This document introduces an End of Life Care Facilitator Competency Framework. The framework contains 4 core competency areas: communication, facilitation, audit, and learning and development. It is designed to help facilitators assess their own competencies, identify areas for improvement, and create learning plans. The framework provides indicators for each competency and tools for self-assessment and assessment by a mentor. It encourages facilitators to continually review and improve their practice through reflection, learning, and experience.
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End of Life Care Facilitator Competency Framework form
1. End of Life Care Facilitator
Competency Framework
Name
Date (from)
Date (to)
2. Acknowledgement
This competency framework was developed by Chris Banks, End of Life Care
Co-ordinator at Sussex Community NHS Trust, with support from the National
End of Life Care Programme.
2
3. Contents
Introduction to the framework
3
Using the framework
4
Section 1
Competences
6
l Communication 7
l Facilitation 9
l Audit 13
l Learning
and development
16
Section 2
Learning and development plan
23
Section 3
Reflection tool: How are you doing?
30
3
4. Introduction
Welcome to the End of Life Care Facilitator Competency Framework.
This framework has been developed to support quality of facilitation practice by encouraging and assisting End
of Life Care Facilitators to continually review their learning and practice. The framework is not meant to be totally
comprehensive, or to be the definitive guide. Your job description and person specification give details of what is
expected of you as an End of Life Care Facilitator; use this framework as an aid to developing your individual role.
This framework provides a basis to support and improve the quality of practice by encouraging and assisting learning,
and enhancing knowledge and skills. The framework will help guide development as well as capture evidence that will:
l Support
the development of KSF profiles demonstrate the readiness for career progression
l Support
ongoing registration with the Professional Bodies
l Support
development into the role of End of Life Care Facilitator.
Competence can be defined as: “The state of having the knowledge, judgment, skills, energy, experience and
motivation required to respond adequately to the demands of one’s professional responsibilities”
(Roach,1992). Competences describe the minimum requirements for a post.
The competency framework for End of Life Care Facilitators is based on nationally recognised frameworks, best practice
guidelines and local frameworks:
l National
Occupational Standards (NOS)
l National
Workforce Competences (NWS)
l Knowledge
l National
Profiles for Nursing Services
l Common
l RCN
and Skills Framework (KSF)
Core Competences and Principles (DH 2008)
integrated career and competence framework for Registered Nurses (2009)
l Evaluation
Toolkit: Assessing outcomes of end of life care learning events (2010) University of Brighton & NHS
East Midlands
l St
Catherine’s Hospice (Crawley) Community Services Competences.
The framework is designed to support the development of the Facilitator by identifying the extent of knowledge
and skill required for that level of practitioner. The framework recognises that to be effective, practitioners must
be competent to fulfil the functions of their role. In addition, it is essential that Facilitators expand their area of
competence by developing the breadth and depth of their knowledge, and their skill and expertise.
The competences are designed to support development and enable recognition for knowledge, skills and competence
in daily roles. They reflect all the domains in which Facilitators may be required to practise.
4
5. Using this framework
Section 1 of the framework sets out key components of core competency areas for a competent End of Life Care
Facilitator:
1. Communication
2. Facilitation
3. Audit
4. Learning and development
l Develop
l Ensure
and deliver learning programmes
currency of own practise.
Each competency sheet consists of indicators (skills and behaviors to demonstrate competence) for the competency key
component. There is also an assessment tool that includes both self and assessor measurement of competence made
by considering a series of questions.
It is important for you and your practice that you can demonstrate you have the right skills, knowledge and experience
to be an End of Life Care Facilitator according to the identified components. Competency assessment will tell you
where you are doing well and where you need to fill gaps through learning and experience.
There are 3 stages to having your competence assessed:
1. Identifying the competences that apply to you role
2. Assessing your performance against these competences
There are a number of ways your mentor/supervisor can assess your performance against the competences. These
include:
Self assessment, direct observation, question and answer sessions, reflective discussions, testimony from other staff
and learning log evidence.
3. Identifying gaps and taking action to fill the gaps
Having undertaken a self assessment and a mentor/supervisor assessment, you should now be able to identify:
l Things
l Areas
l Any
you are currently doing well
where you need to develop further
new skills or knowledge you need to gain.
These aspects of your performance could feed into your annual appraisal.
It is important to remember that competence has been shown to decrease over time in some tasks, especially when
they are practiced infrequently. To help you maintain your competence, ask for feedback regularly from colleagues,
your mentor and through evaluation of learning and development sessions you deliver. It is recommended that
competences are reviewed on an annual basis, or earlier should any concerns arise.
5
6. Section 2 invites you to negotiate a learning and development plan in terms of your strengths and areas for
development, and what steps you will take to support your development.
You and your assessor will agree how you can gain competence; this could be through a range of methods:
l Education
and training
l Shadowing
l E-learning
l Reflection
l Networking.
You will agree a review date and document the review and indicate whether competence has been achieved or
whether further development is needed.
Section 3 can be used to undertake reflective practice based on the competency framework. Reflection can be
undertaken for both positive and negative experiences to enable you to reflect on your areas of strength as well as
those areas needing development.
We anticipate that at first you may have to refer to Section 1 as a prompt, but with time you may feel that you can
simply use Section 3.
6
7. Section 1: Core Competences
Completing the competency sheets
In response to each competency statement you and your mentor/supervisor must decide whether your performance or
knowledge and skills meet the stated criteria.
Score
Competency
Knowledge and skills
1
Does not have the skills to be competent
Does not have the knowledge and skills
required
2
Developing competence
Developing the knowledge and skills
3
Competent but not using skills regularly,
needs updating
Has the knowledge and skills, but uses
them infrequently
4
Fully competent and undertaking regularly
Has the knowledge and skills, and uses
them regularly
A score of 3 or 4 is required to be deemed competent
You and your assessor can choose to make the judgment together, discussing each of the competences and agreeing
how well you perform against them. Alternatively, you could make the judgments separately and bring them together
to use as a basis for discussion. The outcome will be the identification of competences that you agree you are
performing to the specified standard, as well as areas where there is a gap in your knowledge or skill.
Your assessor should make their assessment/judgment based upon their observations of you performing within your
role. They may also use feedback from both colleagues, other professionals you work with or service users. Where
there is uncertainty about whether or not you meet the standard – perhaps because you are new in post, you will need
to action plan to ensure you are able to be assessed against the standard.
It is important to document your competency assessment and the evidence you gathered to demonstrate your
competency.
If there is a discrepancy in the rating of the competency between you and your assessor then a period of time should
be agreed for further evidence to be gathered and reviewed together.
7
8. Communication
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Able to develop mutually
supportive relationships to
support end of life care across
the health and social care
sector
2. Uses communication skills to
promote understanding and
facilitate working relationships
3. Communicates with a range of
different stakeholder groups
and teams as appropriate for
role
• Clinical staff
• Trust Managers
• Commissioners
• SHA end of life leads
• Learning & development leads
• GP practices & staff
• Social Care
• Families and carers
4. Able to challenge effectively in
a range of different situations
and levels of authority
8
9. Communication
(continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. The ability to work with
people from a wide range of
backgrounds
6. Able to bring together a
range of stakeholders to
plan and develop end of life
care services, policies and
procedures
7. Able to identify the
appropriate communication
method for different
situations
8. Understand your own
communication style (A
Handy Guide to Facilitation,
NHS Institute for Innovation
an Improvement (2009)
page 51-59)
9
10. Facilitation
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Provide effective guidance,
coaching and support to
enable others to develop
the knowledge and skills
required to deliver high
quality end of life care
2. Understand the differences
between:
a. Facilitation
b. Teaching
c. Co-ordination
3. Awareness of own style
when facilitating groups
4. Able to adapt own style to
meet the needs of the group
10
11. Facilitation
(continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. Able to understand the
group to be facilitated to
ensure effective facilitation
(size, role of participants,
current knowledge etc)
6. Through facilitation able
to use group experiences
to support learning for the
group
7. Ensures that those
practitioners being facilitated
to develop are competent to
practise
8. Facilitates the development
of others at the appropriate
level by assessing and
ensuring their fitness to
practise
11
14. Audit
Self
assesment
Mentors
assesment
Comments and supporting evidence
1. Support audit of End of Life
Care Pathway, ACP/PPC and
ADA and competency
2. Analyse and use evidence
to inform improvement and
deliver change
3. Seeks and implements ways
of improving care for end of
life patients
4. Works collaboratively
with internal and external
colleagues to monitor
effectiveness of end of life
learning and development
14
15. Audit (continued)
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
5. Actively seek feedback from
partners
6. Actively seek feedback from
service users
7. Linking national audit to
local needs
8. Participates in policy and
service development
discussions aimed at
improving patient care/
services by:
• demonstrating a
willingness to engage
in service/practice
development and
embrace change
• contributing to the
development and scope
of nursing practice as an
individual and in the team
15
16. Audit (continued)
Self
assesment
Mentors
assesment
Comments and supporting
evidence
9. Understanding of audit
processes – national and
local
10. Understands the different
ways audit can be
undertaken
11. Able to undertake audit at
a local level
12. Able to interpret results and
present in an appropriate
manner to stakeholders
16
17. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
1. Understand the
characteristics of an effective
group
2. Understand the impact of
effective group work
3. Design learning programme
and learning and
development sessions to
meet learners requirements
4. Flexibility to deliver training
to different levels of staff as
required
17
18. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
5. Able to develop clear aims
and outcomes for learning
and development sessions
6. Understand the Core
competences and principles
for end of life care (DoH
2010)
7. Able to match learning
outcomes to Core
competences and principles
for end of life care (DoH
2010)
8. Deliver learning and
development programmes
to increase knowledge and
skills of generalist care staff
18
19. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
9. Identifies individual and
team learning needs
10. Able to deal with disruptive
individuals in groups
11. Prepare and develop
resources to support
learning
12. Ensures the teaching
session follows clear
and logical steps to
meet specified aims and
objectives
19
20. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
13. Able to gain feedback from
group participants during
teaching session
14. Ensure feedback on
completion of teaching
session from participants
either verbally or formally
• Were expectations met
• Were objectives met
• What could be changed
• What worked well
• What didn’t work so well
• What has been learnt
• How will this be taken
back to practice
• How did the facilitator
support your learning
• What could the facilitator
have done to increase
your learning
• Any other questions
15. Makes use of appropriate
techniques to support
learning
20
21. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
16. Enabling sustainability in
clinical practice through:
• Support for clinical staff
• Advise and support for
clinical staff
• Support in the
implementation of end
of life care tools
• Education in practice
as required to support
sustainability
• Links to Core
competences and
principles
17. Ensures currency of own
practice by:
• Keeping up-to-date
with evidence-based
practice, research and
development within field
of practice
• Developing new
knowledge and
understanding
• Maintaining a current
action plan with
supervision from senior
member of team
• Competency assessment
• KSF / Personal
Development review
18. Understands and is able to
teach other about national
and local end of life care
standards
21
22. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
19. Able to describe and
apply methods to identify
learning needs
20. Able to integrate different
learning opportunities and
create a coherent learning
programme
21. Aware of current national
and local debates in
relation to end of life care
22. Aware of and able to apply
methods for evaluating
own performance
22
23. Learning and
Development
Self
assessment
Mentor’s
assessment
Comments and supporting
evidence
(continued)
23. Aware of and able to
apply methods to evaluate
effectiveness of learning
for individuals and their
practice
24. Able to use e-learning to
support end of life care
learning and development
25. Able to support learners
using e-learning materials
23
24. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
24
25. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
25
26. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
26
27. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
27
28. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
28
29. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
29
30. Section 2: Learning and Development Plan
Competence to be achieved
Agreed actions to achieve competence
Review Date
Review and evidence
Competent sign and date
30
31. Section 3: Reflection
How are you doing?
After each event or process you run or help with, you may find it useful alone or with others to answer the three
questions below, referring simply to the competency headings as a general prompt.
Perhaps annually, go through the competency framework in Section 1 and consider more carefully your performance
progress on each.
What did I do, or what do I do well?
What didn’t go so well, or what could I improve?
What steps can I take to make these improvements?
31
