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Clinical scientists

The standards of proficiency for clinical scientists

These standards set out safe and effective practice in the professions we regulate. They are the threshold standards we consider necessary to protect members of the public. 

Professionals must meet all the standards of proficiency to register with us and meet the standards relevant to their scope of practice to stay registered with us.

A note about our expectations of you

You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us.

If your practice is called into question, we will consider these standards (and the standards of conduct, performance and ethics) in deciding what action, if any, we need to take.

The standards of proficiency complement information and guidance issued by other organisations, such as your professional body or your employer. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document.

We also expect registrants to meet the HCPC standards of conduct, performance and ethics and standards for continuing professional development.  

Your scope of practice

Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets the standards and does not pose any danger to the public or to yourself.

We recognise that a registrant’s scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.

Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.

As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.

More information on scope of practice

Meeting the standards

It is important that you meet these standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet the standards. There is normally more than one way in which each standard can be met and the way in which you meet the standards might change over time because of improvements in technology or changes in your practice.

We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet the standards. They are often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet the standards.  

Language

We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.

Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as ‘understand’ and ‘know’. This is so the standards remain applicable to current registrants in maintaining their fitness to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.  


Standards of proficiency

These standards are effective from 1 September 2023.

The standards include generic elements, which apply to all our registrants, and profession-specific elements, which are relevant to registrants belonging to one of the professions we regulate. 

The standards are not hierarchical and are all equally important for practice.

  • The generic standards, which apply to all professions, are written in bold text.
  • The profession-specific standards are written in plain text.

At the point of registration, clinical scientists must be able to:

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  • 1.1 identify the limits of their practice and when to seek advice or refer to another professional or service

    1.2 recognise the need to manage their own workload and resources safely and effectively, including managing the emotional burden that comes with working in a pressured environment

    1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career

     


  • 2.1 maintain high standards of personal and professional conduct

    2.2 promote and protect the service user’s interests at all times

    2.3 understand the importance of safeguarding by actively looking for signs of abuse, demonstrating understanding of relevant safeguarding processes and engaging in these processes where necessary

    2.4 understand what is required of them by the Health and Care Professions Council, including, but not limited to, the standards of conduct, performance and ethics

    2.5 respect and uphold the rights, dignity, values and autonomy of service users, including their role in the assessment, diagnostic, treatment and/or therapeutic process

    2.6 recognise that relationships with service users, carers and others should be based on mutual respect and trust, maintaining high standards of care in all circumstances

    2.7 understand the importance of and be able to obtain valid consent, which is voluntary and informed, has due regard to capacity, is proportionate to the circumstances and is appropriately documented

    2.8 understand the importance of capacity in the context of delivering care and treatment

    2.9 understand the scope of a professional duty of care, and exercise that duty

    2.10 understand and apply legislation, policies and guidance relevant to their profession and scope of practice

    2.11 recognise the power imbalance that comes with being a healthcare professional, and ensure they do not abuse this for personal gain

     


  • 3.1 identify anxiety and stress in themselves and recognise the potential impact on their practice

    3.2 understand the importance of their own mental and physical health and wellbeing strategies in maintaining fitness to practise

    3.3 understand how to take appropriate action if their health may affect their ability to practise safely and effectively, including seeking help and support when necessary

    3.4 develop and adopt clear strategies for physical and mental self-care and self-awareness, to maintain a high standard of professional effectiveness and a safe working environment

     


  • 4.1 recognise that they are personally responsible for, and must be able to justify, their decisions and actions

    4.2 use their skills, knowledge and experience, and the information available to them, to make informed decisions and/or take action where necessary

    4.3 make reasoned decisions to initiate, continue, modify or cease treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately

    4.4 make and receive appropriate referrals, where necessary

    4.5 exercise personal initiative

    4.6 demonstrate a logical and systematic approach to problem-solving

    4.7 use research, reasoning and problem-solving skills when determining appropriate actions

    4.8 understand the need for active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice

    4.9 make judgements on the effectiveness of procedures

     


  • 5.1 respond appropriately to the needs of all groups and individuals in practice, recognising that this can be affected by difference of any kind including, but not limited to, protected characteristics,* intersectional experiences and cultural differences

    5.2 understand equality legislation and apply it to their practice

    5.3 recognise the potential impact of their own values, beliefs and personal biases (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity

    5.4 understand the duty to make reasonable adjustments in practice and be able to make and support reasonable adjustments in their and others’ practice

    5.5 recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups

    5.6 actively challenge these barriers, supporting the implementation of change wherever possible

    5.7 recognise that regard to equality, diversity and inclusion needs to be embedded in the application of all HCPC standards, across all areas of practice

    * The Equality Act 2010 defines the protected characteristics as age, disability, gender  reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation.

     


  • 6.1 adhere to the professional duty of confidentiality and understand when disclosure may be required

    6.2 understand the principles of information and data governance and be aware of the safe and effective use of health, social care and other relevant information

    6.3 recognise and respond in a timely manner to situations where it is necessary to share information to safeguard service users, carers and/or the wider public

    6.4 understand the need to ensure that confidentiality is maintained in all situations in which service users rely on additional communication support (such as interpreters or translators)

    6.5 recognise that the concepts of confidentiality and informed consent extend to all mediums, including illustrative clinical records such as photography, video and audio recordings and digital platforms

     


  • 7.1 use effective and appropriate verbal and non-verbal skills to communicate with service users, carers, colleagues and others

    7.2 communicate in English to the required standard for their profession (equivalent to level 7 of the International English Language Testing System, with no element below 6.5*)

    7.3 understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics,** intersectional experiences and cultural differences

    7.4 work with service users and/or their carers to facilitate the service user’s preferred role in decision-making, and provide service users and carers with the information they may need where appropriate

    7.5 modify their own means of communication to address the individual communication needs and preferences of service users and carers, and remove any barriers to communication where possible

    7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter

    7.7 use information, communication and digital technologies appropriate to their practice

    7.8 understand the need to provide service users or people acting on their behalf with the information necessary, in accessible formats, to enable them to make informed decisions

    7.9 communicate the outcome of problem-solving and research and developmental activities

    7.10 summarise and present complex scientific ideas in an appropriate form

    * The International English Language Testing System (IELTS) tests competence in the English language. Applicants who have qualified outside of the UK, whose first language is not English and who are not applying through the Swiss Mutual Recognition Route (SMR) must provide evidence that they have reached the necessary standard. More information is available here: Statement on English language proficiency requirements for internationally trained health and care professionals.

    ** The Equality Act 2010 defines the protected characteristics as age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation.

     


  • 8.1 work in partnership with service users, carers, colleagues and others

    8.2 recognise the principles and practices of other health and care professionals and systems and how they interact with their profession

    8.3 understand the need to build and sustain professional relationships as both an autonomous practitioner and collaboratively as a member of a team

    8.4 contribute effectively to work undertaken as part of a multi-disciplinary team

    8.5 identify anxiety and stress in service users, carers and colleagues, adapting their practice and providing support where appropriate

    8.6 understand the qualities, behaviours and benefits of leadership

    8.7 recognise that leadership is a skill all professionals can demonstrate

    8.8 identify their own leadership qualities, behaviours and approaches, taking into account the importance of equality, diversity and inclusion

    8.9 demonstrate leadership behaviours appropriate to their practice

    8.10 act as a role model for others

    8.11 promote and engage in the learning of others

    8.12 understand the need to engage service users and carers in planning and evaluating diagnostics and therapeutic interventions to meet their needs and goals

     


  • 9.1 keep full, clear and accurate records in accordance with applicable legislation, protocols and guidelines

    9.2 manage records and all other information in accordance with applicable legislation, protocols and guidelines

    9.3 use digital record keeping tools, where required

     


  • 10.1 understand the value of reflective practice and the need to record the outcome of such reflection to support continuous improvement

    10.2 recognise the value of multi-disciplinary reviews, case conferences and other methods of review

     


  • 11.1 engage in evidence-based practice

    11.2 gather and use feedback and information, including qualitative and quantitative data, to evaluate the response of service users to their care

    11.3 monitor and systematically evaluate the quality of practice, and maintain an effective quality management and quality assurance process working towards continual improvement

    11.4 participate in quality management, including quality control, quality assurance, clinical governance and the use of appropriate outcome measures

    11.5 evaluate care plans or intervention plans using recognised and appropriate outcome measures, in conjunction with the service user where possible, and revise the plans as necessary

    11.6 recognise the value of gathering and using data for quality assurance and improvement programmes

    11.7 understand the importance of participating in accreditation systems related to the modality*

    11.8 use quality control and quality assurance techniques, including restorative action

    11.9 recognise the need to be aware of emerging technologies and new developments

     

    * Although they are regulated as a single profession, clinical scientists practise within discrete disciplines known as ‘modalities’. In this context, we use ‘modality’ to mean 'areas of practice, defined for the purpose of registration’. Other terms, such as ‘speciality’, may be used in other contexts. When applying for registration, clinical scientists declare their modality to the HCPC, but they do not appear on the public version of the HCPC Register, unlike the modalities of other registered professionals, which are linked to protected titles and do appear on the HCPC Register. HCPC modalities may differ from the healthcare science themes and specialities used elsewhere.

     


  • 12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, disorder and dysfunction relevant to their profession

    12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process

    12.3 recognise the role(s) of other professions in health and social care and understand how they may relate to the role of clinical scientist

    12.4 understand the structure and function of health and social care systems and services in the UK

    12.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention

    12.6 know the basic science underpinning the modality in which they practise, understand relevant basic clinical medicine and be aware of the fundamental principles of clinical practice

    12.7 understand the wider clinical situation relevant to the service users presenting to the speciality

    12.8 understand the clinical applications of the speciality and the consequences of decisions made upon actions and advice

    12.9 understand the evidence base that underpins the use of the procedures employed by the service

    12.10 understand the principles associated with a range of techniques employed in the modality

    12.11 know the standards of practice expected from techniques

     


  • 13.1 change their practice as needed to take account of new developments, technologies and changing contexts

    13.2 gather appropriate information

    13.3 analyse and critically evaluate the information collected

    13.4 select and use appropriate assessment techniques and equipment

    13.5 undertake and record a thorough, sensitive and detailed assessment

    13.6 undertake or arrange investigations as appropriate

    13.7 conduct appropriate assessment or monitoring procedures, treatment, therapy or other actions safely and effectively

    13.8 recognise a range of research methodologies relevant to their role

    13.9 recognise the value of research to the critical evaluation of practice

    13.10 critically evaluate research and other evidence to inform their own practice

    13.11 engage service users in research as appropriate

    13.12 know, appropriate to the speciality or specialities, how to position or immobilise service users for safe and effective interventions

    13.13 perform a range of techniques employed in the speciality or specialities

    13.14 understand the need to conform to standard operating procedures and conditions

    13.15 understand the need to work with accuracy and precision

    13.16 solve problems that may arise during the routine application of techniques

    13.17 formulate specific and appropriate management plans including the setting of timescales

    13.18 develop an investigation strategy which takes account of all the relevant clinical and other information available

    13.19 identify the clinical decision which the test or intervention will inform

    13.20 interpret data and provide diagnostic and therapeutic opinions, including any further action which the individual directly responsible for the care of the patient or service user should take

    13.21 search and appraise scientific literature and other sources of information critically

    13.22 develop the aims and objectives associated with a project

    13.23 develop an experimental protocol to meet these aims and objectives in a way that provides objective and reliable data, free from bias

    13.24 perform the required experimental work and be able to produce and present the results including statistical analysis

    13.25 interpret results in the light of existing knowledge and the hypothesis developed, and be able to formulate further research questions

    13.26 present data and a critical appraisal of it to peers in an appropriate form

     


  • 14.1 understand the need to maintain the safety of themself and others, including service users, carers and colleagues

    14.2 demonstrate awareness of relevant health and safety legislation and comply with all local operational procedures and policies

    14.3 work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques, in a safe manner and in accordance with health and safety legislation

    14.4 select appropriate personal protective equipment and use it correctly

    14.5 establish safe environments for practice, which appropriately manage risk

    14.6 understand sources of hazard in the workplace, including specimens, raw materials, clinical and special waste, and equipment

    14.7 know the correct principles and applications of disinfectants, methods for sterilisation and decontamination, and for dealing with waste and spillages correctly depending on speciality or specialities

     


  • 15.1 understand the role of their profession in health promotion, health education and preventing ill health

    15.2 understand how social, economic and environmental factors (wider determinants of health) can influence a person’s health and wellbeing

    15.3 empower and enable individuals (including service users and colleagues) to play a part in managing their own health

    15.4 engage in occupational health, including being aware of immunisation requirements

     

What's changed?

On 1 September 2023 the updated standards of proficiency came into in effect, which included changes to the standards for all professions and changes to profession-specific standards. 

To see the changes between the previous and updated sets of standards, download the comparison table for clinical scientists.

You can also view information on the key changes for all professions, access helpful resources or view comparison tables for the other professions

 

Published:
01/09/2023
Resources
Standards and guidance
Subcategory:
Professional standards
Audience
Registrants
Profession
Clinical scientists
Page updated on: 01/09/2023
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