CSP Physiotherapy Framework May 2020

Chartered Society of Physiotherapy
Physiotherapy
(condensed version)
Framework putting physiotherapy behaviours,
values, knowledge & skills into practice
A resource to promote & develop physiotherapy practice
CSP (2011) Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge & skills into practice [updated May 2020]
Welcome to the CSP’s Physiotherapy Framework.
The CSP’s Physiotherapy Framework is a resource designed to promote & develop physiotherapy practice. The
Physiotherapy Framework defines & describes the behaviours (& underpinning values), knowledge & skills required for
contemporary physiotherapy practice:
• at all levels - from a new support worker through to a senior level registered physiotherapist;
• across a variety of occupational roles – clinical, educational, leadership, managerial, research, & support;
• in a variety of settings – in health & social care, in industry & workplaces, in education & development, & in research
environments;
• across all 4 nations of the UK.
The Physiotherapy Framework is based on the idea of physiotherapy being a complex intervention. It therefore goes
beyond the task-based focus of existing generic competency frameworks & defines the unique blend of behaviours,
knowledge & skills used by the physiotherapy workforce. The framework’s content is based on an analysis of policy
drivers across the UK & sources describing the behaviours, knowledge & skills used in physiotherapy practice. The
content was refined with feedback from the CSP’s Charting the Future Steering Group, Standing Committees, &
Council, & consultation with the wider CSP membership during 2008-10.
Please note that this is a condensed version of the CSP’s Physiotherapy Framework. The document is divided into 3
sections:
1. Definition of physiotherapy
2. Structure of the framework:

This section explains how the domains & descriptors within the framework work together to describe physiotherapy
practice
3. Physiotherapy values, behaviours, knowledge & skills

Tables that describe the behaviours, knowledge & skills used by the physiotherapy workforce at 6 different levels of
practice
The full version of the framework is available for members to use in the CPD Resources workspace of the CSP’s
ePortfolio system (http://www.csp.org.uk/professional-union/careers-development/cpd/csp-eportfolio/my-eportfolio/cpd-
resources). This full interactive version of the Physiotherapy Framework contains detailed information about the
domains/ descriptors & signposts to specific CPD resources & tools.
CSP(2011) Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge & skills into practice [updated May 2020]
Physiotherapy
framework
Definition of physiotherapy
Definition of physiotherapy
This definition is based on sources that present a picture of contemporary physiotherapy practice. This definition
presents a picture of what the behaviours, knowledge & skills described by the framework look like in practice.
Physiotherapy is a healthcare profession that works with people to identify & maximise their ability to move & function.
Functional movement is a key part of what it means to be healthy. This means that physiotherapy plays an important
role in enabling people to improve their health, wellbeing & quality of life.
Physiotherapists use their professional knowledge & practical skills, together with thinking skills & skills for interaction in
their day-to-day practice. This combination of knowledge & skills means that practitioners can work in partnership with
the individual & other people involved with that person. Physiotherapists recognise that physical, psychological, social
& environmental factors can limit movement & function. They use their knowledge & skills to identify what is limiting an
individual’s movement & function, & to help individuals decide how to address their needs.
Physiotherapy's values means that practice is person-centred, ethical & effective. The evidence-base underpinning
physiotherapy is constantly evolving as practitioners develop new knowledge & understanding through critical
reflection, evaluation & research. This evolving evidence base supports the use & development of physiotherapy's
scope of practice. The Royal Charter gives physiotherapy a broad scope of practice that includes manual therapy,
exercise & movement, electrotherapy & other physical approaches.
Physiotherapy is an autonomous profession. This means that physiotherapists can accept referrals for assessment
from a range of sources: from an individual themselves (self-referral) or from other people involved with that individual.
Physiotherapy can offer a range of interventions, services & advice to improve individuals' health & wellbeing.
Physiotherapy works to maximise an individual’s movement capability at three different levels. It can help maintain &
improve the body’s movement & function by offering treatment when someone is acutely ill in hospital. It can also
improve someone’s function & independence (at home, at work) by offering rehabilitation & advice. It can also enhance
their performance & participation (in their community & wider society) by offering advice & by challenging the
environmental or social barriers that limit participation.
Physiotherapy's strong clinical leadership & adaptable workforce means that it can deliver high quality innovative
services that are accessible, effective & efficient. Physiotherapy maintains strong links between clinical & academic
settings. This means that the profession responds to developments in practice, education or research, & actively
ensures its workforce continues to be fit for purpose.
Physiotherapy
framework
Framework structure
CSP(2011) Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge & skills into practice
Structure of the framework
Physiotherapy is made up of many different elements (or sets of behaviours, knowledge & skills) - all essential to practice. No one
element can be defined as the 'active ingredient' which makes practice effective. The individual elements that make up practice ultimately
influence one another - a real example of the whole being greater than the sum of its component parts. This idea has informed the
structure & content of the physiotherapy framework.
Figure 1: structure of physiotherapy framework showing how individual elements work together to produce physiotherapy practice
A review of the literature & reflection on contemporary physiotherapy practice suggests that physiotherapy practice is made up of four
elements that become integrated in practice.
1. Physiotherapy values
At the heart of physiotherapy practice is a set of values that are shared by all CSP members - regardless of their occupational role,
practice setting, or level of practice. These values inform the behaviour of CSP members, & the knowledge (theoretical & applied) & skills
that the physiotherapy workforce uses & develops.
2. Physiotherapy knowledge
The theoretical knowledge required for physiotherapy practice. Physiotherapy knowledge shapes, & is shaped by the profession’s
constantly evolving scope of practice. Although an individual’s knowledge base will be shaped by the demands & context of their practice,
physiotherapists must demonstrate how their knowledge & understanding relates to physiotherapy & their individual scope of practice.
3. Physiotherapy practice skills

The practical (psycho-motor) skills used by the physiotherapy workforce. In order to apply physiotherapy-specific practice skills,
physiotherapy values & knowledge are required. Without physiotherapy values & knowledge, physiotherapy-specific practice skills of
exercise & movement, manual therapy, electro-physical modalities & other physical approaches become nothing more than a physical
technique. The physiotherapy workforce also uses practical skills/techniques such as First Aid or Manual Handling that are shared with
other groups of staff that work in the health & wellbeing economy. As with physiotherapy knowledge, an individual’s skill-base will evolve
according to their experiences & context of practice, but practitioners must demonstrate how their skills relate to physiotherapy & their
personal scope of practice.
4. Generic behaviours, knowledge & skills

As well as its physiotherapy values, knowledge & practice skills, the physiotherapy workforce also requires generic knowledge & skills.
These are behaviours, knowledge & skills used by all practitioners working in the health & wellbeing economy. The physiotherapy
workforce uses these sets of generic behaviours, knowledge & skills to apply its physiotherapy values, knowledge & practice skills to
maximise individuals’ potential – through its clinical, educational, leadership & research practice. This element is subdivided: behaviours,
knowledge & skills for interaction; & behaviours, knowledge & skills for problem-solving & decision-making.
Each element of the framework contains a number of inter-related domains (specific sets of behaviours, knowledge & skills) as Table 1
shows.
Element Framework domain

1. Physiotherapy values Values
[1 domain]
2. Physiotherapy knowledge Knowledge & understanding of physiotherapy
[3 domains] Political awareness
Self-awareness
3. Physiotherapy practice skills [1 domain] Physiotherapy practice skills
4. Generic behaviours, knowledge & skills: Communicating
- for interacting Helping others learn & develop
[6 domains] Managing self & others
Promoting integration & teamwork
Putting the person at the centre of practice
Respecting & promoting diversity
- for problem-solving & decision-making Ensuring quality
[6 domains] Improving & developing services
Lifelong learning
Practice decision making
Researching & evaluating practice
Using evidence to lead practice
Table 1: summary of physiotherapy framework elements/domains
Describing roles in practice

The structure of the Physiotherapy Framework is designed to help individuals recognise/describe the behaviours/knowledge/skills they
use as part of their day-to-day physiotherapy practice. Although the behaviours/knowledge/skills presented in the framework are shared
across the physiotherapy workforce, how they are used in practice will vary depending on what an individual's practice is at any given
time.
Table 2 shows how 3 different roles that are part of physiotherapy practice draw on different sets of behaviours/knowledge/skills.
Mapping practice in this way is useful to show how different aspects of an individual's role draw on specific sets of
behaviours/knowledge/skills.
Framework domain Conducting a Supporting someone else’s Leading a team to evaluate

physiotherapy assessment development as a mentor & redesign a service
Physiotherapy values ✓ ✓ ✓
Knowledge & understanding of physiotherapy ✓ ✓ ✓
Political awareness ✓ ✓
Self-awareness ✓ ✓ ✓
Physiotherapy practice skills ✓
Communicating ✓ ✓ ✓
Helping others learn & develop ✓
Managing self & others ✓ ✓ ✓
Promoting integration & teamwork ✓
Putting the person at the centre of practice ✓ ✓
Respecting & promoting diversity ✓ ✓ ✓
Ensuring quality ✓ ✓ ✓
Improving & developing services ✓
Lifelong learning ✓ ✓ ✓
Practice decision making ✓ ✓ ✓
Researching & evaluating practice ✓
Using evidence to lead practice ✓
Table 2: using the Physiotherapy Framework domains to describe roles in practice
As these examples illustrate, the Physiotherapy Framework can be used to highlight how a particular set of behaviours, knowledge &
skills transfer from one role to another, & what elements make one role distinct from another. This function of the framework enables it to
move beyond the task-based focus of existing competency frameworks.
The Physiotherapy Framework can therefore be used to:

• deconstruct practice to recognise & celebrate personal strengths & highlight potential learning/development needs.
• recognise how specific sets of behaviours, knowledge & skills transfer from one area of practice to another.
• build a picture of individual/departmental/organisational profile of the physiotherapy workforce.
Levels of practice
Although all the elements/domains within the framework are shared by the physiotherapy workforce, across all levels of practice, in
different occupational roles & practice settings, some domains are more highly developed in some contexts of practice than in others. A
review of the literature & descriptors used to design programmes of education suggests that progression from one level of practice to the
next reflects a change in 3 different dimensions: complexity; predictability; sphere of influence; which together inform the extent of an
individual’s personal autonomy. The relationship between these dimensions is presented in Figure 2.
Figure 2: relationship between practice dimensions
The framework domains are described at 6 levels on a continuum from support to expert (summarised
in Table 3). An individual’s progression through & across the levels will depend on their access to &
engagement with personalised learning & development opportunities.
Support level practice is generally predictable, the practitioner has a very local sphere of influence (e.g.
self, client and physiotherapy team) and works with a relatively straightforward caseload. Personnel
practising at this level have their work delegated by others who take responsibility for ensuring the
individual has the necessary knowledge, skills and behaviours to undertake the delegated task.
Graduate level practice is sub-divided into 2 levels to show how a newly qualified physiotherapist's
practice evolves during the early years of their career. The early experiences of new graduates will have
a lasting effect on their future professional practice & commitment to physiotherapy. Evidence also
highlights the emotional rollercoaster ride experienced by new entrants as they work to consolidate their
existing behaviours/knowledge/skills & develop a deeper understanding of physiotherapy's ways of
working. The key factors differentiating the 'entry-level' & 'experienced' graduate is a growth in the
individual's confidence & competencies which is gained from applying their knowledge & skills in a
supported clinical environment. The divisions within graduate level demonstrate the added value of
providing a supportive working environment, processes & resources to support an individual's transition
from student to qualified staff.
Expert level practice works within complex, unpredictable & normally specialised contexts that demand
innovative work that may involve extending the current limits of knowledge. Practice at this level
therefore provides opportunities to have a broader sphere of influence (e.g. through professional
leadership or consultancy roles), & the complex/unpredictable nature of the practice carries high levels
of personal autonomy.
The level descriptors within the physiotherapy framework were developed using descriptors used to
design programmes of education. ‘Support’ & ‘Advanced support’ practice reflects the descriptors
associated with vocational qualifications (e.g. S/NVQ; HNC/D; Foundation degrees). ‘Entry-level
graduate’ practice reflects the descriptors associated with a Bachelor degree, while ‘advanced’ &
‘expert’ practice reflect the descriptors associated with Masters & Doctoral level study respectively.
Framework complexity (examples) predictability sphere of influence personal autonomy
level (examples)
support Delegated caseload of clients Practice within predictable Clients on caseload & Responsible to delegating
requiring rehabilitation contexts delegating physiotherapist(s) physiotherapist(s)
Practice according to treatment
protocols & Trust
policies/procedures
advanced Delegated caseload - some Practice within predictable & Clients on caseload; MDT Responsible to delegating
support presenting with complex needs normally specialised contexts physiotherapist(s)
Practice according to set
treatment protocols & Trust
policies/procedures
entry-level Own caseload of clients with Practice within complex & Clients on caseload; MDT; Responsible for own actions.
graduate complex needs generally predictable contexts support workers (delegation) Practice according to professional
codes & Trust policies/procedures
experienced Own caseload of clients with Practice within complex & Clients on caseload; MDT; Responsible for own actions.
graduate complex needs increasingly unpredictable support workers (delegation Practice according to professional
contexts & supervision)& students codes & Trust policies/procedures
advanced Specialised caseload of clients Practice within complex & Clients; MDT; staff in primary Professionally & legally
with complex needs unpredictable contexts which & secondary care; accountable for own actions
demands innovation professional networks at local
& national level; students
expert Highly specialised caseload of Practice within complex, Clients/carers on caseload; Accountable for own actions.
clients with complex needs unpredictable and normally AHPs (clinical, professional & Practice characterised by an
specialised contexts demanding education leadership); public/ element of risk taking - guided by
innovative work other professions/policy own knowledge & relevant
makers at regional/national professional codes/standards
level. /guidelines.
Table 3: summary of support to expert continuum
How are the definitions and descriptors presented?
In this version of the framework, each of the 17 domains, except for the values domain, is presented as a set of tables.
The main table is structured and colour-coded to make it easier to follow. The left hand column defines the domain, with the rest of the
table describing what the domain looks like at the 6 different levels of practice.
FRAMEWORK ELEMENT
DOMAIN TITLE
Domain descriptors support advanced support entry-level experienced advanced expert

graduate graduate
Definition of the Individual level
domain descriptors that
describe what the
Description of the behaviours,
specific behaviours, knowledge &
knowledge & skills skills look like at a
particular level of
practice
The domains have been mapped to a set of 6 other competency frameworks relevant to the practices of the physiotherapy workforce:
• Department of Health (2004) Knowledge & Skills Framework
• Skills for Health (2008) Career Framework
• NHS Leadership Academy (2011) Leadership Framework
• Public Health Resource Unit/Skills for Health (2008) Public Health Skills & Career Framework
• Joint Negotiating Committee for Higher Education Staff (2004 – amended Jan 2005) Academic role profiles
• VITAE (2011) Researcher Development Framework
Table 4 presents a summary of how each domain from the CSP’s Physiotherapy Framework maps across to these other competency
frameworks. A more detailed breakdown of that mapping is available in the full version of the Physiotherapy Framework which is
available to CSP members in the CPD Resources workspace in the CSP ePortfolio system.
Mapping physiotherapy framework domains against other competency frameworks relevant to physiotherapy practice (summary).
DoH (2004) Healthcare Clinical Public health JNCHES VITAE

NHS KSF careers Leadership (PHRU, 2008) (academic) (research)
(SfH 2008) (NHSLA 2011)
Physiotherapy Framework
Physiotherapy values
Knowledge & understanding of
physiotherapy
✓ ✓ ✓ ✓
Political awareness ✓ ✓ ✓ ✓ ✓ ✓
Self-awareness ✓ ✓ ✓ ✓
Physiotherapy practice skills ✓ ✓
Communicating ✓ ✓ ✓ ✓ ✓ ✓
Helping others learn & develop ✓ ✓ ✓ ✓ ✓
Managing self & others ✓ ✓ ✓ ✓ ✓ ✓
Promoting integration &
teamwork
✓ ✓ ✓ ✓ ✓ ✓
Putting the person at the centre
of practice
✓ ✓ ✓ ✓ ✓
Respecting & promoting diversity ✓ ✓ ✓ ✓ ✓ ✓
Ensuring quality ✓ ✓ ✓ ✓ ✓ ✓
Improving & developing services ✓ ✓ ✓ ✓ ✓ ✓
Lifelong learning ✓ ✓ ✓ ✓ ✓ ✓
Practice decision making ✓ ✓ ✓ ✓ ✓ ✓
Researching & evaluating
practice
✓ ✓ ✓ ✓ ✓ ✓
Using evidence to lead practice ✓ ✓ ✓ ✓ ✓ ✓
Physiotherapy
framework Physiotherapy behaviours,

knowledge & skills
Values
Values are defined as a set of ideals that motivates & informs an individual’s behaviour & actions. The nature of values means that,
unlike the other domains in the framework, they cannot be described at different levels.
The values at the heart of the Physiotherapy Framework are shared by all CSP members; regardless of their occupational role, practice
setting or level of practice. They are fundamental to the CSP’s expectation of members’ professionalism (www.csp.org.uk/code).
As the figure shows, these values underpin the behaviours, knowledge & skills used by the physiotherapy workforce in their day-to-day
professional practice.
KNOWLEDGE & UNDERSTANDING OF PHYSIOTHERAPY
Domain descriptors support advanced support entry-level graduate experienced advanced expert
graduate
Demonstrate knowledge practice within practice within practice within practice within practice within practice within
& understanding that is predictable & predictable & complex & complex & complex & complex,
relevant to their area of straightforward normally generally increasingly unpredictable unpredictable &
practice & that underpins contexts which specialised predictable contexts unpredictable contexts which normally
their individual scope of requires the contexts which which requires the contexts which demands innovative specialised
practice application of basic requires the application of requires the work which may contexts
The core knowledge of knowledge & facts application & current application of involve exploring demanding
physiotherapy addresses: relevant to their understanding of physiotherapy current current limits of innovative work
• the role of other area of practice. basic knowledge, knowledge physiotherapy knowledge which may involve
professions in health & ideas & principles knowledge extending the
social care relevant to their current limits of
• the principles & area of practice. knowledge
applications of scientific working to continuing to a systematic a systematic
enquiry consolidate the consolidate the understanding of acquisition &
• concept of leadership knowledge gained knowledge gained knowledge, much of understanding of a
• structure & function of from qualifying from qualifying which is at, or substantial
the human body physiotherapy physiotherapy informed by, the body of knowledge
• the theories programme programme, & forefront of which is at the
underpinning the learning how that professional forefront of
approaches used in knowledge practice professional
physiotherapy practice transfers from one practice
• understanding of area of practice to
scientific bases of another
physiotherapy
demonstrate a create & interpret
- biological science
critical awareness new knowledge,
- physical science
of current problems through
- clinical science
& /or new insights original research or
- behavioural science
through application other advanced
• the ethical principles
of research or scholarship, of a
underpinning
advanced quality to satisfy
physiotherapy practice
scholarship peer review, extend
• the legal & policy
techniques relevant the forefront of the
frameworks governing
to their area of discipline, & merit
physiotherapy practice
practice publication
HCPC (2013)
POLITICAL AWARENESS
graduate graduate
Knowledge & basic knowledge knowledge of the knowledge of the knowledge & critical awareness critical awareness
understanding of the of the political, political, social, political, social, understanding of of the political, of the political,
political, social, social, economic economic & economic & the political, social, economic social, economic
economic & & institutional institutional institutional social, economic & institutional & institutional
institutional factors factors that inform factors that inform factors shaping & institutional factors shaping factors shaping
shaping the health & their practice the delivery of the health & factors the health & the health &
wellbeing economy & physiotherapy wellbeing shaping the wellbeing wellbeing
how they inform the services locally economy & how health & economy & how economy & how
design/delivery of they inform the wellbeing they inform the they inform the
physiotherapy. delivery of economy & how current & future design, delivery &
physiotherapy they inform the design, delivery & professional
Political awareness across the UK design & delivery professional development of
describes the of physiotherapy development of physiotherapy
behaviour, knowledge across the UK physiotherapy at across the UK
& skills required to: a local & regional
• identify the level
political, social, participate in contribute to the participate in contribute to the play an active role play an active role
economic & professional work of professional work of in a variety of in a wide variety
institutional factors networks & professional networks & professional or professional & of professional &
influencing the relevant networks, relevant policy networks, policy networks policy networks
delivery & discussions to relevant discussions to relevant that inform the that inform the
organisation of inform the discussions & inform the discussions & implementation & development of
health & social implementation of provide feedback implementation & provide feedback development of policies that
care & the design, policies specific to to inform the development of to inform the policies relevant influence the
delivery & their area of implementation of policies specific to implementation & to professional shape the future
development of practice policies relevant physiotherapy development of practice of professional
physiotherapy to their area of practice policies relevant practice
• engage with the practice to professional
implementation & practice
development of
policy.
SELF-AWARENESS

graduate graduate
A conscious demonstrate a demonstrate self- demonstrate self- demonstrate self- demonstrate demonstrate
knowledge & growing self- awareness by awareness by awareness by strong self- strong self-
understanding of awareness by using reflection using reflection using reflection awareness by awareness by
one’s self which is using the on personal on personal on personal using critical using critical
developed through guidance of practice & practice & practice & reflection on reflection on
reflective practice. others to identify feedback from feedback from feedback from personal practice personal practice
& articulate their others to identify others to identify others to identify & feedback from & feedback from
Self-awareness personal values, & articulate their & articulate their & articulate their others to identify others to identify
describes the preferences, & personal values, personal values, personal values, & articulate their & articulate their
behaviour, knowledge with support, preferences & preferences & preferences & personal values, personal values,
& skills required to: acknowledge how ways of working, ways of working, ways of working, preferences & preferences &
• identify personal these may & with guidance, & with guidance, & with guidance, ways of working, ways of working,
values, influence understand how analyse how evaluate how & critically & critically
preferences & behaviour, these may these may these may evaluate how evaluate how
ways of working judgement & influence influence influence these may these may
(e.g. likes & practice. behaviour, behaviour, behaviour, influence influence
dislikes; strengths judgement & judgement & judgement & behaviour, behaviour,
& weaknesses; practice. practice. practice. judgement & judgement &
emotions & practice. practice.
prejudices;
personal scope of
practice), &
understand how
these can affect
the individual’s
behaviour,
judgement, &
practice.
3. Physiotherapy practice skills
PHYSIOTHERAPY PRACTICE SKILLS
graduate graduate
Profession-specific perform a range perform a range working to perform complex demonstrate demonstrate
practice skills of routine skills of routine skills consolidate & skills consistently technical mastery technical mastery
These relate to safely & consistently with refine the with confidence & of complex skills of complex skills
physiotherapy’s scope effectively with confidence & a performance of a degree of co- within within
of practice & primary guidance & degree of co- complex skills ordination & unpredictable unpredictable &
aim of maximising support ordination & gained from fluidity, learning contexts normally
individuals’ movement fluidity within qualifying how those skills specialised
potential. relatively physiotherapy transfer from one contexts
Approaches that fall predictable programme area of practice to
within the scope of contexts another
physiotherapy practice modify routine modify routine modify a becoming modify a subconsciously
include: skills with skills within technique in increasingly self- technique in- modify a
• manual therapy guidance accepted response to aware of action technique in-
• exercise & standards feedback (e.g. when/how to action
movement from a client, modify a
• electrophysical peer, supervisor) technique & less
modalities dependent on
• kindred physical feedback from
approaches others
Generic practical & evaluate own evaluate own evaluate own evaluate own & evaluate own & evaluate own &
technical skills: performance with performance with performance others’ others’ others’
These practical & guidance & guidance from performance performance in performance in
technical skills are support from others unpredictable unpredictable &
shared with other others contexts normally
workers in health, specialised
social care & contexts
education e.g. First
Aid, Manual handling.
4. Generic behaviours, knowledge & skills for interacting
COMMUNICATING
graduate graduate
The interactive process use a range of use a wide range use a wide range use a wide range
use a range of use a broad range
of constructing & routine of routine of routine & some of routine & advanced & of advanced &
sharing information, communication communication advanced advanced specialised specialised
ideas & meaning skills to share skills to share communication communication communication communication
skills to share
through the use of a information & information, skills to share skills to share
skills to share
complex
common system of ideas with both ideas, problems & information, specialised specialised information &
symbols, signs & specialist & non- solutions with ideas, problems & information, information & ideas/engage in
behaviours. specialist both specialist & solutions, with ideas, problems &
ideas/engage in critical dialogue
audiences non-specialist both specialist & solutions withcritical dialogue with a wide range
Communicating audiences non-specialist both specialist &
with a range of of audiences with
describes the audiences non-specialistaudiences with different levels of
behaviour, knowledge audiences different levels of knowledge &
& skills required to: knowledge & expertise
• facilitate the sharing expertise
of information, advice with guidance, with guidance, modify becoming modify modify
& ideas with a range modify modify communication in increasingly self- communication to communication in-
of people, using a communication in communication in response to aware & able to take account of action to
variety of media response to response to feedback (e.g. modify the needs of take account of the
needs of different
(including spoken, feedback to meet feedback to meet from a client, communication to different
audiences &
non-verbal, written & the needs of the needs of peer, supervisor) meet the needs of audiences & demonstrate a
e-based) different different to meet the needs different demonstrate a commitment to user
• modify audiences audiences & to of different audiences & to commitment to involvement &
communication to enhance user audiences & to enhance user user involvement collaboration
meet individuals’ involvement enhance user involvement & & collaboration
preferences & needs involvement collaboration
• engage with use standard ICT use a range of use a range of use a range of use a wide range use a wide range of
technology, applications to standard ICT ICT to support & ICT to support & of ICT to support ICT to support &
particularly the obtain, process & applications to enhance practice enhance the & enhance the enhance the
effective & efficient combine obtain & process effectiveness of effectiveness of effectiveness of
practice & specify
use of Information & information & a variety of practice practice
software
Communication data information & requirements to
Technology data enhance work
HELPING OTHERS LEARN & DEVELOP
graduate graduate
The process of with guidance, with guidance & with guidance, with guidance, design, plan & design, plan &
working with deliver pre- support, plan & plan & deliver design, plan & deliver learning deliver learning
individuals &/or planned learning deliver learning learning activities deliver learning activities & activities &
groups to create activities to activities to a to a specified sessions of opportunities to a opportunities to a
activities & specified specified range of range of activities & range of wide range of
opportunities to individuals/groups individuals/groups individuals/groups opportunities to a audiences with audiences with
promote learning & range of different levels of different levels of
development. audiences with knowledge & knowledge &
similar levels of expertise expertise
Helping others learn & knowledge &
develop describes the expertise
behaviour, knowledge with guidance, with guidance, apply appropriate select & apply select & apply develop & apply
& skills required to: apply standard apply a range of approaches to appropriate appropriate innovative
• assess the approaches to standard learning & approaches to approaches to approaches to
learner’s needs & learning & approaches to teaching learning & learning & learning &
preferences teaching learning & (techniques & teaching teaching teaching
• design materials/ (techniques teaching material) to meet (techniques & (techniques & (techniques &
experiences that & material) to (techniques & learners’ needs material) to meet material) to meet material) to meet
facilitate learning & meet specific material) to meet learners’ needs learners’ needs & learners’ needs &
development learning specific learning promote a change promote a change
• deliver materials/ outcomes outcomes in practice in practice
experiences that with guidance, with guidance, with guidance, use select & apply develop & apply
facilitate learning use a basic use a predetermined predetermined appropriate innovative
• evaluate the evaluation tool to standardised criteria to assess criteria to assess assessment tools approaches to
effectiveness of the assess a learner’s evaluation tool to a learner’s a learner’s to evaluate a assess a learner’s
learning & performance assess a learner’s performance & performance & learner’s performance &
development performance & progress & progress, & performance & progress, &
experience provide them with provide them with provide them progress, & provide them with
appropriate appropriate with constructive provide them with constructive
[continued overleaf] feedback. feedback feedback constructive feedback
feedback
HELPING OTHERS LEARN & DEVELOP continued
graduate graduate
• reflect on the with guidance & with guidance & with guidance, reflect on learning critically reflect on critically reflect on
learning & support, identify support, reflect on reflect on learning & teaching learning & learning &
development strengths & learning & & teaching performance & teaching teaching
process weaknesses of teaching performance & use this performance & performance &
learning & performance & use this evaluation to use this use this
teaching use this evaluation to inform future evaluation to evaluation to
performance, & evaluation to inform future practice. inform future inform future
use this inform future practice. practice. practice (self &
information to practice others)
inform future
practice.
MANAGING SELF & OTHERS
graduate graduate
The process of take responsibility take responsibility exercise exercise exercise exercise a high
planning, prioritising, for carrying out for carrying out a autonomy & autonomy & substantial level of autonomy
organising, tasks delegated range of initiative in initiative in autonomy & & initiative in
directing/facilitating by others delegated accordance with accordance with initiative in complex &
action & evaluating activities with in- current current complex & unpredictable
performance. This direct supervision professional professional unpredictable situations not
process may involve codes & practices codes & practices situations at the addressed by
the organisation of seeking guidance limits of current current
financial, human, where appropriate professional professional
physical & codes & practices codes & practices
technological work alone or with take some take some take significant take managerial take significant
resources. others on tasks supervisory responsibility for responsibility for responsibility for managerial
with supervision & responsibility for the work of others the work of others the work of others responsibility for
Managing self & manage limited the work of others (e.g. delegation of (e.g. support & for a significant the work of others
others describes the resources within & manage limited tasks to support workers, range of & /or for a
behaviour, knowledge delegated areas resources within workers) & for a students) & for a resources significant range
& skills required to: of work delegated areas range of range of of resources
• plan, prioritise & of work resources resources
organise personal
workload/activities with guidance, with guidance, modify personal becoming modify personal modify personal
& use of resources modify personal modify personal behaviour & increasingly self- behaviour & behaviour &
to fulfil work behaviour & behaviour & actions in aware & able to actions to meet actions ‘in-action’
requirements & actions in actions in response to modify personal the demands of to meet the
commitments response to response to feedback to meet behaviour & the situation & to demands of the
• adapt personal feedback to meet feedback to meet the demands of actions to meet enhance own & situation & to
behaviour & the demands of the demands of the situation & to the demands of others’ maximise the
actions in response the situation the situation & to enhance own the situation & to performance impact of own &
to the demands of enhance own performance enhance own others’
the situation performance performance performance
[continued overleaf]
MANAGING SELF & OTHERS continued
graduate graduate
• evaluate the with guidance & with guidance & with guidance, reflect on critically reflect on critically reflect on
effectiveness of support, identify support, reflect on reflect on personal own & others’ own & others’
performance (own strengths & personal personal performance & performance & performance &
& others) weaknesses of performance & performance & use this use this use this
• lead & inspire personal use this use this evaluation to evaluation to evaluation to
others performance, & evaluation to evaluation to inform future inform future inform future
use this inform future inform future practice practice practice (own &
information to practice practice others)
inform future
practice
take the lead in take the lead in take the lead in exercise exercise exercise
implementing implementing implementing leadership & /or leadership with leadership with
specified tasks in agreed plans in agreed plans initiative to bring responsibility for accountability for
familiar or defined familiar or defined designed to bring about change, decision making decision making
contexts contexts about change, development & designed to bring & development
development & /or new thinking in about change & across a range of
/or new thinking in complex & development contexts,
complex but increasingly within complex & including those
predictable unpredictable unpredictable within which there
contexts contexts contexts is a high degree
of uncertainty & a
need to take
innovative
approaches to
service delivery &
development
PROMOTING INTEGRATION & TEAMWORK
Domain descriptors Support advanced support entry-level experienced advanced expert

graduate graduate
The process of join appropriate participate in & participate in & support & develop support, lead & support, lead &
working with others to professional promote develop professional/ policy develop local/ develop regional/
achieve shared goals. networks to foster professional professional networks to foster regional national
collaboration, share networks to foster networks to foster collaboration, share professional & professional &
information & ideas collaboration, share collaboration, share information & ideas policy networks to policy networks to
Promoting integration
to enhance practice information & ideas information & ideas to enhance practice foster collaboration, foster collaboration,
& teamwork describes to enhance practice to enhance practice share information & share information &
the behaviour, ideas to enhance ideas to enhance
knowledge & skills practice practice
required to:
work effectively with work effectively with work effectively with work effectively with work effectively with work effectively with
• build, maintain &
others to complete others to meet the others to meet the others to meet the others to meet the others to meet the
promote effective specific delegated requirements of responsibilities of responsibilities of responsibilities of responsibilities of
interpersonal tasks their delegated professional professional professional professional
relationships areas of work practice practice, & to practice, & to practice, & use
• work identify situations develop innovative
collaboratively with where collaborative collaborative collaborative
others to achieve approaches could approaches that approaches that
shared goals add value to add value to add value to &
• work with others to practice practice develop practice
maintain & develop with guidance & with guidance, reflect on reflect on critically reflect on critically reflect on
the effective support, identify identify enablers of experiences of experiences of experiences of experiences of
performance of enablers of & & barriers to collaborative collaborative collaborative collaborative
barriers to collaborative working, & with working, & use this working & use this working & use this
teams/networks collaborative working, & use this guidance, use this information to information to information to
working, & use this information to information to identify & identify & implement identify & implement
information to identify solutions to identify solutions to implement solutions creative solutions to innovative solutions
support the support & maintain maintain & develop to maintain & maintain & develop to maintain &
effective the effective the effective develop the the effective & develop the
performance of performance of performance of effective efficient effective & efficient
teams/networks teams/networks teams/networks performance of performance of performance of
teams/networks teams/networks teams/networks
PUTTING THE PERSON AT THE CENTRE OF PRACTICE
graduate graduate
The process of demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate
developing an respect for the respect for the respect for the respect for the respect for the respect for the
understanding of an individual by individual by individual by individual by individual by individual by
individual & their lived acknowledging acknowledging acknowledging acknowledging acknowledging acknowledging
experience, & using their unique their unique their unique their unique their unique their unique
that understanding to needs, needs, needs, needs, needs, needs,
tailor practice to the preferences, & preferences & preferences & preferences & preferences & preferences &
needs of that person values, autonomy values, autonomy values, autonomy values, autonomy values, autonomy values, autonomy
& independence & independence & independence & independence & independence & independence
Putting the person at in accordance in accordance in accordance in accordance in accordance in accordance
the centre of practice with legislation, with legislation, with legislation, with legislation, with legislation, with legislation,
describes the policies, policies, policies, policies, & policies, policies,
behaviour, knowledge procedures & procedures & procedures & procedures, & by procedures, & by procedures, & by
& skills required to: best practice best practice best practice working to working to inform working to inform,
• demonstrate promote best & promote develop &
respect for the practice legislation, promote
individual policies, legislation,
• provide information procedures & policies,
& support that best practice procedures &
enables an best practice
individual to make
informed choices
• involve individuals
in shaping the
design & delivery of
their service
PUTTING THE PERSON AT THE CENTRE OF PRACTICE continued
graduate graduate
provide provide provide provide provide info. & provide info. &
information that information that information & information & support that support that
empowers an empowers an support that support that empowers an empowers an
individual to make individual to make empowers an empowers an individual to make individual to make
an informed an informed individual to make individual to make an informed an informed
choice & to choice & to an informed an informed choice & to choice & to
exercise their exercise their choice & to choice & to exercise their exercise their
autonomy in autonomy in exercise their exercise their autonomy in autonomy in
accordance with accordance with autonomy in autonomy in accordance with accordance with
legislation, legislation, accordance with accordance with legislation, legislation,
policies, policies, legislation, legislation, policies, pro- policies, pro-
procedures & procedures & policies, policies & cedures, & work cedures, & work
best practice best practice procedures & procedures, & to inform & to inform, develop
best practice work to promote promote & promote
best practice legislation, legislation,
policies, policies,
procedures & procedures &
best practice best practice
with guidance & with guidance, involve individuals involve individuals involve individuals actively involve
support, involve involve individuals in shaping the in shaping the in shaping the individuals in
individuals in in shaping the design & delivery design & delivery design & delivery shaping the design
shaping the design & delivery of their service by of their service, & of their service, & & delivery of their
service, & work with
design & delivery of their service by working in work with others work with others
others to critically
of their service by working in accordance with to implement & to critically appraise user
working in accordance with policies & support policies & appraise user involvement, & to
accordance with policies & processes that processes that involvement, & to develop policies &
policies & processes that promote a culture promote a culture develop & imp- processes that
processes that promote a culture of service user of service user lement policies, & promote a culture of
promote a culture of service user involvement involvement processes that service user in-
of service user involvement promote a culture volvement that
involvement of service user contribute to the
involvement development of
best practice
RESPECTING & PROMOTING DIVERSITY
graduate graduate
The process of respect & value respect & value respect & value respect & value respect & value respect & value
recognising, diversity by diversity by diversity by diversity by diversity by diversity by
respecting & valuing working in working in working in working in working to inform working to inform,
people’s differences accordance with accordance with accordance with accordance with & promote develop &
(e.g. age, disability, legislation, legislation, legislation, legislation, legislation, promote
gender, race, religion policies, policies, policies, policies, policies, legislation,
& belief, sexuality) & procedures & procedures & procedures & procedures, & to procedures & policies,
applying this to daily best practice best practice best practice promote best best practice procedures &
work & decision practice best practice
making with guidance & with guidance, identify & identify & identify & identify &
support, identify & identify & articulate their articulate their articulate their articulate their
Respecting & articulate their articulate their own values & own values & own values & own values &
promoting diversity own values & own values & principles, & with principles, principles, principles,
describes the principles, principles & guidance, evaluate how critically evaluate critically evaluate
behaviour, knowledge acknowledge how recognise how evaluate how these may differ how these may how these may
& skills required to: these may differ these may differ these may differ from other differ from other differ from other
• respect & value from other from other from other individuals/groups individuals/groups individuals/groups
diversity individuals/groups individuals/groups individuals/groups & use this & use this & use this
• examine own & with guidance, & with guidance & use this understanding to understanding to understanding to
values & principles use this use this understanding to maintain high maintain high maintain excellent
to avoid knowledge to understanding to maintain high standards of standards of standards of
discriminatory maintain maintain standards of practice even in practice even in practice even in
behaviour & to standards of standards of practice even in situations of situations of situations of
minimise the practice even in practice even in situations of personal personal personal
potential negative situations of situations of personal incompatibility incompatibility incompatibility
effects of individual personal personal incompatibility
differences incompatibility incompatibility
• work constructively
with people of all
backgrounds &
orientations
[continued overleaf]
RESPECTING & PROMOTING DIVERSITY continued
graduate graduate
work work work work work work
constructively constructively constructively constructively constructively constructively
with people of all with people of all with people of all with people of all with people of all with people of all
backgrounds & backgrounds & backgrounds & backgrounds & backgrounds & backgrounds &
orientations by orientations by orientations by orientations by orientations by orientations by
treating recognising & recognising & recognising & recognising & recognising &
individuals with respecting responding to responding to responding to responding to
dignity & respect individuals’ individuals’ individuals’ individuals’ individuals’
expressed beliefs, expressed beliefs, expressed beliefs, expressed beliefs, expressed beliefs,
preferences & preferences & preferences & preferences & preferences &
choices choices. choices, & with choices, & choices, &
guidance, support support support
individuals who individuals who individuals whose
need assistance need assistance rights have been
in exercising their in exercising their compromised
rights rights
identify & report identify identify identify & identify & identify & actively
practice that discriminatory discriminatory challenge challenge challenge
discriminates behaviour & with behaviour & take discriminatory discriminatory discriminatory
against an guidance, take appropriate action practices & work practices & work practices & work
individual or appropriate action to challenge this with others to with others to with others to
group of people to challenge this behaviour implement & critically appraise critically appraise
behaviour promote policies current practice, current practice,
& processes that & to develop & & to develop
promote a non- implement policies &
discriminatory policies & processes that
culture processes that promote a non-
promote a non- discriminatory
discriminatory culture that
culture contribute to the
development of
best practice
4. Generic behaviours, knowledge & skills for problem-solving & decision making
ENSURING QUALITY
graduate graduate
The process of with guidance, fulfil fulfil the fulfil the fulfil the fulfil the fulfil the
maintaining the the requirements of requirements of the requirements of the requirements of the requirements of the requirements of the
effectiveness, the legal & policy legal & policy legal & policy legal & policy legal & policy legal & policy
efficiency & quality of frameworks frameworks frameworks frameworks frameworks frameworks
governing their governing their governing governing governing governing
a service provided.
practice practice professional professional professional professional
practice practice, & work to practice, & work to practice, & work to
Ensuring quality promote best inform & promote inform, develop &
describes the practice legislation, policies, promote legislation,
behaviour, knowledge procedures & best policies, procedures
& skills required to: practice & best practice
• fulfil the with guidance & with guidance, with guidance, recognise situations recognise & recognise &
requirements of the support, recognise recognise & report recognise situations where the critically appraise critically appraise
legal & policy & report situations situations where the where the effectiveness, situations where the situations where the
frameworks where the effectiveness, effectiveness, efficiency & quality effectiveness, effectiveness,
governing practice effectiveness, efficiency & quality efficiency & quality of a service are efficiency & quality efficiency & quality
• recognise efficiency & quality of a service are of a service are compromised, & of a service are of a service are
situations where of a service are compromised compromised, & with guidance, take compromised, & compromised, &
the effectiveness, compromised with support, take appropriate action take appropriate take appropriate
appropriate action to challenge the action to resolve action to resolve
efficiency & quality
to challenge the situation the situation the situation &
of a service are situation contribute to best
compromised, & practice
take appropriate with guidance, with guidance, with guidance, reflect on personal critically reflect on critically reflect on
action identify strengths & reflect on personal reflect on personal performance & with own & others’ own & others’
• critically reflect on weaknesses of performance & with performance & use guidance, use this performance & use performance & use
practice personal support, use this this evaluation to evaluation to this evaluation to this evaluation to
performance, & with evaluation to enhance the enhance the enhance the enhance the
support, use this enhance the effectiveness, effic effectiveness, effectiveness, effectiveness,
information to effectiveness, iency & quality of efficiency & quality efficiency & quality efficiency & quality
enhance the efficiency & quality future practice. of future practice. of future practice. of future practice
effectiveness, of future practice. (own & others).
efficiency & quality
of future practice.
IMPROVING & DEVELOPING SERVICES
graduate graduate
The process of with guidance & with guidance, with guidance, critically evaluate critically evaluate critically evaluate
improving the support, use a use a critically evaluate practice, & with practice & use this practice & use this
effectiveness, basic tool to standardised tool practice, & share guidance, use this appraisal in appraisal in
efficiency & quality of evaluate practice to evaluate the outcome of appraisal in combination with combination with
the service provided. & share the practice & share this appraisal with combination with knowledge of best knowledge of best
outcome of this the outcome of relevant knowledge of best practice & political practice & political
Improving & appraisal with this appraisal with personnel practice & political awareness to awareness to
developing services relevant relevant awareness to identify identify
describes the personnel personnel inform service opportunities for opportunities for
behaviour, knowledge improvement service service
& skills required to: improvement & improvement,
• critically evaluate development development &
practice & use this redesign
appraisal to inform with guidance & with guidance, use a problem- use problem- use problem- use problem-
service support use a use a problem- solving approach solving solving solving
improvement, problem-solving solving approach to develop safe & approaches to approaches to approaches to
development & approach to to develop safe, effective develop safe, develop original, develop original,
redesign develop safe & effective & recommendations effective & safe, effective & effective &
• develop innovative effective efficient for improving the efficient efficient efficient
& sustainable recommendations recommendations quality of recommendations recommendations recommendations
recommendations for improving the for improving the professional for improving the for improving the that demonstrate
to improve the quality of an area quality of an area practice in quality of quality of evidence of
quality of service of routine practice of routine but predictable professional professional positive risk
• plan, facilitate & in a predictable normally contexts practice in practice in taking, for
manage change context specialised increasingly unpredictable improving the
• critically evaluate practice in unpredictable contexts quality of
the process & predictable contexts professional
outcome contexts practice in
unpredictable &
[continued overleaf] normally
specialised
contexts
IMPROVING & DEVELOPING SERVICES continued
graduate graduate
support change & support change & contribute to contribute to make an make an
development development change & change & identifiable identifiable
within their within the development development contribution to contribution to
specific area of profession or within the within the change & change &
practice service at a local profession or profession or development development
level service at a local service at a local within the within the
level or regional level profession or profession or
service at a service & beyond
regional or – at a national or
national level international level
with guidance & with guidance & with guidance, reflect on the critically reflect on critically reflect on
support, identify support, reflect on reflect on the change process, the change the change
strengths & the change change process, & use this process, & use process, & use
weaknesses of process & use this & use this information to this information to this information to
the change information to information to appraise the appraise the appraise the
process & use this appraise the appraise the outcome & inform outcome & inform outcome & inform
information to outcome & inform outcome & inform future practice future practice future practice
appraise the future practice future practice
outcome & inform
future practice
LIFELONG LEARNING

graduate graduate
The process of developing self- demonstrate self- demonstrate self- demonstrate demonstrate demonstrate
learning & awareness of awareness of awareness of increasing self- strong self- strong self-
development directed learning learning learning awareness of awareness of awareness of
towards maintenance preferences, & preferences, & preferences, & learning learning learning
& enhancement of with guidance & with guidance & with guidance can preferences, & preferences, & preferences, &
professional support can support can identify personal with guidance can with minimal can
competence identify personal identify personal learning & identify personal guidance can independently
learning & learning & development learning & identify personal identify personal
Lifelong learning development development needs. development learning & learning &
describes the needs needs needs development development
behaviour, knowledge needs needs
& skills required to: with guidance & with guidance, independently independently independently independently
• assess personal support, advance advance personal advance personal advance personal advance personal advance personal
learning & personal knowledge, knowledge, knowledge, knowledge, knowledge,
development needs knowledge & understanding & understanding & understanding & understanding & understanding &
& preferences skills in line with skills in line with skills in line with skills in line with skills in line with skills in line with
• develop & engage identified learning identified learning identified learning identified learning identified learning identified learning
in a personalised needs, by making needs, by making needs, & with needs, & with needs by making needs by making
plan designed to use of a variety of use of a variety of guidance & guidance, can appropriate use of appropriate use of
meet those needs learning & learning & support, can use use a variety of a variety of a wide variety of
• reflect on the development development a variety of learning & learning & learning &
learning process resources & resources & learning & development development development
• document process opportunities opportunities development resources & resources & resources &
resources & opportunities opportunities opportunities
opportunities
LIFELONG LEARNING continued
graduate graduate
with guidance & with guidance, reflect on reflect on critically reflect on critically reflect on
support, identify identify enablers personal learning personal learning personal learning personal learning
enablers of & of & barriers to & development, & & development, & & development, & & development &
barriers to personal learning with guidance & with guidance, with guidance, use this
personal learning & development, & support, use this use this use this information to
& development, & use this information to information to information to inform the
use this information to inform the inform the inform the planning &
information to inform the planning & planning & planning & management of
inform the planning & management of management of management of future learning &
planning & management of future learning & future learning & future learning & development
management of future learning & development development development experiences
future learning & development experiences experiences experiences
development experiences.
experiences
with guidance & with guidance & with guidance, record the select & apply develop & apply
support, record support, record record the outcome of appropriate innovative
the outcome of the outcome of outcome of personal learning approaches to approaches to
personal learning personal learning personal learning & development in record the record the
& development in & development in & development in a format that outcome of outcome of
a format that a format that a format that meets personal personal learning personal learning
meets personal meets personal meets personal preferences & & development in & development in
preferences & preferences & preferences & professional a format that a format that
organisational organisational professional requirements meets personal meets personal
requirements requirements requirements preferences & preferences &
professional professional
requirements requirements
PRACTICE DECISION MAKING
graduate graduate
The context- efficient & efficient & efficient & efficient & efficient & efficient &
dependent thinking & effective use of a effective use of a effective use of a effective use of a effective use of a effective use of a
decision making range of routine wide range of wide range of wide range of range of broad range of
processes used in approaches & routine routine & some routine & advanced & advanced &
professional practice techniques to approaches & specialised advanced specialised specialised
to guide practice systematically techniques to approaches & approaches & approaches & approaches &
actions collect information systematically techniques to techniques to techniques to techniques to
from a specified collect information systematically systematically systematically systematically
Practice decision set of sources from a specified collect information collect information collect information collect information
making describes the set of sources from a variety of from a variety of from a variety of from a wide
behaviour, knowledge sources relevant sources relevant sources relevant variety of sources
& skills required to: to the situation to the situation to the situation relevant to the
• collect information situation
from a variety of process & process & process & process & process & process &
sources relevant to interpret analyse critically analyse critically analyse critically analyse critically analyse
the decision information in information in information in information in information in information in
making situation predictable & predictable & complex & complex & complex & complex,
• process & analyse straightforward normally predictable unpredictable unpredictable unpredictable &
the information situations where specialised situations where situations where situations where normally
collected data/information situations where data/information data/information data/information specialised
• draw reasoned comes from a data/information comes from a comes from a is incomplete or situations where
conclusions & specified set of comes from a range of sources range of sources consistent data/information
make informed sources specified set of or is incomplete or is incomplete is incomplete or
judgements to sources inconsistent
address
issues/resolve
problems in
practice
• critically evaluate
the decision
making process.
PRACTICE DECISION MAKING continued
graduate graduate
draw reasoned draw reasoned draw reasoned draw reasoned draw reasoned draw reasoned
conclusions & conclusions & conclusions, conclusions, conclusions, conclusions,
make informed make informed supported by supported by supported by supported by
judgements judgements current policy & current policy & current policy & current policy &
supported by supported by evidence-based evidence-based evidence-based evidence-based
factual factual & thinking, & make thinking, & make thinking, & make thinking, & make
information to theoretical informed informed informed informed
address issues information to judgements to judgements to judgements to judgements to
arising in practice address issues address ethical & address ethical & address ethical & address ethical &
in predictable & arising in practice professional professional professional professional
straightforward in predictable & issues in complex issues in complex issues in complex issues in complex
situations normally & predictable & unpredictable & unpredictable & unpredictable
specialised situations situations situations at the situations not
situations limits of current addressed by
professional current
codes & practices professional
codes & practice
with guidance & with guidance & with guidance, reflect on their critically reflect on critically reflect on
support, identify support, reflect on reflect on their decision making their decision their decision
strengths & their decision decision making process & use making process & making process &
weaknesses of making process & process & use this evaluation to use this use this
the decision use this this evaluation to appraise the evaluation to evaluation to
making process, evaluation to appraise the outcome & to appraise the appraise the
& use this appraise the outcome & to inform future outcome & to outcome & to
information to outcome & to inform future practice inform future inform future
appraise the inform future practice practice practice
outcome practice
RESEARCHING & EVALUATING PRACTICE
graduate graduate
Systematic processes with guidance & with guidance, with guidance, plan, conduct & design, plan, design, plan,
of collecting, support, plan, plan, conduct & plan, conduct & manage conduct & conduct &
analysing, & conduct & manage a project manage evaluation & manage manage
synthesising manage a project to evaluate evaluation & research projects evaluation & evaluation &
information to to evaluate a specific aspects of research projects to address research projects research projects
evaluate current specific aspect of practice to address a specific issues to address to address new
practice & generate practice specific issue arising from problems & issues problems & issues
new understandings arising from practice arising from arising from
about practice practice practice practice.
Researching & with guidance, apply a range of with guidance, becoming apply a range of apply a range of
evaluating practice apply a range of standard tools of apply a range of increasingly standard & standard &
describes the standard tools of enquiry showing standard research confident to apply specialised specialised
behaviour, knowledge enquiry showing an awareness of methods/tools of a range of research research
& skills required to: an awareness of related ethical enquiry showing standard research methods/tools of methods/tools of
• design, plan, related ethical considerations an appreciation of methods/tools of enquiry showing a enquiry,
conduct & manage considerations related ethical enquiry showing detailed contributing to the
the research/ considerations an appreciation of understanding of development of
evaluation process related ethical related ethical new techniques or
• use methods of considerations. considerations approaches, &
enquiry to collect & showing a
interpret data in detailed
order to address understanding of
problems or issues related ethical
arising from considerations
practice
[descriptors cont
overleaf]
RESEARCHING & EVALUATING PRACTICE continued
graduate graduate
• critically evaluate with guidance & with guidance & with guidance, reflect on the critically reflect on critically reflect on
the research/ support, identify support, reflect on reflect on the research process, the research the research
evaluation process strengths & the research research process, & use this process, & use process, & use
• communicate the weaknesses of process & use this & use this information to this information to
this information to
outcome of the appraise the
the research information to information to appraise the appraise the project & inform
research/evaluation
process process & use this appraise the appraise the project & inform project & inform future practice.
information to project & inform project & inform future practice future practice.
Research is defined appraise the future practice. future practice
as a study or project
investigation
undertaken based on with guidance & with guidance, identify, & with identify & promote identify & promote identify & promote
a systematic support, identify identify & promote support, promote the practical & the practical & the practical &
understanding & the practical & the practical & the practical & professional professional professional
critical awareness of professional professional professional applications of applications of applications of
knowledge which applications of applications of applications of completed work, completed work, completed work,
generates new completed work. completed work. completed work, & seek & actively seek & actively create
knowledge. & seek opportunities to opportunities to opportunities to
opportunities to share & share & share &
Evaluation is defined share & disseminate disseminate disseminate
as the systematic disseminate findings to both findings to a findings to a wide
process of using findings to both specialist & non- range of range of
specific specialist & non- specialist audiences with audiences with
standards/criteria to specialist audiences. different levels of different levels of
make reasoned audiences. knowledge & knowledge &
judgements about the expertise. expertise.
quality of
something/someone.
USING EVIDENCE TO LEAD PRACTICE
graduate graduate
The process of with guidance & with guidance, with guidance, use a range of efficient & efficient &
analysing, support, use of a use a range of use a range of approaches & effective use of a effective use of a
synthesising & range of routine routine approaches & techniques to range of broad range of
evaluating the best- approaches & approaches & techniques to systematically approaches & approaches &
available evidence, & techniques to techniques to systematically search for techniques to techniques to
integrating it with systematically systematically search for evidence from a systematically systematically
individual expertise & search for search for evidence from a variety of sources collect information search for
service users’ needs information from a information from a variety of sources relevant to the from a variety of information from a
& preferences to specified set of specified set of relevant to the situation sources relevant wide variety of
inform practice sources sources situation to the situation sources relevant
to the situation
Using evidence to
lead practice
describes the with guidance, with guidance, critically evaluate critically evaluate critically evaluate critically evaluate
behaviour, knowledge use a basic tool to use a current research current research current research current research
& skills required to: evaluate standardised tool & scholarship & & scholarship & & scholarship & & scholarship &
• systematically information to evaluate with guidance, use the appraisal use the appraisal use the appraisal
search for evidence collected, & with information use the appraisal to address to address issues to address new
• critically appraise guidance & collected, & with to address specific issues which are at the problems &
evidence & use the support, use the guidance, use the specific issues arising in forefront or issues arising in
information to appraisal to appraisal to arising in professional informed by professional
address problems address a specific address a specific professional practice developments at practice
& issues arising in issue arising from issue arising in practice the forefront of
practice practice practice professional
practice

CSP Physiotherapy Framework May 2020

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Chartered Society of Physiotherapy

A resource to promote & develop physiotherapy practice

2. Structure of the framework:

3. Physiotherapy values, behaviours, knowledge & skills

3. Physiotherapy practice skills

4. Generic behaviours, knowledge & skills

Element Framework domain

Describing roles in practice

Framework domain Conducting a Supporting someone else’s Leading a team to evaluate

The Physiotherapy Framework can therefore be used to:

Figure 2: relationship between practice dimensions

Domain descriptors support advanced support entry-level experienced advanced expert

DoH (2004) Healthcare Clinical Public health JNCHES VITAE

framework Physiotherapy behaviours,

Domain descriptors support advanced support entry-level experienced advanced expert

Domain descriptors Support advanced support entry-level experienced advanced expert

Domain descriptors support advanced support entry-level experienced advanced expert

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