Partnership Working –
Mentorship and Supporting
Students in Practice
A Regulator’s Perspective
Today’s presentation
1. Introduction to HCPC
2. Our standards
3. Our quality assurance processes
4. Our research
Introduction to HCPC
The Health and Care Professions Council
•
Health and Social Work Professions Order 2001
•
Purpose: “to safeguard the health and well-being of persons
using or needing the services of registrants” – Article 3(4)
•
UK wide
•
16 professions
•
Professional Standards Authority (PSA)
•
Separate role from professional bodies and trade unions
HCPC Register
338,882 registrants from 16 professions (5 November 2015)
100,000
90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
How do we regulate?
set standards
approve programmes
register professionals
hold professionals to our standards
Standards
Standards
Expectations, skills
and knowledge
Behaviour and values
Continuing fitness to
practice
Education and training programmes
Involvement in practice education
Education
provider
Service
Placement
users and
Newly
carers
providers
qualified
registrant
Students
Placement
educators
Standards of education and training
Level of qualification
for entry to the
Register
Programme
admissions
Programme
management and
Curriculum
resources
Practice placements
Assessment
Our practice placements standards
Standards of
proficiency
• 5.1 integral part of programme
• 5.2 number, duration and range of practice placements
Learning
environment
•
•
•
•
•
5.3 safe and supportive environment
5.4 approving and monitoring system
5.5 equality and diversity policies
5.12 teaching, learning and supervision
5.13 respect the rights and needs of service users and colleagues
Placement
educators
•
•
•
•
5.6 adequate number of appropriately qualified and experienced staff
5.7 knowledge, skills and experience of practice placement educators
5.8 practice placement educator training.
5.9 registration of practice placement educators
Partnership
working
• 5.10 collaboration between education provider and placement provider
• 5.11 preparation of students, placement providers and educators
Quality assurance
Number of approval visits
180
160
140
Number of visits
Number
120
100
80
Number of
programmes
considered
60
40
20
0
2009–10
2010–11
2011–12
Academic Year
2012–13
2013–14
Conditions placed on programme approval
350
300
250
Number of conditions
2009-10
2010-11
200
2011-12
150
2012-13
2013-14
100
50
0
SET 1
SET 2
SET 3
SET 4
Standard of education and training
SET 5
SET 6
Conditions placed on programme approval
100%
90%
80%
70%
Percentage
SET 1
60%
SET 2
50%
SET 3
SET 4
40%
SET 5
30%
SET 6
20%
10%
0%
2009-10
2010-11
2011-12
Academic year
2012-13
2013-14
Research
Evidence based regulation
What does our fitness to practice evidence tell us?
mixed grounds
19%
competence
5%
conduct
76%
competence
conduct
mixed grounds
Professionalism
•
Professionalism is not an absolute concept
•
Professionalism is defined by the interaction of the person and
context
•
Professionalism is better seen as a judgement rather than a skill
•
Role models and organisational support are important in
developing and maintaining professionalism
Preventing small problems becoming big problems
Two parts –
1. Broadening the discourse of competence
2. Engagement and disengagement in health and care professionals
• Disengagement is rarely a state of being, more a symptom of
underlying issues
• Multiple causes, both internal and external
• There are mechanisms for prevention
Implications for students and practice education
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Role models
•
Organisational culture and support
•
Values and behaviour
•
Reflective practice
•
Team work
•
Supervision and support
•
Lifelong learning / Keeping up to date
Thank you
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