The Skills Transfer Model
A fundamental premise of the skills development model is that changing clinical practice does not occur through training alone. Changes in clinical practice need to be considered within the organisational context to ensure that clinical skills are used and maintained following formal training; embedded through management engagement and review and that staff are supported through regular clinical supervision and reflective practice.
This is an integral aspect of the skills development model and is critical to ensure changes in clinical practice are achieved and sustained and lead to better outcomes for patients/service users.
The 3 stages consist of:
- ‘preparation’ prior to any training
- the design of training
- the ‘post-training’ processes for consolidation and maintenance of new skills.
Care Cluster Competency Framework
Each Care Cluster can be viewed as a circle diagram with six segments, each with six levels of increasing complexity. The six segments are:
- Communication, relationships and interpersonal skills
- Psychological Knowledge and Awareness
- Assessment and formulation
- Intervention
- Person Centred Care and Working with Behavioural and Psychological Signs of Distress
- Professional Development, Supervision and Training
Use of Skills Models
It is envisaged that these models might be used in a number of ways.
Commissioners and service managers will be able to view the skill sets to establish service provision according to skill requirements. They will help to inform job descriptions and person specification and will inform appraisal and training requirements. The graduation of the skills sets ensures that practitioners work safely within their level of competence.
Supervisors will be able to use the skills sets to focus on the delivery of best practice and to encourage skill development and maintenance. Individual practitioners will be able to use the skill sets to set up Personal Development Plans and could link with colleagues to develop Action Learning Sets to embed these.
Trainers will have a skills focussed model from which to deliver training in best practice. The extensive bibliography and reference lists encompass current policy and strategy documents and clinical practice. This compilation will provide an excellent resource for others wishing to carry out further work in this area.
