Scot Ad Prac

Career & Development
Framework for
Learning Disability
Nursing
in Scotland
March 2013
© NHS Education for Scotland 2013. You can copy or reproduce the information in this document for use within NHSScotland and for
non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.
ISBN: 978-0-85791-030-1
Contents
page
Introduction 2
Level 5 Practitioner 5
Level 6 Senior Practitioner 16
Level 7 Advanced Practitioner 26
Level 8 Consultant Practitioner 37
Appendices
Appendix 1 Career Framework Model 50
Appendix 2 Articulation of Career Framework with Scottish Credit and 51

Qualifications Framework
Appendix 3 Suggested matching of central themes against NHS KSF 52
Appendix 4 Members of the Development Group 54
References 55
1
Introduction
Background
Career & Development Framework for Learning Disability Nursing in Scotland | Introduction
The Career & Development Framework The Framework builds on the National Framework for Pre-registration Learning Disability
Nursing Field Programmes in Scotland (3), which defines the principles and competences
for Learning Disability Nursing has been
that universities and practice-placement providers are expected to demonstrate within their
developed as an outcome of Strengthening pre-registration programmes and details the knowledge, skills and competence expected
the Commitment: the report of the UK from a learning disability nurse at the point of registration.
review of learning disabilities nursing (1).
Modernising Nursing Careers (2) introduced Learning disability nurses:
the notion of structured career planning ¡ deliver highly skilled, evidence-informed care to people with learning disabilities1 of all
for nurses to enable them to develop ages in their own homes and in care settings;
appropriate knowledge and skills to be able ¡ work in collaboration with other professions across all health service tiers, public,
to progress to more senior or alternative private and third-sectors agencies;
positions if they wished, and to develop ¡ work as partners with individuals and families, providing advice and support,
within their existing role to continue to meet anticipating health needs, promoting self care and enabling people to be as
independent as possible;
the evolving needs of the populations they
¡ have a key role in working with a wide range of health professionals and other partners
supported.
to promote access wherever possible to mainstream health services and reduce health
inequalities.
1
The term “people with learning disabilities” in this Framework refers to all people with learning disabilities, including
older people, children and young people.
2
Purpose of the Framework
Prior to, and since the inception of, Modernising Nursing Careers (2), Scotland has led many
national initiatives for the whole nursing, midwifery and allied health professional (NMAHP)
workforce relating to different levels of the NHS career framework, including Flying Start
NHS®,2 Early Clinical Careers Fellowships,3 Effective Practitioner,4 Advanced Nursing
Practice Toolkit5 and nurse and allied health professional consultant developments. These
initiatives have set out a generic NMAHP pathway, enabling learning disability nursing to set
out a clear developmental pathway that will serve to:
¡ outline the developmental needs of the existing registered learning disability
nursing workforce in terms of values, knowledge and skills to enable planning of
its development, reflecting the key priorities for workforce development set out in
Strengthening the Commitment (1);
¡ clearly articulate how the post-registration development of learning disability nurses
can be linked to and maximise the opportunities afforded by existing national
development opportunities and generic pillars of practice;
¡ act as the foundation for informing future developments in post-registration graduate
learning disability nursing education, research and scholarly activity.
The Framework provides a tool that enables staff to take ownership of their development
in line with current ambitions for the NHS workforce and will allow NHS Boards to build on
best value.
2
See: http://www.flyingstart.scot.nhs.uk/
3
See: http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-and-midwifery/careers-and-
recruitment/early-clinical-career-fellowships.aspx
4
See: http://www.effectivepractitioner.nes.scot.nhs.uk/Default.aspx
5
See: http://www.advancedpractice.scot.nhs.uk/toolkit-concept.aspx
3
Structure
The Framework consists of templates that map progress through levels 5−8 of the
Career Framework for Health (Appendix 1). Examples of the sphere of responsibility/role
associated with a particular level, key knowledge and skills, appropriate educational and
development preparation (including levels of qualification as identified in the Scottish Credit
and Qualifications Framework (SCQF) (Appendix 2)) and suggested mapping to the NHS
Knowledge and Skills Framework (Appendix 3) are provided.
The Framework is organised around the four central pillars of practice described in the
Advanced Nursing Practice Toolkit – clinical practice; facilitation of learning; leadership; and
evidence, research and development. The materials presented in the first three pillars are
generic to any professional group: the “clinical practice” pillar defines the specific nature of
learning disability nursing.
The emphasis in each pillar at particular levels of the Career Framework will vary according
to role (the “leadership” pillar may predominate for clinical managers, for instance). There is
no direct matching of content across individual columns.
Practitioners develop in confidence and competence as they progress within, and across,
each level of the Framework, moving from newly qualified novice practice towards
experienced, expert practice. The gateway review processes that take place as part of the
NHS Knowledge and Skills Framework support and influence this developmental process
(4). The consolidation of existing knowledge and skills and the acquisition of new ones are
reflected in the incremental nature of the Framework levels.
It is important to note that the levels in this Framework do not directly “read across” to the
Agenda for Change (AfC) pay band levels as the Career & Development Framework has no
direct link to pay.
4
Career & Development Framework for Learning Disability Nursing in Scotland
Level 5 Practitioner
5
Career & Development Framework Level 5 - Practitioner level
Overview
Career & Development Framework for Learning Disability Nursing in Scotland | Level 5 Practitioner
Central pillars: 1 Clinical Practice 2 Facilitation of Learning 3 Leadership 4 Evidence, Research and Development
Minimum professional/education
Broad sphere of responsibility/role Examples of core educational themes SCQF
requirements
Deliver care in accordance with the Nursing and Registered on Part 1 of the NMC register Assessing health needs 8−10
Midwifery Council (NMC) Code (5)
Educated to a minimum of pre-registration Knowledge of relevant policy drivers and
Deliver care as part of a multiprofessional/ diploma level understanding of service provision
multiagency team
Appropriate and relevant formal and work- Team working
Undertake statutory training and personal and based educational preparation relevant to
professional development learning disability nursing Health improvement
Contribute to the supervision of undergraduate/ Mentorship preparation Management

pre-registration nurses and support workers
within team Communication
Teaching, learning and facilitation
Complex health needs
Vulnerable groups
(such as child and adult support and protection)
NHS mandatory training
6
Central Pillar Examples of sphere of Key knowledge, skills and Examples of educational and
responsibility/role behaviours professional development
1 Clinical Practice
Work under direct/indirect Ability to: Flying Start NHS® web-based
Aspects of practice supervision of a Level 6 nurse or ¡ demonstrate a broad knowledge and resource programme
1.1 Demonstrate developing above as part of a learning disability understanding of learning disability
competence and clinical nursing/multiprofessional team using nursing underpinned by comprehensive Effective Practitioner website
skills in learning disability specialist knowledge and skills to theoretical knowledge and relevant resource − clinical practice learning
nursing and management provide and enhance clinical care to clinical experience and competence activities
appropriate to people with a defined population of people with required to work at Career Framework
learning disabilities in relation to their Level 5 (Appendix 3) Adult safeguarding and child
learning disabilities and their
health care needs protection
families ¡ understand local adult safeguarding
and adult/child protection policies and
Contribute to comprehensive Adult Support and Protection
procedures
health assessment as part of a (Scotland) Act 2007
multidisciplinary team ¡ demonstrate knowledge of the
health needs of people with learning Getting it Right for Every Child
Responsible and accountable for the disabilities to deliver safe, effective and (GIRFEC)6
delivery of agreed specific aspects person-centred nursing care
of care for people with learning Family assessment skills
disabilities in line with the NMC Code
(5) Health informatics
Introduction/orientation to e-KSF
Living and Dying Well (6)
6
See: http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright
7
1 Clinical Practice
Deliver safe, effective and person- Ability to: Think Capacity Think Consent (7)
Aspects of practice centred care to people with learning ¡ understand the health inequalities
1.1 Demonstrate developing disabilities using evidence-informed experienced by people with learning Adults with Incapacity (Scotland) Act
competence and clinical practice disabilities 2000
skills in learning disability ¡ identify if people with learning
nursing and management Work within a clinical governance Mental Health (Care and Treatment)
disabilities have sufficient information
appropriate to people with framework (Scotland) Act 2003
and capacity to consent to any aspect
learning disabilities and their of care or treatment
Dementia Skilled - Improving
families ¡ undertake nursing assessment Practice (8)
and contribute to complex health
assessment 10 Essential Shared Capabilities:
¡ advise on and implement reasonable supporting person-centred
adjustments to enable health needs to approaches (9)
be met
¡ plan and implement health care Working with People who have a
interventions based on assessed need Learning Disability and Complex
Needs (10)
¡ develop specialist clinical skills within
sphere of practice such as challenging
behaviour, epilepsy, profound learning
and multiple disability
¡ evaluate effectiveness of current
practice
¡ assess and act in finding appropriate
methods to ensure effective
communication
8
1 Clinical Practice
Respect the dignity, wishes and Ability to: 10 Essential Shared Capabilities:
Aspects of practice beliefs of people with learning ¡ display high level of awareness of own supporting person-centred
1.2 Promote and influence disabilities, their families and carers, values and beliefs approaches (9)
others to incorporate non- involving them in shared decision-
¡ continuously work to develop emotional
judgemental, values-based making and obtaining informed Equality Act (2012)
intelligence
care into practice consent
¡ comply with the NMC Code (5) Think Capacity Think Consent (7)
Base care and support on the in demonstrating a personal and
principles of co-production, professional commitment to equality Adults with Incapacity (Scotland) Act
personalisation and values-based and diversity, reflecting national and 2000
practice local policy
¡ provide care in a way that demonstrates Mental Health (Care and Treatment)
Work effectively with the range respect for the rights of people with (Scotland) Act 2003
of rights and principles-based learning disabilities, their families and
legislation carers and significant others Adult Support and Protection
¡ reflect on how ethnicity, age, gender, (Scotland) Act 2007
sexuality, religion or spiritual beliefs
and disabilities can impact on people’s
specific needs and experiences of
health care
¡ recognise the key role of families and
carers and value their involvement,
while respecting confidentiality and
choice
¡ contribute to the development and
implementation of formal policies to
promote meaningful involvement of
people with learning disabilities, their
families and carers in services
9
1 Clinical Practice
Utilise critical thinking and reflection Ability to: Corporate and local induction
Aspects of practice to explore and contribute to the ¡ display awareness of own competence/ programmes
1.3 Work within sphere of analysis of evidence, cases and confidence
practice to exercise situations in clinical practice Working with People who have a
¡ utilise the full range of communication
judgement about actions Learning Disability and Complex
options, such as visual aids, information
while accepting professional Draw on a range of sources in Needs (10)
technology (IT) and easy-read skills
and organisational making judgements (guided by
senior colleagues) within defined ¡ support people in a person-centred way Positive Behavioural Support: a
accountability and when they are distressed
policies, procedures and protocols learning resource (11)
responsibility
¡ demonstrate effective relationship and
Work within a defined model of interpersonal skills
clinical supervision ¡ demonstrate broad knowledge and
competence around:
- concepts of health and well-being
- health determinants and inequalities
- first aid and emergencies
- health promotion and health
improvement
- epilepsy care
- invasive procedures
- Positive Behaviour Support
- psychological models
- mental health
- dementia
10
2 Facilitation of Learning
Be responsible and accountable Ability to: Flying Start NHS®
Aspects of practice for keeping own knowledge and ¡ maintain own personal and professional
2.1 Learning, teaching and skills up to date through continuing Effective Practitioner resources -
development, learning from experience
assessment professional development and learning, teaching and supervision
through supervision, feedback,
participating in clinical support reflection and evaluation activities
strategies such as mentoring,
¡ motivate, stimulate, encourage and
coaching and clinical supervision Workplace assessor preparation,
facilitate the learning process
such as Scottish Qualifications
Facilitate students and others to ¡ use reflective practice techniques Authority (SQA) assessor
develop their competence using a ¡ develop skills in: qualification
range of professional and personal - clinical practice
development skills Mentorship preparation
- assessment
Provide educational support and - teaching/facilitation Development of motivational,

facilitation to people with learning - effective communication assessment and reflective skills
disabilities, their families and carers
to support self-management and IT skills
decision-making
Conduct a fair, objective and timely

assessment of learners
11
Use established models of Ability to:
Aspects of practice supervision and mentorship ¡ use core facilitation and teaching skills
2.2 Creation of the learning
¡ develop educational materials
environment Contribute to creation of an effective
learning environment, ensuring ¡ understand improvement approaches
learning opportunities for students such as learning audit and appreciative
enquiry
Participate in educational audit ¡ use models of supervision/mentorship
Examples of sphere of Key knowledge, skills and Examples of educational and

Central Pillar responsibility/role behaviours professional development
3 Leadership
Act as a positive role model Ability to: Flying Start NHS® – Teamwork
Aspects of practice ¡ demonstrate clinical leadership
Work independently and in teams to behaviours and skills Flying Start NHS® – Equality and
3.1 Team work and development
coordinate, delegate and supervise Diversity
¡ give and receive feedback in an open,
care for a designated group of
honest and constructive manner
individuals Effective Practitioner website
¡ apply equality and diversity legislation - leadership and management
Manage risk and remain accountable underpinning practice learning activities
for the care given to individuals
Handling complaints
Work effectively across professional
and agency boundaries, actively Equality, diversity, values-based
involving and respecting others’ care
contribution
Recognise diversity, individual

differences and perspectives
12
3 Leadership
Identify priorities, manage time and Ability to: Early Clinical Career Fellowships
Aspects of practice resources effectively to ensure that
3.2 Professional and ¡ respond autonomously and confidently
quality of care is maintained Developing leadership skills
organisational leadership to planned and uncertain situations,
managing self and others confidently
In conjunction with senior NMAHPs, Leadership and management
monitor and evaluate standards of ¡ practice in line with local, national learning activities
care, adhering to defined guidelines, and professional strategies, policies,
policies, standards and protocols to protocols and standards, such as health Communication and developing
ensure the delivery of safe, effective and safety and equality legislation and management skills (accredited or
and person-centred care (12) Scottish Intercollegiate Guidelines work-based)
Network (SIGN) guidelines
Responsible for aspects of clinical Clinical audit
¡ demonstrate professional accountability
effectiveness and management of
in relation to performance of self and
resources Flying Start NHS® – Safe practice
others
Recognise own accountability to act ¡ understand improvement approaches to Effective Practitioner

where performance and practice of support service enhancement
self and others should be improved ¡ understand implications for practice of Flying Start NHS® – Policy
key legal and ethical issues
Seek opportunities to improve the Work shadowing of more senior
service by, for example, generating ¡ develop skills in: colleagues
ideas for innovation and solutions - negotiating
Scottish Learning Disability Nursing
Adherence to importance of - influencing Network
confidentiality and appropriate - organising
disclosure
- problem-solving
Awareness of how organisational - sustaining arguments to solve
goals are reflected in personal and problems
team objectives
continuedè
13
3 Leadership
Recognise early signs of poor Ability to:
Aspects of practice performance and take appropriate ¡ consolidate:
3.2 Professional and measures
organisational leadership - critical thinking skills
Build professional networks - analytical skills

promoting exchange of knowledge, - evaluation skills
skills and resources in relation to - interpersonal skills
work and health
¡ develop skills in:
- negotiating
- influencing
- organising
- problem-solving
- sustaining arguments to solve
problems
14
4 Research and
Development Access databases on research and Ability to: Flying Start NHS® – Research for
evidence related to area of practice ¡ display literature/database searching Practice
Aspects of practice and information literacy skills
4.1 Evidence into practice Appraise research and evidence and Effective Practitioner resources –
¡ demonstrate confidence in using IT
use to underpin own practice evidence-based practice learning
skills and systems
activities
Assess own practice and ¡ access and apply research
interventions against person-centred ¡ critically appraise Appropriate and relevant work-
outcomes ¡ demonstrate knowledge of: based learning/accredited courses
in research and research-based
- clinical audit and local NHS
Contribute to review of impact of practice
information and research governance
NMAHP interventions on the wider
policies
experience of individuals Knowledge network, for example
- local systematic processes that Joanna Briggs Institute and
Consolidate understanding and contribute to quality improvement, Cochrane review
application of different research such as Releasing Time to Care
approaches ¡ deploy user-defined and person- Managed clinical network
centred outcomes, such as “talking
Identify ideas for research activity points” and other personal outcomes Managed service network
approaches
Observe and record data as ¡ observe research governance – ethics, Research methods
directed for clinical trials, audits and data protection and confidentiality
surveillance ¡ analyse and interpret data Quality improvement methodology
15
Level 6 Senior Practitioner
16
Career & Development Framework Level 6 - Senior Practitioner level
Overview
Career & Development Framework for Learning Disability Nursing in Scotland | Level 6 Senior Practitioner
requirements
Skilled, effective practitioner in the field of Registered on Part 1 of the NMC register Research and evidence-based practice 9-11
learning disability nursing
Educated to a minimum of degree level Reflective practice and clinical supervision
Responsible for maintenance of high levels
of evidence-based learning disability nursing Evidence of further study and developing Leadership and management
practice clinical skills relevant to role
Clinical governance; safety, quality, service
Manage/supervise work of others Specialist Practitioner Qualification or improvement
equivalent
Act as a mentor and preceptor Interagency working
NMC-approved nurse prescriber course
17
1 Clinical Practice
Exercise specialist knowledge and Ability to: Effective Practitioner website
Aspects of practice skills to provide and enhance clinical ¡ demonstrate detailed knowledge, skill resource − clinical practice learning
1.1 Demonstrate specialist care in a range of settings and understanding of the health needs activities
competence, innovation of people with learning disabilities
and clinical leadership in Work within a clinical governance underpinned by theoretical knowledge NHS mandatory training
learning disability nursing in framework providing appropriate and relevant clinical experience and
all settings clinical supervision and reflective competence required to work at Career Appropriate and relevant work-based
practice Framework Level 6 (Appendix 3) learning/accredited courses
¡ understand the range of needs of
Deliver safe, effective and person- Advanced clinical assessment and
people with learning disabilities
centred care to people with learning skills
who require additional support and
disabilities using evidence-informed
protection
practice Clinical supervision
May adopt the lead professional role Mentor training

as appropriate
Undertake and co-ordinate

comprehensive health assessment
and interventions
18
1 Clinical Practice
Ability to: Woking with People who have a
Aspects of practice ¡ assess, protect, support and work Learning Disability and Complex
1.1 Demonstrate specialist in partnership when people need Needs (10)
competence, innovation additional support and protection to
and clinical leadership in access health care Positive Behavioural Support: a
learning disability nursing in learning resource (11)
¡ work with patient group directives and
all settings act as a prescriber, where appropriate
¡ demonstrate advancing knowledge and
competence in sphere of practice
¡ undertake complex nursing
assessments and co-ordinate
comprehensive holistic assessment as
part of a multidisciplinary team
¡ deliver a range of evidence-based
interventions to individuals and groups
within sphere of practice
¡ evaluate effectiveness of current
interventions/practice and use this to
inform future interventions/practice
¡ undertake caseload analysis
¡ model advanced skills when working
with specific needs, such as health
improvement, Positive Behaviour
Support and epilepsy
19
1 Clinical Practice
Promote and influence the dignity, Ability to: Ethical decision making
Aspects of practice rights, wishes and beliefs of people ¡ demonstrate high level of awareness of
1.2 Promote and influence with learning disabilities, their own beliefs and values Dignity and respect
others to incorporate non- families and carers, involving them
¡ actively promote rights and values-
judgemental, values-based in shared decision-making and Equality and diversity legislation
based practice and challenge others
care to deliver safe and obtaining their informed consent
where necessary
effective person-centred Health inequalities/improvement
Practice in a way that supports ¡ display a high level of knowledge
care about the Mental Health (Care and
equality and diversity
Treatment) (Scotland) Act 2003, Adults
Act as an advocate for people with with Incapacity (Scotland) Act 2000,
learning disabilities, their families and Adult Support and Protection (Scotland)
carers as required Act 2007 and the Equality Act 2010
(Specific Duties) (Scotland) Regulations
2012
¡ join up professional, ethical, clinical
and legislative frameworks to ensure
person-centred, safe and effective care
and treatment
20
1 Clinical Practice
Utilise critical thinking to explore Ability to: Research skills, including critical
Aspects of practice and analyse evidence, cases and ¡ demonstrate knowledge of legislation, appraisal of legislation, policies,
1.3 Freedom to exercise situations in clinical practice policies, procedures, protocols, procedures, protocols, professional
judgement about actions, professional regulation and NMC Code regulation and codes of practice
while accepting professional Draw on a range of sources in (5)
and organisational making judgements
¡ assess situations and identify the cause
accountability and of a complex problem
Freedom to act, but is guided by
responsibility ¡ share information effectively and
precedent, NMC Code (5) and clearly
defined national and local policies, concisely for a range of situations and
procedures and protocols contexts to ensure safety and continuity
of care
Manage a defined case load, team ¡ display full understanding of informed
and/or resources to provide a quality consent and the implications of the
service that is person-centred, safe Data Protection Act 1998 and Access to
and effective Medical Records Act 2009
¡ use critical thinking, analysis and
evaluation in making clinical judgements
¡ utilise evidence-informed decision-
making
21
Identify and support the achievement Ability to: Testing for the Best resources7
Aspects of practice of learning needs of individuals/ ¡ consolidate core skills to support
2.1 Learning, teaching and teams in response to service need workplace learning Effective Practitioner resources −
assessment and personal development planning learning, teaching and supervision
¡ reflect on practice and support
activities
reflection in others
Evaluate the effectiveness of
educational interventions ¡ understand and apply standards and Mentorship/practice teacher
guidelines that underpin a quality preparation
Consolidate own assessment learning environment
skills and support others in making ¡ demonstrate skills in the evaluation of Programme of preparation for clinical
assessment judgements learning supervision
¡ use appropriate interviewing techniques
Participate in teaching and student IT skills
selection in higher education Selection and recruitment training,
institutions (HEIs) and/or other including equality and diversity
education organisations
Use established models of Ability to:

Aspects of practice
supervision and mentorship ¡ use core facilitation and teaching skills
2.2 Creation of the learning
environment ¡ develop educational materials
Contribute to creation of an effective
learning environment, ensuring ¡ understand improvement approaches
learning opportunities for students such as learning audit and appreciative
enquiry
Participate in educational audit ¡ use models of supervision/mentorship
7
See: http://www.test4best.scot.nhs.uk
22
3 Leadership
Act as a positive role model Ability to: Communication skills
Aspects of practice ¡ demonstrate clinical leadership
3.1 Team work and Work independently and in teams to behaviours and skills Negotiation skills
development coordinate, delegate and supervise
¡ give and receive feedback in an open,
care for a designated group of Effective Practitioner
honest and constructive manner
individuals
¡ apply equality and diversity legislation Education and Development
Manage risk and remain accountable to underpin practice Framework for Senior Charge
for care given to individuals ¡ implement suggestions for own Nurses/Midwives and Team Leaders
improvement and that of others in All Areas of Practice (13)
Work effectively across professional ¡ demonstrate knowledge, understanding
and agency boundaries, actively and utilisation of KSF and its application Information Governance in
involving and respecting others’ NHSScotland: a competency
contribution framework (14)
Recognise diversity, individual

differences and perspectives
Manage professional development of

individuals and groups
Begin to develop skills in recognised

workload assessment tools and skill
mix
23
3 Leadership
Act as a change agent Ability to: Testing for the Best resources
Aspects of practice
¡ organise and implement change
3.2 Professional and Provide leadership for quality Leadership and management
organisational leadership ¡ support others to improve and enhance
improvement and service learning activities
practice
development to enhance people’s
well-being and experiences of health ¡ display creativity and innovation in Communication and developing
care exploring and implementing possible management skills (accredited or
solutions to problems and evaluate their work based)
Encourage staff to contribute effectiveness
ideas and solutions for quality ¡ lead, persuade and influence others Effective Practitioner resources
improvement and innovation effectively
Work shadowing of advanced
Actively contribute to a variety of practitioner-level nurses
professional networks, such as the
Managed Knowledge Network and
professional learning
Negotiate and influence locally in

terms of professional practice and in
relation to health care
Recognise early signs of poor

performance and take appropriate
measures to address concerns
24
4 Research and
Development Use research-related approaches to Ability to: Effective Practitioner resources –
assess how evidence is being used to ¡ adhere to research governance for self evidence-based practice learning
inform the quality of care of individuals activities
Aspects of practice and others
by self and others
4.1 Evidence into practice ¡ support others to access data and
Research skills
Observe and record data using develop literacy skills
appropriate methods, tools and
¡ participate in research audit/evaluation Advanced report-writing skills
technology for complex audits or
and quality improvement processes
clinical trials or projects (Employability
Skills L6 (15)) ¡ understand research governance Funding applications
processes
Contribute to, or participate in,
research-related activity
Identify and disseminate information

on NHS Board/university programmes
of research/forums/special interest
groups/networks relevant to area of
practice
Contribute to the development of

local guidelines and policy and, where
appropriate, at regional and national
level
Identify and utilise skills and

knowledge of staff to support or
undertake research-related activity
such as audit, evaluation and wider
research for the benefit of the
organisation
Share research activity findings

through local bulletins, team meeting
forums and professional journals
25
Level 7 Advanced Practitioner
26
Career & Development Framework Level 7 - Advanced Practitioner level
Overview
Career & Development Framework for Learning Disability Nursing in Scotland | Level 7 Advanced Practitioner
requirements
Professional leader Registered on Part 1 of NMC register Research methods 11
Manage/supervise work of others Working towards Master’s-level award Evidence-based practice
Provide training, support and supervision to Evidence of further study and advanced clinical Reflective practice
staff skills relevant to role, such as:
Leadership and management
¡ epilepsy care
Ensure the delivery of evidence-informed care
¡ Positive Behaviour Support Public health (policy drivers, service provision)
Inform, lead and participate in practice and ¡ dementia
service development Legal and ethical issues, including health
Specialist Practitioner Qualification or and safety law, employment law and equal
Hold clinical governance responsibility for equivalent opportunities
service management
NMC-approved nurse prescriber course NHS mandatory training
Influence policy and implement national and
local guidance Working towards an approved teaching
qualification or Post-graduate Certificate in
Responsible for advanced specialist practice Education (PGCE)
within learning disability nursing
27
1 Clinical Practice
Provide a high level of risk Ability to: Advanced Nursing Practice Toolkit
Aspects of practice management and clinical leadership ¡ demonstrate highly developed specialist web-based resource
1.1 Demonstrate advanced for the delivery of effective and knowledge of learning disability nursing
competence, innovation efficient services underpinned by advanced theoretical Ethical decision making
and clinical leadership in knowledge and relevant clinical
learning disability nursing Responsible for clinical governance experience and competence Appropriate and relevant work-
within a defined setting and hold based learning/accredited courses
¡ display advanced knowledge of
accountability and responsibility for in relation to specific clinical
individuals’ physical and mental health
delivery of whole episodes of care, competencies
needs and appropriate evidence-
including: assessment and diagnosis;
informed interventions in learning
intervention; referral; transition; and MSc in area relevant to learning
disability nursing practice
discharge/transfer of care disability nursing, health care and/or
¡ develop additional specific advanced management
Improve health outcomes for clinical competencies as required for
individuals, families and communities role
and address health inequalities ¡ identify and apply national and local
policies impacting on learning disability
Ensure the delivery of safe and nursing
effective care using evidence-
informed practice
Practice with autonomy by virtue of

advanced knowledge and skills
28
1 Clinical Practice
Develop and evaluate care pathways Ability to:
Aspects of practice in relation to specific health needs
¡ demonstrate an advanced knowledge
1.1 Demonstrate advanced
and understanding of health
competence, innovation and Develop and lead initiatives to
improvement methodologies and
clinical leadership in learning improve access to health services,
how they contribute to the delivery of
disability nursing utilising multidisciplinary and
improved health outcomes for people
multi-agency team working and
with learning disabilities across the
partnerships where appropriate
lifespan
Monitor and evaluate public health ¡ display advanced skills in risk

approaches to ensure the needs assessment, risk management and risk
of people with learning disabilities enablement
are recognised, addressing health
¡ demonstrate an advanced knowledge
inequalities while contributing to
and understanding of the diverse
wider strategic initiatives
health needs of people with learning
disabilities, supporting mainstream
Develop, use and support the use of
services across all tiers in the
outcome measures that demonstrate
development of relevant knowledge,
the effectiveness of learning disability
skills and clinical competences
nursing
29
1 Clinical Practice
Promote and encourage positive Ability to:
Aspects of practice working as a result of leading by ¡ display a high level of awareness of
1.2 Promote and influence example own values and beliefs
others to incorporate non-
¡ comply with the NMC Code (5)
judgemental, values-based Ensure the nursing team negotiates
in demonstrating personal and
care into practice care with people with learning
professional commitment to equality
disabilities, their families and carers
and diversity
and puts the values, views and
understanding of individuals at the
centre of care
Aspects of practice Utilise critical thinking and reflection Ability to: Critical thinking and reflective
1.3 Work autonomously with and evidence-informed care delivery, ¡ demonstrate advanced knowledge practice
the freedom to exercise enabling a high level of judgement of legislation and national and local
judgement about actions and decision-making policies and procedures Ethical decision making
while accepting professional Freedom to act, but is guided by ¡ search, review, analyse, critically
Living and Dying Well (6)
and organisational precedent and clearly defined appraise and apply relevant literature
accountability and policies, procedures and protocols effectively to influence policy and
responsibility practice development
Manage case load/service/team and
resources to provide a quality service
that is person-centred, safe and
effective
Statutory responsibility to risk-

assess and safeguard by working
in partnership with multidisciplinary
agencies as current legislation
dictates to risk-manage, support and
protect vulnerable people
30
Advance practice through Ability to: Participate in formal and work-based
Aspects of practice educational development and learning
2.1 Learning, teaching and ¡ develop and facilitate use of
delivery
assessment educational materials for students, staff
PGCE
and service users, linking to local and
Act as an experienced work-based
national strategies
learning educator/assessor by Formal preparation for educational
providing advice and support to ¡ role-model skills in assessment of supervision
other practitioners competence
Support others to develop teaching,
¡ support others to appraise and modify
Design, plan, implement and supervision and mentoring skills
care in relation to equality, diversity and
evaluate learning and development
values-based care
programmes
Engage with education providers

to contribute to curriculum
development and teaching
Take a lead role in ensuring the

application of standards and
guidelines that underpin a quality
learning experience
31
Analyse the range of factors that Ability to: Knowledge of quality improvement
Aspects of practice influences learning and reflect ¡ act as an experienced mentor/clinical cycle
2.2 Creation of the learning through planning and managing coach/supervisor
environment learning experiences
¡ encourage and support teaching,
supervising and mentoring skills in
Build capability and capacity to
others
support learning in practice settings
¡ apply quality improvement cycle and
Advise service/education providers implement findings
on capability and capacity for ¡ act on intelligence from education
student experience in placements audits to strengthen the workplace as a
positive learning environment
32
3 Leadership
Provide strong and effective Ability to: Advanced Nursing Practice Toolkit
Aspects of practice leadership across professional and
3.1 Team work and ¡ apply models of team building and
organisational teams/boundaries Further development of:
development group working
¡ organisational skills
Create a culture of support and ¡ use conflict management and resolution
empowerment for the team strategies ¡ critical thinking
¡ apply knowledge, understanding and ¡ analytical skills
Critically review team performance
utilisation of NHS KSF to enhance team
and use results to enhance self ¡ leadership skills
performance
and team-member working and ¡ management skills
development to promote person- ¡ apply workforce and workload
centred care assessment tools ¡ appraisal skills
¡ problem-solving skills
Monitor the delivery of high-quality,
person-centred care within the team ¡ reflective skills
and act on results ¡ clinical supervision models and
processes
Provide timely feedback to team to
recognise good performance and ¡ communication skills
identify areas for improvement ¡ lobbying skills
Critically review skill mix and apply Education and Development

workload assessment tools, using Framework for Senior Charge
results to build a business case Nurses/Midwives and Team Leaders
in All Areas of Practice (13)
Releasing Time to Care
33
3 Leadership
Lead and monitor clinical Ability to: Information Governance in
Aspects of practice effectiveness to enhance NHSScotland: a competency
¡ role-model excellent organisational
3.2 Professional and management of resources framework (14)
skills
organisational leadership
Actively encourage involvement of ¡ be creative and innovative in exploring Political leadership courses
people with learning disabilities, their and implementing possible solutions
families and carers to influence and Work shadowing of consultant-level
¡ role-model management and leadership
improve person-centred care nurses
skills that contribute to successful
change
Lead the development, delivery, Employment and equality law
monitoring and evaluation of ¡ support implementation of local and
standards of care and act on the national professional strategy and Education and Development
results policy Framework for Senior Charge
¡ demonstrate partnership working Nurses/Midwives and Team Leaders
Lead innovation and quality in All Areas of Practice (13)
improvement and promote the input ¡ lead, negotiate and influence others
of others effectively by responding appropriately Advanced management and
to queries and complaints, negotiating leadership programmes
Identify poor performance and assertively and presenting a positive
take responsibility for ensuring self-image NES Skills Maximisation Toolkit8
appropriate development ¡ use advanced written and oral
opportunities are available to communication skills Further development of specific
address concerns knowledge and skill in:
¡ use technology competently and
¡ mentoring
Assess, lead, manage and monitor confidently
¡ coaching
the effectiveness and impact of ¡ present complex information effectively
change ¡ change management
in written and oral reports
continuedè
8
See: http://www.nes.scot.nhs.uk/education-and-training/by-discipline/allied-health-professions/about-nes-ahp/resources-and-publications/
publications/skills-maximisation-toolkit-volume-1-workbook.aspx
34
3 Leadership
Ensure that organisational goals Ability to:
Aspects of practice are reflected in personal and team ¡ engage with colleagues using a person-
3.2 Professional and objectives centred critical approach by:
organisational leadership
- listening to, and appreciating, the
Participate and influence local
complexity of a range of views
and, where appropriate, national
and adopting effective questioning
policy and strategy development by
techniques
supporting and developing lateral
thinking in self and others - displaying a sensitive manner and
using appropriate language within a
Work in partnership with a range of range of situations
clinicians, managers and people with
learning disabilities, their families
and carers in planning development
of specific areas of work and health
services
Establish, lead and support a variety

of professional networks with
peers across professional groups,
promoting exchange of knowledge,
skills and resources
35
4 Evidence, Research
and Development Role model for the wider team by Ability to:
creating a positive research culture ¡ further enhance knowledge of research
Aspects of practice within the workplace approaches
4.1 Evidence into practice ¡ demonstrate an understanding of
Identify and utilise staff skills and
proposal application development,
knowledge to support or undertake
ethical approval process and funding
research-related activity such as
sources
audit, evaluation and wider research
to promote person-centred health ¡ utilise knowledge of research and
care information governance to support
others in research
Develop clinically effective practice ¡ gather, collate and communicate
through effective utilisation and appropriate clinical data to enable audit
integration of evidence and service evaluation
Monitor impact of evidence

utilisation
Contribute to the development of

policies, procedures and protocols
Contribute to the wider research

agenda through initiating or
supporting research activity
Identify, promote, embed and

monitor the measurement of
outcomes relevant to practice, using
findings to inform and enhance future
activity
36
Level 8 Consultant Practitioner
37
Career & Development Framework Level 8 - Consultant Practitioner level
Overview
Career & Development Framework for Learning Disability Nursing in Scotland | Level 8 Consultant Practitioner
requirements
Act as a highly specialist clinical expert in Registered on Part 1 of the NMC register Care governance 11-12
advanced roles within learning disability nursing
Master’s-level degree Strategic leadership
Provide expert advice nationally, regionally and
locally Specialist Practitioner Qualification or Legal and ethical issues
equivalent
Lead on nursing research NHS mandatory training
Evidence of further study and advanced clinical
Establish and maintain relationships across skills
NHS partnership agencies
Working towards doctorate
Take a lead role in implementing regional and
national strategy Approved teaching qualification
Establish professional networks with allied

professions, groups, statutory bodies and third-
sector partners
38
1 Clinical Practice
Provide leadership, clinical and Ability to: Appropriate and relevant work-
Aspects of practice professional advice in relation to ¡ demonstrate expert knowledge, based learning/accredited courses at
1.1 Demonstrate expert learning disability nursing expertise and understanding in the advanced level
competence, innovation and specific area of practice, underpinned
clinical leadership in learning Provide and enhance highly by theoretical knowledge and relevant Advanced Nursing Practice Toolkit
disability nursing specialist clinical care to individuals, clinical experience and competence web-based resource
families, carers and communities required to work at Career Level 8
(Appendix 3) Advanced critical thinking
Provide and advance clinical
¡ display expert knowledge of the range
leadership at strategic and practice Doctorate
and needs of people who require
levels, using evidence-based
additional support and protection
practice to promote effective health
outcomes ¡ utilise expert knowledge of health needs
and health inequalities experienced
Provide and supervise advanced by people with learning disabilities
high-level assessments to address to deliver safe, effective and person-
highly complex health needs of centred nursing care
individuals, families, carers and ¡ display advanced communication and
communities by using expert interpersonal skills and empowerment,
knowledge and clinical judgement facilitation and influencing skills
to diagnose, intervene and refer ¡ display presentation skills
appropriately
¡ utilise strategic and corporate-working
skills
Provide an expert level of risk
management and provide leadership ¡ work effectively with and across
for the delivery of effective and agencies
efficient services that correspond to ¡ demonstrate expert knowledge related
predetermined clinical performance to people with learning disabilities
targets ¡ lead on the development of clinical
governance frameworks
continuedè
39
1 Clinical Practice
Scrutinise and hold responsibility for Ability to:
Aspects of practice clinical governance within a defined ¡ contribute to policies impacting on
1.1 Demonstrate expert setting and assume accountability learning disabilities nursing
competence, innovation and and responsibility for delivery of
¡ contribute to the operational aspect of
clinical leadership in learning whole episodes of care, including:
service delivery
disability nursing assessment and diagnosis;
intervention; referral; transition; and ¡ provide ongoing specialist advice
discharge or transfer of care ¡ develop additional relevant clinical
competences as required
Monitor and evaluate public health
approaches to ensure the needs of
people are recognised, addressing
health inequalities while influencing
and contributing to wider strategic
initiatives
Improve health outcomes for

individuals, families and communities
and address health inequality
Practice with autonomy by virtue of

advanced knowledge and skills
Provide consultancy in area of

clinical practice
40
1 Clinical Practice
Work in partnership with others to Ability to:
Aspects of practice protect individuals from harm and ¡ play a key role as part of a
1.2 Demonstrate advanced abuse multidisciplinary/interagency team
understanding and in developing, implementing and
competency in areas of legal Develop clinical and professional monitoring ethical and legal strategies
and ethical complexities networks and policies at departmental, corporate
relating to care of people and national levels
Utilise evidence-based practice to
with learning disabilities ¡ display in-depth knowledge of new and
guide the interpretation of statutory
emerging guidance and legislation that
and advisory guidance
governs legal and ethical aspects of
care
Generate effective management
reports and other forms of verbal, ¡ consistently utilise expert knowledge
written and visual communication about professional, ethical, clinical
relating to the ethical and legal and legislative frameworks in relation
considerations of managing care for to health care of people with learning
people with learning disabilities disabilities and contribute to the
development of national policy and
legislation
41
1 Clinical Practice
Act as a champion and role model Ability to:
Aspects of practice for values-based care and ensure ¡ display critical awareness of own values
1.3 Promote and influence that professional development and and beliefs
others to incorporate non- quality improvement plans reflect the
judgemental, values-based importance of this approach
care into practice
Aspects of practice Model and promote critical thinking Ability to:

1.4 Practice autonomously, to explore and analyse evidence, ¡ demonstrates ability to exercise
have freedom to exercise cases and situations in clinical advanced levels of clinical decision-
judgement about actions practice, enabling a high level of making
judgement and decision-making
while accepting professional ¡ display in-depth knowledge of
and organisational legislation, policies, procedures,
Manage and lead case load, team
accountability and protocols, professional regulation and
and resources to provide a quality
responsibility codes of practice
service that is person-centred, safe
and effective ¡ develop, lead and establish national
and local protocols at operational and
Has freedom to act, guided by strategic levels
precedent and expert understanding ¡ innovate, develop and lead on safe and
of policies, guidelines, protocols and competent practice
procedures
42
Contribute to the strategic Ability to: Enhancement of teaching and
Aspects of practice development of education for assessing skills through, for example,
¡ transform health care practice through
2.1 Learning, teaching and students, staff and service users at PGCE
evidence-informed educational and
assessment local and national levels curriculum development and delivery
¡ demonstrate sound educational
Work collaboratively with HEIs,
governance skills
Scotland’s colleges and stakeholders
to review, develop and implement ¡ demonstrate expert consultation skills
appropriate programmes/training for ¡ utilise evaluative approaches
own organisation
Plan, deliver and evaluate

educational interventions at local and
national levels, informed by training
needs analysis and in response to
strategy, policy and client need
Promote motivational ways to

influence and optimise learning
Use evaluation findings to improve

future programmes
43
Communicate scholarly activity, Ability to:
Aspects of practice research and new developments to ¡ model behaviours that value diversity,
2.2 Creation of the learning support the integration of evidence- individual differences and perspectives
environment based practice and influence
¡ influence and implement organisational
the development of the learning
learning and development strategies
environment
Evaluate the effectiveness of

educational/training interventions
3 Leadership
Provide leadership to influence Ability to: Appropriate and relevant work-
Aspects of practice the strategic direction across ¡ model behaviours that value diversity, based learning/accredited courses in
3.1 Team work and development professional and organisational individual differences and perspectives leadership/management
teams/boundaries.
Support team development by

developing networks and sharing
information
44
3 Leadership
Accept responsibility for business Ability to: Advanced Nursing Practice Toolkit
Aspects of practice planning and demonstrate people- web-based resource
¡ apply skills in:
3.2 Professional and management skills, including
organisational leadership - strategic management
workforce development and Marketing and business case
succession planning - advanced project planning and management
management
Contribute to the strategic review - financial management Experience of contribution at Board
of clinical effectiveness and - stakeholder involvement level
management of resources
- impact assessment
Participation in peer review
Provide strong and effective - development of an outcomes-focused
leadership across professional and business case Strategic contribution at local and
organisational boundaries, with a - critical thinking, analysis and national level
focus on quality improvement and synthesis
service excellence ¡ report effectively on a range of complex
situations and contexts
Ensure provision of clinical ¡ readily use highly specialist theoretical
supervision and practice knowledge to think, gain
and share information, solve problems
Ensure delivery of, and accountability and make decisions (Employability
for, a clinically excellent, high-quality Level 8 (15))
service that meets the requirements
¡ assess situations and identify the
of the Healthcare Quality Strategy for
root cause of a complex problem
NHSScotland (12)
in environments that are unfamiliar,
complex and unpredictable and have
Act as an expert resource for patient
many interacting factors (Employability
care and decision-making
Level 8 (15))
¡ lead and implement local, national and
professional strategy and policy
continuedè
45
3 Leadership
Influence practice development Ability to:
Aspects of practice by supporting and developing ¡ use critical reading skills to analyse and
3.2 Professional and innovative and lateral thinking in self synthesise information
organisational leadership and others
¡ Interpret health information, statistics
and research data.
Initiate, influence and lead new
developments in services ¡ use highly developed influencing and
political leadership and influencing/
Monitor and demonstrate how lobbying skills
organisational goals are reflected in ¡ model advanced communication and
own and others’ objectives interpersonal skills
¡ display a high level of presentation and
Act as a change agent at report-writing skills
organisational level through
¡ use technology competently and
identifying, challenging and
confidently
managing poor performance
Work collaboratively across

boundaries to develop and raise
awareness of relevant policies,
guidelines and strategies and
influence change at local and
national level
Identify and act on opportunities to

influence and develop policy and
guidelines at national level
continuedè
46
3 Leadership
Respond to national and local
Aspects of practice requests for review of documents
3.2 Professional and such as strategies, policies and
organisational leadership guidelines
Lead and manage change at local

and national levels
Initiate communities of practice/

networks to disseminate resources
and practice initiatives
Network with a wide range of

organisations and individuals to
shape and respond to policy and
strategy at national and local levels
47
4 Evidence, Research and
Development Ensure that services are based on Ability to: Research governance
high-quality evidence ¡ critically review literature
Aspects of practice Advanced research methods
¡ understand advanced research
4.1 Evidence into practice Identify gaps in the evidence base
methods
in relation to work and health and
communicate findings to appropriate ¡ understand the responsibilities of a
clinical, policy and research principal investigator
communities ¡ present information clearly and
concisely
Understand the responsibilities of ¡ write critically, including analysis,
research governance synthesis and interpretation of the
evidence base to underpin practice
Collaborate with appropriate
¡ write for publication and contribute to
research partners and build links with
peer review
research forums and universities
¡ establish appropriate policies and
Initiate, facilitate or undertake ensure support for clinical research
appropriate high-quality research, activity
acting as principal investigator where
appropriate
Contribute to development and

implementation of a NMAHP
research strategy
48
Appendices
49
Appendix 1 Key Elements of the Career Framework
Career Framework Model

9
People working at level 9 require knowledge at the most advanced frontier of the field of work and at the
interface between fields. They will have responsibility for the development and delivery of a service to a
Career & Development Framework for Learning Disability Nursing in Scotland | Appendices
population, at the highest level of the organisation. Indicative or Reference title: Director
Taken with permission from the Scottish People at level 8 of the career framework require highly specialised knowledge, some of which is at the
8
forefront of knowledge in a field of work, which they use as the basis for original thinking and/or research.
Government Workforce Directorate “Guidance They are leaders with considerable responsibility, and the ability to research and analyse complex processes.
to NHS Boards on the Career Framework for They have responsibility for service improvement or development. They may have considerable clinical and/or
Health”, 11 March 2009 (Annex 2). management responsibilities, be accountable for service delivery or have a leading education or commissioning
role. Indicative or Reference title: Consultant
7
The diagram outlines the Career Framework People at level 7 of the career framework have a critical awareness of knowledge issues in the field and at the
levels, the appropriate clinical-level title (in interface between different fields. They are innovative, and have a responsibility for developing and changing
practice and/or services in a complex and unpredictable environment. Indicative or Reference title: Advanced
brackets), a brief clinical level descriptor and, Practitioner
for illustration, some possible non-clinical role
6
examples. People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist
and /or have management and leadership responsibilities. They demonstrate initiative and are creative in finding
solutions to problems. They have some responsibility for team performance and service development and they
Note: this diagram is a slight adaptation of the consistently undertake self development. Indicative or Reference title: Specialist/Senior Practitioner
version on the Skills for Health website and
5
from the one formally launched in 2006. These People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a field
of work and an awareness of the boundaries of that knowledge. They are able to use knowledge to solve
adaptations are simply to reflect generally problems creatively, make judgements which require analysis and interpretation, and actively contribute to
recognised terms in Scotland, which may service and self development. They may have responsibility for supervision of staff or training.
differ from those used elsewhere in the UK. Indicative or Reference title: Practitioner
4
They do not affect the substance of the Career
People at level 4 require factual and theoretical knowledge in broad contexts within a field of work. Work is
Framework or represent a departure from the guided by standard operating procedures, protocols or systems of work, but the worker makes judgements,
Career Framework launched in 2006. plans activities, contributes to service development and demonstrates self development. They may have
responsibility for supervision of some staff. Indicative or Reference title: Assistant/Associate Practitioner
3
People at level 3 require knowledge of facts, principles, processes and general concepts in a field of work.
They may carry out a wider range of duties than the person working at level 2, and will have more responsibility,
with guidance and supervision available when needed. They will contribute to service development, and are
responsible for self development. Indicative or Reference title: Senior Healthcare Assistants/Technicians
2
People at level 2 require basic factual knowledge of a field of work. They may carry out clinical, technical,
scientific or administrative duties according to established protocols or procedures, or systems of work.
Indicative or Reference title: Support Worker
1
People at level 1 are at entry level, and require basic general knowledge. They undertake a limited number of
straightforward tasks under direct supervision. They could be any new starter to work in the Health sector, and
progress rapidly to Level 2. Indicative or Reference title: Cadet
50
Appendix 2
Articulation of Career Framework with Scottish Credit and Qualifications Framework
Taken from Scottish Government Health Workforce
Directorate “Guidance to NHS Boards on the Career Framework Level Indicative SCQF Levels Example Qualifications
Career Framework for Health”, 11 March 2009.
Annex 2, “A range of post-registration courses”.
Master’s Degree
Level 9 Level 11/12 Doctorate
Note: the levels on the framework are indicative
SVQ5
only. They can be broadly linked to qualifications
and SCQF levels, but this will only be a rough Master’s Degree
guide – there will be exceptions. Level 8 Level 11/12 Doctorate
SVQ5
Learning required at each level will vary according
to the occupational groups into which the role Post Graduate Certificate/Diploma
Level 7 Level 11
falls and the KSF outline for each particular role. Master’s Degree
However, in general, the following level(s) of Ordinary or Honours Degree
qualification (in areas related to the work being Level 6 Level 9/10 Graduate Diploma
undertaken) might be expected for roles which SVQ4
appear at the same level of the Career Framework.
Diploma HE Ordinary or Honours
The learning required for each role should be Level 5 Level 8-10 Degree
considered in conjunction with the Career SVQ4
Framework level descriptors:
HNC
http://www.skillsforhealth.org.uk/workforce- Level 4 Level 7/8
HND
transformation/customised-career-frameworks-
services/ SVQ3
Level 3 Level 6/7
HNC
Level 2 Level 5/6 SVQ2
Level 1 Induction Standards
51
Appendix 3
Suggested matching of central themes against NHS KSF9
Central themes of Career & Development

Core and specific dimensions of the NHS Knowledge and Skills Framework
Framework for Learning Disability Nursing
Clinical Practice Core 1 Communication

Core 2 People and personal development
Core 3 Health, safety and security
Core 4 Service improvement
Core 5 Quality
Core 6 Equality and diversity
HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing
HWB2 Assessment and care planning to meet health and wellbeing needs
HWB3 Protection of health and wellbeing
HWB4 Enablement to address health and wellbeing needs
HWB5 Provision of care to meet health and wellbeing needs
HWB6 Assessment and treatment planning
HWB7 Interventions and treatments
IK2 Information collection and analysis
Facilitation of Learning Core 1 Communication

Core 2 People and personal development
Core 5 Quality
G1 Learning and development
G2 Development and innovation
HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing
9
Post outlines based on the KSF will set out the actual requirements of a post with the dimensions and levels required.
52
Central themes of Career & Development
Core and specific dimensions of the NHS Knowledge and Skills Framework
Framework for Learning Disability Nursing
Leadership Core 1 Communication

Core 4 Service improvement
Core 5 Quality
G5 Services and project management
G6 People management
G7 Capacity and capability
Evidence, Research and Development Core 1 Communication

IK1 Information processing
IK2 Information collection and analysis
IK3 Knowledge and information resources
53
Appendix 4
The development group for the Career Heather Duff Community Learning Disabilities Charge Nurse
& Development Framework for Learning NHS Lothian
Disability Nursing was facilitated by the Andy Graham Community Learning Disabilities Charge Nurse
NHS Greater Glasgow and Clyde
Scottish Government and NHS Education
for Scotland. John Griffin Senior Charge Nurse
NHS Lothian
Robert MacFarlane Clinical Nurse Specialist
NHS Highland
Abigail Mullings Programme Officer
Scottish Government
Billy Pate Project Nurse − Anticipatory Care (Learning Disabilities)
NHS Forth Valley
Hazel Powell Educational Projects Manager
NHS Education for Scotland
Norah Quinn Charge Nurse, Additional Support Team
NHS Forth Valley
Janine Tannahill Community Learning Disabilities Charge Nurse
NHS Highland
John Toland Epilepsy Specialist Nurse
NHS Fife
54
References
1. Scottish Government (2012) Strengthening the Commitment: the report of the UK review of learning disabilities nursing. Edinburgh, Scottish
Government
www.scotland.gov.uk/Resource/0039/00391946.pdf, accessed 7 January 2013.
2. Department of Health (2006) Modernising Nursing Careers. London, DoH

www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4138756, accessed 7 January 2013.
3. NHS Education for Scotland (2013) National Framework for Pre-registration Learning Disability Nursing Field Programmes in Scotland. Edinburgh,
NES.
4. NHS Scotland (2012) Pay Modernisation. Knowledge and Skills Framework (KSF). Website
www.paymodernisation.scot.nhs.uk/afc/ksf/, accessed 7 January 2013.
5. Nursing and Midwifery Council (2010) The Code: standards of conduct, performance and ethics for nurses and midwives. London, NMC
www.nmc-uk.org/Documents/Standards/nmcTheCodeStandardsofConductPerformanceAndEthicsForNursesAndMidwives_LargePrintVersion.PDF,
accessed 7 January 2013.
6. Scottish Government (2008) Living and Dying Well: a national action plan for palliative and end of life care in Scotland. Edinburgh, Scottish
Government
www.scotland.gov.uk/Publications/2008/10/01091608/0, accessed 7 January 2013.
7. NHS Education for Scotland (2012) Think Capacity Think Consent. Edinburgh, NES
www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/mental-health-and-learning-disabilities/publications-and-resources/publications-
repository/think-capacity-think-consent.aspx, accessed 7 January 2013.
8. NHS Education for Scotland (2012) Dementia Skilled - Improving Practice. Edinburgh, NES
repository/dementia-skilled-improving-practice.aspx, accessed 7 January 2013.
9. NHS Education for Scotland (2012) The 10 Essential Shared Capabilities (ESCs). Supporting person-centred approaches. Edinburgh, NES
repository/10-essential-shared-capabilties-supporting-person-centred-approaches.aspx, accessed 7 January 2013.
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10. NHS Education for Scotland (2011) Working with People who have a Learning Disability and Complex Needs. Edinburgh, NES
repository/working-with-people-who-have-a-learning-disability-and-complex-needs.aspx, accessed 7 January 2013.
11. NHS Education for Scotland (2011) Positive Behavioural Support: a learning resource. Edinburgh, NES
repository/positive-behavioural-support-a-learning-resource.aspx, accessed 7 January 2013.
12. Scottish Government (2010) The HealthCare Quality Strategy for NHSScotland. Edinburgh, Scottish Government
www.scotland.gov.uk/Publications/2010/05/10102307/8, accessed 7 January 2013.
13. NHS Education for Scotland (2011) Education and Development Framework for Senior Charge Nurses/Midwives and Team Leaders in All Areas of
Practice, 2nd edition. Edinburgh, NES
www.evidenceintopractice.scot.nhs.uk/media/151092/lbc%20education%20and%20development%20framework.pdf, accessed 7 January 2013.
14. NHS Education for Scotland (2011) Information Governance in NHSScotland: a competency framework. Edinburgh, NES
www.nes.scot.nhs.uk/media/584116/information_governance_in_nhsscotland_competency_framework.pdf, accessed 7 January 2013.
15. Skills for Health (2008). Employability Skills Matrix for the Health Sector. Bristol, Skills for Health
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CD4QFjAA&url=http%3A%2F%2Fwww.skillsforhealth.org.
uk%2Fcomponent%2Fdocman%2Fdoc_download%2F2041-employability-skills-matrix.html&ei=ysr7ULvRC4as0QW9moGYDQ&usg=AFQjCNEQO_
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57
NHS Education for Scotland
Westport 102
West Port
Edinburgh EH3 9DN
Tel: 0131 656 3200
Fax: 0131 656 3201
www.nes.scot.nhs.uk
ISBN: 978-0-85791-030-1

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Career & Development

Level 6 Senior Practitioner 16

Level 7 Advanced Practitioner 26

Level 8 Consultant Practitioner 37

Appendix 2 Articulation of Career Framework with Scottish Credit and 51

Appendix 3 Suggested matching of central themes against NHS KSF 52

Appendix 4 Members of the Development Group 54

Contribute to the supervision of undergraduate/ Mentorship preparation Management

Teaching, learning and facilitation

Complex health needs

NHS mandatory training

Living and Dying Well (6)

NHS mandatory training

Provide educational support and - teaching/facilitation Development of motivational,

Conduct a fair, objective and timely

Examples of sphere of Key knowledge, skills and Examples of educational and

Recognise diversity, individual

Recognise own accountability to act ¡ understand improvement approaches to Effective Practitioner

Build professional networks - analytical skills

Level 6 Senior Practitioner

NHS mandatory training

NMC-approved nurse prescriber course

May adopt the lead professional role Mentor training

Undertake and co-ordinate

Use established models of Ability to:

Recognise diversity, individual

Manage professional development of

Begin to develop skills in recognised

Negotiate and influence locally in

Recognise early signs of poor

Identify and disseminate information

Contribute to the development of

Identify and utilise skills and

Share research activity findings

Level 7 Advanced Practitioner

Professional leader Registered on Part 1 of NMC register Research methods 11

Manage/supervise work of others Working towards Master’s-level award Evidence-based practice

Practice with autonomy by virtue of

Monitor and evaluate public health ¡ display advanced skills in risk

Statutory responsibility to risk-

Engage with education providers

Take a lead role in ensuring the

Critically review skill mix and apply Education and Development

Releasing Time to Care

Establish, lead and support a variety

Monitor impact of evidence

Contribute to the development of

Contribute to the wider research

Identify, promote, embed and

Level 8 Consultant Practitioner

Establish professional networks with allied

Improve health outcomes for

Practice with autonomy by virtue of

Provide consultancy in area of

Aspects of practice Model and promote critical thinking Ability to:

Plan, deliver and evaluate

Promote motivational ways to

Use evaluation findings to improve

Evaluate the effectiveness of

Support team development by

Work collaboratively across

Identify and act on opportunities to

Lead and manage change at local