Key Knowledge, Skills and Behaviours (KSBs) Statements
The NMAHP Development Framework aims to support users to develop core knowledge, skills and behaviours (KSBs) to demonstrate competence across the 4 pillars of practice.
The knowledge, skills, and behaviours (KSBs) are outlined as statements to help you reflect on your current job role and identify areas for further development to enhance your effectiveness.
You may also wish to incorporate additional KSBs from other profession-specific or role-specific frameworks relevant to your position. A blank template is provided for you to add these.
Please note that some KSB statements may have similarities and overlaps across the pillars. Keep this in mind when developing your evidence, as it may address several KSBs across different pillars.
The knowledge, skills and behaviours expected for all Level 4 Assistant Practitioners are detailed below.
| Clinical Practice | |
| 4C1 | Has an in-depth knowledge and understanding of the scope of practice, job role and related activities. |
| 4C2 | Has a comprehensive skill base related to practice. Any interventions carried out will be achieved through additional, focused training and education. |
| 4C3 | Ability to develop knowledge on how and why care provision and that of others in the multidisciplinary/multi-agency team, impacts on the person's journey. |
| 4C4 | Ability to adhere to the HCSW Code of Conduct in relation to consent: Telling patients and members of the public what you intend to do and listening carefully to what they say about it (HCSW Code of Conduct 3.2.8). |
| 4C5 | Demonstrate risk assessment skills in relation to the person receiving care. |
| 4C6 | Ability to understand it is everyone’s responsibility (HCSW Code of Conduct 3.2.11) to protect individuals, members of the public and report any concerns to a supervisor, manager or make use of the whistleblowing policy to reduce risks in the future. |
| 4C7 | Ability to apply knowledge and demonstrate appropriate understanding of core legislation and policies. |
| 4C8 | Ability to understand and apply knowledge of legislation, and policies specific to area of practice. |
| 4C9 | Ability to understand and apply the concepts of accountability and responsibility and be confident to accept or decline delegated responsibility from a healthcare practitioner or assistant practitioner. |
| 4C10 | Demonstrate underpinning knowledge that enables integration of theory relating to practice in relevant settings. |
| 4C11 | Demonstrate application of best practice within practice setting. |
| 4C12 | Recognise the effects and potential symptoms of trauma or vicarious trauma and respond appropriately. Practising at a minimum of Trauma Informed practice level. |
| 4C13 | Ability to escalate concerns if unable to carry out their duty and responsibilities outlined within health and care staffing legislation. Practising at Informed level. |
| 4C14 | Practice in ways which recognise and respond to health inequalities, respect diversity, and protect against discrimination and harassment. |
| 4C15 | Use a range of skills to communicate with people about difficult matters or situations. |
| Facilitating Learning | |
| 4F1 | Ability to use reflection to enhance self-awareness, gain new insights and develop resilience when faced with adverse situations. |
| 4F2 | Demonstrate application of a variety of methods to ensure learning has taken place, e.g., 4–stage approach to teaching a clinical skill, or use of Chunk & Check / Teach Back. |
| 4F3 | Ability to recognise the personal impact of any difficult situations and have strategies to enable personal learning and development, recognising the limits of competence and personal strengths. |
| 4F4 | Ability to engage in [clinical] supervision, using reflective practice and feedback to enhance the quality of care and outcomes through: Personal development and wellbeing: fostering self-awareness and effective self-management. Continual professional development: committed to ongoing learning and development, with a focus on professional codes and maintaining quality standards. Knowledge, Skills, and Proficiency Development: actively seeking to expand clinical knowledge and skills to ensure high standards of practice and effective care. |
| 4F5 | Ability to facilitate others to develop knowledge, skills and proficiency through practice supervision, within own scope of practice. |
| 4F6 | Engages with appraisal and creates a plan for personal development. |
| Leadership | |
| 4L1 | Ability to work effectively in a multi-disciplinary / multiagency team and participate in team development initiatives. |
| 4L2 | Demonstrate critical thinking and problem-solving skills and take action regarding people’s care and / or treatment through an awareness of policy and legislation. |
| 4L3 | Demonstrate effective organisational and time management skills practice in an anti-discriminatory and inclusive manner with individuals and colleagues. |
| 4L4 | Demonstrate and apply an understanding of the impact of leadership theories and activities in relation to compassion, civility, kindness and human factors. |
| Service Improvement | |
| 4S1 | Demonstrate and apply knowledge of relevant guidelines. |
| 4S2 | Ability to understand and apply evidence-based practice and identify and assesses risk in relation to care provision and quality care outcomes. |
| 4S3 | Identify risk in relation to care provision and service improvement. |
| 4S4 | Demonstrate effective application of quality improvement methodologies and tools. |
| 4S5 | Ability to recognise the importance of responding to individuals’ feedback and comments appropriately including resolving complaints in a timely manner and effectively at local level, escalating as appropriate. |