Introduction and purpose
Introduction and purpose of the Framework
The AHP Practice Education Development Framework describes the knowledge, skills, behaviours and recommended learning over 4 levels of practice education experience.
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The Framework supports all HCPC-registered and non-registered Allied Health Professional (AHP) staff contributing to Practice-Based Learning (PrBL). AHP PrBL sits within the Facilitating Learning Pillar of the Nursing, Midwifery and Allied Health Professionals (NMAHP) Development Framework. |
In AHP services, PrBL refers to student placements. These take place in a range of settings, including the NHS, local authority and social care, and the third sector. The Health and Care Professions Council (HCPC) Standards of Education and Training describes AHP PrBL as “the clinical or practical experience that forms part of an approved programme.”
Developing AHP practice education skills is needed to support the future workforce. The AHP Practice Educator toolkit states:
‘Scotland needs to increase the AHP workforce in order to keep up with future care demands that we will continue to face over the coming years. We want to build a sustainable model that shapes the future of AHP career pathways, enabling both students and educators a long and exciting career.’
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Support
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Informed
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Skilled
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Enhanced
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Recommended Learning |
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The framework is for all AHP colleagues and the levels of practice education experience are not related to Agenda for Change (AfC) banding. For example, an experienced Band 5 clinician could be an Enhanced Level practice educator, and a Band 7 Advanced Practitioner who has never hosted students will start at Informed Level. |
The exception to this is Support Level. Staff who are not registered with the HCPC cannot hold responsibility for student assessment, which limits their progression beyond Support Level. However, the framework clarifies their essential contribution to Practice-Based Learning and recommendations for learning.
The AHP Practice Education Development Framework supports the growth of capacity and capability of AHP PrBL by clarifying practice education roles and responsibilities for all AHP staff and challenging perceived barriers. The Framework supports:
- Identification of new PrBL opportunities
- Prioritisation of PrBL within career development
- Prioritisation of PrBL within job planning
- Prioritisation of PrBL within service design / specification
- Promotion of interprofessional PrBL
- Promotion of PrBL across 4 Pillars of Practice
Registered AHPs can refer to the Development Needs Analysis Tool (DNAT) within the NMAHP Development Framework and non-registered colleagues can refer to the Development and Education Framework for Levels 2-4 NMAHP Healthcare Support Workers to understand more about the core knowledge, skills and behaviours within the Facilitating Learning Pillar.
Introduction and purpose of the Framework