Knowledge and skills framework
Knowledge and skills framework
According to DH (2004), NHS Knowledge and Skills Framework (NHS KSF) refers to the information that NHS employees need to implement in their service delivery to guarantee quality. NHS issues a single, comprehensive, consistent and exceptional structure to execute in the review and motivation for all the staff. NHS KSF and its success have been as result of its drive for Agenda for Change. The designs are made to cut across all NHS employees irrespective of their capacity, as long as they fall under the change agreement for the agenda.
This agreement is applicable to all the staff with exceptions of physicians, dentists and board management team, who have different arrangements for their advancement review. Throughout this study, the staffs mentioned are those who fall under the Agenda for Change National Agreement. Purpose of NHS Knowledge and Skills Framework The role of NHS KSF framework is to foster advancement of services to address the needs of the users and the entire public. Also it supports efficient learning and advancement of persons and groups of persons in their career development.
This purpose does however; consider other facets such as empowerment of individuals in their capacities which promotes diversity and equality for the entire staff, in order to foster development (DH, 2004). Core dimensions According to Moullin (2002), NHS KSF is structured to create 30 dimensions which seek to identify major roles required by NHS to facilitate better quality services to the people. Six of the dimensions however are core to every position in NHS.
These core dimensions include communication, which suggests ways of improving communication between various categories of people, individual and people advancement, which seeks to advance individual capacity as well as empowering other stakeholders within the health sector, health, safety and security which assists in the maintenance of one’s health status while considering the security of others, quality which facilitates the maintenance of one quality of service delivery and encourage others to formulate a culture that seeks to improve quality, service improvement and lastly, equality and diversity.
The other dimensions do not apply to all groups and are specific to particular jobs. Communication as a core dimension According to McSherry (2008), Communication as a core dimension may assume the following forms: verbal communication, written and signing communication, electronic conveyance of information, communication aids, communication through third parties (for instance translators and interpreters). This passage of information entails communicating with patients, families, general public and their representatives, co-workers and colleagues.
These forms of communication may also face challenges for instance a noisy environment. Personal health and the welfare of the individuals involved and social conflicts such as violent situations are other obstacles to effective communication to various groups of people. Communication may also be impaired by illiteracy levels which may interfere with the capacity to read and write. The existing policy frameworks and procedures may also act as barriers to communication when assessed from local or international dimensions.
The policies may entail confidentiality, conflict resolution and preservation of information among others (McSherry, 2008). Application of effective communication Effective communication entails identification of the information conveyed by others in additional to self communication. It also involves advancing effective communication interactions which are characterized by advancements in the communication situation, subject matter, intention and the number of individuals being communicated to, their backgrounds and the impacts that this may have on the communication skills obtained.
Effective communication entails communicating with a wide range of persons over diverse issues and formulating procedure of advancing communication on complex matters and situations (DH, 2000). Equality and Diversity Promotion of equality and appreciation of diversity is based on the belief that investment in workforce enhances service delivery and improves patients care across the continents (DH, 2004). Trainers, trainees and others stakeholders need to be involved in the administration of relevant questionnaires regularly.
People’s diversity and equality attract recognition on the basis of gender, age and social backgrounds. Patients, families, co-workers within NHS and those from outside may experience oppression, discrimination or harassment based on their place of origin, ethnicity, mental status, bodily outlook among others. The policies, regulations and procedures that have been put in place to address inequality and diversity include domestic laws and international agreements pertaining to human rights, employment, anti-discriminatory activities and conflict resolution mechanisms (KAI, 2004).
According to RCGP (2007), equality entails participation by all and access to opportunities to reveal their maximum potential. Under UK laws, all institutions have a responsibility to counter discrimination and enhance diversity. Diversity involves recognizing and appreciating the differences in order to create a culture that values, respects and harnesses the difference for the satisfaction of the entire institution. Influence on communication on my current practice and personal life Effective communication has contributed significant in influencing my personal life as well as my life as a nurse.
It has enabled me to minimize the common obstacles of communication for instance addressing individuals of particular groups while maintaining a positive image of myself. Communication has also enabled me to provide reports with precision according to institutional procedures. This however does not make me forget that there are policies, legislations and procedures that need to be observed. Every form of communication goes along with accountability, to ensure that it does not jeopardize the discharge of responsibilities bestowed on me (DH, 2004).
Communication has also enabled me to exemplify my skills to a wide range of persons and help resolve any differences that may accrue. This has helped me to address people of diverse backgrounds consistently especially when delivering information that I feel may not be pleasant such as the death of a close relative. This is accompanied by giving relevant feedbacks which comply with institutional policies and procedures. Decision making is another attribute which have gained through effective communication.
There are some instances when I am expected to provide an immediate feedback especially on life threatening matters. Effective communication has also helped me in the resolution of disputes arising during the daily discharge of my duties. These skills do not only apply to professional life and have come in hand to shape my personal life towards the positive direction. It is based on this argument that Moullin (2002) states that communication dimension applies to all the sectors where there is interaction between people.
Moullin also notes that this does not come without challenges for instance where the actions of people are beyond their control, poor historical background in communication and complexity of circumstances which may sometimes go beyond once control. Communication comes in handy when advocating issues on behalf of my colleagues, asserting a stand and retaining its adversity, revelation of unwelcoming news and supporting the recipients of the news. Communication has also emerged vital in the delivery of presentations which significantly encourages active contribution by the audience (DH, 2000).
Influence of equality and diversity dimensions in my current practice and personal life According to Moonie, Bates and Spencer-Perkinsd (2004), equality and diversity are two crucial dimensions that have enable me in my profession to improve my interpersonal relationships with people. It has assisted me in my interactions with clients, colleagues and people across various institutions. I have appreciated the diversity that exist within the society and have learnt to appreciate people of diverse cultures, ages, creeds and other social backgrounds.
The nursing profession has exposed me to diverse issue which can only be addressed by accommodating and appreciating people the way they are. My movement from one institution to the other within the health sector has improved my performance after being exposed to different values and challenges which have made me a better nurse. My support for equality has been unperturbed and I have learnt various policies and legislative procedures which assess the effectiveness of institutions for instance the Gender Recognition Act, 2004 (Cooper, 2004).
Equality has helped me to appreciate the fact equal opportunities need to make accessible to all people irrespective of their financial capabilities. Through my understanding of equality and diversity, I have perceived the extent to which laws could be applied to foster culture and to address the discriminatory challenges that engulf the society. I have also appreciated that the success of this core dimension is subject to proper resource allocation, advancement and existence of relevant services.
Lastly, equality has motivated me to play the role of being a good model that is considerate of all members of the society irrespective of their shortcomings (Hargie, (2006). Conclusion From the literature cited above, it is exhibited that NHS Knowledge and Skills Framework creates opportunities for information sharing and the implementation of this information enhances service delivery and creates motivation for the staff working in health institutions. NHS has been motivated by its drive for change which has enhanced the implementation of the six core dimensions in health care delivery.
Communication which is the first core dimension determines the operations of the other core dimensions. Efficient communication entails establishing a good rapport with various stake holders who include professionals, institutions and clients. NHS Knowledge and Skills framework also identifies and appreciates the significance of equality and diversity while dealing with individuals of various backgrounds. Relevant policies, laws and procedures are put in to place to ensure that discrimination does not jeopardize service delivery in the health sector (Moonie, Bates and Spencer-Perkinsd, 2004).
References Berry, D 2007. Health Communication Theory and Practice, Maidenhead: Open University Press. Cooper, D 2004. Challenging Diversity: Rethinking Equality and the Value of Difference. Cambridge: Cambridge University Press. Department of Health, DH 2000. The Vital Connection-an equalities framework for the NHS working together for quality and equality. Department of Health, DH 2003. Equalities and Diversity in the NHS-progress and priorities, London: Department of Health. Department of Health, 2004.
The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process, Department of Health Publications: London, Retrieved from www. dh. gov. uk/policyAndGuidance/HumanResourcesAndTraining/ModernisingPay/agendaForChange/fs/en Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF), London: Department of Health Publications. Hargie, O. (ed), 2006. The Handbook of Communication Skills. London: Routledge. Hilary, G, 2007. Unequal lives: Health and Socio-economic Inequalities. London: Routledge. KAI, J. (ed), 2004.
Valuing Diversity- a resource for effective health care of ethnically diverse communities- a Training manual London: Royal College of General Practitioners. McSherry, R, 2008. An Introduction to Excellence in Practice development in Health and Social Care Maidenhead Open University Press. Moonie, N. , Bates, A. & Spencer-Perkinsd, 2004. Diversity and Rights in Care. Oxon: Harcourt Education Ltd. Moullin, M, 2002. Delivering Excellence in Health and Social Care. Maidenhead: Open University Press. Royal College of General Practitioners, RCGP, 2007. Promoting Equality and Valuing Diversity, 14 Princes Gate, Hyde Park: London.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 22 September 2016
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