1. Healthcare Science Apprenticeships - Level 2 & Level 4 Task and Finish Group

2. Purpose of Task and Finish Group
Discuss Level 2 and Level 4 Healthcare Science Apprenticeships:
Delivery – How standards work and our interpretation of the Healthcare Science standards
Relevance – What roles do we want them to underpin/shape
Building our programmes – creating the units required for key specialties
Commissioning a delivery partner – agreeing how we want to structure the delivery
Explain how the programme came about – funding
The current preceptorship competency packs seem to include a mix of clinical and personal development competencies, with only implied / assumed patient care competencies. The programme is designed to capture the full role and show how the Preceptee meets their responsibilities and the NMC code of practice which focuses heavily on patient care. The customer service apprenticeship looks at both internal and external customers and so gives the Preceptee the skills and behaviours needed to deliver a full range of customer service.
When we presented this to the Matrons and Assistant directors of nursing they thought it was a good idea and also wanted us to ensure skills and behaviours covered all colleagues as well as customers.

3. Apprenticeships – quick reminder
Vocationally-based delivery of learning
20% of time dedicated to on and “off the job” learning
However…… Apprenticeships require people to demonstrate they have learnt new skills “on the job” to enhance the delivery of the role
So in the new world, “Off the job” training is in fact “ON THE JOB” learning of new skills not more classroom time
vocational / competence based assessment
independently verified
Aimed at existing and new-hire employees
Designed by employers for employers
Focus on the acquisition of skills needed for the role not just academic knowledge
Should be used to support CWD/CPD between Bands 1-8

4. Apprenticeship Standard
Delivery Methodology – Knowledge and skills framework
Common Structure to Apprenticeships:
Apprenticeship Standard
NVQ
Competence Based
Behaviour and attitudes
Knowledge and Skills
Functional Skills
Qualifications
(English, Maths, IT)
End point assessment
Showcase
Professional discussion
Observation

5. Healthcare Sciences – key phrases
Learners will work towards their qualifications primarily in the workplace
HEI’s can offer these qualifications as long as they have access to the appropriate physical and human resources
Guided learning hours relate to activities that are directly or immediately involve tutors and assessors in teaching, supervising and invigilating learners
Key action-orientated words/phrases from the standard:
Be able to demonstrate…… Be able to participate…..
Be able to perform…… Be able to work with/use…
Be able to give…. Be able to apply/measure….
Knowledge-orientated words/phrases from the standard, which can be achieved through practice:
Understand the use….. Understand how to deal….
Understand the principles of….. Understand the terminology…..
Understand the range of procedures

6. Healthcare Sciences Level 2
For discussion with the group: Which is the preferred qualification: Healthcare Sciences Level 2 or Healthcare Support Worker Level 2

7. Healthcare Science Level 4
Total Qualification Time : 1000
Guided Learning Hours (GLH)* : 686
Approx. equivalent weekly time allowance for learning:
7.14hrs = 20% per week
Total Credits: 100
Assessment : Portfolio of evidence
Requirements
Number
Number of mandatory credits that must be achieved 37
Minimum number of credits that must be achieved at Level 4 or above 51
Number of optional credits that must be achieved 63
Minimum credit target
100

8. Level 4 Mandatory Units (37 credits)
Unit number
Mandatory units – Group A
Level
Credit
Guided learning hours 1
Skills for Lifelong Learning 4 2 16
Professional Practice and Person-centred Care 5 40 3
Legal and Ethical Context of Practice 24
Health, Safety and Security in the Healthcare Science Environment 25
Technical Scientific Services 6
Effective Communication in Healthcare 35 7
Audit, Research, Development and Innovation 20 8
Leadership and Teamwork 9
Teaching, Learning and Assessing Practical Skills 32 10
Continuing Personal and Professional Development
Please note that there are some mandatory/required unit combinations in the structure. Please individual units for details.

9. Relevance – roles the apprenticeship will support
Target roles – Bands 1-4
Speciality split – generalist knowledge vs specialist

11. Building the units Agree specialities to be developed
Develop first draft of units
Discuss and recommend:
Classroom
Workplace
Combination
Scope requirements from a delivery partner

12. Commissioning a partner
Regional employer-led commission?
Local Trust-led commissioning?
HEI’s?
Trusts?
Both??

13. Next Steps Task & Finish Group: level 2
Look at specification required for Healthcare Science
Task and Finish Group: level 4 Mandatory Units
Look at delivery model and mode of delivery
Option to be led by HSST trainee
Task and Finish Group: level 4 Specialisms
What units are required for what specialties
Delivery?
* Use existing HEE statistics to determine ‘specialty’ and learning need.

14. Next steps & close