Carrying out routine technical and scientific procedures and support within hospitals, doctor surgeries and other healthcare settings for a wide range of people.
This occupation is found in hospitals, general practice and other settings in the health sector.
Employers can vary in size from a large national organisation such as the NHS through to a private practice.
Healthcare Science Assistants work in Life Sciences, Physiological Sciences, Physical Sciences, Clinical Engineering, Clinical Bioinformatics in environments such as outpatient departments laboratories and engineering workshops.
Healthcare Science Assistants are part of a wider team contributing to safe patient care across all care pathways from conception to end of life across all areas of healthcare science.
The broad purpose of the occupation is to perform a range of routine technical and scientific procedures whilst in a clinical setting.
Healthcare Science Assistants follow standard operating procedures in order to select and prepare equipment and the environment for healthcare science procedures. They perform healthcare science tasks and tests appropriate to their role. They log, prepare, input and store data.
A Healthcare Science Assistant may also carry out stock control of equipment and consumables.
In their daily work, an employee in this occupation interacts with a wide range of stakeholders including, healthcare science professionals, the wider multi-disciplinary healthcare team, patients and the public. They are likely to report to a Healthcare Science Associate or professional.
An employee in this occupation will be responsible for carrying out clinical, technical, scientific or administrative duties according to standard operating procedures.
They follow specific protocols and adhere to health, safety, governance and ethical requirements.
They are responsible for carrying out a range of delegated activities and solving routine problems using simple rules and tools. They are accountable for their own work performance and are expected to take ownership of their own career and professional development.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 14 months. The EPA period is typically 2 months.
The overall grades available for this apprenticeship are:
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the healthcare science assistant, the qualification required is:
Level 2 Diploma in Healthcare Science (603/0626/9)
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 4 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 7 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Academy for Healthcare Science for Healthcare Science Assistant Register (non-accredited)
Please contact the professional body for more details.
This occupation is found in hospitals, general practice and other settings in the health sector.
Employers can vary in size from a large national organisation such as the NHS through to a private practice.
Healthcare Science Assistants work in Life Sciences, Physiological Sciences, Physical Sciences, Clinical Engineering, Clinical Bioinformatics in environments such as outpatient departments laboratories and engineering workshops.
Healthcare Science Assistants are part of a wider team contributing to safe patient care across all care pathways from conception to end of life across all areas of healthcare science.
The broad purpose of the occupation is to perform a range of routine technical and scientific procedures whilst in a clinical setting.
Healthcare Science Assistants follow standard operating procedures in order to select and prepare equipment and the environment for healthcare science procedures. They perform healthcare science tasks and tests appropriate to their role. They log, prepare, input and store data.
A Healthcare Science Assistant may also carry out stock control of equipment and consumables.
In their daily work, an employee in this occupation interacts with a wide range of stakeholders including, healthcare science professionals, the wider multi-disciplinary healthcare team, patients and the public. They are likely to report to a Healthcare Science Associate or professional.
An employee in this occupation will be responsible for carrying out clinical, technical, scientific or administrative duties according to standard operating procedures.
They follow specific protocols and adhere to health, safety, governance and ethical requirements.
They are responsible for carrying out a range of delegated activities and solving routine problems using simple rules and tools. They are accountable for their own work performance and are expected to take ownership of their own career and professional development.
Duty | KSBs |
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Duty 1 Perform a range of routine technical and scientific procedures and services in accordance with standard operating procedures, policies and protocols. |
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Duty 2 Select and prepare equipment and the environment for healthcare science procedures. |
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Duty 3 Carry out stock control of healthcare science equipment and consumables. |
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Duty 4 Support the provision of clinical care delivered to individuals and maintain client confidentiality. |
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Duty 5 Communicate effectively with individuals. |
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Duty 6 Record, report and store information adhering to information governance and confidentiality requirements. |
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Duty 7 Support a multidisciplinary healthcare team. |
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Duty 8 Maintain a healthy, safe and secure workplace. |
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Duty 9 Contribute to audit, innovation or research within scope of own role. |
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Duty 10 Maintain and develop own competence. |
K1: The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role.
Back to Duty
K2: The scope of own role, including the limitations of own competence.
Back to Duty
K3: The importance of probity, honesty and integrity in professional practice.
Back to Duty
K4: The importance of mental health, wellbeing and resilience.
Back to Duty
K5: The scope and range of services within healthcare science used to investigate, diagnose and treat disease.
Back to Duty
K6: The evidence base that underpins technical practice relevant to own role.
Back to Duty
K7: Stock and equipment management relevant to own role.
Back to Duty
K8: The principles of person-centred care.
Back to Duty
K9: The meaning and importance of 'duty of care' and safeguarding.
Back to Duty
K10: The rights of individuals and own role with regard to giving informed consent.
Back to Duty
K11: The principles that underpin dignity, rights and privacy.
Back to Duty
K12: The importance of individuals being actively involved in making informed choices about their care.
Back to Duty
K13: How to explain technical terms in language others can understand.
Back to Duty
K14: Barriers to communication and techniques for addressing them.
Back to Duty
K15: The importance of information governance and confidentiality.
Back to Duty
K16: The importance of accurate data and processes including digital considerations.
Back to Duty
K17: The policy or procedure for complaints and difficult situations.
Back to Duty
K18: The importance of working within the multi-professional team and how healthcare science impacts on the wider delivery of services.
Back to Duty
K19: Where to go for help and support.
Back to Duty
K20: The principles of leadership, role modelling and how it applies to own role and that of others in the team.
Back to Duty
K21: The importance of being aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team.
Back to Duty
K22: Legislation and policies relating to health and safety at work and own responsibilities.
Back to Duty
K23: The meaning and implications of ‘risk’ and ‘risk assessment’.
Back to Duty
K24: What to do in situations that could cause harm to self or others such as critical incidents.
Back to Duty
K25: The principles of safe lifting and handling of individuals, equipment or other items.
Back to Duty
K26: Infection prevention and control requirements relevant to own role.
Back to Duty
K27: How to handle hazardous materials and substances.
Back to Duty
K28: The quality procedures and improvement protocols and regulations relevant to own role.
Back to Duty
K29: The audit cycle relevant to own role and how audit contributes to the maintenance and improvement of services.
Back to Duty
K30: The importance of delivering high quality service outcomes and continuous improvements (including sustainability) to benefit individuals and health services.
Back to Duty
K31: The regulatory framework that innovation or research is conducted, including research ethics and the implications for own role.
Back to Duty
K32: The importance of service improvement, innovation or research.
Back to Duty
K33: Reflective behaviours and the benefits of self-reflection in helping maintain and support the quality of patient care.
Back to Duty
K34: The role of appraisal and performance review.
Back to Duty
K35: How to prepare for and develop an action plan as part of performance review.
Back to Duty
S1: Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role.
Back to Duty
S2: Work within the scope of the role, the limits of own knowledge and skills.
Back to Duty
S3: Act in line with probity requirements.
Back to Duty
S4: Promote own mental health, wellbeing and resilience.
Back to Duty
S5: Provide general information, advice and guidance about the scope and range of services relevant to role.
Back to Duty
S6: Provide technical evidence-based advice, information and guidance relevant to role.
Back to Duty
S7: Adhere to stock and equipment control policies.
Back to Duty
S8: Support the provision of person-centred care that is delivered by the wider healthcare team.
Back to Duty
S9: Support any care provided including adhering to the relevant requirements.
Back to Duty
S10: Follow policy and protocols that relate to informed consent.
Back to Duty
S11: Protect the dignity, rights and privacy of individuals.
Back to Duty
S12: Assist the wider healthcare team to enable individuals to make choices about their care.
Back to Duty
S13: Communicate basic information effectively verbally and in writing.
Back to Duty
S14: Use techniques to facilitate understanding and reduce communication barriers.
Back to Duty
S15: Keep accurate, confidential records including in a digital format.
Back to Duty
S16: Produce reliable data by logging, inputting, retrieving and storing information within required governance processes.
Back to Duty
S17: Follow protocols for handling, escalating or reporting difficult situations and complaints.
Back to Duty
S18: Work as part of the healthcare science team and the multi-professional team to provide healthcare science services.
Back to Duty
S19: Follow delegation, reporting and escalation protocols appropriate to own role.
Back to Duty
S20: Act as a role model to others and show leadership skills relevant to own role.
Back to Duty
S21: Contribute towards creating the conditions that assist the team in providing a supportive environment for colleagues.
Back to Duty
S22: Work safely in the workplace following safety guidelines.
Back to Duty
S23: Contribute to the risk management process in own workplace adhering to risk management guidelines.
Back to Duty
S24: Take appropriate action in response to incidents or emergencies.
Back to Duty
S25: Move and transport items safely for example individuals or equipment and items.
Back to Duty
S26: Apply a range of techniques for infection prevention and control.
Back to Duty
S27: Follow guidelines and procedures for handling hazardous materials and substances.
Back to Duty
S28: Follow procedures and improvement protocols to meet the requirements of quality standards relevant to own healthcare science practice.
Back to Duty
S29: Contribute to the audit process relevant to own role.
Back to Duty
S30: Offer suggestions for improving services, emerging practices and sustainability.
Back to Duty
S31: Work in accordance with the regulatory frameworks for ethics, innovation or research relevant to own role.
Back to Duty
S32: Assist service improvement, innovation or research within the boundaries of own clinical and scientific practice.
Back to Duty
S33: Reflect on own practice and keep own knowledge and skills up-to-date.
Back to Duty
S34: Take part in appraisal or performance review and ongoing continuing professional development.
Back to Duty
S35: Reply constructively to the outcome of feedback, performance review or appraisal.
Back to Duty
B1: Treat people with dignity.
Back to Duty
B2: Champion equality and diversity.
Back to Duty
B3: Show compassion, respect and empathy.
Back to Duty
B4: Be honest, conscientious and committed.
Back to Duty
B5: Committed to continuously developing their own professional practice.
Back to Duty
B6: Committed to working to the standards of good practice for the Healthcare science professions.
Back to Duty
English and maths qualifications form a mandatory part of all apprenticeships and must be completed before an apprentice can pass through gateway. The requirements are detailed in the current version of the apprenticeship funding rules.
Level: 2
Ofqual regulated
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the healthcare science assistant apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Healthcare science assistant apprentices, their employers and training providers should read this document.
A full-time healthcare science assistant apprentice typically spends 14 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 2 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship provider and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - observation of practice with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
On-programme - typically 14 months
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The apprentice must:
The qualification required is: Level 2 Diploma in Healthcare Science (603/0626/9)
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
End-point assessment - typically 2 months
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The grades available for each assessment method are below
Observation of practice with questions:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 2 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 14 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not rely on reflective accounts or any methods of self-assessment. Reflective accounts should only be used where appropriate to the KSBs. Any employer contributions should focus on direct observation of performance for example, witness statements rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion . They are not required to provide feedback after this review.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This EPA method is being used because:
The observation of practice with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the observation of practice with questions.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 2 weeks' notice of the observation with questions.
The observation must take 1.5 hours.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation with questions cannot be split, except for comfort breaks or to allow the apprentice to move from one location to another. Such breaks will not count towards the total observed time.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. Questioning can occur both during and after the observation.
The purpose of the independent assessor's questions will be to explore the apprentice’s knowledge and understanding. The independent assessor will ask at least one question against each grading theme.
The time for questioning is included in the overall assessment time. The independent assessor must ask at least 4 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the above set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The observation of practice with questions must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation should take place in a suitable environment, for example a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must produce the following materials to support the observation of practice with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This EPA method is being used because.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice's competence against the following themes:
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 7 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
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Working to protocol
K1 K2 K3 S1 S2 S3 B1 B3 B6 |
Works within the limits of the role of a healthcare science assistant and adheres to legislation. Follows standard operating procedures, codes of conduct and ways of working (K1, K2, S1, S2, B6)
Practices with probity, treating people with dignity, showing compassion, respect and empathy (K3, S3, B1, B3)
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Providing services
K5 K6 S5 S6 |
Provides technical and general information, advice and guidance that is accurate, and evidence based and appropriate to the scope and range of healthcare science services used to investigate, diagnose and treat disease within their work area and role (K5, K6, S5, S6)
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Communication and information governance
K13 K14 K15 K16 S13 S14 S15 S16 |
Selects written or verbal communication techniques appropriate to the needs of the individual and communicates basic information effectively (K13, K14, S13, S14) Records information accurately, logging, inputting, retrieving and storing information in line with protocols and explaining the importance of accuracy, information governance and confidentiality (K15, S15, K16, S16) |
Team work
K18 K20 K21 S18 S20 S21 B4 |
Works in partnership with others, showing leadership skills within the scope of the role and behaviours that are honest, conscientious and committed (K18, S18, B4) Works in a supportive way with colleagues, acting as a role model and showing leadership skills that are relevant to their own role in the team, showing an awareness of their own strengths, limitations and behaviours and the effect they may have on others (K20, K21, S20, S21) |
Health, safety and security
K22 K25 K26 S22 S25 S26 |
Follows the correct protocols and standing operating procedures to establish and maintain a safe and effective practice environment, applying the correct techniques for infection prevention and control (K26, S26) Follows safety guidelines to work safely including moving and transporting items such as individuals or equipment using the correct techniques (K22, K25, S22, S25)
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Working to protocol
K4 K19 S4 S19 |
Describes the importance of mental health, wellbeing and resilience and outlines approach to promotion of own mental health, wellbeing and resilience (K4, S4) Describes where to go for help and support about own work-related issues and how to follow delegation, reporting and escalation protocols appropriate to own role (K19, S19) |
N/A |
Provision of clinical care
K7 K8 K9 K10 K11 K12 S7 S8 S9 S10 S11 S12 B2 |
Describes own role in stock and equipment management and how they adhere to stock and equipment control policies (K7, S7) Describes the principles of person-centred care and how they uphold duty of care and safeguarding regulations. Describes how they support the provision of person centred care delivered by the wider healthcare team (K8, K9, S8, S9,) Describes how they follow policies and protocols that relate to informed consent and how they assist the wider healthcare team to enable individuals to make informed choices about their care. Describes the actions they take to protect the dignity, rights, and privacy of individuals (K10, K11, K12, S10, S11, S12) Describes how they champion equality and diversity in the workplace (B2) |
Explains how the provision of person-centred care may be different depending on the role they are undertaking or the task they are carrying out (K9, K10, S9, S10) |
Communication and information governance
K17 S17 |
Describes the policy or procedure for dealing with complaints and difficult situations and the protocols they follow for handling, escalating or reporting difficult situations and complaints (K17, S17) |
N/A |
Health, safety and security
K23 K24 K27 S23 S24 S27 |
Outlines the meaning and implications of ‘risk’ and ‘risk assessment’ and how they contribute to the risk management process in own workplace adhering to risk management guidelines (K23, S23) Describes how to respond to situations that could cause harm to self or others such as critical incidents or emergencies (K24, S24) Describes how to handle hazardous materials and substances in accordance with relevant guidelines and procedures (K27, S27) |
N/A |
Quality and improvement
K28 K29 K30 S28 S29 S30 |
Describes the reasons why they need to follow the quality procedures and improvement protocols that relate to their role and how they impact on their own work (K28, S28) Explains how they contribute to the audit processes in their organisation, describing how it contributes to the maintenance and improvement of services. (K29, S29) Outlines how they contribute to the overall improvement of services, emerging practices and sustainability and how that impacts on the outcomes for individuals. (K30, S30) |
Explains ways in which quality procedures and improvement protocols can impact on the service they provide (K28, S29) |
Innovation and research
K31 K32 S31 S32 |
Outlines how they work in accordance with the regulatory frameworks for ethics, innovation or research and how they contribute to service improvement, innovation or research within the boundaries of own clinical and scientific practice (K31, K32, S31, S32) |
Explains how service improvement, innovation and research, impact on their own work and that of their team (K31, S31) |
Reflection and CPD
K33 K34 K35 S33 S34 S35 B5 |
Describes how they keep own knowledge up to date and take part in a performance review or appraisal, including the development of an action plan. Describes how they respond to the outcome of the performance review and its impact on their practice (K34, K35, S34, S35, B5) Outlines the benefits of self-reflection and how it impacts on the quality of patient care they provide (K33, S33)
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Explains the impact of reflective practice on their way of working and how they use reflection to improve their own performance. (K33, S33) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the observation of practice with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA ‘distinction’, apprentices must achieve a pass in the observation of practice and a distinction in the professional discussion.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Observation of practice with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
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Fail | Any grade | Fail |
Any grade | Fail | Fail |
Pass | Pass | Pass |
Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
Roles | Responsibilities |
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
Knowledge | Assessment methods |
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K1
The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. Back to Grading |
Observation of practice with questions |
K2
The scope of own role, including the limitations of own competence. Back to Grading |
Observation of practice with questions |
K3
The importance of probity, honesty and integrity in professional practice. Back to Grading |
Observation of practice with questions |
K4
The importance of mental health, wellbeing and resilience. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K5
The scope and range of services within healthcare science used to investigate, diagnose and treat disease. Back to Grading |
Observation of practice with questions |
K6
The evidence base that underpins technical practice relevant to own role. Back to Grading |
Observation of practice with questions |
K7
Stock and equipment management relevant to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K8
The principles of person-centred care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K9
The meaning and importance of 'duty of care' and safeguarding. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K10
The rights of individuals and own role with regard to giving informed consent. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K11
The principles that underpin dignity, rights and privacy. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K12
The importance of individuals being actively involved in making informed choices about their care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K13
How to explain technical terms in language others can understand. Back to Grading |
Observation of practice with questions |
K14
Barriers to communication and techniques for addressing them. Back to Grading |
Observation of practice with questions |
K15
The importance of information governance and confidentiality. Back to Grading |
Observation of practice with questions |
K16
The importance of accurate data and processes including digital considerations. Back to Grading |
Observation of practice with questions |
K17
The policy or procedure for complaints and difficult situations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K18
The importance of working within the multi-professional team and how healthcare science impacts on the wider delivery of services. Back to Grading |
Observation of practice with questions |
K19
Where to go for help and support. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K20
The principles of leadership, role modelling and how it applies to own role and that of others in the team. Back to Grading |
Observation of practice with questions |
K21
The importance of being aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team. Back to Grading |
Observation of practice with questions |
K22
Legislation and policies relating to health and safety at work and own responsibilities. Back to Grading |
Observation of practice with questions |
K23
The meaning and implications of ‘risk’ and ‘risk assessment’. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K24
What to do in situations that could cause harm to self or others such as critical incidents. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K25
The principles of safe lifting and handling of individuals, equipment or other items. Back to Grading |
Observation of practice with questions |
K26
Infection prevention and control requirements relevant to own role. Back to Grading |
Observation of practice with questions |
K27
How to handle hazardous materials and substances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K28
The quality procedures and improvement protocols and regulations relevant to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K29
The audit cycle relevant to own role and how audit contributes to the maintenance and improvement of services. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K30
The importance of delivering high quality service outcomes and continuous improvements (including sustainability) to benefit individuals and health services. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K31
The regulatory framework that innovation or research is conducted, including research ethics and the implications for own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K32
The importance of service improvement, innovation or research. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K33
Reflective behaviours and the benefits of self-reflection in helping maintain and support the quality of patient care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K34
The role of appraisal and performance review. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K35
How to prepare for and develop an action plan as part of performance review. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Skill | Assessment methods |
---|---|
S1
Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. Back to Grading |
Observation of practice with questions |
S2
Work within the scope of the role, the limits of own knowledge and skills. Back to Grading |
Observation of practice with questions |
S3
Act in line with probity requirements. Back to Grading |
Observation of practice with questions |
S4
Promote own mental health, wellbeing and resilience. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S5
Provide general information, advice and guidance about the scope and range of services relevant to role. Back to Grading |
Observation of practice with questions |
S6
Provide technical evidence-based advice, information and guidance relevant to role. Back to Grading |
Observation of practice with questions |
S7
Adhere to stock and equipment control policies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S8
Support the provision of person-centred care that is delivered by the wider healthcare team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S9
Support any care provided including adhering to the relevant requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S10
Follow policy and protocols that relate to informed consent. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S11
Protect the dignity, rights and privacy of individuals. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S12
Assist the wider healthcare team to enable individuals to make choices about their care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S13
Communicate basic information effectively verbally and in writing. Back to Grading |
Observation of practice with questions |
S14
Use techniques to facilitate understanding and reduce communication barriers. Back to Grading |
Observation of practice with questions |
S15
Keep accurate, confidential records including in a digital format. Back to Grading |
Observation of practice with questions |
S16
Produce reliable data by logging, inputting, retrieving and storing information within required governance processes. Back to Grading |
Observation of practice with questions |
S17
Follow protocols for handling, escalating or reporting difficult situations and complaints. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S18
Work as part of the healthcare science team and the multi-professional team to provide healthcare science services. Back to Grading |
Observation of practice with questions |
S19
Follow delegation, reporting and escalation protocols appropriate to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S20
Act as a role model to others and show leadership skills relevant to own role. Back to Grading |
Observation of practice with questions |
S21
Contribute towards creating the conditions that assist the team in providing a supportive environment for colleagues. Back to Grading |
Observation of practice with questions |
S22
Work safely in the workplace following safety guidelines. Back to Grading |
Observation of practice with questions |
S23
Contribute to the risk management process in own workplace adhering to risk management guidelines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S24
Take appropriate action in response to incidents or emergencies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S25
Move and transport items safely for example individuals or equipment and items. Back to Grading |
Observation of practice with questions |
S26
Apply a range of techniques for infection prevention and control. Back to Grading |
Observation of practice with questions |
S27
Follow guidelines and procedures for handling hazardous materials and substances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S28
Follow procedures and improvement protocols to meet the requirements of quality standards relevant to own healthcare science practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S29
Contribute to the audit process relevant to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S30
Offer suggestions for improving services, emerging practices and sustainability. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S31
Work in accordance with the regulatory frameworks for ethics, innovation or research relevant to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S32
Assist service improvement, innovation or research within the boundaries of own clinical and scientific practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S33
Reflect on own practice and keep own knowledge and skills up-to-date. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S34
Take part in appraisal or performance review and ongoing continuing professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S35
Reply constructively to the outcome of feedback, performance review or appraisal. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Treat people with dignity. Back to Grading |
Observation of practice with questions |
B2
Champion equality and diversity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B3
Show compassion, respect and empathy. Back to Grading |
Observation of practice with questions |
B4
Be honest, conscientious and committed. Back to Grading |
Observation of practice with questions |
B5
Committed to continuously developing their own professional practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B6
Committed to working to the standards of good practice for the Healthcare science professions. Back to Grading |
Observation of practice with questions |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Working to protocol
K1 K2 K3 S1 S2 S3 B1 B3 B6 |
The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (K1) The scope of own role, including the limitations of own competence. (K2) The importance of probity, honesty and integrity in professional practice. (K3) |
Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (S1) Work within the scope of the role, the limits of own knowledge and skills. (S2) Act in line with probity requirements. (S3) |
Treat people with dignity. (B1) Show compassion, respect and empathy. (B3) Committed to working to the standards of good practice for the Healthcare science professions. (B6) |
Providing services
K5 K6 S5 S6 |
The scope and range of services within healthcare science used to investigate, diagnose and treat disease. (K5) The evidence base that underpins technical practice relevant to own role. (K6) |
Provide general information, advice and guidance about the scope and range of services relevant to role. (S5) Provide technical evidence-based advice, information and guidance relevant to role. (S6) |
None |
Communication and information governance
K13 K14 K15 K16 S13 S14 S15 S16 |
How to explain technical terms in language others can understand. (K13) Barriers to communication and techniques for addressing them. (K14) The importance of information governance and confidentiality. (K15) The importance of accurate data and processes including digital considerations. (K16) |
Communicate basic information effectively verbally and in writing. (S13) Use techniques to facilitate understanding and reduce communication barriers. (S14) Keep accurate, confidential records including in a digital format. (S15) Produce reliable data by logging, inputting, retrieving and storing information within required governance processes. (S16) |
None |
Team work
K18 K20 K21 S18 S20 S21 B4 |
The importance of working within the multi-professional team and how healthcare science impacts on the wider delivery of services. (K18) The principles of leadership, role modelling and how it applies to own role and that of others in the team. (K20) The importance of being aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team. (K21) |
Work as part of the healthcare science team and the multi-professional team to provide healthcare science services. (S18) Act as a role model to others and show leadership skills relevant to own role. (S20) Contribute towards creating the conditions that assist the team in providing a supportive environment for colleagues. (S21) |
Be honest, conscientious and committed. (B4) |
Health, safety and security
K22 K25 K26 S22 S25 S26 |
Legislation and policies relating to health and safety at work and own responsibilities. (K22) The principles of safe lifting and handling of individuals, equipment or other items. (K25) Infection prevention and control requirements relevant to own role. (K26) |
Work safely in the workplace following safety guidelines. (S22) Move and transport items safely for example individuals or equipment and items. (S25) Apply a range of techniques for infection prevention and control. (S26) |
None |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Working to protocol
K4 K19 S4 S19 |
The importance of mental health, wellbeing and resilience. (K4) Where to go for help and support. (K19) |
Promote own mental health, wellbeing and resilience. (S4) Follow delegation, reporting and escalation protocols appropriate to own role. (S19) |
None |
Provision of clinical care
K7 K8 K9 K10 K11 K12 S7 S8 S9 S10 S11 S12 B2 |
Stock and equipment management relevant to own role. (K7) The principles of person-centred care. (K8) The meaning and importance of 'duty of care' and safeguarding. (K9) The rights of individuals and own role with regard to giving informed consent. (K10) The principles that underpin dignity, rights and privacy. (K11) The importance of individuals being actively involved in making informed choices about their care. (K12) |
Adhere to stock and equipment control policies. (S7) Support the provision of person-centred care that is delivered by the wider healthcare team. (S8) Support any care provided including adhering to the relevant requirements. (S9) Follow policy and protocols that relate to informed consent. (S10) Protect the dignity, rights and privacy of individuals. (S11) Assist the wider healthcare team to enable individuals to make choices about their care. (S12) |
Champion equality and diversity. (B2) |
Communication and information governance
K17 S17 |
The policy or procedure for complaints and difficult situations. (K17) |
Follow protocols for handling, escalating or reporting difficult situations and complaints. (S17) |
None |
Health, safety and security
K23 K24 K27 S23 S24 S27 |
The meaning and implications of ‘risk’ and ‘risk assessment’. (K23) What to do in situations that could cause harm to self or others such as critical incidents. (K24) How to handle hazardous materials and substances. (K27) |
Contribute to the risk management process in own workplace adhering to risk management guidelines. (S23) Take appropriate action in response to incidents or emergencies. (S24) Follow guidelines and procedures for handling hazardous materials and substances. (S27) |
None |
Quality and improvement
K28 K29 K30 S28 S29 S30 |
The quality procedures and improvement protocols and regulations relevant to own role. (K28) The audit cycle relevant to own role and how audit contributes to the maintenance and improvement of services. (K29) The importance of delivering high quality service outcomes and continuous improvements (including sustainability) to benefit individuals and health services. (K30) |
Follow procedures and improvement protocols to meet the requirements of quality standards relevant to own healthcare science practice. (S28) Contribute to the audit process relevant to own role. (S29) Offer suggestions for improving services, emerging practices and sustainability. (S30) |
None |
Innovation and research
K31 K32 S31 S32 |
The regulatory framework that innovation or research is conducted, including research ethics and the implications for own role. (K31) The importance of service improvement, innovation or research. (K32) |
Work in accordance with the regulatory frameworks for ethics, innovation or research relevant to own role. (S31) Assist service improvement, innovation or research within the boundaries of own clinical and scientific practice. (S32) |
None |
Reflection and CPD
K33 K34 K35 S33 S34 S35 B5 |
Reflective behaviours and the benefits of self-reflection in helping maintain and support the quality of patient care. (K33) The role of appraisal and performance review. (K34) How to prepare for and develop an action plan as part of performance review. (K35) |
Reflect on own practice and keep own knowledge and skills up-to-date. (S33) Take part in appraisal or performance review and ongoing continuing professional development. (S34) Reply constructively to the outcome of feedback, performance review or appraisal. (S35) |
Committed to continuously developing their own professional practice. (B5) |
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.1 | Occupational standard, end-point assessment plan and funding band revised. | 01/02/2024 | Not set | Not set |
1.0 | Approved for delivery | 10/05/2016 | 31/01/2024 | Not set |
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