No expectation Flashcards
Role of band 6
Autonomous practitioner under indirect supervision
Increased clinical responsibility, complex patients and caseloads, and complex decision making
Provide teaching and training for less experienced staff /students
Involvement in basic management (rotational and departmental) and service development - assists in managing changes to service
Contribute to development of self and others
Improved specialist knowledge and skills
Self evaluates and adapts own practice without consultation
Audits and recommends change
What makes you the best candidate?
We all are: Experience in wide variety of rotations and clinical areas since qualifying Love coming to work Passionate about job 2nd on
Me in particular:
Motivated to learn and progress, seek opportunities to do this.
Care for the wellbeing of my team, take time to ensure they are ok. Enjoy championing my team and recognising their successes (trust value)
10 years of youth work experience prior to starting at children’s, easily build rapport with wide age range - cards
Why do you want this job?
Love people, really enjoyed adults, but paeds is next level. The time to treat, support you give parents, enabling them to have cuddles is so rewarding.
Very happy at BRHC, want to continue here - learning opportunities endless because tertiary centre, complex referrals, wide range of rotations on offer and highly skilled 7’s and 8’s who love to teach and are invested in us.
Enjoy inpatients, want to develop my skills, 9 month rotations will help this. Want to begin my band 6 career here!
Ready for more responsibility and increased specialties in my job. Who wouldn’t want to work at a hospital ranked as outstanding by CQC?
REALLY like that the trust is aware of the climate emergency our planet faces and is attempting to be carbon neutral by 2030. A focus on sustainability is a big bonus in my heart.
Questions for us?
- There are established roles here that the band 6’s complete such as CSP reps, health and safety, wellbeing etc. Is this a set list of roles or is their scope for the addition of new ones? The trust has a sustainable development strategy and I think it would be great if someone in the team could champion the trusts goal of being carbon neutral by 2030 and help us to deliver sustainable healthcare.
- I know there is an expectation to be on the 1st on rota which is something I’m really keen to join. What is the training process for that and when does it take place?
Tell us about a course you were really inspired by and how it has changed your practise.
Transitional care in CF 2020 - online with CNS from Birmingham Children’s. Discussed the pathway for paediatric CF patient’s transitioning to adults and adaptations for this due to COVID-19.
My main learning points were:
- Paediatric teams lack expertise to manage adult issues such as pregnancy, higher education, employment.
- Transitioning gives the patient the chance to reinvent themself and have increased independence.
It changed my practice by highlighting the number of components required for a well rounded transition process. Need to start thinking about transitioning earlier to allow for meetings/clinics and visits to happen. Arranged meeting for Kenzie.
What have you done/are doing that demonstrates you are already working at band 6 level? Give examples
Weekend working on call unsupervised with varying pathologies
Have been a student educator
Organised IST for the respiratory team and presented in this
Taught other staff for their respiratory competencies.
Completed numerous audits - CF, notes, length of stay, and service development - shoulder protocols.
Managed caseload independently due to annual leave and sickness.
Represented physio at MDT for complex NMD patient
What contributions have you made to service development?
IST training programme for resp, liaise with other teams to organise speakers
Shoulder protocols in Devon - reverse shoulder and hemi or total shoulder replacements. Approached surgeons asking to be involved in rewriting. Performed a literature search and liaised with different shoulder surgeons to improve shoulder protocols to help inpatient, outpatient and community staff looking after these patients post op. WORKING TOGETHER.
Resp cupboard - reorganised, new system for monitoring stock, plans to monitor effectiveness of new system.
Explain consent in paeds
Children under 16 must have consent from a parent/guardian UNLESS they have gillick competence.
Gillick competence = sufficient maturity and understanding to fully understand the treatment proposed. The clinician decides if a child is GC.
If a GC child refuses or not GC and parent refuses, the court can overrule if it will lead to death or permanent injury.
Bone anatomy
Most bones develop from cartilaginous ossification centres from either a diaphysis or epiphysis. One the skeleton is fused, distinction between epiphysis, metaphysis and diaphysis becomes clinically less important.
Epiphysis = end
Physis = growth plate
Metaphysis = adjacent to physis on diaphysis side
Diaphysis = shaft
SUFEs
Slipped upper femoral epiphysis. Most common hip disorder affecting adolescents. Boys 2:1.
Posterior displacement of the femoral head due to anatomic disruption of the proximal femoral physis. Once diagnosed, the patient is NWB to prevent slip progression.
Growth spurt shortly after puberty and obesity can be risk factors.
S&S - groin, hip, thigh pain. ER hip. Antalgic gait. Limited IR, flex, abd
Treatment is surgical intervention - fixation with screw to stabilise
SARA
Scale for the Ax and rating of ataxia
Eight item outcome measure assessing ataxia
GAS
Goal attaining scale
Method of scoring the extent to which pt’s indivdual goals are achieved.
Levels are set around curent and expected performance and agreed with patient and family
-2 - much less than expected
-1 - less than expected
0 - achieved expected level
1 - more than expected
2 - much more than expected
Success of GAS depends on patients ability to achieve their goals AND therapists ability to predict outcome
Interview musts
Give examples when possible! Play School, social life and QOL Remember the basics - handover, notes, consent Include the family Advice and education Liase with MDT and community and school
