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NHS Education for Scotland

Career & Development Framework for Infection Prevention and Control Nurses

IntroductionThe NHS in Scotland is committed to the prevention and control of Healthcare Associated Infection (HAI) by providing the safest

healthcare and creating a zero tolerance approach to avoidable infections. Infection Prevention and Control Nurses advise in all health

and social care environments including care homes, general practice, dental practice and NHS and non NHS settings

The role of the Infection Prevention and Control Nurse is evolving in response to the patient safety agenda, quality improvement

initiatives, critical incidents /occurrences and new and emerging threats to health care. Practitioners are responsible for the advice,

surveillance, investigation and control of HAI and have a pivotal role in preventing avoidable infections by providing colleagues,

patients/clients and their families/carers with expertise, advice and support. This is achievable by working in partnership with health

and social care colleagues across organisational boundaries and developing new ways of working in ever increasing and challenging

environments.

Infection Prevention and Control Nurses require to be knowledgeable, experienced, adaptable and innovative and this Career and

Development Framework will assist organisations, senior nurses and service leads in identifying the practice and competence required

to provide safe, effective and person centred care. This process is supported throughout this framework by embedding at practitioner

level, the National Occupational Standards (Skills for Health 2010) for effective infection prevention and control applicable to all staff

working in health and social care and at more advanced levels, the Infection Prevention Society (IPS) competences (Burnett, 2011).

These support a consistent standard across the United Kingdom and enable the provision of appropriate education, training and

development for future infection prevention and control workforce.

This framework will assist in the benchmarking of existing roles and inform nurses in their career progression and development, while

signposting supporting resources which may assist with educational/practice needs. Education providers can use the framework to

inform formal or workbased learning and workforce planners can use this as a resource to inform capacity building within the Infection

Prevention and Control team.

StructureThis Career and Development Framework is comprised of templates which map development through Levels 5-8 of the Career

Framework for Health (Appendix 1). The information presented is organised around each of the four pillars of practice described in the

Advanced Practice toolkit - Leadership; Facilitation of Learning: Evidence, Research and Development and Clinical Practice. The

material presented in the first three pillars is generic to any professional group and it is the Clinical Practice pillar which defines the

specific nature of Infection Prevention and Control Nursing. The emphasis on each pillar, at a particular level of the Career Framework,

will vary according to role e.g. for senior nurses the Leadership pillar may predominate.

Overview pages for each career framework level provides detail of the broad sphere of responsibility/role, recommended

educational/professional requirements and examples of broad educational themes appropriate to those wishing to gain a relevant

qualification mapped against the Scottish Credit and Qualifications Framework (Appendix 2). An example of suggested mapping to

the NHS Knowledge and Skills Framework is provided in Appendix 3. N.B.It is important to note that the NHS Career Framework do

not directly “read across” to the Agenda for Change (AfC) pay bands levels as the Career Framework for Health has no direct link to

pay.

The level templates provide more detailed examples of the sphere of responsibility/role associated with a particular level, key

knowledge and skills and examples of appropriate educational and development preparation which can be achieved through formal or

workbased learning opportunities.

The four pillars of practice for Level 5 of the Career and Development Framework have been mapped against the Skills for Health,

National Occupational Standards for Infection Prevention and Control which apply to all staff. Level 5 practitioners may not be working

as Infection Prevention and Control Nurses but can use the information presented at this level as a guide to the skills and knowledge

required for career development. For Infection Prevention and Control Practitioners at Levels 6, 7 and 8 of the Career Framework, the

pillars of practice have been mapped against the Infection Prevention Society (IPS) outcome competences. The spheres of

responsibility/role are mapped against the IPS Performance indicators and key knowledge, skills and behaviours mapped against

those identified by IPS (Appendix 4). This mapping provides an indication of progress towards achievement of the IPS competences

enabling practitioners to develop in confidence and competence within, and across, each level of the career framework moving from

novice, towards experienced more expert infection prevention and control practice. While this framework is not linked to Agenda for

Change bands, the gateway review processes that take place as part of the NHS Knowledge and Skills Framework support and

influence this developmental process (Scottish Executive 2004). The consolidation of existing knowledge and skills, and the

acquisition of new ones, are reflected in the incremental nature of the Career Framework Levels.

Level 5 Practitioner

Level 5 Practitioner OverviewCareer Framework Level

Central PillarsBroad Sphere of responsibility/role

Minimum Professional/Education Requirements

Examples of Core Educational Themes SCQF

LEVEL 5

Practitioner

Level

Clinical Practice

Facilitation of

Learning

Leadership

Evidence,

Research and

Development

Within own workplace:

Deliver safe, effective

and person centred care

as part of a multi-

disciplinary team

Undertake personal and

professional

development

Contribute to the

support, development/

supervision of health

and social care staff

Registered on Part 1 of

the Nursing and

Midwifery Council

register

Educated to a minimum

of Pre-Registration

Diploma Level

Working towards work

experience, training

and/or a post

registration qualification

in infection prevention in

control

Mentorship preparation

Research and Evidence

Based Practice

Reflective Practice

Leadership and

Management

Facilitation of Learning

Legal issues including

Public Health etc Scotland

Act 2008

Infection Prevention and

Control

Quality and Patient Safety

8 – 10

Level 5 Practitioner Pillar of Practice Clinical Practice

Aspect of Practice Safe, effective and person-centred care Mapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework

Examples of Sphere of responsibility/role Key Knowledge, Skills and BehavioursExamples of Educational & Professional Development

IPC2Perform hand hygiene to

prevent the spread of

infection

IPC3Clean and remove spillages

of blood and other body fluids

IPC4Clean and store care

equipment to minimise the

risks of spreading infection

Within own area of work: -

Practice in line with the Infection

Prevention and Control National

Occupational Standards

Demonstrate competence, innovation

and lead in the management and

delivery of care and interventions

appropriate to client need

Work autonomously and as part of

team, using knowledge, skills and

the evidence base to facilitate the

delivery of safe, effective and person

centred care

Proactively use relationships and

Within own area of work Ability to:-

build on essential skills cluster:

Infection Prevention and Control

(NMC 2010)

work within protocols and

standard operating procedures

document accurately

use initiative and follow

organisational procedures in

times of crisis

demonstrate knowledge and

National Initiatives

Flying Start NHS®

http://

www.flyingstart.scot.nhs.u

k

Effective Practitioner –

Clinical Practice resources

http://

www.effectivepractitioner.

nes.scot.nhs.uk/

resources/clinical-practice-

resources.aspx

Healthcare Associated

infection resources

http://

http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/healthcare-associated-infections.aspx

http://www.effectivepractitioner.nes.scot.nhs.uk/resources/clinical-practice-resources.aspx



http://www.flyingstart.scot.nhs.uk/



Mapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework


IPC6

Use personal protective

equipment to prevent the

spread of infection

IPC 7Safely dispose of health care

waste, including sharps, to

prevent the spread of

infection

IPC 9Minimise the risks of

spreading infection when

removing used linen

IPC12Minimise the risks of


storing and using clean linen

partnerships to maximise care by

promoting self management

Share information effectively and

concisely for a range of situations and

contexts to ensure patient safety and

continuity of care

Assess, investigate and

communicate/act on risk

Promote and support clinical

governance

Work as part of a multi-disciplinary

team, develop specialist knowledge

and skills to provide appropriate care.

Effectively use a range of information

and communication technologies to

support and enhance practice

Support and enable others to

understanding of:-

health and safety,

standard infection control

precautions

COSSH regulations

risk management

clinical governance framework

locally and nationally

continue to develop care,

compassion and communication

skills and behaviours in line with

Essential Skills cluster

adhere to the NMC Code (2008)

demonstrate high level of

awareness of own values and

beliefs.

understand informed consent and

www.nes.scot.nhs.uk/

education-and-training/by-

theme-initiative/

healthcare-associated-

infections.aspx

Scottish patient safety

programme resources

http://www.patientsafetyalli

ance.scot.nhs.uk/program

me

NMC Code: Standards of

conduct, performance and

ethics for nurses and

midwives(NMC 2008)

NMC Standards for

Practice

www.nmc-uk.org/

http://www.nmc-uk.org/

http://www.patientsafetyalliance.scot.nhs.uk/programme







GEN1

Ensure personal fitness for

work

GEN2

Prepare and dress for work in

healthcare setting

GEN97Communicate effectively in a

healthcare environment

GEN96

Maintain health, safety and

security practices within a

health setting

GEN63

Act within the limits of your

competence and authority

incorporate non-judgemental, values-

based care into practice

Support others to incorporate quality

improvement processes into practice

the implications of the Data

Protection Act

report and document accurately

consolidate I.T. and e-health skill

apply information governance

principles to

on-line activities

Local DeliveryTopic specific educational

programmes, short

courses, e-learning and

trainer resources e.g.

Communicable diseases

Introduction/

orientation to e-KSF

Quality and Risk

Management

Shadowing

Level 5 Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision makingMapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework


IPC12Minimise the risks of


storing and using clean linen

GEN1

Ensure personal fitness for

work

GEN2

Prepare and dress for work in

healthcare setting

GEN97Communicate effectively in a

healthcare environment

Draw on a range of sources in

making judgements guided as

necessary by senior colleagues within

defined policies, procedures and

protocols

Use critical thinking, analysis and

evaluation in making clinical

judgments

Assume accountability and

responsibility for agreed specific

aspects of care.

Respect the dignity, wishes and

Ability to:-

maintain and develop knowledge

and skills of legislation, policies,

procedures, protocols,

professional regulation and codes

of practice

Please refer to earlier

pages for examples of

educational and

professional development



GEN96

Maintain health, safety and

security practices within a

health setting

GEN63



beliefs of all clients involving them in

shared decision making and obtaining

their informed consent

Level 5 Practitioner Pillar of Practice Facilitation of Learning

Aspect of Practice Learning, Teaching and AssessmentMapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework


HSC241aAgree and carry out your role

and responsibilities within the

team

GEN 63Act within the limits of your


Be responsible and accountable for

keeping own knowledge and skills up

to date through continuing

professional development and

participating in clinical support

strategies e.g. mentoring, coaching,

clinical supervision

Facilitate students and others to

develop their competence, using a

range of professional and personal

development skills

Provide educational support and

facilitation to clients, patients and

families to support self-management

and decision making

Ability to:-

maintain own personal and

professional development,

learning from experience through

supervision, feedback, reflection

and evaluation

motivate, stimulate, encourage

and facilitate the learning process

use reflective practice techniques

Develop skills in:-

clinical/practice

assessment

teaching/ facilitation



Learning, Teaching and

Supervision resources

http://


nes.scot.nhs.uk/learning-

and-development/

learning,-teaching-and-

supervision.aspx

Quality Standards for

Practice Placements

http://



discipline/nursing-and-

http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/resources/publications/quality-standards-for-practice-placements-audit-tool.aspx


http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/learning,-teaching-and-supervision.aspx





Conduct a fair, objective and timely

assessment of learners

midwifery/resources/

publications/quality-

standards-for-practice-

placements-audit-

tool.aspx

Local DeliveryMentor Preparation

A1 Assessor qualifications

Practice Education

Sessions e.g. Mentor

updates, Managing failing

students; Clinical learning

environment,

Learning styles

http://www.learning-styles-

online.com/overview/

Work based learning

Accredited courses

http://www.learning-styles-online.com/overview/






Academic programmes

Level 5 Practitioner Pillar of Practice Facilitation of Learning

Aspect of Practice Creation of the learning environment Mapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework




team



Use established models of

supervision and mentorship

Contribute to creation of an effective

learning environment ensuring

learning opportunities for students

Participate in educational audit

Ability to:-

use core facilitation and teaching

skills

develop educational materials

understand improvement

approaches such as learning

audit and appreciative enquiry

use models of

supervision/mentor-ship



educational and


Level 5 Practitioner Pillar of Practice Leadership

Aspect of Practice Team Work and Development Mapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework


HSC241 Contribute to the

effectiveness of teams


and responsibility within a

team

HSC241b Participate effectively as a

team member

GEN63 Act within the limits of your


Act as a positive role model

Work independently as well as in

teams to coordinate, delegate and

supervise care for a designated group

of individuals

Manage risk and remain accountable

for the care given to these individuals

Work effectively across professional

and agency boundaries, actively

involving and respecting others’

contribution

Recognise diversity, individual

differences and perspectives

Ability to:-

demonstrate clinical leadership

behaviours and skills

give and receive feedback in a

open, honest and constructive

manner

apply equality and diversity

legislation which underpins

practice


Flying Start NHS® -

teamwork

http://


k/


Leadership and

Management resources

http://



and-development/

leadership-and-

management.aspx

http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/leadership-and-management.aspx








Early Clinical Careers

Fellowships

http://




midwifery/careers-and-

recruitment/early-clinical-

career-fellowships.aspx

Knowledge Network Good

Practice toolkits

http://www.knowledge.scot

.nhs.uk/home/portals-and-

topics/Goodpractice.aspx

Local DeliveryShort introductory courses

for leadership

http://www.knowledge.scot.nhs.uk/home/portals-and-topics/Goodpractice.aspx



http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/careers-and-recruitment/early-clinical-career-fellowships.aspx





Work based learning

Accredited courses

Academic programmes

Level 5 Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational LeadershipMapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework






team


Identify priorities, manage time and

resources effectively to ensure that

quality of care is maintained or

enhanced

In conjunction with senior NMAHPs,

monitor and evaluate standards of

care adhering to defined guidelines,

policies standards and protocols to

ensure the delivery of safe, effective

and person centred care (Scottish

Ability to:-

respond autonomously and

confidently to planned and

uncertain situations, managing

themselves and others

confidently

practice in line with local, national

and professional strategies,

policies, protocols and standards


Flying Start NHS® -

teamwork

http://


k/


Leadership and







team member

GEN63 Act within the limits of your






team


team member

GEN63

Government 2010)

Responsible for aspects of clinical

effectiveness and management of

resources

Recognise own accountability to act

where performance and practice of

self and others should be improved.

Engage in any required change

management

Participate in monitoring the

effectiveness and impact of change

Seek opportunities to improve the

service for example, by generating

ideas for innovation and solution

Adherence to importance of

e.g. Health and Safety, Equality

legislation, SIGN Guidelines,

Professional policies and codes

demonstrate professional

accountability in relation to

performance of self and others

Develop skills in:

negotiation

influencing

organisation

problem solving

sustaining arguments to solve

problems

Consolidate

critical thinking skills

analytical skills

evaluation skills

interpersonal skills

http://



and-development/

leadership-and-

management.aspx


Fellowships

http://








Practice toolkits











confidentiality and appropriate

disclosure

Awareness of how organisational

goals are reflected in personal and

team objectives

Recognise early signs of poor

performance and take appropriate

measures

Build professional networks

promoting exchange of knowledge,

skills and resources in relation to

work and health

Ability to:-

understand improvement

approaches to support service

enhancement

understand implications for

practice of key legal and ethical

issues.





for leadership

Work based learning

Accredited courses

Academic programmes




Level 5 Practitioner Pillar of Practice Evidence, Research and Development

Aspect of Practice Evidence into practiceMapping of Pillars to Skills for Health Infection, Prevention and Control National Occupational Standards Framework




team



Access databases on research and

evidence related to area of practice

Appraise research and evidence and

use to underpin own practice

Assess own practice and

interventions against person centred

outcomes

Contribute to review of impact of

NMAHP interventions on the wider

individual/ patient experience

Consolidate understanding and

application of different research

approaches

Ability to:-

display literature/ database

searching and information literacy

skills

demonstrate confidence in using

information technology skills and

systems

access and apply research

critically appraise

Ability to demonstrate


Flying Start NHS®


k

Effective Practitioner -

Evidence into Practice



and-development/evidenc-

based-practice.aspx

Knowledge Network


www.evidenceintopractice.

scot.nhs.uk


http://www.evidenceintopractice.scot.nhs.uk/


http://www.effectivepractitioner.nes.scot.nhs.uk/learning-and-development/evidenc-based-practice.aspx







Identify ideas for research activity

Observe and record data as directed

for clinical trials, audits, surveillance

knowledge of:-

clinical audit and local NHS

information and research

governance policies

local systematic processes that

contribute to quality improvement

e.g. releasing time to care

user defined and person centred

outcomes e.g. Talking Points and

other personal outcome

approaches

research governance – ethics,

data protection, confidentiality

data analysis and interpretation

Practice toolkits




Professional Body

Research and

Development Resources

Joanna Briggs Institute

www.joannabriggs.edu.au

Cochrane Collaboration

Library

www.cochrane.org

Governance arrangements

for research ethics

committees. A harmonised

edition. Department of

Health, 2011.

http://www.cochrane.org/

http://www.joannabriggs.edu.au/






http://www.dh.gov.uk/

prod_consum_dh/groups/

dh_digitalassets/

documents/digitalasset/

dh_126614.pdf

NHSScotland Quality

Improvement Hub

http://

www.qihub.scot.nhs.uk/

education-and-

learning.aspx

Institute for Health

Improvement (IHI) Open

School Resources

http://www.ihi.org/offerings

/IHIOpenSchool/Pages/def

ault.aspx

http://www.ihi.org/offerings/IHIOpenSchool/Pages/default.aspx



http://www.qihub.scot.nhs.uk/education-and-learning.aspx





Local DeliveryResearch

courses/modules

Local NHS Boards

Research Starter Packs

Local research,

development and clinical

effectiveness resources

Local Research Forums

Local journal Clubs

Local writing groups

Level 6 Senior Practitioner

Level 6 Senior Practitioner OverviewCareer Framework Level




LEVEL 6

Senior

Practitioner

Level

Clinical Practice

Facilitation of

Learning

Leadership

Evidence,

Research and

Development

Responsible for

maintenance of high

levels of safe, effective

and person centred care

Skilled effective

practitioner within

infection prevention and

control

Support and supervise

work of others

Act as a role

model/mentor

Registered on the

Nurses Part of the

Nursing and Midwifery

Council register

Educated to a minimum

of degree level

Engaging in work

experience while

working towards a post

registration qualification

in infection prevention

and control

Research and Evidence

Based Practice

Reflective Practice

Leadership and

Management

Legal issues including

Public Health Act, Health

and Safety Law, COSHH

and Equal Opportunities

Introduction to outbreak

management

Advanced communication

and coordination skills

Patient safety

9 – 11

Career Framework Level




Quality and risk

management

Risk communication,

assessment and

management

Surveillance Education

Antibiotic Stewardship

Decontamination

Critical thinking/decision

making/critical appraisal

Level 6 Senior Practitioner Pillar of Practice Clinical Practice

Aspect of Practice Safe, effective and person-centred care

Mapping to Infection Prevention Society Outcome Competences

Examples of Sphere of responsibility/role mapped against the IPS Performance indicators

Key Knowledge, Skills and Behaviours mapped against IPS Knowledge, Understanding and Skills

Examples of Educational & Professional Development

Improve quality and safety by

developing and implementing

robust, high–quality policies

and guidelines that prevent

and control infection

Collate,analyse and

communicate data relating to

presenting and controlling

infection for surveillance

purposes

Manage incidents and

outbreaks

Improve quality and safety

through the application of

improvement methodologies

Practitioner must work autonomously

and as part of team, using specialist

knowledge and skills to facilitate the

delivery of safe and effective and

person centred care using evidence

based practice (1.4, 1.5, 5.1-5.5)

Engagement in clinical governance

activities

(1.2, 1.8, 4.7-4.12)

Participate in a wide range of

effective high quality IPC

interventions including assessment

and problem solving to prevent and/or

manage actual or potential risk to

improve health outcomes

(1.7, 3.1-3.11, 4.7-4.12)

Facilitate safe, effective and person

Ability to:-

build on specialist knowledge of

infection prevention and control

(1a-I, 5a, 6a)

demonstrate knowledge and

utilisation of clinical governance

framework (4a-4i)

assess, investigate and

communicate/act on risk and

manage incidents and outbreaks)

document accurately (NMC

Record Keeping) (2a-2g, 3a-3m,

4b-4d)

display decontamination skills



Clinical Practice resources

http://


nes.scot.nhs.uk/

resources/clinical-practice-

resources.aspx


infection resources

http://



theme-initiative/


infections.aspx











Advise on the design,

construction and modification

of facilities to prevent and

control infection in the built

environment

Evaluate, monitor and review

the effectiveness of

decontamination processes

for equipment and

environment

centred care using evidence informed

practice

(1.3, 4.1-4.6)

Providing and sharing more complex

information effectively and concisely

for a range of situations and contexts

to ensure patient safety and

continuity of care

(1.1, 2.1-2.9, 5.1-5.5)

Assess, investigate and

communicate/act on risk (3.1-3.8)

Support and enable others to

incorporate non-judgemental, values-

based care into practice (1.4, 1.5)

Support others to incorporate quality

improvement processes into practice

(4.1-7)

(6a, b, c, e, f, g, h, I, k)

work within protocols and

standard operating procedures

(5c-5f, 6c-6k)

contribute to the development

and review of protocols (5c-5f,

6c-6k)

display a high level of awareness

of own values and beliefs

demonstrate care, compassion

and communication skills and

behaviours (2b, 3d, 3p, 4f, 5b, 6c,

6b)

adhere to the NMC Code (2008)

recognise and respect peoples

Advanced practice toolkit

http://

www.advancedpractice.sc

ot.nhs.uk

Leading Better Care

Education and

Development Framework

Education and


for Senior Charge

Nurses/Midwives and

Team Leaders in all areas

of practice

http://www.evidenceintopr

actice.scot.nhs.uk/leading-

better-care/scn,-scm-and-

team-leader-role.aspx

NHSScotland Quality

http://www.evidenceintopractice.scot.nhs.uk/leading-better-care/scn,-scm-and-team-leader-role.aspx



http://www.advancedpractice.scot.nhs.uk/







diversity, individual differences

and perspectives (Employability

Skills L6)

Improvement Hub

http://www.qihub.scot.nhs.

uk/education-and-

learning.aspx

NES Clinical Skills

Managed Education

Network resources

http://www.csmen.scot.nhs

.uk/resources.aspx

Scottish patient safety

programme resources

http://www.patientsafetyalli

ance.scot.nhs.uk/program

me

Clinical Decision Making

http://


scot.nhs.uk/clinical-

decision-making.aspx

http://www.evidenceintopractice.scot.nhs.uk/clinical-decision-making.aspx






http://www.csmen.scot.nhs.uk/resources.aspx









Local DeliveryRelevant clinically focused

courses e.g infection

control; chemotherapy;

clinical skills; long term

conditions

Mandatory training e.g.

Health and Safety

Equality and diversity

Accredited courses

Work based learning

Level 6 Senior Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision making










Collate,analyse and


presenting and controlling


purposes


outbreaks




Utilise critical thinking to explore and

analyse evidence, cases and

situations in clinical practice. Draw on

a range of sources in making

judgements

(4.7-4.12)

Assume accountability and

responsibility for elements of the

service (5.1-5.3, 6.1-6.6)

Freedom to act but is guided by

precedent and clearly defined

policies, procedures and protocols

(PI 1.6, 1.9, 6.1-6.6, 5.1-5.5)


Ability to:-

Reflect in practice on own values

and beliefs and support others in

decision making

maintain, develop and apply

knowledge and skills of

legislation, policies, procedures,

protocols, professional regulation

and codes of practice (3p, 5c-5f,

6c-6k)



educational and










environment




for equipment and

environment


shared decision making and obtaining

their informed consent (1.4, 4.7,

4.10, 4.8, 4.9, 5.5)

Level 6 Senior Practitioner Pillar of Practice Facilitation of Learning

Aspect of Practice Learning, Teaching and Assessment





Develop own knowledge,

skills and practice

Lead the development of the

knowledge, skills and

practice of the infection

prevention and control team

Develop and implement

learning and development

opportunities and solutions to

improve infection prevention

and control

Work with others to

develop ,implement, evaluate

and embed infection

prevention and control within

Identify and support the achievement

of learning needs of individuals/team

in response to service need and

personal development planning

(p7.1-7.6, 8.1-8.6, 9.1)

Evaluate the effectiveness of

educational interventions (9.2)

Consolidate own assessment skills

and support others in making

assessment judgments (9.4, 7.1,

10.1-10.5)

Participate in teaching and where

appropriate student selection in HEIs

and/or other education organisations

(9.4, 9.5, 9.7, 9.8)

Ability to:-

Consolidate core skills to support

workplace learning and

assessment

(7a-7f, 9a-9e, 10d, 10e)

reflect on practice and support

reflection in others (7a,b)

understand and apply standards

and guidelines that underpin a

quality learning environment

(8e, 10a, 10b)

demonstrate skills in undertaking

and responding to evaluation of

learning (7b, 8a, 10g)


Learning, Teaching and

Supervision resources

http://



and-development/

learning,-teaching-and-

supervision.aspx


Practice Placements

http://
















workforce development

strategies

use appropriate interviewing

techniques

placements-audit-

tool.aspx

Testing for the Best

http://

www.test4best.scot.nhs.uk

/

Generic guiding principles

for those supporting

learning in the workplace

http://


nes.scot.nhs.uk/media/

234665/generic-guiding-

principles-for-supporting-

learning-in-workplace.pdf


http://


ot.nhs.uk




http://www.effectivepractitioner.nes.scot.nhs.uk/media/234665/generic-guiding-principles-for-supporting-learning-in-workplace.pdf



http://www.test4best.scot.nhs.uk/









Leading Better Care

Education and


Education and


for Senior Charge

Nurses/Midwives and


of practice





Learning styles



Local DeliveryMentor Preparation

A1 Assessor qualifications










Practice Education



students

Practice Teacher

Post Graduate certificate

in Teaching Learning and

Assessment

Work based learning

Accredited courses

Academic programmes

Level 6 Senior Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment






skills and practice









and control

Work with others to develop,

implement, evaluate and

embed infection prevention

and control within workforce

Create an effective learning

environment that ensures learning

opportunities for staff and students

(8.3, 8.4, 9.3)

Lead/participate in educational audit

and learning needs analysis (9.6, 9.7)

Facilitate access to a range of clinical

support strategies (mentoring,

coaching, clinical supervision and

action learning) (7.2, 8.2, 8.4, 9.3,

10.3)

Support ongoing mandatory learning

including orientation, induction and

relevant educational/ development

opportunities (10.1-10.5)

Ability to:-

demonstrate a high level of skill

in:-

facilitation

support and supervision

learning needs analysis

(8b, c, d, e, f, 10f)

use a range of information

to review/evaluate the learning

environment

(9a, b)



educational and






development strategies

Level 6 Senior Practitioner Pillar of Practice Leadership

Aspect of Practice Team Work and Development






through networking,

influence, proactivity and

challenge


through the design, planning,

monitoring and development

of services

Lead the infection prevention

and control service

Lead and manage the work

of the infection prevention

and control team to achieve

objectives

Work independently as well as in

teams to coordinate, delegate and

supervise care for a designated group

of individuals

(14.3, 14.4, 17.1, 17.2, 16.4)

Contribute towards the achievement

of the teams purpose and objectives

(17.1, 17.2, 17.3)

Manage risk and remain accountable

for the care given to these individuals

(14.2, 14.6, 14.7, 14.8, 14.10, 14.11)

Work effectively across professional

and agency boundaries, actively

involving and respecting others’

contribution

(15.2, 15.3, 15.4, 15.5, 15.6, 15.7,

Ability to:-

demonstrate clinical leadership

behaviours and skills

(16a-e, 17a-f)

give and receive feedback in a

open, honest and constructive

manner

(14b, 17b)

apply equality and diversity

legislation which underpins

practice (17f)

National InitiativesEffective Practitioner –

Leadership and


http://



and-development/

leadership-and-

management.aspx


Fellowships

http://















15.8, 16.4, 16.5, 16.6)

Manage professional development of

individuals and groups (17.4-17.8)

Begin to develop skills in recognized

workload assessment tools and skill

mix (16.2)


AHP Fellowships

http://



discipline/allied-health-

professionals/career-

fellowship-scheme.aspx

Senior AHP Framework

http://


media/280764/senior-ahp-

framework.pdf

Advanced practice MSK

www.ahpadvancedpractic

e.nes.scot.nhs.uk


http://




http://www.ahpadvancedpractice.nes.scot.nhs.uk/


http://www.nes.scot.nhs.uk/media/280764/senior-ahp-framework.pdf



http://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-health-professionals/career-fellowship-scheme.aspx








ot.nhs.uk

Leading Better Care

Education and


Education and


for Senior Charge

Nurses/Midwives and


of practice






Practice toolkits
















for leadership

Short leadership courses

(e.g .3 day inspired to

lead)

Work based learning

Accredited courses

Academic programmes

Shadowing

Guided participation in

managing practice

Level 6 Senior Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership






through networking,


challenge




of services


and control service




objectives

Act as a change agent (14.1-14.11)

Provide leadership for quality

improvement and service

development to enhance people’s

wellbeing and experiences of

healthcare (15.1-15.10, 16.2, 16.3)

Encourage staff to contribute ideas

and solutions for quality improvement

and innovation (15.3, 16.1, 17.3)

Actively contribute to a variety of

professional networks e.g. managed

knowledge networks (MKN),

professional learning (14.3, 14.4,

14.5)

Negotiate and influence locally in

Ability to:-

organise and implement change

(16a-e)

support others improve and

enhance practice (17b-e)

display creativity and innovation

in exploring and implementing

possible solutions to problems

and evaluate their effectiveness

(15a-g)

lead, persuade and influence

others effectively (14a-d) (15a-g)



educational and






terms of professional practice and in

relation to health care (14.9, 14.10,

15.3, 15.4)

Recognise early signs of poor

performance and take appropriate

measures to address concerns (17.1-

8)

Level 6 Senior Practitioner Pillar of Practice Evidence, Research and Development

Aspect of Practice Evidence into practice





Assess, appraise and apply

robust evidence of all types,

and from a range of research

and other sources, to the

domains of the role

Build the evidence and

knowledge base to improve

and develop Infection

Prevention and Control

strategies and practices

through the participation in,

or completing research and

other related activities,

Including audit

Share best practice through

the dissemination of

evidence and knowledge

Use research related approaches to

assess how evidence is being used to

inform the quality of care of

individuals by self and others (11.1-

11.5)

Observe and record data using

appropriate methods, tools and

technology for complex audits or

clinical trials or projects

(Employability Skills L6)

(2.1-2.6)

Contribute to, or participate in

research related activity (12.1-8)

Identify and utilise skills and

knowledge of staff to support or

undertake research related activity

such as audit, evaluation, and wider

Ability to:-

adhere to research governance

for self and others (11a)

support others to access data

and develop literacy skills

(13a, b, c)

participate in research

audit/evaluation and Quality

Improvement processes

understand research processes

(11a-j, 12a-d)

skills of interpreting research and

project outcomes (13a)


Flying Start NHS®

Effective Practitioner -


Knowledge Network



scot.nhs.uk


Practice toolkits




Professional Body










research for benefit of the

organisation (12.1-8)

Identify and disseminate information

on NHS Board/University

programmes of

research/forums/special interest

groups/networks relevant to area of

practice

(13.1-4)

Contribute to the development of

local guidelines and policy and where

appropriate at regional level (11.4,5)

Share research activity findings

through local bulletins, team meetings

forum/professional journals (13.1,

13.3)

Research and





Library

www.cochrane.org


for research ethics

committees.

A harmonised edition.

Department of Health,

2011.



dh_ digitalassets/


dh_126614.pdf

http://www.dh.gov.uk/prod_consum_dh/groups/dh_









NHSScotland Quality

Improvement Hub

http://

www.qihub.scot.nhs.uk/

education-and-

learning.aspx



School Resources



ault.aspx


http://


ot.nhs.uk

Leading Better Care

Education and















Education and


for Senior Charge

Nurses/Midwives and


of practice





Local Delivery Local NHS Board


Local research,




Local journal Clubs

Local writing group




Level 7 Advanced Practitioner

Level 7 Advanced Practitioner OverviewCareer Framework Level




LEVEL 7

Advanced

Practitioner

Level

Clinical Practice

Facilitation of

Learning

Leadership

Evidence,

Research and

Development

Advanced Nurse

practitioner within

Infection Prevention

and Control who

provides a highly

specialist nursing

function

Responsible for

maintenance of high

levels of safe, effective

and person centred

care

Manage/supervise work

of others

Provide training,

support and

supervision to staff

Registered on the

Nurses Part of the


Council register

Educated to degree

level

Evidence of operating/

thinking at Masters

level

Evidence of working

towards relevant

Masters level Award

Research methods

Evidence Based Practice

Reflective Practice

Leadership and

Management

Public Health (Policy

Drivers, Service Provision)

Legal & ethical issues

including Health and Safety

Law, Employment Law and

Equal Opportunities,

(Public Health Act 2008)

Incident management

11





Faciliate the availability

of evidence informed

and participate in

practice development

Quality and Risk

Management

Level 7 Advanced Practitioner Pillar of Practice Clinical Practice











Collate,analyse and


preventing and controlling


purposes


outbreaks





Practitioner must work autonomously

and as part of team, using advanced

knowledge and skills to facilitate the

delivery of safe and effective and

person centred care using evidence

based practice (1.4, 1.5, 5.1-5.5)

Assess situations and identify the root

causes of a complex problem and

then take a lead in clinical

governance in specific areas of

practice (2.1-2.9, 3.1 , 4.1, 4.2)

Support and advise clinical teams

and other partnership agencies on

infection control risk at regional and

national level (4.1-4.12)

Ability to:-

demonstrate advanced

knowledge of infection prevention

and control

(1a-I, 5a, 6a)

display knowledge of clinical

governance framework within

own organisation (4a-i)

assess, investigate and

communicate/act on risk (3a-3p)

documentation accurately (NMC

Record Keeping)

(2a-2g, 3a-3p, 4a-4i)

display Improvement and change



http://


ot.nhs.uk

Leading Better Care

Education and


Education and


for Senior Charge

Nurses/Midwives and


of practice
















environment




for equipment and

environment

Manage incidents and outbreaks

(3.1-3.11)

Promote and support clinical

governance within a defined area

(1.2, 1.8, 4.7-4.12)

Assume operational accountability

and responsibility for the

service/elements of the service

(5.1-5, 6.1-6.6)

Identify and share more complex




continuity of care (2.1-2.9, 3.13.11)

Contribute to the development of

organisational objectives and create

opportunities to involve other

practitioners (4.1-4.12)

methodologies (4a-i)

undertake outbreak prevention

and management (3a-3p)

develop and support the

implementation of policies,

protocols and standard operating

procedures to reflect national

policy and legislation (1a-l ,4a-i)

demonstrate in depth knowledge

of policies and procedure,

legislation and guidance

(1a-l, 4a-i)

demonstrate detailed knowledge

and understanding of

decontamination processes and

Infection prevention and control in

built environment (5a-f, 6a-k)

Display skills in


Better Together

programme

http://

www.bettertogetherscotlan

d.com/

bettertogetherscotland/

682.html

Little things make a big

difference

http://

www.knowledge.scot.nhs.

uk/making-a-

difference.aspx


infection resources

http://





http://www.knowledge.scot.nhs.uk/making-a-difference.aspx



http://www.bettertogetherscotland.com/bettertogetherscotland/682.html








Lead/participate in a wide range of

effective high quality IPC

interventions including assessment

and problem solving to prevent and/or

manage actual or potential risk to

improve health outcomes

(2.1-2.9)

Identify and share more complex




continuity of care (1.1, 2.1-2.9, 3.3,

5.1-5.5)

Contribute to/develop organisational

policies in relation to infection

prevention and control and use

opportunities to influence others

(1.1-1.9)

Promote and act to influence others

Surveillance

Analysis

Communications

(2a-2g, 5e, 5f)

Policy and development skills

(1a-1l)

theme-initiative/


infections.aspx

NHSScotland Quality

Improvement Hub


uk/education-and-

learning.aspx



School Resources



ault.aspx

Scottish Patient Safety

Programme

http://

www.patientsafetyalliance.

scot.nhs.uk/programme
















to incorporate non-judgemental,

values-based care into practice



shared decision making (1.4)

Act on feedback from

patients/clients/wider public to inform

and improve practice (1.2, 1.4, 1.5,

1.8, 1.1.9)

NES Clinical Skills

Managed Education

Network resources

http://www.csmen.scot.nhs

.uk/resources.aspx

Local Delivery

Topic specific educational

programmes, short

courses, e-learning and

trainer resources for

leadership

Short leadership courses

(e.g .3 day inspired to

lead)

Shadowing

Guided participation in

managing practice



Level 7 Advanced Practitioner Pillar of Practice Facilitation of Learning







skills and practice









and control






Advance practice through educational

development and delivery

(7.1-7.6, 8.1-8.6, 10.1-10.5)

Act as an experienced work based

learning educator /assessor by

providing advice and support to other

practitioners

(7.1, 9.4, 10.1-10.5)

Design, plan, implement and evaluate


programmes (9.1-9.7)

Engage with education providers to

contribute to curriculum development

and teaching (9.4, 9.5, 9.7, 9.8)

Take a lead role in ensuring the

Ability to:-

develop and facilitate use of

educational materials for

students, staff and service users

linking to local and national

strategies (10e)

role model skills in assessment of

competence (9d)


Practice Placements

http://







placements-audit-

tool.aspx

Leading Better Care

Education and


for Senior Charge

Nurses/Midwives and

Team Leaders in All Areas

of Practice








application of standards and

guidelines that underpin a quality

learning experience (9.2.9.4, 9.5, 9.6)






http://


/




http://







http://
















ot.nhs.uk

Learning styles



Local DeliveryPractice Education



students; Clinical learning

environment,

Practice Teacher



Assessment

Work based learning

Accredited courses

Academic programmes





Level 7 Advanced Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment






skills and practice









and control






Analyse the range of factors which

influence learning and take account

of these when planning and

managing learning experiences

(8.3, 8.4, 9.3)

Build capability and capacity to

support learning in practice settings

(9.6-9.7)

Create a positive culture of learning

through role modelling and support

for the development of others (7.2,

8.2, 8.4, 9.3, 10.3)

Assure and improve the quality of

educational opportunities within the

work environment (10.1-10.5)

Ability to:-act as an experienced

mentor/clinical coach/supervisor

(7a, 7b, 8b, 8c, 8d, 9a, b, c)

encourage and support teaching,

supervision and mentorship skills

in others (8e, 8f)

apply quality improvement cycle

and implement findings

(7a, 7b, 10a, 10b)

act on intelligence from

educational audits to strengthen

the workplace as a positive

learning environment

(7a, 7b, 7e, 7f, 10c)



educational and


Level 7 Advanced Practitioner Pillar of Practice Leadership







through networking,


challenge




of services


and control service




objectives

Provide strong and effective

leadership across professional and

organisational teams/boundaries

(15.1-15.10, 16.1-16.6)

Create a culture of support and

empowerment for the team

(14.3, 14.4, 17.1, 17.2, 16.4)

Critically review skill mix and apply

workload assessment tools and use

results to build a business case

(16.1-16.6)

Critically review team performance

and use results to enhance self and

team member working and

development for the benefit of

person-centred care (17.1-17.8)

Ability to:-

apply models of team building

and group working (15a-g, 16a-e)

use conflict management and

resolution strategies (15a, b)

apply knowledge, understanding

and utilisation of NHS KSF to

enhance team performance (16b,

17b)


AHP Fellowships

http://







http://



framework.pdf



e.nes.scot.nhs.uk













Provide timely feedback to team that

recognises good performance and

identify areas for improvement

(17.5, 17.6, 17.7, 17.8)


http://


ot.nhs.uk

Leading Better Care

Education and


for Senior Charge

Nurses/Midwives and


of Practice






Practice toolkits















Six steps methodology

(Skills for Health)

http://

www.healthcareworkforce.

nhs.uk/sixstepsonline/

NES Skills maximisaton

toolkit

http://




professionals/about-nes-

ahp/resources-and-

publications/publications/

skills-maximisation-toolkit-

volume-4-more-stories-

and-resources.aspx

http://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-health-professionals/about-nes-ahp/resources-and-publications/publications/skills-maximisation-toolkit-volume-4-more-stories-and-resources.aspx



http://www.healthcareworkforce.nhs.uk/sixstepsonline/









Local DeliveryWork based learning

Accredited courses

Academic programmes

First line management

courses

Finance training

Management courses

Political leadership

Communication skills

Business case

development

Report writing

Shadowing

Level 7 Advanced Practitioner Pillar of Practice LeadershipAspect of Practice Professional and Organisational Leadership






through networking,


challenge




of services


and control service




objectives

Lead and monitor clinical

effectiveness and efficiency to

enhance management of resources

(16.2-6)

Actively encourage involvement of

service users to influence and

improve person-centred care

(14.3, 15.3, 15.4, 15.5)

Lead innovation and quality

improvement and promote input of

others (14.1, 14.2, 14.3)

Identify poor performance and take

responsibility for ensuring appropriate

development opportunities are

available to address concerns.

(17.5-17.7)

Assess, lead, manage and monitor

Role model:-

excellent organisational skills

(16a-e)

creativity and innovation in

exploring and implementing

possible solutions

management and leadership

skills that contribute to successful

change (14a-d, 17a-f)

Ability to:-

support implementation of local

and national professional strategy

and policy (14a-d, 15c)

demonstrate Partnership Working


AHP Fellowships

http://







http://



framework.pdf



e.nes.scot.nhs.uk













the effectiveness and impact of

change (17.5-17.7)

Ensure that organisational goals are

reflected in personal and team

objectives (17.5-17.7)

Participate and influence local (and

where appropriate )national policy

and strategy development by

supporting and developing lateral

thinking in self and others (14.1, 14.2,

15.1, 16.1, 16.2, 17.1, 17.3)

Work in partnership with a range of

clinicians, managers and service

users in planning development of

specific areas of work and health

services (15.2, 15.3, 15.4)

Establish, lead and support a variety

of professional networks with peers

across professional groups promoting

(15a, b)

lead, negotiate and influence

others effectively by responding

appropriately to queries and

complaints, negotiating

assertively and presenting a

positive self image (15f, g, 17a, b)

use advanced written and oral

communication skills (16e)

present complex information

effectively in written and oral

reports (14b, 16e)

engage with colleagues using a

person centered critical approach

by:-

listening to, and appreciating

the complexity of a range of

views and adopting effective


http://


ot.nhs.uk

Leading Better Care

Education and


for Senior Charge

Nurses/Midwives and


of Practice






Practice toolkits













exchange of knowledge, skills and

resources (17.8)

questioning techniques (15a,

b)

displaying a sensitive manner

and using appropriate

language within a range of

situations (15a, b)




(Skills for Health)

http://



NES Skills maximisaton

toolkit

http://





ahp/resources-and-




and-resources.aspx













Local DeliveryWork based learning

Accredited courses

Academic programmes

First line management

courses

Finance training

Management courses


Communication skills

Business case

development

Report writing

Shadowing

Level 7 Advanced Practitioner Pillar of Practice Evidence, Research and Development










domains of the role









Including audit




Be a role model for the wider team by

creating a positive research culture

within the workplace (13.1)

Develop clinically effective practice

through effective utilisation and

integration of evidence

(13.1, 13.3, 13.4)

Monitor impact of evidence utilisation

(12.8)

Develop policies, procedures and

protocols at a regional and national

level l (11.4, 11.5) (Adapted from

SCN p.9)

Contribute to the wider research

Ability to:-

further enhance knowledge of

research approaches (11a-j)

demonstrate understanding of

proposal application

development, ethical approval

process and funding sources

(11a-j, 12d)

utilise knowledge of research and

information governance to

support others in research

processes (1)

gather, collate and communicate

appropriate clinical data to enable


Knowledge Network



scot.nhs.uk


Practice toolkits




Professional Body

Research and











agenda through initiating or

supporting research activity (12.1-8)

Identify, promote, embed and monitor

the measurement of outcomes

relevant to area of practice, using

findings to enhance future activity

(11.1-11.5, 13.2)

audit, service evaluation (12a-c) Joanna Briggs Institute



Library

www.cochrane.org


for research ethics

committees.

A harmonised edition.

Department of Health,

2011.



dh_ digitalassets/


dh_126614.pdf

NHSScotland Quality

Improvement Hub












uk/education-and-

learning.aspx



School Resources



ault.aspx

Research Pillar of the AHP

Advanced Practice

Education and


(MSK)

http://


e.nes.scot.nhs.uk/

Default.aspx


http://


http://www.ahpadvancedpractice.nes.scot.nhs.uk/Default.aspx













ot.nhs.uk/

Leading Better Care

Education and


Education and


for Senior Charge

Nurses/Midwives and


of practice





Better Together

programme

http://


d.com/













682.html

Local DeliveryLocal NHS Board


Local research,




Local journal Clubs


Academic programmes



Level 8 Consultant Practitioner

Level 8 Consultant Practitioner OverviewCareer Framework Level




LEVEL 8

Consultant

Practitioner

Level

Clinical Practice

Facilitation of

Learning

Leadership

Evidence,

Research and

Development

Act as a nursing expert

in the field of infection

prevention and control

Provide expert advice

nationally, regionally

and locally

Lead development and

regular proactive

review of discreet areas

of infection prevention

and control

policies/guidelines and

monitor their

implementation

Lead on nursing

research establishing

relationships with

Registered on the

Nurses Part of the


Council register

Educated to minimum

of Masters level

Evidence of current

infection prevention

and control

consolidation over a 5

year period

Advanced Leadership/

Management skills

Research methods

Evidence Based Practice

Leadership and

Management

Infection prevention and

control (Policy Drivers,

Service Provision)

New and emerging

guidance and legislation

Legal & ethical issues

Expert knowledge and

understanding of the broad

measures of infection

prevention and control e.g.

11 - 12





Higher Education

Institutes

Take a lead role in

implementing or

influencing regional and

national strategy

Establish professional

networks with allied

professions, groups

and statutory bodies

Ensure area wide

initiatives relating to

specific aspects of

infection prevention

and control

epidemiology, surveillance

incident management,

quality improvement, risk

analysis

Level 8 Consultant Practitioner Pillar of Practice Clinical Practice








robust, high –quality policies



Collate,analyse and




purposes


outbreaks




Practitioner will be able to work as part of

wider multidisciplinary team providing

expert infection prevention and control

knowledge and skills (1.4, 1.5, 5.1-5.5)

Demonstrate clinical expertise, innovation

and professional / clinical leadership (4.1-

4.12)

Model and promote expert level critical

thinking to explore and analyse evidence,

cases and situations enabling a high level

of judgement and decision making.

(Adapted from Capability Framework for

the Advanced Practitioner: Nursing in the

Community (NES 2008)) (4.7-12, 5.1-5.5)

Provide expert input and /or lead in

Ability to demonstrate:-

expert knowledge of infection


underpinned by current

evidence/research (all

domains)

display high level of

awareness of own values and

beliefs

work in a positive way with

difference and diversity

(Advanced Practice Toolkit)

(17f)

apply epidemiology

NHSScotland Quality

Improvement Hub


uk/education-and-

learning.aspx

Little things make a big

difference

http://

www.knowledge.scot.nhs.

uk/making-a-

difference.aspx


infection resources

http://



















environment




for equipment and

environment

investigating and controlling adverse

events in collaboration with members of

the multi-disciplinary team (3.1-11)

Assume operational accountability and

responsibility for the service (all

indicators)

Promote and act to influence others

across the service to incorporate non-

judgemental, value-based care into

practice and service development

(4.7)

Act as a champion and role model for

values based care and ensure that

professional development and quality

improvement plans reflect the importance

of this approach to care (4.7)

Provide leadership and /or management

interpreting data and applying

to practice (2a-g)

managing adverse events

(3a-p)

knowledge management and

sharing (3a-3f)

Improvement methodologies

(4a-i)

theme-initiative/


infections.aspx

Scottish Patient Safety

Programme

http://

www.patientsafetyalliance.

scot.nhs.uk/programme

Better Together

programme

http://


d.com/


682.html


http://
















at relevant local, regional and national

levels (1.1-1.9)

Anticipate and predict risks and threats

through the application of surveillance

and assessment data, intelligence and

horizon scanning (2.1-2.9)

Generation of reports and other forms of

verbal, written and visual communication

relating to clinical, operational, ethical and

legal consideration (1.8, 2.7, 3.5, 4.10)

Lead professional development and

quality improvement planning across the

service reflecting the importance of

values based approaches

(4.1-4.12)

Lead professional development and

ot.nhs.uk






quality improvement planning across the

service reflecting the importance of

values based approaches (4.1-4.12)

Level 8 Consultant Practitioner Pillar of Practice Clinical PracticeAspect of Practice Professional judgement and decision making







robust, high –quality policies



Collate,analyse and




purposes


outbreaks




Give consideration to the legal and ethical

issues when leading and advising at

departmental, operational and strategic

levels on general and specific legislation,

policy, protocol and guidelines

(1.1-1.9, 4.7)

Recognise ethical issues which may arise

in practice and contributing to

multidisciplinary team discussion in

reaching decisions, while supporting

others to contribute (4.7)

Lead service delivery within the context of

the current professional and legal

frameworks while remaining accountable

for own professional practice (4.8)

Manage service delivery within the

Ability to:-

implement new and emerging

guidance and legislation that

govern legal and ethical

aspects of practice

(1a-l ,4a-i)

utilise the principles of clinical

governance, clinical

supervision and clinical audit

to lead, manage and develop

the ethical and legal aspects

of infection prevention and

control

(4a—i)

engage with ethics



educational and










environment




for equipment and

environment

context of the current professional and

legal frameworks while remaining

accountable for own professional practice

(1.1-1.9)

Has freedom to act guided by precedent

and expert understanding of policies,

guidelines, protocols and procedures

(4.9)

Demonstrate ability to exercise expert

levels of clinical decision making

(1.6, 1.9, 6.1-6.6, 5.1-5.5)

committees as required (12a

—d)

display expert knowledge of

legislation, policies,

procedures, protocols,

professional regulation and

codes of practice (1h.1i, 5d,

6i, 6j)

utilise expert knowledge to

develop, lead & establish

protocols & procedures at

operational & strategic levels

(1h, 1i, 5d, 5e, 6i, 6j)

innovate, develop and lead

on safe, effective & person

centred practice (4f)

Level 8 Consultant Practitioner Pillar of Practice Facilitation of Learning







skills and practice









and control

Work with others to

develop ,implement, evaluate

and embed infection

prevention and control within

Contribute to the strategic development of

education for students, staff and service

users at a local and national level (10.1-5)

Work collaboratively with Higher

Education Institutions, Scotland’s

Colleges and Stakeholders to review,

develop and implement appropriate

programmes/ training for own

organisation (10.1-5)

Lead planning, implementation and

evaluation of educational interventions at

a local and national level for patients, a

range of staff and the wider service

informed by training needs analysis and

in response to strategy (9.1-8)

Promote motivational ways to influence

Ability to:-

transform health care practice

through evidence based

educational and curriculum

development and delivery

(9a-e, 10a-f)

apply educational

governance skills (10g)

use expert consultation skills

(9a-c)

use advanced evaluation

approaches (10g)



Practice Placements

http://







placements-audit-

tool.aspx

Leading Better Care

Education and


for Senior Charge








workforce development

strategies

and optimise learning (8.1-6)

Use evaluation findings to improve future

educational initiatives (10.4)

Nurses/Midwives and


of Practice






http://


/




http://



















http://


ot.nhs.uk

Learning styles



Local DeliveryPractice Education



students

Practice Teacher



Assessment











Work based learning

Accredited courses

Academic programmes

Level 8 Consultant Practitioner Pillar of Practice Facilitation of LearningAspect of Practice Creation of the learning environment






skills and practice








Communicate scholarly activity, research

and new developments to support the

integration of evidence based practice

and influence the development of the

learning environment (8.1-6)

Evaluate the effectiveness of educational/

training interventions (10.4)

Ability to:-

initiate and provide skilled

supervision of others (8d)

influence and implement

organisational learning and

development strategy (10c)



educational and







and control






Level 8 Consultant Practitioner Pillar of Practice Leadership







through networking,


challenge


Provide leadership to influence strategic

direction across professional and

organisational teams/boundaries

(15.1, 15.10, 16.1-16.6)

Support teams in their development by

Ability to:-

model behaviors that value

diversity, individual

differences and perspectives

(17f)


AHP Fellowships

http://











of services


and control service




objectives

developing networks and sharing

information (17.1-8)






e.nes.scot.nhs.uk


http://


ot.nhs.uk/


Practice toolkits




Institute of Healthcare















Improvement

http://www.ihi.org/

Executive leadership and

management programmes

e.g. Delivering for the

Future: Strategic

Leadership programme

http://www.nes.scot.nhs.uk

/education-and-training/by-

theme-initiative/

leadership-and-

management/what-we-

do/4-we-nurture-the-

supply-of-future-

leaders.aspx


(Skills for Health)

http://




http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/leadership-and-management/what-we-do/4-we-nurture-the-supply-of-future-leaders.aspx



http://www.ihi.org/






Skills maximisaton toolkit

http://





ahp/resources-and-




and-resources.aspx

Executive Leadership

courses


Shadowing colleagues

working in different areas









of NHS Scotland.

National public sector

executive coaching and

mentorship schemes.

Networking

Action Learning

Local Delivery

Work based learning

Accredited courses

Academic programmes

Business case

development

Report writing

Legal aspects such as

Employment law

Human resources





training / Workforce

planning

Project management

Financial management

Marketing strategies

Level 8 Consultant Practitioner Pillar of Practice Leadership

Aspect of Practice Professional and Organisational Leadership






through networking,


challenge




of services


and control service




objectives

Responsible for business planning and

people management skills including

workforce development and succession

planning (16.1-6)

Contribute to the strategic review of

clinical effectiveness and management of

resources (14.7-14.11)

Provide strong and effective leadership

across professional and organisational

boundaries with a focus on quality

improvement and service excellence

(14.1-11)

Act as an expert resource for patient care

and decision making (16.1-6)

Influences practice development by

Ability to:-

report effectively for a range

of complex situations and

contexts (14a-d)

readily use highly specialised

theoretical and practice

knowledge to think, gain and

share information, solve

problems and make

decisions. (Employability

Level 8 SfH) (14a,b)

assess situations and identify

the root cause of a complex

problem in environments that

are unfamiliar, complex and


AHP Fellowships

http://








e.nes.scot.nhs.uk


http://













supporting and developing innovative and

lateral thinking in self and others

(14.1-14.11)

Initiate, influence and lead new service

developments (14.1-11)

Monitor, and demonstrate how

organisational goals are reflected in own

and others objectives (16.1-6)

Act as a organisational level change

agent through identifying, challenging and

managing poor performance (17.7)

Work collaboratively across boundaries to

develop and raise awareness of relevant

policies, guidelines and strategies and

influence change at local and national

level (15.4, 15.6, 15.8)

Identify and act on opportunities to

unpredictable and have many

interacting factors

(Employability Level 8 SfH)

(16a-e)

lead and implement local,

national and professional

strategy and policy (16a-e)

use critical reading skills to

analyse and synthesise

information (14a-c)

interpret health information,

statistics and research data

(14a-d)

use highly developed

influencing and political

leadership and influencing

lobbying skills (16a-e)

ot.nhs.uk/


Practice toolkits




Institute of Healthcare

Improvement

http://www.ihi.org/

Executive leadership and

management programmes

e.g. Delivering for the

Future: Strategic

Leadership programme

http://www.nes.scot.nhs.uk

/education-and-training/by-

theme-initiative/



http://www.ihi.org/









influence and develop policy and

guidelines at national level (15.8, 15.10)

Respond to national and local requests

for document review (e.g. strategy, policy

guidelines) (15.8, 15.10)

Lead and manage change at local and

national level (15.6, 17.3)

Initiating communities of

practice/networks to disseminate

resources and practice initiatives (17.8)

Network with a wide range of

organisations and individuals to shape

and respond to policy and strategy at

national and local level (14.3)

Represent Nursing and Midwifery widely

model advanced

communication and

interpersonal skills (16d)

display a high level of

presentation and report

writing skills (14d)

leadership-and-

management/what-we-

do/4-we-nurture-the-

supply-of-future-

leaders.aspx


(Skills for Health)

http://



Skills maximisaton toolkit

http://





ahp/resources-and-














nationally and internationally (16.2, 16.6) volume-4-more-stories-

and-resources.aspx

Executive Leadership

courses


Shadowing colleagues

working in different areas

of NHS Scotland.

National public sector

executive coaching and

mentorship schemes.

Networking

Action Learning

Local Delivery







Work based learning

Accredited courses

Academic programmes

Business case

development

Report writing

Legal aspects such as

Employment law

Human resources

training / Workforce

planning

Project management

Financial management

Marketing strategies

Level 8 Consultant Practitioner Pillar of Practice Evidence, Research and Development










domains of the role









Including audit


Ensure that services are based on high-

quality evidence (11.1-5)

Identify gaps in the evidence base and

communicate findings to appropriate

clinical, policy and research communities

(11.1-5)

Understanding of the responsibilities of

research governance (13.2)

Collaborate with appropriate research

partners and build links with Research

Forums and Universities

Initiate, facilitate or undertake appropriate

high-quality research acting as principal

Ability to:-

critically review literature

(11f)

understand advanced

research methods (11c-j)

understand the

responsibilities of a Principal

Investigator (11b)

present information clearly

and concisely (13a-c)

write critically including

analysis, synthesis and

interpretation of the evidence


Knowledge Network



scot.nhs.uk


Practice toolkits




Professional Body

Research and













investigator where appropriate (12.1-8)

Contribute to development and

implementation of a NMAHP research

strategy (12.1-8)

Present research findings to relevant

people in a variety of ways e.g. in peer

reviewed journals, conference and

meetings (13.1-4)

base to underpin practice

(12a)

write for publication and

contribute to peer review

(13b)

establish appropriate policies

and ensure support for

clinical research activity (11a)

understand functions and

processes of ethical and

research committees (11a)

act as a role model to

develop a positive research

culture within the NMAHP

community

contribute to developing




Library

www.cochrane.org


for research ethics

committees. A harmonised

edition. Department of

Health, 2011.



dh_ digitalassets/


dh_126614.pdf

NHSScotland Quality

Improvement Hub












policies and maintenance of

research governance (13c)

lead/participate in cross-

professional and/or cross-

organisational research

programmes

access research funding

(12d)

uk/education-and-

learning.aspx



School Resources



ault.aspx

Research Pillar of the AHP

Advanced Practice

Education and


(MSK)

http://


e.nes.scot.nhs.uk/

educational-

resources.aspx

http://www.ahpadvancedpractice.nes.scot.nhs.uk/educational-resources.aspx













http://


ot.nhs.uk/

Better Together

programme

http://


d.com/


682.html

Local Delivery

Local NHS Board


Local research,














Local journal Clubs


Appendices

Appendix 1

Career Framework ModelTaken with Permission from the Scottish Government Workforce

Directorate “Guidance to NHS Boards on the Career Framework

for Health” 11 March 2009 (Annex 2).

The diagram outlines the Career Framework Levels, the

appropriate Clinical level title (in brackets), a brief clinical level

descriptor and, for illustration, some possible non-clinical role

examples

Note: This diagram is a slight adaptation of the version on the

Skills for Health website and from the one formally launched in

2006. These adaptations are simply to reflect generally

recognised terms in Scotland, which may differ from those used

elsewhere in the UK. They do not affect the substance of the

Career Framework or represent a departure from the Career

Framework launched in 2006.

Appendix 2

Articulation of Career Framework with Scottish Credit and Qualification Framework

Taken from Scottish Government Health Workforce Directorate “Guidance to NHS Boards on the Career Framework for Health” 11

March 2009. Annex 2, a range of post-registration courses.

Note: The levels on the framework are indicative only. They can be broadly linked to qualifications and SCQF levels but this will only

be a rough guide – there will be exceptions.

Learning required at each level will vary according to the occupational groups into which the role falls and the KSF outline for each

particular role. However, in general, the following level(s) of qualification (in areas related to the work being undertaken) might be

expected for roles which appear at the same level of the Career Framework

The learning required for each role should be considered in conjunction with the Career Framework level descriptors

www.skillsforhealth.org.uk/page/career-framework

http://www.skillsforhealth.org.uk/page/career-framework


Indicative SCQF Levels Example Qualifications

Level 9 Level 11/12Masters DegreeDoctorateSVQ5

Level 8 Level 11/12Masters DegreeDoctorateSVQ5

Level 7 Level 11Post Graduate Certificate/DiplomaMasters Degree

Level 6 Level 9/10Ordinary or Honours DegreeGraduate DiplomaSVQ4

Level 5 Level 8-10Diploma HE Ordinary or Honours DegreeSVQ4

Level 4 Level 7/8HNCHND

Level 3 Level 6/7SVQ3HNC

Level 2 Level 5/6 SVQ2

Level 1 Induction Standards

Appendix 3 Suggested matching of the four Central Pillars identified in this document against the Core and Specific Dimensions of the NHS

Knowledge and Skills Framework (NHS KSF). Post outlines based on the NHS KSF will set out the actual requirements of a post, the

dimensions and levels required.

Central Pillars of Career and Development Framework for Public Health Nurses

Core and Specific Dimensions of the NHS Knowledge and Skills Framework

Clinical Practice Core 1 Communication

Core 2 People and personal development

Core 3 Health, safety and security

Core 4 Service improvement

Core 5 Quality

Core 6 Equality and Diversity

HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and

wellbeing

HWB2 Assessment and care planning to meet health and wellbeing needs

HWB3 Protection of health and wellbeing

HWB4 Enablement to address health and wellbeing needs

HWB5 Provision of care to meet health and wellbeing needs

HWB6 Assessment and treatment planning

HWB7 Interventions and treatments

IK2 Information collection and analysis

Central Pillars of Career and Development Framework for Public Health Nurses

Core and Specific Dimensions of the NHS Knowledge and Skills Framework

Facilitation of Learning Core 1 Communication

Core 2 People and personal development

Core 5 Quality


G1 Learning and development

G2 Development and innovation

HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and

wellbeing

Leadership Core 1 Communication

Core 4

Core 5 Service improvement


G5 Services and project management

G6 People management

G7 Capacity and capability

Evidence, Research and Development

Core 1 Communication


IK1 Information processing

IK2 Information collection and analysis

IK3 Knowledge and information resources

Appendix 4

Outcome competences for Practitioners in infection prevention and control

Competency structure1. Domains of practice - the four domains that describe the major componenets of advanced-level practice, that is:

a Clinical practice

b education

c research

d leadership and management

2. Competence statements - these are the broad riole expectations of practitioners working at an advanced level of practice in IPC.

They describe the ‘what has to be done’.

3. Performance indicators - aligned to each of the competence statements, the performance indicators describe what competent

performance in advanced-level practice in IPC looks like. The indicators describe the level and scope of competent practice - that is,

the indicator against which competence would be judged.

4. Knowledge, understanding and skills - these descriptions identify the knowledge, understanding and skills that a practitioner would

need to develop in order to achieve the competences to the level of performance required in the indicators. These statements do not

have a one-to-one relationship with the performance indicators, because to achieve one indicator it is often necessary to use a

range of different knowledge and apply different skills.

NHS Education for Scotland wishes to acknowledge the Infection Prevention Society who gave their permission to include the outcome

competences for practitioners in infection prevention in this document and our thank you to Emma Burnett (Lecturer and Research

Infection Prevention, University of Dundee) for facilitating this process.

These competences were developed by the infection prevention Society and Competency Steering Group on behalf of the four United

Kingdom Chief Nursing Officers (Burnett, 2011). They contain four domains of practice followed by a competency statement, this

aligns with the performance indicator and the identified knowledge, understanding and skills. The full article publication describing the

competency and how they can be used is free to download by clicking on the following link:

http://bji.sagepub.com/content/early/2011/02/07/17571177410395797.full.pdf.html

http://bji.sagepub.com/content/early/2011/02/07/17571177410395797.full.pdf.html

Domain 1: Clinical practice

1. Improve quality and safety by developing and implementing robust, high-quality policies and guidelines that prevent and control infection

Performance indicators

1. Provide guidance for those working in all areas of health and social-care practice through critically analysing and interpreting

national quality and safety resources and initiatives and presenting the information in a way that is suitable for the people

concerned

2. Evaluate the effectiveness of existing policies and guidelines and identify areas for improvement

3. Promote evidence-based improvements in policies and guidelines through demonstrating their value in terms of safety and quality

in the context concerned

4. Work in partnership with individuals, the population and colleagues to develop clear and robust policies and guidelines that prevent


5. Work in partnership with others to plan the effective implementation of policies and guidelines to prevent and control infection

6. Provide expert advisory support for the implementation of policies and guidelines to prevent and control infection

7. Monitor the implementation of infection prevention and control policies and guidelines, taking any corrective actions as and when

necessary

8. Identify the need for improvements in infection prevention and control policies and guidelines in the light of implementation and the

changing knowledge base and evidence

9. Provide expert infection prevention and control input to the development of broader policies and guidelines.

Knowledge, understanding and skills

a. Applied microbiology in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body

defence mechanisms

b. The significance of microbiological results, interpreting the diagnostic laboratory results, practices designed to break the chain of

infection, including standard and transmission-based precautions including the placement of populations and individuals in care

settings

c. Hand hygiene (including social hand hygiene, antiseptic hand hygiene, surgical scrub)

d. Safe management of invasive devices and prevention of device-related infections

e. Asepsis

f. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial-resistant organisms

g. Aligning infection prevention and control with the quality and safety agenda (using outcomes, risk assessment matrix, programmes

and systems) and making use of health information exchange systems

h. Legislation, national guidance and outcomes/indicators related to preventing and controlling infection in health and social-care

environments and facilities (including ventilation, water sources, waste management, hygiene, isolation facilities, laundry

management, food hygiene)

i. Legislation, national guidance and outcomes/indicators related to preventing and controlling infection for individuals and populations

in health and social-care environments and facilities (for example, communicable disease control; immunisation; prevention and

management of injuries (including sharps); post-exposure prophylaxis; specific controls in specialist areas such as burns, critical

care, renal and transplant, maternity, neonatal, children, operating rooms, mental health, dentistry and ambulance services)

j. The evidence base on which infection prevention and control policies should be based

k. Knowledge of national and organisational strategies, objectives, structure and accountability and how to present information in a

manner that fits within the strategic context

l. Policy development skills.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: Core 4 Service improvement Level 4 HWB3

Protection of health and wellbeing Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence:

GEN67: Establish quality policy and quality assurance systems for the delivery of a service or function – see

https://tools.skillsforhealth.org.uk/competence/show?code=GEN 67

https://tools.skillsforhealth.org.uk/competence/show?code=GEN%2067

Clinical practice

2 Collate, analyse and communicate data relating to preventing and controlling infection for surveillance purposes


1. Obtain and link data using appropriate methods and systems for the surveillance of infection

2. Structure and analyse the data correctly to identify patterns, trends and anomalies that may be significant in relation to preventing

and controlling infection

3. Critically assess the strengths and limitations of the data using methods of analysis that are appropriate to the nature and form of

the data and the purpose for which the results are to be used

4. Identify areas that might require further investigation or analysis in relation to potential risks

5. Analyse potential risks and reach conclusions appropriate to the risks

6. Critically assess the conclusions reached, identifying the strengths and limitations of the analysis undertaken

7. Act upon the risks identified, communicating them effectively to the appropriate people

8. Enable health and social-care staff to understand the data and make the necessary changes to achieve improved outcomes

9. Take the appropriate action when surveillance methods and data can be improved



defence mechanisms

b. The significance of microbiological results, interpreting the diagnostic laboratory results and practices designed to break the chain

of infection, including standard and transmission-based precautions including the placement of populations and individuals in care

settings

c. Definitions, methods and types of surveillance, data handling, data analysis, interpreting outcomes, assessing limitations of data

d. Epidemiology, descriptive and applied (that is, the application and evaluation of epidemiologic discoveries and methods in public

health and health and social-care settings, including applications of aetiological research, priority setting and evaluation of

programmes, policies and services)

e. Principles of epidemiology, incidence, prevalence

f. Principles of statistics and variation

g. Feedback and reporting mechanisms.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF:

HWB3 Protection of health and wellbeing Level 4

IK2 Information collection and analysis Level 3

Links to national occupational standardsThis competence used NOS HP2 Collate, analyse and interpret surveillance data to assess risks to population health, wellbeing and

safety as its starting point for the development of the IPC competences. There are a number of similarities between the two sets of

performance indicators/criteria but full intellectual copyright for the original material rests with Skills for Health. See

https://tools.skillsforhealth.org.uk/competence/show?code=HP2


Clinical practice

3 Manage incidents and outbreaks


1. Assess the information available on the incident/outbreak and seek any necessary further evidence to establish its nature and scale

2. Establish the appropriate response using local incident/outbreak/emergency planning guides

3. Inform and involve relevant colleagues and partner organisations in a timely manner consistent with incident or emergency plans

4. Facilitate the development of an outbreak/incident management team, ensuring that the appropriate organisations and functions

are represented

5. Communicate clear, accurate and timely information with colleagues, partner organisations and others throughout the incident in a

manner that effectively manages risk and supports effective team working

6. Establish agreement on the control measures to be taken to minimise exposure to hazards and to reduce risks and prevent

secondary or further spread or exposures

7. Review the availability of resources to implement the control measures throughout the duration of the incident/outbreak

8. Ensure accurate records of the investigation and management of the incident/outbreak are maintained throughout the process

9. Lead review of the investigation and management of the incident/outbreak and modify measures as a result

10.Produce a final report of the incident/outbreak and communicate it to all concerned

11.Evaluate the incident/outbreak and make recommendations for future improvement


a. Alert micro-organisms, baseline

b. Defining and recognising outbreaks

c. Investigation of outbreaks, data collection

d. The significance of microbiological results; interpreting the diagnostic laboratory results; practices designed to break the chain of

infection, including standard and transmission-based precautions including the placement of populations and individuals in care

settings

e. Control measures

f. Epidemiology, descriptive and applied (that is, the application and evaluation of epidemiologic discoveries and methods in public

health and health and social-care settings, including applications of aetiological research, priority setting and evaluation of

programmes, policies and services)

g. Principles of epidemiology, incidence, prevalence

h. Principles of statistics and variation

i. Feedback and reporting mechanism

j. Epidemics, pandemics, endemic

k. Public health dimension; public health epidemiology

l. Methods of performing post-outbreak evaluation; report evaluation feedback; serious untoward incident tools

m. Emergency systems and procedures for managing incidents and outbreaks

n. The roles and responsibilities of national, regional and local agencies and departments in managing incidents and outbreaks

o. Knowledge of sources of advice and expertise that can be drawn upon to contribute to investigating and managing the hazard

p. Legal frameworks (that is, legal powers and duties, responsibilities and accountability) and organisational and professional policies

and protocols when there is an outbreak or incident.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: HWB3 Protection of health and wellbeing Level 4

Links to national occupational standardsThis competence used NOS HP15 Coordinate a team investigating and managing an incident or outbreak as its starting point for the

development of the IPC competences. There are a number of similarities between the two sets of performance indicators/criteria but

full intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?

code=HP15



Clinical practice

4 Improve quality and safety through the application of improvement methodologies


1. Identify the need for change in practices and environments

2. Work in partnership with others to develop practice innovations and service re-design solutions to improve safety and quality

3. Lead the organisation’s infection prevention and control programme to improve safety and the overall quality and experience of

care through linking it with the work of internal and external partners and influencing direction

4. Ensure that audit, surveillance, epidemiology and risk register data are collated, communicated, used and interpreted effectively

5. Access existing and create new databases to manage and use data and information related to improving quality and safety

6. Guide practice in infection prevention and control through the critical analysis and effective communication of national quality and

safety resources and initiatives

7. Work in partnership with individuals, populations, staff and others to develop improvement programmes that are in line with the

culture and context of the area

8. Lead the implementation of improvement programmes, working in partnership with all involved

9. Evaluate the effectiveness of improvement programmes in partnership with individuals, populations, staff and others, identifying the

improvements that need to be made in practice

10.Prepare and present infection prevention and control reports and recommendations to individuals, populations, staff, members of

the organisation and others

11.Confirm that agreed actions have been taken to improve safety and the quality of health and social-care practice

12.Take the necessary action to escalate concerns when there is a failure to act which compromises safety and quality.


a. Clinical governance, quality assurance, clinical effectiveness, quality improvement framework and service improvement frameworks

b. Risk identification, assessment and management including: risk register analysis, action planning, feedback and re-evaluation

c. Serious untoward incident and root cause analysis

d. Review of audit findings, action planning, feedback and re-evaluation

e. Available quality and safety resources and initiatives

f. Outcome measures including measures that are reported by individuals receiving health and social-care services

g. Corrective and preventive actions

h. Development, implementation and evaluation of evidence-based achievable metrics and outcome measures that can be audited

i. Improvement and change methodologies.


Protection of health and wellbeing Level 4


M&L B6: Provide leadership in your area of responsibility – see http://www.ukstandards.org.uk/Admin/DB/0033/B5%202009.pdf

M&L B5: Provide leadership for your team – see https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B5

https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B5

http://www.ukstandards.org.uk/Admin/DB/0033/B5%202009.pdf

Clinical practice

5 Advise on the design, construction and modification of facilities to prevent and control infection in the built environment


1. Work with others on plans for the design, construction and modification of facilities to improve safety and quality through infection


2. Advise on the infection prevention and control risk assessment criteria prior to a new build and in advance of any demolition or

modification of a building consistent with current building guidance and legislation

3. Liaise with key health and social-care staff and others prior to and at every subsequent stage of the build, demolition or

modification to ensure that infection prevention and control advice is effectively incorporated into the works

4. Work in partnership with key health and social-care staff to reduce the risk of infection to individuals, populations, staff ad others

during construction, demolition or modification activities

5. On the completion of the works, review with individuals, populations, staff and others the effectiveness of the development for

preventing and controlling infection.



defence mechanisms

b. The significance of microbiological results, interpreting the diagnostic laboratory results; practices designed to break the chain of

infection – for example, standard and transmission-based precautions including the placement of individuals and populations within

care settings

c. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial resistant organisms

d. Legislation, national guidance and outcomes/indicators relating to the design, construction and modification of the built environment

in general and health and social-care facilities in particular (for example, ventilation, water sources, waste management, hygiene)

e. Organisational strategy for new builds, refurbishments, planned programme maintenance

f. Interpretation of architects’, estates’ and facilities’ plans for new builds, refurbishment and modification

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: EF2 Environments and buildings Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence: HSC 3117 Conduct a health and safety risk assessment of a

workplace – see https://tools.skillsforhealth.org.uk/competence/show?code=HSC3117

https://tools.skillsforhealth.org.uk/competence/show?code=HSC3117

Clinical practice

6 Evaluate, monitor and review the effectiveness of decontamination processes for equipment and environment


1. Provide evidence-based infection prevention and control input in the development of decontamination policies and procedures

2. Audit decontamination methods to determine their effectiveness

3. Report the outcomes of the audit, drawing specific attention to the risks to safety and quality that have been identified

4. Advise on the actions that are required to improve quality and safety when decontamination processes are ineffective and the

timescale in which they need to be implemented

5. Confirm that the required actions have been effectively undertaken to control infection and promote safety and quality

6. Take the necessary action to escalate concerns when there is a failure to act which compromises safety and quality.


a. Applied in relation to the chain of infection and the infection process, alert micro-organisms and conditions, body defence

mechanisms

b. The significance of microbiological results; interpreting the diagnostic laboratory results; practices designed to break the chain of

infection – for example, standard and transmission-based precautions including the placement of individuals and populations in

care settings

c. Antimicrobial stewardship – prudent prescribing of antimicrobials and the surveillance of antimicrobial-resistant organisms

d. Levels of decontamination – lifecycle and cycle parameters, use of various tests, water quality tests (for example, TVC levels)

e. Methods and processes of decontamination (for example, physical and chemical disinfection, sterilisation)

f. Methods and processes of decontamination for: medical devices (for example, endoscopes, surgical instruments), equipment and

environments

g. Risk assessment of processes, environments and systems used for decontamination

h. Evaluation of application of decontamination processes in clinical practice

i. National guidance on decontamination processes for equipment and reusable medical devices (for example, Health Technical

Memorandum (HTM), Scottish HTM) and the evidence base on which they are built

j. Legislation, national guidance and outcomes/indicators on decontamination processes for the built environment and the evidence

base on which they are built

k. Regional and local policies which differ from national guidance and the rationale for this.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: EF1 Systems, buildings and equipment Level 4

EF2 Environments and buildings Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence: DEC6: Monitor procedures and operate tracking systems and

procedures – see https://tools.skillsforhealth.org.uk/competence/show?code=DEC6

https://tools.skillsforhealth.org.uk/competence/show?code=DEC6

Domain 2: Education

7 Develop own knowledge, skills and practice


1. Evaluate own development and application of knowledge and skills to meet current and emerging work demands and

organisational objectives

2. Identify own development needs and set own personal development objectives, including professional development

3. Develop a personal development portfolio, recognising strengths and limitations, with clear learning needs, plans, actions and

outcomes

4. Develop own knowledge, skills and practice through active engagement in a range of learning and development opportunities

5. Continually maintain an up-to-date knowledge of infection prevention and control through a range of different activities (including

reading peer-reviewed journals, accessing other sources of published information, and peer review sessions)

6. Seize opportunities to learn new knowledge and skills and apply them in the development of practice


a. Self awareness of competence and level required

b. Critical analysis, evaluation and appraisal skills

c. Critical analysis and evaluation of published literature and peer-reviewed research studies

d. Writing for publication and reviewing journal articles

e. Knowledge management and knowledge sharing

f. Dissemination of best practice, internal to the organisation, at conferences and in journals.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: Core 2 Personal and people development Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence: GEN13: Synthesise new knowledge into the development of

your own practice – see https://tools.skillsforhealth.org.uk/competence/show?code=GEN13

https://tools.skillsforhealth.org.uk/competence/show?code=GEN13

Education

8 Lead the development of the knowledge, skills and practice of the infection prevention and control team


1. Encourage others to make accurate and credible assessments of their knowledge and skills, challenging complacency and actions

that are not in the interests of safety and quality

2. Identify and address gaps in knowledge, skills and competence of staff working within the infection prevention and control team

3. Develop an environment that values learning and development and promotes a learning culture in the workplace

4. Develop and inspire all members of the team to use their abilities to practise effectively and efficiently to deliver the infection

prevention and control programme

5. Work in partnership with members of the infection prevention and control team to include professional development as part of their

personal development planning

6. Alert relevant others to resource issues that affect learning, development and performance


a. Staff appraisal, feedback, action plan and re-evaluation skills

b. The meaning of the term ‘learning culture’ and how it can be facilitated

c. Facilitating work-based learning, practice development and research activities

d. Staff development skills (including mentoring and coaching)

e. Effective methods of levels of delegation and support

f. Leadership models and styles and their application to practice.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: Core 2 Personal and people development Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence: HSC43: Take responsibility for the continuing professional

development of self and others – see https://tools.skillsforhealth.org.uk/competence/show?code=HSC43

CMF1: Provide clinical leadership and take responsibility for the continuing professional development of self and others – see

https://tools.skillsforhealth.org.uk/competence/show?code=CM+F1

https://tools.skillsforhealth.org.uk/competence/show?code=CM+F1

https://tools.skillsforhealth.org.uk/competence/show?code=HSC43

Education

9 Develop and implement learning and development opportunities and solutions to improve infection prevention and control


1. Identify the learning and development needs of individuals and teams through the use of epidemiological, surveillance and audit

data

2. Evaluate with the relevant people the current approaches to learning and development related to infection prevention and control

and identify areas for improvement

3. Work in partnership with individuals, populations and other relevant people to identify learning and development opportunities and

solutions that offer best value for money and are targeted to address key issues

4. Develop a range of evidence-based learning and development activities that are tailored to the needs of specific groups of health

and social-care staff and offer best value for money

5. Lead the implementation of learning and development activities to ensure that they are fit for purpose and improve infection


6. Ensure the necessary modifications are made to learning and development activities to improve their effectiveness

7. Advise others on how to effectively include infection prevention and control in their own learning and development programmes and

activities

8. Provide consultancy services on infection prevention and control to individuals and teams inside and outside the organisation


a. Models and theories of learning (for example, learning styles)

b. Learning processes, methods and opportunities including innovative approaches to learning

c. How to identify learning need

d. Types and methods of assessment

e. Integration of learning and development with organisational strategy and objectives for infection prevention and control.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: G1 Learning and development Level 4


AC3: Contribute to the development of the knowledge and practice of others –

see https://tools.skillsforhealth.org.uk/competence/show?code=AC3

LLUKL1: Develop a strategy and plan for learning and development –

see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L1

LLUKL2: Identify the learning and development needs of the organisation -


LLUKL3: Identify individual learning aims and programmes –


LLUKL7: Prepare and develop resources to support learning –


https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L7




https://tools.skillsforhealth.org.uk/competence/show?code=AC3

Education

10 Work with others to develop, implement, evaluate and embed infection prevention and control within workforce development strategies


1. Work with others to build infection prevention and control into workforce development strategies

2. Provide expert advice and support in implementing a strategy for developing the workforce to improve infection prevention and

control

3. Influence and persuade others to see infection prevention and control as an integral part of the learning and development culture in

health and social care and essential to safety and quality

4. Evaluate the effectiveness of workforce development strategies in improving infection prevention and control

5. Make recommendations to improve the knowledge and skills of the workforce to prevent and control infection


a. Risk management and quality improvement programmes

b. Learning culture

c. Integration of learning and development with organisational strategy and objectives for infection prevention and control

d. Identifying and negotiating training programmes

e. Clinical education and clinical teaching

f. Preparation of practitioners for different roles in the infection prevention and control team and for preventing and controlling

infection more generally

g. Evaluation of the effectiveness of workforce development strategies including specifi c education and training programmes.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: G1 Learning and development Level 4 G7

Capacity and capability Level 3

Links to national occupational standardsThe following national occupational standards relate to this competence: LLUK L1: Develop a strategy and plan for learning and

development – see https://tools.skillsforhealth.org.uk/competence/show?code=LLUK+L1


Domain 3 - Research

11 Access, appraise and apply robust evidence of all types, and from a range of research and other sources, to the domains of the role


1. Appraise the validity, sufficiency and relevance of research methodologies and other information sources applicable to infection


2. Critically appraise the literature to establish its validity and application to practice

3. Synthesise and analyse the arguments of others, identifying strengths and weaknesses

4. Apply the findings of the appraisal to practice

5. Evaluate the outcomes and findings of research and other literature to determine their impact on, and potential for improving



a. Organisational strategies and objectives

b. The research process

c. Research approaches and design

d. Qualitative and quantitative research skills

e. Literature searching

f. Literature reviewing

g. Peer review

h. Secondary sources

i. domains of the role — Continued

j. Critical analytical skills

k. Application of research evidence to practice.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: IK2 Information collection and analysis Level 3

Links to national occupational standardsThis competence uses NOS PHS22 Appraise, plan and manage research related to improving health and wellbeing as its starting

point and adapted it for advanced-level practice in infection prevention and control. The competence set out above is very similar to

NOS PHS22 and full intellectual copyright for the original material rests with Skills for Health. See

https://tools.skillsforhealth.org.uk/competence/show?code=PHS22


Research

12 Build the evidence and knowledge base to improve and develop infection prevention and control strategies and practices through participation in, or completing research and other related activities, including audit


1. Determine priorities for research and development within infection prevention and control, working in partnership with individuals,

populations and colleagues (at national and local level and within services and academia)

2. Identify, select and summarise research and other related activities from a variety of sources that are applicable to infection


3. Work with others to develop clear proposals that are consistent with identified priorities

4. Present clear, succinct, valid, reliable and cost-effective proposals to appropriate people and organisations

5. Collect, collate, analyse and synthesise qualitative and quantitative data and information using appropriate methods

6. Ensure projects are delivered and reported to time, addressing the questions or issues posed

7. Reach agreements with key people and stakeholders about the need for applying research outcomes and findings to infection

prevention and control practice and how best to do this

8. Monitor and review implementation against anticipated outcomes and findings and make necessary adjustments in agreement with

others


a. Skills of interpreting research and related literature

b. Skills for evaluating research and other related literature in relation to:

i. research questions

ii. research design

iii. study analysis

iv. limitations of the study

v. clinical implications of the study

vi. implications for practice

c. Strategies for implementing findings in practice

d. Role of the funder.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: IK2 Information collection and analysis Level 3

G5 Services and project management Level 3

Links to national occupational standardsThis competence uses NOS PHS23 Interpret research findings and implement them in practice as its starting point and adapted it for

advanced-level practice in infection prevention and control. The competence set out above is similar in content to NOS PHS23 and full

intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?

code=PHS23



Research

13 Share best practice through the dissemination of evidence and knowledge


1. Communicate findings and outcomes in various ways, to relevant people and stakeholders in a manner that is appropriate to their

needs

2. Defend the intellectual basis of the evidence underpinning findings and outcomes

3. Reach agreements with key people and stakeholders in applying the findings and outcomes to infection prevention and control

practice

4. In collaboration with others, apply evidence and knowledge in developing policy and driving forward improvement


a. Skills of interpreting research and project outcomes

b. Skills of communicating research and project outcomes

i. implications for practice

ii. report writing

iii. writing for publication

iv. oral presentation skills

c. Strategies for implementing research findings in practice.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: G2 Development and innovation Level 3

Links to national occupational standardsThis competence uses NOS PHS23 Interpret research findings and implement them in practice as its starting point and adapted it for

advanced-level practice in infection prevention and control. The competence set out above is similar in content to NOS PHS23 and full

intellectual copyright for the original material rests with Skills for Health. See https://tools.skillsforhealth.org.uk/competence/show?

code=PHS23



Domain 4 – Leadership and Management

14 Improve quality and safety through networking, influence, proactivity and challenge


1. Scan worldwide developments for emerging threats to safety and quality, emerging measures to address threats, and opportunities

for action

2. Measure the future risks and threats; infection and prevention control measures

3. Proactively develop and sustain new partnerships and networks to influence and improve safety and quality working across

professional, organisational and system boundaries

4. Develop and sustain a strategic vision and related plans, and gather evidence of improved quality, safety and infection prevention

and control, using a range of different skills and drawing on own and others’ expert knowledge

5. Seize appropriate and timely opportunities to stress safety and quality across different pathways, health and social-care settings

and institutions

6. Continuously assess and monitor the risks to safety and quality and challenge others’ actions and decisions when they put

individuals, populations and others at risk

7. Advise key people of the effect that their decisions will have on safety and quality and the risks of not taking actions related to


8. Recommend courses of action to key people that will improve safety and quality and bring other related benefits

9. Develop quality and safety improvement practices through understanding the implications of epidemiological, micro-biological,

demographic, social, political and professional trends and developments and applying them to the context and environment

following horizon scanning

10.Effectively communicate key messages to wider audiences to influence the wider safety and quality agenda

11.Take the necessary action to escalate concerns when safety and quality are compromised and there is a failure to act


a. The national and local strategic context, and sources of information about relevant factors and trends

b. How to present information in a manner that fits within the strategic context

c. Organisational strategy, objectives, structure and accountability

d. Local, regional and national networks.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: Core 1 Communication Level 4 HWB3 Protection

of health and wellbeing Level 4 G2 Development and innovation Level 3

Links to national occupational standardsThe following national occupational standards relate to this competence: GEN32: Search information, evidence and knowledge

resources and communicate the results – see https://tools.skillsforhealth.org.uk/competence/show?code=GEN32

https://tools.skillsforhealth.org.uk/competence/show?code=GEN32

Leadership and Management

15 Improve quality and safety through the design, planning, monitoring and development of services


1. Promote a vision of improved quality and safety and better infection prevention and control within health and social-care and

related services to meet the needs of the population(s) that they are designed to serve

2. Actively engage with individuals and populations about their needs and priorities in relation to infection prevention and control

3. Enable different health and social-care providers and professionals within health economies to understand the need for, and

commit to, common goals and objectives

4. Work with others to develop the standards of infection prevention and control that health and social-care services should meet so

that they increase public confidence and deliver high-quality outcomes

5. Determine the needs of individuals and populations, and the outcomes they require from health and social-care services, from an

analysis of hard and soft public health data

6. Draft specifications for services which contain clear and specific outcomes and indicators, sufficient levers to change practice, and

identify the consequences of achieving or not achieving these

7. Secure the agreement of providers to the delivery of the specified services within available resources

8. Confirm that health and social-care providers have the necessary systems, policies, procedures and governance structures in place

to provide high-quality and safe services and that they comply with national environmental standards

9. Analyse data on performance from service providers to determine if standards, indicators and outcomes are being met in service

provision

10.Actively monitor and review the delivery of services against specification, outcomes and indicators (for example, through making

unannounced visits) and take timely action when issues arise, including escalating to others if required


a. Effective engagement methods with individuals and populations about their needs and priorities in relation to infection prevention

and control

b. Engagement strategies with health and social-care providers and professionals to build common goals and interests

c. Development of standards, indicators, outcome measures and so on

d. Skills in analysing public health data (hard and soft) to identify the needs and interests of individuals and populations

e. Service specifications – contents, driving quality and safety, specifying standards for monitoring and assurance, performance

management requirements (services will include those relating to health and social-care services themselves and related services,

for example, facilities management – cleaning, food, waste disposal, linen)

f. Clinical governance, quality assurance, clinical effectiveness, quality improvement framework and service improvement frameworks

g. Improvement and change methodologies.


Protection of health and wellbeing Level 4 G3 Procurement and commissioning Level 3 G5 Services and project management Level 4


ENTO HSP1: Develop and review the organisation’s health and safety strategy – see

https://tools.skillsforhealth.org.uk/competence/show?code=ENTO+HSP1

ENTO HSP13: Influence and keep pace with improvements in health and safety practice – see





16 Lead high quality infection prevention and control services


1. Communicate a vision of infection prevention and control that is related to major organisational objectives and captures the

interests of key people

2. Develop a strategy for an effective infection prevention and control service

3. Negotiate and agree deliverables, outcomes and resource allocations for the infection prevention and control service and specific

projects

4. Develop and facilitate the implementation of the infection prevention and control annual programme in partnership with key people

5. Review outcomes, plans, methods, processes and systems related to infection prevention and control and modify them to improve

effectiveness

6. Prepare and present relevant and focused infection prevention and control reports and other forms of communication to key people


a. Organisational management strategy

b. Individual and organisational management strategy

c. Principles and methods of planning, resourcing, monitoring and controlling

d. Leadership theories and styles (for example, situational leadership, transformational leadership, servant leaders, distributed

leadership) and their application to practice

e. Organisational and directorate communication strategy.


Protection of health and wellbeing Level 4 G3 Procurement and commissioning Level 3 G5 Services and project management Level 4

Links to national occupational standardsThe following national occupational standards relate to this competence: M&L B6: Provide leadership in your area of responsibility –

see https://tools.skillsforhealth.org.uk/competence/show?code=M%26L+B6



17 Lead and manage the work of the infection prevention and control team to achieve objectives


1. Agree and communicate clear team and individual objectives and work plans

2. Ensure objectives and work plans are realistic and achievable, making adjustments where necessary

3. Develop, coach and encourage all members of the team to use their abilities to practise effectively and efficiently to deliver the

infection prevention and control programme

4. Ensure that team members have access to sufficient resources to deliver the programme

5. Assess the performance of the team and individuals at appropriate times, using valid and reliable information

6. Provide feedback to teams and individuals in a situation and in a manner most likely to maintain and improve their performance,

including providing recognition of achievements

7. Where necessary, help team members to address poor performance

8. Encourage and support good relationships between the team and other teams and departments within the organisation


a. Leadership theories and styles (for example, situational leadership, transformational leadership, servant leaders, distributed

leadership) and their application to practice

b. Staff support mechanisms

c. Resource management to deliver organisational strategy and objectives

d. Time management

e. Budget management

f. Legislation, national guidance and outcomes/indicators related to the employment, management and development of employees.

Links to the NHS Knowledge and Skills FrameworkThis competence relates to the following dimensions and levels within the NHS KSF: G5 Services and project management Level 4 G6

People management Level 3

Links to national occupational standardsThe following national occupational standards relate to this competence: M&L B5: Provide leadership for your team – see



Appendix 5

Infection Prevention and Control – Nurses Career Framework Development MembersNHS Education for Scotland wishes to acknowledge the contribution of a wide range of practitioners in constructing the framework. In

particular we would like to acknowledge the member of the Career and Development Framework group are below.

Sarah Freeman Educational Projects Manager HAI NHS Education for Scotland

Denise Gray Project Officer NHS Education for Scotland

Carol Fraser Nursing Advisor HAI Scottish Government

Prof Jacqui Reilly Lead Consultant HAI Health Protection Scotland

National Services Scotland

Frances Lafferty Senior Infection Control Nurse NHS Ayrshire and Arran

Sandra MacAuley Senior Prevention and Control of Infection

Nurse

Golden Jubilee National Hospital

Pamela Joannidis Lead Nurse Infection Control NHS Greater Glasgow and Clyde

Claire Chalmers Senior Lecturer University of the West of Scotland

· web viewinfection prevention and control nurses advise in all health and social care...

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