1. Partnership Working – Mentorship and Supporting Students in Practice A Regulator’s Perspective

2. Today’s presentation 1.Introduction to HCPC 2.Our standards 3.Our quality assurance processes 4.Our research

3. Introduction to HCPC

4. 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

5. HCPC Register 338,882 registrants from 16 professions (5 November 2015)

6. How do we regulate? set standards approve programmes register professionals hold professionals to our standards

7. Standards

8. Behaviour and values Continuing fitness to practice Expectations, skills and knowledge Education and training programmes

9. Involvement in practice education Newly qualified registrant Education provider Placement providers Placement educators Students Service users and carers

10. Standards of education and training Level of qualification for entry to the Register Programme admissions Programme management and resources Curriculum Practice placementsAssessment

11. Our practice placements standards 5.1 integral part of programme 5.2 number, duration and range of practice placements Standards of proficiency 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 Learning environment 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 Placement educators 5.10 collaboration between education provider and placement provider 5.11 preparation of students, placement providers and educators Partnership working

12. Quality assurance

13. Number of approval visits

14. Conditions placed on programme approval

16. Research

17. Evidence based regulation

18. What does our fitness to practice evidence tell us?

19. 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

20. 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

21. Implications for students and practice education Role models Organisational culture and support Values and behaviour Reflective practice Team work Supervision and support Lifelong learning / Keeping up to date

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