the di�erent needs and rights they have at di�erent ages and stages of their development. You will promote personand family-centred care, working in partnership with parents, families and other services and agencies.
Option 5 You will be able to: You will know and understand:
5.1 Assist with
clinical tasks
Other clinical tasks are determined by your localwork setting and policies eg physiologicalmeasurements, venepuncture, intravenous
ways to review/protect own mental healthand wellbeing
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assist nurses with delegated clinical tasks in linewith current legislation and policy
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support the CYP before, during and after clinical ortherapeutic procedures
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communicate with the CYP using age appropriatecommunication and shared decision making withthem, the family and carer
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support life-limiting conditions and contribute toend of life care (8)
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recognise limitations in mental capacity andrespond appropriately
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monitor and maintain the environment,equipment and resources; perform �rst linecalibration on clinical equipment and managestock control
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contribute to discharge from services•
current legal policy and service frameworks for CYP (egThe Children’s Act
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1989 and 2004); Mental Capacity Act in relation to CYP;the rights of CYP at di�erent ages; safeguarding of CYP,consent and proxy consent, parental responsibility, and'acting in a child's best interests;'
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the clinical tasks you will routinely be expected to carryout within your role including reasonable adjustments;healthcare needs of CYP ways to promote self-management and independence
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anatomy, physiology and pathophysiology of CYP; stagesof development; functional changes associated withdisease or injury; ways to support physical or learningdisability
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what is meant by life-limiting conditions; and the impactthis can have on child development; the end of life phaseand factors which impact on the care of the dying ordeceased in line with national and local guidelines
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patient centred care; the parent/CYP bond; working inpartnership with families and carers to deliver holistic
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
cannulation; tissue viability risk assessments; caringfor wounds; obtaining and testing samples and otherspecimens
5.2 Activities of dailyliving
family-centred care; the importance of families’ choicesand listening to the voice of the CYP, parent or carer; theimportance of supporting CYP in the context of theirsocial and educational need;
speci�c moving and positioning techniques to use withCYP
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where equipment and resources importance of sharedcommunication across the multidisciplinary team,including appropriate escalation
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the discharge process, the availability of services o�eredby the extended health and social care system
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support CYP to develop and maintain skills foreveryday life, including the opportunities to play,learn and relax
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develop positive relationships with CYP•help CYP to understand their own health andwellbeing, working in partnership with them,o�ering advice, information and support on howthey manage their own condition
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support parents, families and carers to meet theneeds of the CYP
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support nutrition and hydration•support continence, washing and dressing•support mobility, rest, sleep, keeping safe orexpressing sexuality
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assist with teaching parenting skills; encouragingpublic health awareness in relation toimmunisation, nutrition, healthy diet, mental
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the importance of promoting family-centred care,including the participation of the CYP and families/carersin the delivery of care
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approaches to promoting health and wellbeing throughthe national public health agenda; including the impactof a range of long term conditions on a CYP’s physicaland mental health and well-being
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common childhood illnesses, their impact on theactivities of daily living and ways in which you cansupport CYP to develop, maintain and recover
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the importance of nutrition and hydration on health anddevelopment of CYP; methods for providing andsupporting nutrition in CYP or supporting andencouraging breast feeding
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how to support CYP to wash, dress, and use the toilet;ways to manage situations in which they cannot do thesethings for themselves;
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how to help CYP to be mobile and the importance of restand sleep
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20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
Option 6 – Senior HCSW (Allied Health Profession - Therapy Support)Allied Health Profession (AHP) - therapy support workers work with individuals in a range of settings, your clinical and therapeutic duties will varyaccordingly. There are 12 di�erent AHP professions (9) and you may carry out tasks associated with a single profession or tasks that relate to arange of them. Your supervisor will usually be a registered Allied Health Professional. Illness, disability or a change in life circumstances oftenmeans that people have to learn or be supported to do things in new and di�erent ways. This can change the pattern of a life-course butindividuals can often expect to regain and enjoy a quality of life through the therapeutic and clinical support you provide. Some individuals mayhave short term needs eg an injury. Others may have long-term physical and/or mental illness or learning disability that a�ects their
health, self-harm and other safeguarding issuesthat a�ect CYP
the implications of national and global immunisationsprogrammes
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the impact of long term illness and hospitalisation canhave on CYP
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a range of parenting skills; how to promote bonding andattachment; the public health agenda in relation to CYPincluding immunisation, healthy eating, mental healthand self-harm awareness; protection from abuse andneglect
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support the development of CYP throughtherapeutic play and learning
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support CYP through transitions•
Development of the well and sick child including physical,intellectual, language, emotional, social, spiritual andmoral development, expected developmental ages andthe impact of illness on developmental milestones;puberty; therapeutic play and distraction techniques
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the key principles underpinning communication with CYPand families, carers, education providers or otherservices; age-appropriate communication techniques;including dealing with barriers to communication
•
what is meant by transitions for CYP eg at school,socially, in family or from child to adult services;supporting independent decision making; signposting toother services
•
20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
independence, function or way of living. You will be required to work with the individual either on their own or within a group setting. You mayalso work with others to support the individual eg training carers or working with families.
Option 6 You will be able to: You will know and understand:
6.1 Assist with delegatedtherapeutic or clinical tasksand interventions
assist registered practitioners with delegatedtherapeutic or clinical tasks and interventionsin line with current legislation and policy
•
assist with clinical risk assessments•contribute to referrals to or discharge fromservices
•
monitor and maintain the environment•recognise the impact of mental or physicalcapacity, a health condition, learningdisability or overall wellbeing on thetherapeutic or clinical task or interventionand adapt as appropriate
•
enable individuals to meet optimumpotential
•
record interventions and progress againstde�ned outcome measures
•
Other tasks are determined by your localwork setting and policies.
•
basic human anatomy and physiology•which therapeutic or clinical tasks andinterventions you will routinely be expected tocarry out within your role including standardapproaches to identify, manage, rehabilitate ormaximise an individual’s function
•
local clinical risk assessments andmanagement plans relevant to the setting
•
the impact of the stages of growing, developingand ageing on physical and mental functionand wellbeing; what is meant by frailty; the endof life (10) phase; the impact of diseaseprogress
•
the referral and discharge process, thefunctions, availability, eligibility and limitationsof wider services o�ered within and external toyour organisation and how to signpost peopleto them
•
how to assess that the environment isappropriate for the therapeutic or clinical task
•
the potential impact of di�culties orimpairments (e.g. cognitive, perceptual,physical, emotional, social) on someone’sability to function in their environment; how toadapt or change a task to promoteparticipation; the impact of mental health on aperson’s functioning; how someone’s overallwellbeing or underlying condition may a�ect
•
20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
6.2 Support, educate and enableindividuals with their health andwellbeing
6.3 Equipment and resources
the way they present and how to adaptaccordingly
provide support in line with care plans (11)•enable individuals and their carer or family toparticipate in care plans, where appropriateencouraging independence and self-reliance,promoting self-management and skills foreveryday life
•
enable health and wellbeing by supporting orfacilitating individual or group sessions
•
support people to engage in the communityand access activities or resources in line withtheir treatment goals
•
the care planning process, the maininterventions in relation to physical and mentalwellbeing, national guidelines and theanticipated outcomes following yourintervention;
•
ways to enable independence, socialintegration and recovery; how to encourageself-management, emotional resilience,personal development or growth and ways toavoid relapses. Skills for everyday life asdetermined by your role and setting.
•
your role in allied health profession supporteducation; how to provide information andadvice; the fundamentals of group work andpresentation skills, ways to monitor progressand report or refer as required
•
local activities and resources and how tosignpost people to them eg social, education,work etc
•
identify, order or �t a de�ned range ofequipment or resources
•
demonstrate or teach safe and appropriateuse of equipment
•
identify when equipment, or its use, isunsafe, adapting within a given range orescalating
•
a range of equipment, assistive devices andresources used in your role; why and how it isused and the limitations; bene�ts and risks;when equipment should not be used;maintenance and cleaning; storage, and correcthandling of equipment; how to access, order,maintain or monitor stock
•
how the equipment is used safely; how it canmeet individual’s needs and be adapted within
•
20/05/2019 Institute for Apprenticeships and Technical Education / Senior healthcare support worker
(1) “People, person or individual” may include babies, infants, children, young people or adults. Individual options within thestandard may specify an age range that you will be expected to work with.
(2) Care plans/Care planning is used throughout this document to include care, therapy, intervention plans, treatment plans orsheets and planning processes. In some instances care plans may not exist or be used.
(3) Care Certi�cate: for more details see http://www.skillsforhealth.org.uk/care-certi�cate. The CQC expect that providers thatemploy healthcare assistants and social care support workers follow these standards to make sure new sta� are supported, skilledand assessed as competent to carry out thier roles
(4) Consent - NHS Choices (2010) de�nes consent as: "the principle that a person must give their permission before they receive anytype of medical treatment. Consent is required from a patient regardless of the type of treatment being undertaken, from a bloodtest to an organ donation"
(5) End of Life Care – End of life care is de�ned as care that helps those with advanced, progressive, incurable illness to live as wellas possible until they die. (End of Life Care Network)
use equipment and resources therapeuticallyin a safe, e�ective way in line with local policyand procedure
• a given range
how to escalate that equipment is required ordoes not meet needs including how to reportfaults and contribute to maintenance andsafety checks
•
the equipment and resources available to you;the client group you work with and how theequipment can be used for them including thetypes, purpose and function of the resourcesavailable and the criteria for provision ofequipment
(6) End of Life Care – End of life care is de�ned as care that helps those with advanced, progressive, incurable illness to live as wellas possible until they die. (End of Life Care Network)
(7) the abbreviation CYP is used throughout the standard to refer to babies, infants, children and young people. “‘childhood’ shouldbe considered up to the age of 18, with special consideration given to those young people with long-term conditions up to the age of25.” RCN Caring for Children and young people April 2014.
(8) End of Life Care – End of life care is de�ned as care that helps those with advanced, progressive, incurable illness to live as wellas possible until they die. (End of Life Care Network)
(9) The 12 Allied Health Professions are: art therapists, music therapists, drama therapists, paramedics, podiatrists, speech andlanguage therapists, occupational therapists, physiotherapists, dietitians, radiographers, orthoptists and prosthetists/orthotists. Notall of these professions carry out therapeutic interventions, nor do all have support workers within their teams. If you undertake thisoption in your apprenticeship you are likely to primarily carry out therapeutic tasks related to: dietetics, occupational therapy,physiotherapy, podiatry or speech and language therapy.
(10) End of Life Care – End of life care is de�ned as care that helps those with advanced, progressive, incurable illness to live aswell as possible until they die. (End of Life Care Network)
(11) Care plans/Care planning is used throughout this document to include care, therapy, intervention plans, treatment plans orsheets and planning processes. In some instances care plans exist or may not be used.
2 03/10/2018 The funding band for this standard has been reviewedas part of the apprenticeship funding band review. Thenew funding band is £5000.
Not available
2 05/09/2018 Assessment plan updated - the plan has been revisedin order to clarify details about the multiple choicetest, expand the grade descriptors for the interviewand develop the internal quality assurance section toinclude the development of assessment tools,veri�cation and moderation.
Not available
1 28/03/2017 Standard has been updated Not available
1 01/11/2016 Assessment plan �rst published - funding band addedstandard now approved for delivery
Not available
1 17/06/2016 Standard �rst published Previous version
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