| Section 1: Knowledge |
| |
|
Competency statement |
Leaning outcome |
| 1.1.1 |
Anatomy & physiology |
Critically appraise your knowledge of complex anatomy and physiology for all body systems, to identify different disease presentations |
Differentiate knowledge and apply this to various disease processes |
| 1.1.2 |
Anatomy & physiology |
Critically appraise your knowledge of anatomy, physiology and psychology to enable you to diagnose patient problems, actual or potential, and identify appropriate care outcomes |
Apply your knowledge to recognised patterns of illness and injury and determine effective care outcomes |
1.2.1
|
Clinical assessment |
Proficiently apply various approaches to undertaking a comprehensive, systematic and accurate assessment of a patient in an emergency situation, assessing physical, psychological, social and spiritual needs |
Distinguish alternative methods of undertaking an accurate comprehensive assessment for a patient requiring emergency care, using recognised assessment tools |
1.2.2
|
Assessment frameworks |
Distinguish different structured approaches required for individual clinical assessment for patients with complex care needs |
Determine and apply an appropriate, structured approach for individual clinical assessment for patients with complex care needs |
| 1.2.3 |
Assessment frameworks |
Effectively evaluate care delivery of clinical assessments, using structured approaches to determine an action plan |
Appraise structured approaches for clinical assessment to determine action plans |
1.3.1
|
Prioritising care |
Analyse structured approaches to prioritising patient care, identifying strengths and weaknesses in the process and identifying alternative effective strategies |
Use a broad spectrum of knowledge to underpin decision-making about prioritising patient care and access to treatment |
| 1.4.1 |
Critical illness or injury |
Review patients effectively, identifying their potential to become critically ill, advise the team and respond appropriately |
Use extensive knowledge to underpin your decisions when identifying patients who could become critically ill |
| 1.5.1 |
Emotional & psychological reactions |
Analyse current evidence about the emotional and psychological impact of sudden or acute exacerbation of illness or injury on patients and others. Identify, select and apply different approaches to delivering care |
Interpret the evidence base about the emotional and psychological impact of sudden or exacerbation of illness and injury, and advise on new approaches to delivering care |
| 1.6.1 |
Pharmacology |
Critically appraise the impact of the range of available pharmacology appropriate to a patient's problem |
Differentiate the range and impact of available pharmacology appropriate to the individual patient |
| 1.7.1 |
Care needs |
Distinguishes different care needs, based on complex patterns of a patients' actual and perceived illness and injury |
Interpret patterns of the illness and injury of patients with complex care needs, identifying appropriate action and intervention strategies |
| 1.8.1 |
Monitoring equipment |
Audit and appraise the effective deployment of appropriate monitoring equipment |
Analyse and report on the effective use of monitoring equipment |
| 1.9.1 |
Personal influences on care |
Critically appraise the approaches available for care, taking into account social, spiritual and cultural influences and Demonstrate decision-making skills effective in the delivery of this care |
Differentiate between a range of interventions, to develop informed and responsive intervention strategies that take account of social, spiritual and cultural influences |
| 1.10.1 |
External influences on care |
Critically appraise the approaches available for care delivery that take account of legal, professional, political and economical influences. Demonstrate appropriate decision-making skills in the delivery of this care
|
Differentiate and understand the influences which impact on holistic care |
| 1.11.1 |
Standards and guidance |
Analyse new and current emergency practice against standards and guidance provided by the relevant professional governing body, e.g. NMC or equivalent, NICE, Department of Health, etc., and corroborates to inform future policy and practice guidance |
Interpret current guidance from professional bodies e.g. NMC, NICE, DH etc., and corroborates practice or to determine new practice |
| 1.12.1 |
Legal and ethical principles |
Analyse and apply relevant legal and ethical principles in clinical practice
|
Interpret and apply legal and ethical principles to emergency practice and to determining new practice, underpinned by awareness of quality of care, diversity issues and human rights |
| 1.13.1 |
Risk assessment |
Effectively apply clinical governance and risk management strategies on health and safety in practice |
Analyse and act on clinical governance and risk management strategies on health and safety in emergency care settings |
| 1.15.1 |
Accountability |
Understand the implications of responsibility for yourself and others, and Demonstrates this through your practice |
Demonstrate accountability for professional practice for yourself and others. Demonstrate personal proficiency in practice |
| 1.16.1 |
Leadership |
Apply the principles of leadership and negotiation to directly influence patient care and staff development |
Demonstrate that you apply the principles of leadership and negotiation to influence patient care |
| Section 2: Intervention |
|
Competency statement |
Leaning outcome |
| 2.1.1 |
Assessment |
Undertake assessment of patients presenting with complex care needs and prioritise care, demonstrating clinical decision-making processes |
Be proficient in determining appropriate priorities for patients with complex care needs |
| 2.1.2 |
Assessment |
Supervise junior members of the team in making assessments and determining appropriate prioritisation |
Be proficient in supervising junior members of the team in their effective prioritisation of patient care needs |
| 2.2.1 |
Observation and evaluation |
Undertake proficient evaluations of patients who have inconsistent clinical signs and symptoms, adapting and integrating various approaches to assessment |
Use your experience from a wide range of approaches to undertake proficient evaluations of patients with inconsistent signs and symptoms |
| 2.2.2 |
Observation and evaluation |
Be proficient in supervising others in undertaking evaluation of patients with inconsistent signs and symptoms |
Use supervision strategies to support others’ evaluations of patients with inconsistent signs and symptoms |
| 2.3.1 |
Critical situations |
Be proficient in selecting interventions for patients in critical and/or life threatening situations |
Demonstrate proficient use of a range of interventions for patients in critical and/or life threatening situations |
| 2.4.1 |
Therapeutic interventions |
Be proficient in delivering patient interventions for patients with complex care needs |
Demonstrate proficiency in identifying and using appropriate interventions for patients with complex care needs |
| 2.5.1 |
Disseminating information |
Be proficient in applying the principles of essential care and reporting this information effectively to other members of the health care team |
Demonstrate proficiency in accessing, using and disseminating information from a wide variety of sources, within the department, on admission, transfer or discharge. Demonstrate proficiency in supervising and facilitating others in disseminating information |
2.6.1
|
Pain assessment |
Be proficient at assessing and managing patients’ pain in the emergency care environment |
Demonstrate proficiency in managing patients’ pain |
2.6.2
|
Pain relief |
If applicable, contribute to the introduction and application of PGD pain management initiatives evaluate the effectiveness of PGD pain management initiatives |
Apply pharmacological principles to the development of PGD and pain management initiatives |
| 2.7.1 |
Psychological impact |
Proficiently assess the psychological condition of a patient and family/carers, instigate appropriate interventions and plan further care |
Demonstrate proficiency in assessing the psychological condition of a patient and their family/carers and instigate appropriate interventions. Demonstrate proficiency in supervising others providing, evaluating and planning psychological care |
2.8.1
|
Health promotion |
Proficiently integrate health promotion strategies into care delivery |
Be proficient at integrating health promotion strategies into care delivered in the emergency setting |
| 2.9.1 |
Managing aggression & violence |
Be proficient in de-escalating potential or actual aggressive situations, and assist those less proficient. Manage actual or potential violent incidents appropriately |
Demonstrate proficiency in de-escalating potential or actual aggressive situations and manage potential or actual violent incidents appropriately |
| Section 3: Patient Management |
|
Competency statement |
Leaning outcome |
| 3.1.1 |
Care delivery |
Be proficient in emergency care provision for patients, taking into account their age, gender, ethnicity, culture, values and spiritual beliefs |
Demonstrate proficiency in emergency care assessment, evaluation and care planning for patients with complex care problems, taking into account patients’ age, gender, ethnicity, culture, values and spiritual beliefs. Interpret and challenge assumptions that affect the delivery of evidence based emergency care |
| 3.1.2 |
Care delivery |
Contribute to the development of practice and protocols to meet patients’ needs |
Assist in formulating new practices to meet patients’ care needs in the emergency care setting |
| 3.2.1 |
Care delivery to vulnerable patients |
Be proficient in emergency care provision for patients who are vulnerable, including those with learning disabilities |
Demonstrate proficiency in emergency care assessment, provision and evaluation for vulnerable patients, ensuring that protection and risk assessment principles are applied |
| 3.2.2 |
Care delivery to vulnerable patients |
Contribute to the development of practice to meet the needs of vulnerable patients |
Assist in formulating new practices to meet the needs of vulnerable patients in the emergency care setting |
3.3.1
|
Communication |
Be effective in communicating with patients, including those who have learning disabilities or communication problems |
Be proficient in determining and using a range of communication techniques appropriately to meet the needs of all patients, including those with learning disabilities or communication difficulties |
| 3.3.2 |
Communication |
Be proficient in negotiating patient outcomes with the multi-professional, multi-agency team, working across boundaries to smooth patients' journeys through the emergency care setting |
Communicate effectively with the multi-professional and multi-agency team to negotiate appropriate patient care outcomes and smooth patients' journeys through the emergency care setting |
| 3.3.3 |
Communication |
Intervene effectively in care delivery when other members of the health care team are experiencing difficulty communicating with patients |
Be proficient in intervening in care delivery when other members of the health care team are experiencing difficulty communicating with patients, whilst being sensitive to the effect of your intervention on the team member |
| 3.4.1 |
Equity and dignity |
Help develop an environment that offers equity and dignity to all patients and to the multi-professional team |
Evaluate how effectively patients and team members are treated with equity and dignity in the workplace, developing a report with action plan as appropriate. Intervene to facilitate equity and dignity in the workplace |
| 3.5.1 |
Consent and advocacy |
Be effective in determining patients' capacity for decision-making, gaining consent and negotiating patient care with patients and the multi-professional team |
Be proficient in assessing patients' decision-making capacity and in obtaining consent, respecting patients' right to self-determination while making decisions about their care. Be proficient in acting as a patients' advocate in emergency care delivery |
| 3.5.2 |
Consent and advocacy |
Develop patient care guidelines that are underpinned by sound legal and ethical principles, particularly in relation to patients' right of self-determination |
Demonstrate the ability to develop patient care guidelines that are underpinned by sound legal and ethical principles |
3.6.1
|
Coping strategies |
Be proficient in encouraging patients and families/carers to use helping and coping strategies during critical events |
Demonstrate proficiency in encouraging patients and families/carers to use helping and coping strategies during critical events |
| 3.6.2 |
Coping strategies |
Be proficient in assisting other health care professionals in encouraging patients and families to use helping and coping strategies during critical events |
Demonstrate proficiency in assisting other health care professionals to encourage patients and families to use helping and coping strategies during critical events |
| 3.7.1 |
Patient empowerment |
Use the principles of support and empowerment when developing strategies for patient care, and when supervising others |
Demonstrate that you apply the principles of support and empowerment when developing strategies for patient care, and when supervising others |
| 3.7.2 |
Patient empowerment |
Provide resources to enable patients to make a properly informed decision |
Demonstrate proficiency in identifying and delivering resources to enable patients to make properly informed decisions |
| 3.8.1 |
Managing relatives' loss |
Develop and/or evaluate the effectiveness of methods used to manage relatives and friends who are experiencing loss and sudden bereavement |
Critically analyse current practice against best practice guidelines on the management of relatives and friends experiencing loss and sudden bereavement |
3.9.1
|
Prioritisation |
Identify your own realistic learning outcomes for prioritisation skills and achieve proficiency in prioritising the care of individuals, groups of patients and the emergency care service |
Be proficient in identifying your own learning needs for prioritisation skills and developing learning action plans. Achieving proficiency in prioritising care for individuals, groups of patients and the service |
| 3.9.2 |
Prioritisation |
Be skilled in assisting others in developing their prioritisation skills |
Be proficient in assisting others to become competent at prioritising care on an individual and group basis |
| 3.10.1 |
Documentation |
Be skilled in recording patient history, assessments, interventions, evaluations and in determining a plan of care for a range of patients, including those that have complex care needs and difficulties communicating |
Show proficiency in recording succinct, relevant patient histories, assessments, interventions, evaluations and determining of care plans for all patients, with a range of complaints including those with complex care needs and difficulties in communicating |
| 3.10.2 |
Documentation |
Appraise your own and others' documentation, identifying strengths and weaknesses and reporting accordingly |
Demonstrates the ability to evaluate care delivered through critically analysing patient records and reporting findings, providing realistic action plans and associated evaluation criteria |
3.11.1
|
Role modelling |
Be proficient in leadership and role modelling in the emergency care setting |
show evidence of being a role model to AFEN nurses and others in the emergency care setting, Demonstrating proficiency in leadership |
3.12.1
|
Multi-professional team working |
Be effective at working as part of the multi-professional team |
Demonstrate working as an effective multi-professional team member, showing sensitivity, support and motivational skills when working as a team member. Demonstrate that you can empower junior members of the multi-professional team |
| 3.12.2 |
Multi-professional team working |
Function as team leader in an emergency situation |
Demonstrates the ability to function as team leader in an emergency situation |
| 3.12.3 |
Multi-professional team working |
Respond effectively in crisis situations |
Demonstrate working proficiently in crisis situations |
| 3.12.4 |
Multi-professional team working |
Be proficient in managing the emergency care setting or a designated area in the emergency care environment |
Demonstrate proficiency in day-to-day management of the emergency care environment, or a designated area within it |
| 3.13.1 |
Inter-agency working |
Be effective in cross-boundary working, to ensure safe discharge of patients |
Be proficient in cross-boundary working, to ensure safe discharge of patients from the emergency care setting |
| 3.14.1 |
audit & monitoring care delivery |
Be proficient in undertaking audit and/or leading on an aspect of research, evaluating findings and/or report writing. |
Demonstrate proficiency in undertaking audit and/or research, evaluating findings and determining action plans. |
| 3.15.1 |
Risk management policy |
Use your unit/organisation's risk management policy effectively to underpin practice development |
Demonstrate appropriate application of the risk management policy in developing policies, protocols and guidelines |
| 3.16.1 |
Policy & practice development |
Contribute to the overall management and policy development for the emergency care setting |
Demonstrate proficiency in negotiating further development of the emergency service, including policy and practice development |
| Section 4: Managing Self and Others |
|
Competency statement |
Leaning outcome |
| 4.1.1 |
Reflective practice |
Be proficient in reflecting in and on your practice |
Demonstrates proficiency in reflecting in practice and on practice |
| 4.2.1 |
Portfolio |
Reflect on your care delivery, developing a progressive portfolio of evidence of your professional practice that depicts proficiency in emergency care |
Record your progressive practice in a professional portfolio of evidence that Demonstrates proficiency in emergency care |
| 4.3.1 |
Personal development |
Develop and maintain your personal development plan and effectively manage your own professional development |
Be proficient in developing a personal development plan, and progressively record your professional development |
| 4.4.1 |
Education and preceptorship |
Participate in education programmes providing preceptorship, mentoring and supervision for other staff |
Demonstrate proficiency in helping to develop others, both in formal education and during clinical supervision |
| 4.5.1 |
Mentorship |
Be proficient in mentoring others, designing or evaluating a personal development plan for them and helping them to achieve an established action plan |
Demonstrate proficiency in mentoring others in developing and evaluating their personal development plan and achieving its targets |
| 4.5.2 |
Mentorship |
Be proficient in assessing and providing feedback in the form of written evidence for practice portfolios when determining competence for other emergency nurses |
Demonstrate proficiency in providing written portfolio evidence for others to determine their competence level for membership of the Faculty of Emergency Nursing |
| 4.6.1 |
Coping |
Be responsive to your own needs and others' in dealing with competing demands in a rapidly changing environment. Demonstrate effective coping skills in responding to these competing demands |
Demonstrate responsiveness to your needs and others' in dealing with competing demands in a rapidly changing environment |
| 4.7.1 |
Stress |
Apply best practice in identifying and managing the effects of stress on yourself and others. Demonstrates proficiency in managing your own stress. Assist in managing stress in the workplace |
Be skilled in managing work-related stress in yourself and in managing conflict. Monitor and evaluate working practices to identify stressful situations early and intervene appropriately |
| 4.7.2 |
Stress |
Be proficient in managing conflict and providing constructive criticism to resolve it |
Demonstrate proficiency in managing conflict and show the ability to provide constructive feedback in resolving it |
| 4.7.3 |
Stress |
Assist others to develop consistent, calm, professional behaviour in response to the emotional challenges of emergency care |
Demonstrate proficiency in providing effective preceptorship or mentorship to support others in a stressful environment and support the provision and monitoring of a supportive emergency environment |
| 4.8.1 |
Organisation |
Deploy effective organisational skills in organising own and others' work |
Demonstrate proficiency in organising own and others' work |
| 4.9.1 |
Leadership and development |
Integrate the principles of leadership and negotiation into your practice, to directly influence patient care, your own and others' development |
Demonstrate proficiency in applying a range of leadership and negotiation skills to influence patient care, your own and others' development |