Individual practitioners, as registered professionals, continue to hold professional responsibility and accountability for their practice. The specialist modules may need to be delivered across England, regionally or locally due to numbers of learners required for course viability. Thus, APEL/APL and flexible work based learning are vital to enable this to be accommodated within local programmes of study. The development of bespoke local support with practice educators/educational supervisors, Higher Education Institutes and/or Postgraduate Medical Education will offer useful local momentum to support this work, for example: Work collaboratively with an appropriate range of multi-agency and inter-professional resources, developing, maintaining and evaluating links to manage risk and issues across organisations and settings.

The employer must recognise the responsibilities and capabilities of someone working in these roles. This must be reflected and supported at a local and organisational level. The support must be wider than educational, the voice of the those working in an advanced clinical practice role must be heard via existing or new governance and reporting structures. The board level directors, the clinical leads for the profession and managers must be aware of, understand and recognise the value of, advanced clinical practice roles. This must be cited in the governance arrangements, so that there are clear lines of professional and managerial accountability up to board level. Practitioners working in advanced clinical practice roles must be aware of their own limitations and through this, recognise the parameters of their scope of practice. Continually develop practice in response to changing population health need, engaging in horizon scanning for future developments (e.g., impacts of genomics, new treatments and changing social challenges). delivery of inter-professional learning and support where feasible, to support workforce transformation, by building relationships, trust and respect

At an advanced clinical practice level the attainment of both competence and capability are important: Advanced clinical practice (ACP) is a defined level of practice within clinical professions such as nursing, pharmacy, paramedics and occupational therapy. This level of practice is designed to transform and modernise pathways of care, enabling the safe and effective sharing of skills across traditional professional boundaries. This book focuses on NMC and HCPC regulatory body requirements and is also aligned to nationally recognised advanced practitioner training curricula such as the Faculty Intensive Care Medicine (FICM), the Royal College of Emergency Medicine (RCEM) and the Royal College of Nursing (RCN). Made for the practicing clinician, Advanced Clinical Practice at a Glance is the perfect size for busy healthcare professionals.

Health Education England (HEE), in association with its multi-disciplinary partners, has developed a definition of Advanced Clinical Practice. Facilitate collaboration of the wider team and support peer review processes to identify individual and team learning. This valuable text includes: Guidance on undergraduate and postgraduate education programmes to allow students to prepare for more advanced level rolesHow to achieve transformation in advanced clinical practice via key functions like programme accreditation and recognition of education and training equivalenceA directory of practitioners to recognise those working at an advanced level of practice across specialties Containing essential practical and theoretical guidance, Advanced Clinical Practice at a Glance is a must-have modern resource for all healthcare students looking to get involved in the field, plus professionals working in disciplines that intersect with advanced clinical care.Develop and implement robust governance systems and systematic documentation processes, keeping the need for modifications under critical review. Has a quality assurance model been considered to measure this e.g. CQC 5 key lines of enquiry which will support inspection. This is an area of much current development and new opportunities this framework will be reviewed after one year to update the content to reflect changes to education, national specialty specific developments, the potential regulation of new professions and the fast paced developments in service.

Critically engage in research activity, adhering to good research practice guidance, so that evidencebased strategies are developed and applied to enhance quality, safety, productivity and value for money. care professionals’ existing qualifications and experiential learning are recognised as appropriate. Assessment outside of formal programmes of study will need to be valid and reliable and may include: case based presentation, theoretical and/or practical tests of knowledge skills and behaviours critical reflections, portfolio of evidence etc. The NHS Long-Term Plan highlights how advanced clinical practice is central to helping transform service delivery and better meet local health needs by providing enhanced capacity, capability, productivity and efficiency within multi-professional teams.Demonstrate receptiveness to challenge and preparedness to constructively challenge others, escalating concerns that affect individuals’, families’, carers’, communities’ and colleagues’ safety and well-being when necessary. Other staff may undertake supervision for shorter, focused periods of training. The supervisor and members of the wider education teams will need to be clear about the roles and responsibilities each has for day-to-day support in developing individuals, as well as being aware Disseminate best practice research findings and quality improvement projects through appropriate media and fora (e.g. presentations and peer review research publications).