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Welcome to the CapitalAHP C3Framework

It is the first time that the London region has created a shared standard of competence for critical care AHP novices (AHPs who are new to critical care). It sets out agreed standards applicable to the following roles: dietitians, occupational therapists, physiotherapists and speech and language therapists. It is a tool to support delivery of equitable care for patient’s admitted to critical care, streamline education and training and improve workforce mobility and planning.

Important:

Feedback is needed

This is a pilot version of the C3Framework and there will be teething issues. Please provide your feedback, whether you’re a critical care novice or very experienced.

A new concept to some

The C3Framework draws on a new methodology for translating competencies to clinical work: Entrustable Professional Activities (EPA). It is new to many AHPs but has been tried and tested by other healthcare professions. The rationale for using EPAs is elaborated within the C3Framework Supporting Document.

A new arrangement, not a new composition

The C3Framework does not represent a change in scope or practice but it provides a shared baseline level of competence critical care AHPs within the London region. It is mapped to existing competency frameworks and was created through a regional consultation period. More feedback is needed.

It is not mandatory

The C3Framework should not be a barrier to practice but its implementation over this winter period will aid the agility and mobility of the AHP workforce.

Guide for the AHP working towards novice competence

  1. Select the relevant section of the framework for your profession. Within that section, you will find:

    • Profession Specific Entrustable Professional Activities, descriptions and sign off forms
    • Shared AHP Competencies
    • Profession Specific Competencies

    At present the framework can be used either in hard or soft copy.

  2. Read through the first EPA, identify the necessary competencies and self assess yourself against these competencies (either “competent” or “not competent”)

  3. Meet with a supervisor to plan learning activities to help achieve sign off of the competencies and progression towards unsupervised practice of the first EPA. Discuss what level of supervision you require for all EPAs (see Appendix 1). Consider:

    • Observation and supervised practice
    • Peer learning and self-directed learning
    • Group tutorials and 1:1 sessions
    • MDT shadowing activities (see Appendix 2)

  4. An entrustment decision is made when a supervisor is happy to sign off an EPA at Supervision Level 4 (ie unsupervised practice).

  5. Continue to progress to other EPAs by working through the competency frameworks and work placed based learning opportunities.

Select your profession to access the framework