Career & Development
Framework
For Community Children’s
Nursing
November 2012
Introduction
Level 5
Practitioner
Level 6
Senior Practitioner
Level 7
Advanced Practitioner
Level 8
Consultant Practitioner
Appendix 1
Career Framework Model
Appendix 2
Articulation of Career Framework with Scottish Credit
Qualification Framework
Appendix 3
Suggested matching of the four central themes identified
in this document against the Core and Specific Dimensions
of the NHS Knowledge and Skills Framework
Appendix 4
Members of the Development Group
2
Introduction
Rationale
Modernisation and integration of services provide opportunities for nurses to lead on the design of services and
care delivery. Modernising Nursing Careers is being taken forward in Scotland under the auspices of Delivering
Care, Enabling Health, and has provided an opportunity to strengthen nursing careers using the Career
Framework for Health as en enabling tool. A number of Scottish resources such as the Advanced Practice Toolkit,
the Education and Development Framework for Senior Charge Nurse and the Effective Practitioner have used the
NHS Career Framework for Health to establish and sustain consistent role benchmarks for professional practice.
Community Children’s Nurses play a pivotal role in the provision of care to children, young people and their
families. A variety of integrated Community Children’s Nursing team models have been developed across
Scotland in response to local need. Examples include, community based in reach and hospital outreach models,
ambulatory care and tertiary or secondary care based on nurse specialists working across the community and
secondary care settings.
Community Children’s Nurses provide an essential and diverse range of services which include; supporting
children and young people with complex healthcare needs, life shortening conditions; palliative and end of life
care; long term conditions; preventing hospital admission, supporting early and/or phased discharge, acute illness
and public health interventions. Their role requires a multiagency approach, integration and joint working across
education, social care, other agencies and the third sector. Community Children’s Nurses provide child centred
training and education, expert clinical care, emotional support and play an essential role in supporting children,
young people and families during key stages of transition.
3
Getting it right for every child (GIRFEC) is our overarching approach to improving outcomes for all children and
young people.
The approach is a vehicle for change in culture, systems and practice which have been outlined within key social
policies (The Early Years Framework 2008a, Eually Well 2008b, Achieving our Potential 2008c). Early intervention
and prevention, reducing poverty, social inclusion and identifying and reducing health inequalities are key
challenges facing us. Community Children’s Nurses play a crucial role in contributing to this agenda and to
improving outcomes for children and young people.
Development of this Career Framework for Community Children’s Nursing provides a tool which enables staff to
take ownership of their career development in line with current ambitions for the NHS Workforce and allows NHS
Boards to build on best value.
The Career and Development Framework for Community Children’s Nursing describes the leadership of all
aspects of care within a bio psychosocial model which will include complex emotional and physical conditions,
within a health and community context. As such, this requires advanced level communication skills and clinical
competence underpinned by a sound education and research base delivered through strong and visible
leadership. This Development Framework will assist organisations, senior nurses and service leads in identifying the
practice and competence required to provide high quality of care in line with the Healthcare Quality Strategy for
NHSScotland and allow for the benchmarking of existing roles. Workforce planners and developers can use the
framework in decisions around capacity building within the Community Children’s Nursing workforce. It can also
be used by individuals within Community Children’s Nursing teams to focus educational and career development
needs.
This framework has been developed as part of the Scottish Government Modernising Nursing in the Community
programme. It was facilitated by the original work of NHS Education for Scotland and Healthcare Improvement
Scotland on the career framework for nurses working in Sexual Health and subsequently, the Career and
Development Framework for Nursing in Occupational Health. It responds to policy initiatives such as Delivering
Care, Enabling Health and Better Health, Better Care which puts nurses at the forefront of service design and
delivery, ensuring safe, effective and person centred care.
4
Structure
This Career and Development Framework is comprised of templates which map progress through Levels 5-8 of the
Career Framework for Health (Appendix 1).
The intention is to include all levels (1-9) and, as they are developed, they will be added to this framework.
Examples are provided of the sphere of responsibility/role associated with a particular level, key knowledge and
skills, appropriate educational and development preparation including levels of qualification as identified in the
Scottish Credit and Qualifications Framework1 (Appendix 2) and suggested mapping to the NHS Knowledge and
Skills Framework(Appendix 3).
The Framework is organised using the four pillars of practice described in the Advanced Practice toolkit2 - Leadership;
Facilitation of Learning: Research and Development and Clinical Practice. The material presented in the first three
pillars is generic to any professional group and it is the Clinical Practice pillar which defines the specific nature of
Community Children’s Nurses. The emphasis on each pillar, at a particular level of the Career Framework, will vary
according to role e.g. for clinical managers the Leadership pillar may predominate.
Practitioners develop in confidence and competence as they progress within, and across, each level of the career
framework moving from newly qualified novice practice, towards experienced, expert practice. The gateway review
processes that take place as part of the NHS Knowledge and Skills Framework support and influence this developmental
process (Scottish Executive 2004). The consolidation of existing knowledge and skills, and the acquisition of new ones,
are reflected in the incremental nature of the Career Framework Levels.
It is important to note that the levels in this Framework do not directly “read across” to the Agenda for Change (AfC) pay
bands levels as the Career Framework
for Health has no direct link to pay.
1
2
Scottish Credit and Qualifications Framework: The Level Descriptors. http://www.SCQF.org.uk
http://www.advancedpractice.scot.nhs.uk/home.aspx
5
Level 5
Practitioner
6
Career & Development Framework Level 5 – Overview
Career
Framework
Level
Central Themes
LEVEL 5
1. Clinical Practice
Practitioner Level
(Community
Children’s
Nursing)
2. Facilitation of
Learning
Broad Sphere of
responsibility/role
Recommended –
Examples of Core Educational
Professional/Education Themes
Requirements
SCQF
Deliver care in
accordance with the
Nursing and Midwifery
Council, NMC Code
(2008).
Registered on Part 1 of
the Nursing and Midwifery
Council register
8 - 10
3. Leadership
4. Evidence,
Research and
Development
Deliver care as part of a
multiprofessional/
multiagency team
Undertake statutory and
mandatory training
personal and professional
development
Contribute to the
supervision of
undergraduate/ preregistration nurses and
support workers within
team
Educated to a minimum
of Diploma Level
Appropriate and relevant
formal and work based
educational preparation
relevant community
children’s nursing
Mentorship preparation
Assessing Health Needs, Policy Drivers,
Service Provision
Knowledge of relevant policy drivers
and understanding of service provision
Child Development and stages of
transitional care across the life span
Community Profiling
Team Working
Health Promotion
Management
Communication
Teaching, Learning and Facilitation
Children, Young People and Family
Health
Complex Needs
Vulnerable groups
e.g. Child Protection
7
Career & Development Framework Level 5
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
Practitioner
1. Clinical
Practice
1.1
Demonstrate
developing
competence,
and clinical
skills in
community
children’s
nursing and
management
appropriate to
children, young
people and
families
Practitioner must work under direct /
indirect supervision of a Level 6 Nurse
or above as part of a Community
Children’s Nursing Team/
Multiprofessional Team using specialist
knowledge and skills to provide and
enhance clinical care to a defined
children and families population in
relation to:- Royal College of Nursing
(RCN) Competencies
A broad knowledge, skill and
understanding of children and families’
health underpinned by comprehensive
theoretical knowledge and relevant
clinical experience and competence
required to work at Career Framework
Level 5 (Appendix 3)
Work within a clinical governance
framework
Altered health needs of children in
order to deliver safe, effective and
person centred nursing care
Be responsible and accountable for
the delivery of agreed specific
aspects of care for children, young
people and families in line with the
NMC Code (2008)3
Ensure delivery of safe, effective and
person centred care4 informed by
evidence based practice
Contributing to a comprehensive
health assessment
Knowledge of local child protection
policies and procedures
Provision of additional support to
enable children and young people to
reach their full potential
Child development and interventions
Examples of
Educational &
Professional
Development
Flying Start NHS webbased resource
programme5
Effective Practitioner
website resource6Clinical Practice
Learning Activities
Child protection
competencies
Getting it Right
GIRFEC practice
model
Nursing assessment
skills
Health informatics
A range of conditions, clinical pathways
Introduction/
and additional health, nursing & needs
of vulnerable children and children who orientation to e-KSF
are not easily accessed by services e.g.
Living and Dying Well
transient and homeless families.
3
Nursing and Midwifery Council (2008) The code: Standards of conduct, performance and ethics for nurses and midwives. London. Nursing and Midwifery Council
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh. Scottish Government
5
http://www.flyingstart.scot.nhs.uk/
4
6
http://www.effectivepractitioner.nes.scot.nhs.uk/Default.aspx
8
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
Community assets, strength based
approaches and resilience
Examples of
Educational &
Professional
Development
NHS Boards
Mandatory training
Clinical governance framework within
own organisation
Development of skills in: Risk assessment
 Empowerment and influencing
 Enabling
 Partnership working
 Interagency working
 Lobbying
 Advocating for children, young
people and families
 Evaluating care
 Effective communication,
understanding and obtaining
consent
 Maintaining confidentiality and
data protection
Work with national standards pertinent
to child and young person requirements
Undertake nursing assessment and
contribute to complex health
assessment
Evaluation of effectiveness of current
practice
Feedback to inform future practice,
guidelines and policies
9
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
Examples of
Educational &
Professional
Development
Specific patient directives and/or
Standing orders
1.2 Promote
and influence
others to
incorporate
nonjudgemental,
values- based
care into
practice
Respect the dignity, rights, wishes and
beliefs of children, young people and
families involving them in shared
decision making and obtaining their
informed consent
Promote advocacy and act as an
advocate for children and young
people
High level of awareness of own values
and beliefs
Ethical decision
making
Comply with the NMC Code (2008) in
demonstrating a personal and
professional commitment to equality
and diversity complying with national
and local policy
Equality and Diversity
Legislation
Application of the United Nations
Convention on the Rights of the Child
(UNCRC) in practice (The UN General
Assembly adopted the Convention on
the Rights of the Child in 1989 and
associated amendments; additional
special needs for learning; disability
act).
10
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
1.3 Work within
sphere of
practice to
exercise
judgement
about actions
while
accepting
professional
and
organisational
accountability
and
responsibility
Utilise critical thinking to explore and
contribute to analysis of evidence,
cases and situations in community
children’s nursing practice
Aware of own level of competence
and confidence
Examples of
Educational &
Professional
Development
Corporate and local
induction programmes
Knowledge of national and local:
Child Health strategies
Draw on a range of sources in making
judgements guided by senior
colleagues within defined policies,
procedures and protocols
Practitioners must work within a
defined clinical supervision model
Reflection model(in facilitation of
learning pillar)*








policies
procedures
protocols and best practice
guidelines
professional regulation
NMC Code
supporting standards, guidance
and advice
legal and ethical issues related
to child health care
access and participation in
clinical supervision framework
Utilising Getting it Right For Every Child
principles to provide care for children,
young people and their families.
11
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
2.
Facilitation
of Learning
2.1 Learning,
Teaching and
Assessment
Be responsible and accountable for
keeping own knowledge and skills up
to date through continuing
professional development and
participating in clinical support
strategies e.g. mentoring, coaching,
clinical supervision
Ability to:-
Facilitate students and others to
develop their competence, using a
range of professional and personal
development skills
Motivate, stimulate, encourage and
facilitate the learning process
Provide educational support and
facilitation to client, patients and
families to support self management
and decision making
Develop skills in:Clinical/practice assessment
Teaching/facilitation effective
communication
Practitioner
level
Maintain own personal and professional
development, learning from experience Effective Practitioner
through supervision, feedback,
resource – learning,
reflection and evaluation
teaching and
supervision activities
Use reflective practice techniques
Conduct a fair, objective and timely
assessment of learners
2.2 Creation of
the learning
environment
Use established models of supervision
and mentorship
Examples of
Educational &
Professional
Development
Flying start NHS
Programme
Workplace Assessor
Preparation e.g. SQA
Assessor qualification
Mentorship
preparation
Development of
motivational,
assessment and
reflective skills
Information
technology skills
Ability to:Use core facilitation and teaching skills
Contribute to creation of an effective
learning environment, ensuring
learning opportunities for students
Develop educational materials
Participate in educational audit
Understand improvement approaches
such as learning audit and appreciative
enquiry
Act as a positive role model
Use models of supervision/mentorship
12
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
3.
Leadership
3.1 Team Work
and
Development
Work independently as well as in
teams to coordinate, delegate and
supervise care for a designated group
of individuals
Ability to:-
Practitioner
level
Manage risk and remain accountable
for the care given to these individuals
Work effectively across professional
and agency boundaries, actively
involving and respecting others’
contribution

Demonstrate clinical leadership
behaviours

Give and receive feedback in a
open, honest and constructive
manner
Examples of
Educational &
Professional
Development
Flying start NHS –
Teamwork
Effective Practitioner
resources – Leadership
and management
learning activities
Handling complaints

Apply equality and diversity
legislation which underpins
practice
Equality, diversity,
values based care
Recognise diversity, individual
differences and perspectives
13
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
3.
Leadership
3.2 Professional
and
Organisational
Leadership
Identify priorities, manage time and
resources effectively to ensure that
quality of care is maintained or
enhanced.
Ability to:Respond autonomously and confidently
to planned and uncertain situations,
managing themselves and others
confidently
Practitioner
level
In conjunction with senior Nursing
Midwifery and Allied Health
professionals (NMAHP’s), monitor and
evaluate standards of care adhering
to defined guidelines, policies
standards and protocols to ensure the
delivery of safe, effective and person
centred care (Scottish Governance
2010)
Responsible for aspects of clinical
effectiveness and management of
resources
Recognise own accountability to act
where performance and practice of
self and others should be improved
Engage in any required change
management
Participate in monitoring the
effectiveness and impact of change
Seek opportunities to improve the
service for example, by generating
ideas for innovation and solution
Practice in line with local, national and
professional strategies, policies,
protocols and standards e.g. Health
and Safety, Equality legislation, Scottish
Intercollegiate guidelines Network
(SIGN) Guidelines, Professional policies
and codes.
Demonstrate professional
accountability in relation to
performance of self and others
Develop skills in:
 Negotiation
 Influencing
 Organisation
 Problem solving
 Sustaining arguments to solve
problems
Examples of
Educational &
Professional
Development
Early Clinical Career
Fellowships
Developing leadership
skills
Leadership and
management
learning activities
Communication and
developing
management skills
(accredited or work
based)
Clinical audit Flying
Start NHS – Safe
practice and Policy
Effective Practitioner
resource
Work shadowing of
more senior
colleagues
Consolidate
 Critical thinking skills
 Analytical skills
 Evaluation skills
 Interpersonal skills
14
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
3.
Leadership
3.2 Professional
and
Organisational
Leadership
Adherence to importance of
confidentiality and appropriate
disclosure
Ability to:-
Practitioner
Level
Awareness of how organisational
goals are reflected in personal and
team objectives
Examples of
Educational &
Professional
Development
Understand improvement approaches
to support service enhancement
Understand implications for practice of
key legal and ethical issues.
Recognise early signs of poor
performance and take appropriate
measures
Build professional networks promoting
exchange of knowledge, skills and
resources in relation to work and
health.
15
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 5
4.
Evidence,
Research
and
Developme
nt
4.1 Evidence
into practice
Access databases on research and
evidence related to area of practice.
Ability to:-
Practitioner
level
Appraise research and evidence and
use to underpin own practice.
Access own practice and
interventions against person centred
outcomes
Examples of
Educational &
Professional
Development
Display literature/database searching
and information literacy skills
Demonstrate confidence in using
information technology skills and
systems
Access and apply research
Contribute to review of impact of
NMAHP interventions on the wider
individual/patient experience
Consolidate understanding and
application of different research
approaches
Identify ideas for research activity
Critically appraise
Ability to demonstrate knowledge of: Clinical audit and local NHS
information and research
governance policies

Local systematic processes that
contribute to quality
improvement e.g. Releasing Time
To Care

User defined and person centred
outcomes e.g. Talking Points and
other personal outcome
approaches

Research governance – ethics,
data protection, confidentiality

Data anaylsis and interpretation
Observe and record data as directed
for clinical trials, audits, surveillance
16
Level 6
Senior Practitioner
17
Career & Development Framework Level 6 – Overview
Career
Framework
Level
Central Themes
LEVEL 6
1. Clinical Practice
Senior level
2. Facilitation of Learning
Broad Sphere of
responsibility/role
Skilled effective
practitioner in the field of
community children’s
nursing
3. Leadership
4. Evidence, Research and
Development
Responsible for
maintenance of high
levels of evidence based
community children’s
nursing practice
Recommended
Professional/Education
Requirements
Examples of Core
Educational Themes
SCQF
On Part 1 of the Nursing
and Midwifery Council
(NMC) register
Research and Evidence
Based Practice
9 – 11
Educated to a minimum of
degree level
Specialist Community
Children’s Nursing
Qualification or equivalent
Leadership and
Management
Clinical governance: safety,
quality, service
improvement etc
Interagency working
Manage/supervise work of
others
NMC approved Nurse
Prescriber course
Act as a mentor and
preceptor
18
Career & Development Framework Level 6
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 6
1. Clinical
Practice
1.1
Demonstrate
specialist
competence,
innovation and
clinical
leadership in
community
children’s
nursing and
management
Practitioner must work as part of a
Community Children’s Nursing
/Multiprofessional Team using
specialist knowledge and skills to
provide and enhance clinical care in
relation to community children’s
nursing
Detailed knowledge, skill and
understanding of:Children and families health
underpinned by theoretical knowledge
and relevant clinical experience and
competence
required to work
at Career Framework Level 6 (Appendix
3)
Senior Level
RCN Competencies
Work within a clinical governance
framework providing appropriate
clinical supervision and reflective
practice
Ensure delivery of safe, effective and
person centred care to children,
young people and families within a
caseload using evidence
informed practice
May as appropriate adopt the Lead
Professional role
Undertaking and co-ordinating
comprehensive health assessment
7
The range and needs of children who
are vulnerable and cannot be
accessed easily by services
Community assets, strength based
approaches and resilience
Child development and interventions
A range of risk assessments related to
defined health and nursing needs
Community profiling
Examples of
Educational &
Professional
Development
Effective Practitioner
website resource7Clinical Practice
Learning Activities
NHS Boards
Mandatory training
Appropriate and
relevant work based
learning /accredited
courses
Advanced clinical
assessment
Maintain and
enhance KSF profile
Clinical supervision
Mentors Training
Provision of additional support to
enable children and young people to
reach their full potential
Altered health needs of children in
order to deliver safe, effective and
person centred nursing care
http://www.effectivepractitioner.nes.scot.nhs.uk/Default.aspx
19
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
Examples of
Educational &
Professional
Development
Empowerment and influencing skills
Enabling Partnership working
Interagency working
Lobbying and evaluation
Undertake complex nursing assessments
and co-ordinate comprehensive holistic
assessment
Uses evaluation of effectiveness of
current practice and
feedback to inform future policies
Work with patient group directives and
Act as a Prescriber
Case load analysis
Nursing assessment and family support
needs
20
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
1.2 Promote
and influence
others to
incorporate
nonjudgemental,
values- based
care into
practice
Promote and influence the dignity,
rights, wishes and beliefs of children,
young people and families involving
them in shared decision making and
obtaining their informed consent
High level of awareness of own values
and beliefs
Practice in a way that supports
equality and diversity
Promote and act as an advocate for
children and young persons as
required
Comply with the national guidance and
local policy NMC Code in
demonstrating a personal and
professional commitment to equality
and diversity (NMC 2008)
Utilising Getting it Right For Every Child
principles to provide care for children,
young people and their families.
Examples of
Educational &
Professional
Development
Ethical decision
making
Dignity and respect
Equality and Diversity
Legislation
Additional Support for
Learning Act
Curriculum for
Excellence
21
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
Examples of
Educational &
Professional
Development
1.3 Freedom to
exercise
judgement
about actions,
while
accepting
professional
and
organisational
accountability
and
responsibility
Utilise critical thinking to explore
and analyse evidence, cases
and situations in clinical
practice.
Knowledge of legislation, policies,
procedures, protocols, professional
regulation and NMC code of practice
Critical appraisal of
legislation, policies,
procedures,
protocols,
professional
regulation and
codes of practice
Draw on a range of sources in
making judgements
Freedom to act but is guided by
precedent NMC code and
clearly defined national and
local policies, procedures and
protocols
Manage a defined case load
/team and resources to provide
a quality service which is personcentred, safe and effective
(Scottish Government 2010)8
Assess situations and identify the root
causes of a complex problem
Share information effectively and concisely
for a range of situations and contexts to
ensure patient safety and continuity of care
Use critical thinking, analysis and evaluation
in making clinical judgments
Utilise evidence –informed decision making,
knowledge of frameworks, standards,
Scottish Patient Safety Paediatric
Programme and clinical audit
Full understanding of informed consent and
the implications of the Data Protection Act
(1998) and Access to Medical Reports Act
(2009)
8
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh. Scottish Government
22
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 6
2. Facilitation
of Learning
2.1 Learning,
Teaching and
Assessment
Identify and support the
achievement of learning needs
of individuals/team in response
to service need and personal
development planning.
Knowledge and understanding of clinical
governance framework and delivery
structures within own organisation
Ability to:-
Senior Level
Evaluate the effectiveness of
educational interventions
Consolidate own assessment skills
and support others in making
assessment judgements
Participate in teaching and
student selection in Higher
Education Institutions (HEI’s)
and/or other education
organisations.

Consolidate core skills to support
workplace learning

Reflect on practice and support
reflection in others

Understand and apply standards
and guidelines that underpin a
quality learning environment

Demonstrate skills in undertaking
and responding to evaluation of
learning

Use appropriate interviewing
techniques
Examples of
Educational &
Professional
Development
Test for the best
resources
Effective
practitioner
resources –
Learning, teaching
and supervision
activities
Mentorship/
Practice Teacher
preparation
Programme of
preparation for
clinical supervision
Information
technology skills
23
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
2.2 Creation of
the learning
environment
Use established models of
supervision and mentorship
Ability to:-
Contribute to creation of an
effective learning environment
ensuring learning opportunities
for students

Use core facilitation and teaching
skills

Develop educational materials

Understand improvement
approaches such as learning audit
and appreciative enquiry

Use models of
supervision/mentorship
Participate in educational audit
Examples of
Educational &
Professional
Development
24
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 6
3.Leadership
3.1 Team Work
and
Development
Act as a positive role model
Ability to:-
Senior Level
Work independently as well as in
teams to coordinate, delegate
and supervise care for a
designated group of individuals
Manage risk and remain
accountable for the care given
to these individuals
Work effectively across
professional and agency
boundaries, actively involving
and respecting others’
contribution
Recognise diversity, individual
differences and perspectives
Manage professional
development of individuals and
groups
Examples of
Educational &
Professional
Development
Communication
skills

Demonstrate clinical leadership
behaviours and skills
Negotiation skills

Give and receive feedback in an
open, honest and constructive
manner
Effective
Practitioner
resources

Apply equality and diversity
legislation which underpins practice

Implement suggestions for own
improvement and that of others

Demonstrate knowledge,
understanding and utilisation of KSF
and it’s application
Education and
Development
Framework for
Senior Charge
Nurses/Midwifes
and Team Leaders
in all areas of
Practice (NES 2011)
Information
Governance in
NHSScotland: A
Competency
Framework (NES
2011)
Begin to develop skills in
recognised workload assessment
tools and skill mix
25
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
3.2 Professional
and
Organisational
Act as a change agent
Ability to:-
Provide leadership for quality
improvement and service
development to enhance
people’s wellbeing and
experiences of healthcare

Organise and implement change

Support others improve and
enhance practice

Display creativity and innovation in
exploring and implementing possible
solutions to problems and evaluate
their effectiveness

Lead, persuade and influence
others effectively
Encourage staff to contribute
ideas and solutions for quality
improvement and innovation
Actively contribute to a variety
of professional networks e.g.
Managed Knowledge Networks
(MKN), Managed Service
Networks (MSN) professional
learning
Negotiate and influence locally
in terms of professional practice
and in relation to healthcare
Examples of
Educational &
Professional
Development
Test for the Best
resources
Leadership and
management
learning activities
Communication
and developing
management skills
(accredited or
work based)
Effective
Practitioner
resources
Work shadowing of
more senior
colleagues
Recognise early signs of poor
performance and take
appropriate measures to address
concerns
Use research related
approaches to assess how
evidence is being used to inform
the quality of care of individuals
by self and others
26
Career
Framework
Level
Central Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 6
4. Evidence,
Research and
Development
4.1 Evidence
into practice
Observe and record data using
appropriate methods, tools and
technology for complex audits or
clinical trials or projects
(Employability Skills L6)
Ability to:-
Senior Level
Contribute to, or participate in
research related activity
Identify and disseminate
information on NHS
Board/University programmes of
research/forums/special interest
groups/networks relevant to
area of practice
Examples of
Educational &
Professional
Development
Effective
practitioner
resources –
evidence based
practice learning
activities

Adhere to research governance for
self and others

Support others to access data and
develop literacy skills

Participate in research
audit/evaluation and Quality
Improvement processes
Advanced report
writing skills

Understand research governance
processes
Funding
applications
Research skills
Contribute to the development
of local guidelines and policy
and where appropriate at
regional and national level
Identify and utilise skills and
knowledge of staff to support or
undertake research related
activity such as audit, evaluation
and wider research for benefit of
the organisation
Share research activity findings
through local bulletins, team
meetings forum/professional
journals
27
Level 7
Advanced Practitioner
28
Career and Development Framework Level 7 -Overview
Career Framework
Central Themes
Broad Sphere of responsibility/role
Level
LEVEL 7
1. Clinical Practice
Professional Leader
Advanced
Practitioner
2. Facilitation of Learning
Manage/supervise work of others
3. Leadership
4. Evidence, Research
and Development
Provide training, support and
supervision to staff
Ensure the delivery of evidence
informed care
Inform, lead and participate in
practice development and service
improvement
Hold clinical governance
responsibility for service management
Influence policy and implement
national and local guidance
Responsible for advanced specialist
practice within community children’s
nursing
Recommended
Professional/Education
Requirements
Examples of Core
Educational
Themes
SCQF
On Part 1 of Nursing & Midwifery
Council register
Research
methods
11
Working towards Masters Level
Award
Evidence Based
Practice
Specialist Community Children’s
Nursing Qualification or
equivalent
Reflective
Practice
NMC approved Nurse
Prescriber course
Working towards an Approved
Teaching Qualification or Post
Graduate Certificate in
Education
Leadership and
Management
Public Health
(Policy Drivers,
Service Provision)
Legal & ethical
issues including
Health and
Safety Law,
Employment Law
and Equal
Opportunities
29
Career & Development Framework Level 7
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
LEVEL 7
1. Clinical
Practice
1.1
Demonstrate
advanced
competence,
innovation and
clinical
leadership in
community
children’s
nursing and
management
Practitioner must work as part of
community children’s
team/multiagency team/ integrated
team.
Highly developed specialist knowledge,
skill and understanding of :-
Advanced
Practitioner
Ability to work autonomously,
using highly specialised knowledge
and skills to provide and enhance
clinical care to a defined children,
young people and families
population
Children and families health
underpinned by theoretical knowledge
and relevant clinical experience and
competence required to work at
Career Framework Level 7 (Appendix 3)
Examples of
Educational &
Professional
Development
Advanced Practice
Toolkit10 web based
resource
Ethical decision
making
Reflective practice
Range of needs, vulnerable and hard to Getting It Right For
reach groups
Every Child (GIRFEC)
Provide expert clinical case
management to individuals, carers
and communities in a defined
population
Child development and interventions
Provide clinical leadership at strategic
and practice levels, using evidencebased practice to promote effective
health outcomes
Identification of vulnerable children,
young people and hard to reach
groups
NHS Boards
mandatory training
Risk assessment related to a defined
health need
Empowerment and influencing skills
Undertake advanced level
assessment to address highly complex
health needs of individuals, families,
carers and communities by using
expert knowledge and clinical
judgement to diagnose, intervene
III
and refer appropriately
Provide a high level of risk
10
Presentation skills
Enabling and Partnership working skills
Interagency working
Altered health needs of children in
order to deliver safe, effective and
http://www.advancedpractice.scot.nhs.uk/home.aspx
30
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
management and provide leadership
for the delivery of effective and
efficient services that correspond to
predetermined clinical performance
targets
person centred nursing care and
clinical interventions
Responsible for clinical governance
within a defined setting and adopt
accountability and responsibility for
delivery of whole episodes of care
including:- assessment and diagnosis,
intervention, referral, transition and
discharge /transfer of care
Examples of
Educational &
Professional
Development
Identification of national and local
policies impacting on Community
Children’s Nursing (CCN)
Leadership in lobbying and evaluation
Clinical governance procedures
Lead and contribute to national and
local Community Children`s Nursing
policy development
Adopt public health approaches to
protecting the public
Improve health outcomes for
individuals, families and communities
and addressing inequality
Ensure delivery of safe and effective
care using evidence informed
practice
Lead or contribute to community
31
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
Examples of
Educational &
Professional
Development
nursing and health policy
development and implementation
Practice with autonomy by virtue of
advanced knowledge and skills.
Influencing policies affecting health9
Contribute to operational aspects of
service delivery, Responsible for
delivery
of Quality ambitions
Lead the development of Clinical
Quality Indicators.
1.2 Promote
and influence
others to
incorporate
nonjudgemental,
values-based
care into
practice
9
Negotiate care with children and
families as an equal partner. Puts the
values, views and understanding of
individual service users at centre of
care (Advanced Practice Toolkit)11
Getting It Right For Every Child
(GIRFEC) principles
High level of awareness of own values
and beliefs
Comply with the NMC Code in
demonstrating a personal and
professional commitment to equality
and diversity (NMC 2008)
Promote and act as an advocate for
children and young persons
QAA (2007) Scottish Subject benchmark statement: Specialist Community Children’s Nursing. Quality Assurance Agency for Higher Education. Edinburgh
Ibid No. 4
11
32
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
1.3 Practice
autonomously
have freedom
to exercise
judgement
about actions
while
accepting
professional
and
organisational
accountability
and
responsibility
Utilise critical thinking to explore and
analyse evidence enabling a high
level of judgement and decision
making.
Practice in line with The Code (NMC
2008)
Freedom to act but is guided by
precedent and clearly defined
national and local policies,
procedures and protocols.
Manage case load /service/team
and resources to provide a quality
service which is person-centred, safe
and effective (Scottish Government
2010)12.
Advanced knowledge of legislation,
national and local policies and
procedures relating to equality and
diversity.
Examples of
Educational &
Professional
Development
Critical thinking and
reflective practice
Ethical decision
making
Living and dying well
Scottish Patient Safety Paediatric
Programme
Applies the United Nations convention
of rights of the child to practice (The UN
General Assessment adopted the
Convention on the Rights of the Child
1989 and associated amendments;
additional special needs for learning
disability act.)
Advanced knowledge of legal and
ethical frameworks and the expertise to
assist in the delivery of person centred
care as defined in the UN Convention
on the Rights of the Child.
12
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh. Scottish Government
33
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
2.
Facilitation
of Learning
2.1 Learning,
Teaching and
Assessment
Advance practice through
educational development and
delivery.
Ability to:-
Act as an experienced work based
learning educator/assessor by
providing advice and support to other
practitioners.
Design, plan, implement and evaluate
learning and development
programmes.
Engage with education providers to
contribute to curriculum development
and teaching.
Develop and facilitate use of
educational materials for students, staff
and service users linking to local and
national strategies.
Role model skills in assessment of
competence.
Support others to appraise and modify
care in relation to equality, diversity and
values based care.
Examples of
Educational &
Professional
Development
Participate in formal
and work based
learning
Postgraduate
Certificate in
Education (PGCE)
Formal preparation
for educational
supervision
Support others to
develop teaching,
supervising and
mentoring skills
Take a lead role in ensuring the
application of standards and
guidelines that underpin a quality
learning experience.
34
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
2 Creation of
the learning
environment
Analyse the range of factors which
influence learning and take account
of these when planning and
managing learning experiences.
Ability to:
Act as an experienced
mentor/clinical
coach/supervisor.
Build capability and capacity to
support learning in practice settings.

Advise service/education providers on
capability and capacity for student
experience in placements.
Encourage and support
teaching, supervision and
mentorship skills in others.

Apply quality improvement
cycle and implement findings.

Act on intelligence from
educational audits to strengthen
the workplace as a positive
learning environment.
Create a positive culture of learning
through role modelling and support
for the development of others.
Assure and improve the quality of
educational opportunities within the
work environment.
Examples of
Educational &
Professional
Development
Knowledge of
quality improvement
cycle
35
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
3.
Leadership
3.1 Team Work
and
Development
Provide strong and effective
leadership across professional and
organisational teams/boundaries.
Ability to:-
Create a culture of support and
empowerment for the team.
Critically review team performance
and use results to enhance self and
team member working and
development for the benefit of person
centred care.
Monitor the delivery of high
quality/child centred care by the
team and act on the results.
Provide timely feedback to team that
recognises good performance and
identify areas for improvement.

Apply models of team building
and group working.

Use conflict management and
resolution strategies
Apply knowledge,
understanding and utilisation of
NHS KSF to enhance team
performance.


Apply workforce and workload
assessment tools.
Examples of
Educational &
Professional
Development
Advance Practice
Toolkit
Further
development of:- Organisational skills
- Critical thinking
and analytical skills
- leadership skills
- Management skills
- Appraisal skills
- Problem solving
skills
- Reflective skills
- Clinical supervision
models and
processes
- Communication
skills
- Lobbying skills
Critically review skills mix and apply
workload assessment tools and use
results to build a business case.
36
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
3.2 Professional
and
Organisational
Lead and monitor clinical
effectiveness and efficiency to
enhance management of resources
Role model: Excellent organisational skills.

Actively encourage involvement of
children and young people to
influence and improve person
centred care.
Lead the development, delivery
monitoring and evaluation of
standards of care and act on the
results.
Lead innovation and quality
improvement and promote input of
others.
Management and leadership
skills that contribute to successful
change.
Ability to: Support implementation of local
and national professional
strategy and policy.

Ensure that organisational goals are
reflected in personal and team
objectives.
Participate and influence local (and
where appropriate national) policy
and strategy development by
supporting and developing lateral
Political leadership
courses
Work shadowing of
consultant level
nurses
Employment and
equality law

Demonstrate Partnership Working

Lead, negotiate and influence
others effectively by responding
appropriately to queries and
complaints, negotiating
assertively and presenting a
positive self image.

Use advanced written and oral
communication skills.

Use technology competently
and confidently.
Advanced
management and
leadership
programmes
Present complex information
NES Skills
Maximisation Toolkit
Further
development of
Identify poor performance and take
responsibility for ensuring appropriate
development opportunities are
available to address concerns.
Assess, lead, manage and monitor the
effectiveness and impact of change.
Creativity and innovation in
exploring and implementing
possible solutions.
Examples of
Educational &
Professional
Development
Information
Governance in
NHSScotland: A
Competency
Framework

Education and
Development
Framework for Senior
Charge
Nurses/Midwifes and
Team Leaders in All
Areas of Practice
(NES 2011)
37
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
thinking in self and others.
Work in partnership with a range of
clinicians, managers and service users
in planning development of specific
areas of work and health services.
Establish, lead and support a variety
of professional networks with peers
across professional groups promoting
exchange of knowledge, skills and
resources.
effectively in written and oral
reports.


Engage with colleagues using a
person centred critical
approach by:- listening to and appreciating the
complexity of a range of views and
adopting effective questioning
techniques
- displaying a sensitive manner and
using appropriate language within a
range of situations
Examples of
Educational &
Professional
Development
specific knowledge
and skill in:- Mentoring
- Coaching
- Change
management
38
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of
responsibility/role
Key Knowledge, Skills and Behaviours
4.
Evidence,
Research
and
Developme
nt
4.1 Evidence
into practice
Be a role model for the wider team by
creating a positive research culture
within the workplace.
Ability to:-
Identify and utilise skills and
knowledge of staff to support or
undertake research related activity
such as audit, evaluation and wider
research for benefit of the
organisation.

Further enhance knowledge of
research approaches

Demonstrate understanding of
proposal application
development, ethical approval
process and funding sources.

Utilise knowledge of research
and information governance to
support others in research
processes.

Gather, collate and
communicate appropriate
clinical data to enable audit,
service evaluation.
Develop clinically effective practice
through effective utilisation and
integration of evidence.
Monitor impact of evidence utilisation.
Develop policies, procedures and
protocols (Adapted from SCN p.9).
Examples of
Educational &
Professional
Development
Contribute to the wider research
agenda through initiating or
supporting research activity.
Identify, promote embed and monitor
the measurement of outcomes
relevant to area of practice, using
findings to enhance future activity.
39
Level 8
Consultant Practitioner
40
Career Framework Level 8 – Overview
Career Framework
Level
Central Themes
LEVEL 8
1. Clinical Practice
Consultant
Practitioner
2. Facilitation of Learning
3. Leadership
Examples of Sphere of
responsibility/role
Act as a highly specialist
clinical expert in
advanced roles within
community children’s
nursing
Recommended
Minimum Professional/
Education Requirements
Registered on Part 1 of the
Nursing and Midwifery
Council register
Examples of Core
Educational Themes
SCQF
NHS Boards Mandatory
training
11 - 12
Care Governance
Masters level Degree
Strategic Leadership
4. Evidence, Research
and Development
Provide expert advice
Nationally, Regionally
and Locally
Lead on nursing
research
Establishing and
maintaining
relationships across NHS
partnership agencies
Take a lead role in
implementing regional
and national strategy
Working towards Doctorate
Legal & ethical issues
Specialist Community
Children’s Nursing
Qualification or equivalent
Evidence of further study
and advanced clinical skills
Advanced knowledge and
understanding of
community children’s
nursing
Approved Teaching
Qualification
Approved Nurse Prescribing
course
Establish professional
networks with allied
professions, groups and
statutory bodies and
third sector partners
41
Career Framework Level 8
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
Examples of
Educational &
Professional
Development
Level 8
1. Clinical
Practice
1.1
Demonstrat
e expert
competenc
e,
innovation
and clinical
leadership
in
community
children’s
nursing
Provide leadership and professional
advice in relation to community
children’s nursing
Expert knowledge, expertise and
understanding in the field of and
specific area of practice
underpinned by theoretical
knowledge and relevant clinical
experience and competence
required to work at career level 8
(Appendix 3)
Appropriate and
relevant work based
learning /accredited
courses
Expert knowledge of range and
needs of vulnerable children and
children and young not easily
accessed by services, and
applicability to developing services
Advance critical
thinking
Consultant
Practitioner
Provide and enhance highly specialist
clinical care to individuals, families,
carers and communities in a defined
population
Provide and advance clinical
leadership at strategic and practice
levels, using evidence-based practice
to promote effective health outcomes
Provide and supervise advanced level
assessment to address highly complex
health needs of individuals, families,
carers and communities by using
expert knowledge and clinical
judgement to diagnose, intervene
and refer appropriately
Provide an expert level of risk
management and provide leadership
14
15
Advanced Practice
Toolkit15 web based
resource
Expert knowledge of altered health
needs of children in order to deliver
safe, effective and person centred
nursing care
Provide research evidence base
for the development of specific
clinical practice to inform clinical
governance planning to deliver
person-centred, safe and effective
care14
Advanced communication skills,
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh. Scottish Government
http://www.advancedpractice.scot.nhs.uk/home.aspx
42
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
for the delivery of effective and
efficient services that correspond to
predetermined clinical performance
targets
empowerment and influencing skills
Scrutinise and hold responsibility for
clinical governance within a defined
setting and assume accountability
and responsibility for delivery of whole
episodes of care including:assessment and diagnosis,
III
intervention, referral, transition and
discharge/transfer of care
Examples of
Educational &
Professional
Development
Presentation skills
Enabling and Partnership working
skills
Corporate working skills
Interagency working
Expert nursing knowledge related to
children and young people
Adopt public health approaches to
protecting the public
Lead on development of clinical
governance frameworks
Improve health outcomes for
individuals, families and communities
and address inequality
Contribute to policies impacting on
community children’s nursing
Contribute to operational aspects of
service delivery
Lead and contribute to
development and implementation
of policy development
Demonstrates leadership in
lobbying and evaluation
Ensure delivery of safe and effective
care using evidence informed
Ongoing provision of specialised
43
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
practice
advice
Lead on community children’s nursing
policy development and
implementation
Additional relevant clinical
competencies as required
Examples of
Educational &
Professional
Development
Practice with autonomy by virtue of
advanced knowledge and skills
Influences on policies affecting
health13
Provision of consultancy in area of
clinical practice
13
Subject Benchmark statements Health Visiting - http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/HV.pdf
44
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
1.2
Demonstrat
e
advanced
understandi
ng and
competenc
y in areas
of legal
and ethical
complexitie
s of care in
children
and young
peoples
nursing.
Work in partnership with others to
protect individuals from harm and
abuse
Able to play a key role as part of a
multidisciplinary /interagency team
in the development, implementation
and monitoring of ethical and legal
strategies and policies at national,
corporate and departmental level
1.3 Promote
and
influence
others to
incorporate
nonjudgement
al, valuebased care
into
practice
Act as a champion and role model for
values based care and ensure that
professional development and quality
improvement plans reflect the
importance of this approach to care
Develop clinical and professional
networks
Utilises evidence based practice to
guide interpretation of statutory and
advisory guidance
Generation of effective management
reports and other forms of verbal,
written and visual communication
relating to the ethical and legal
considerations of managing care for
children and young people’s health
needs in the community
Examples of
Educational &
Professional
Development
In depth knowledge of new and
emerging guidance and legislation
that governs legal and ethical
aspects
Consistently utilise the principles of
clinical governance, clinical
supervision and clinical audit to
lead, manage and develop the
ethical and legal aspects of care
Critical awareness of own values
and beliefs
45
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
1.4 Practice
autonomou
sly have
freedom to
exercise
judgement
about
actions
while
accepting
professional
and
organisatio
nal
accountabi
lity and
responsibilit
y
Model and promote critical thinking to
explore and analyse evidence, cases
and situations in clinical practice
enabling a high level of judgement
and decision making
(Adapted from Capability Framework
for the Advanced Practitioner: Nursing
in the Community (NES 2008)16
In depth Knowledge of legislation,
policies, procedures, protocols,
professional regulation and codes
of practice
Manage and Lead case load
and/team and resources to provide a
quality service which is personcentred, safe and effective (Scottish
Government 2010)17
Has freedom to act guided by
precedent and expert understanding
of policies, guidelines, protocols and
procedures.
Examples of
Educational &
Professional
Development
Practice in line with The Code (NMC
2008)
Ability to develop, lead and
establish national and local
protocols and procedures at
operational and strategic levels.
To innovate, develop and lead on
safe and competent practice
Provide leadership in the
management of conflict relating to
confidentiality of data collection,
recording, retrieval and
dissemination.
Demonstrate ability to exercise
advance levels of clinical decision
making
16
NHS Education for Scotland (2008) Capability Framework for the Advanced Practitioner: Nursing in the Community. Edinburgh. NES
17
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh. Scottish Government
46
Career
Framework
Level
Central
Themes
Aspects of
Practice
2. Facilitation
of Learning
2.1
Learning,
Teaching
and
Assessment
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
Examples of
Educational &
Professional
Development
Contribute to the strategic
development of education for
students, staff and service users at a
local and national level.
Ability to:-
Enhancement of
teaching and
assessing skills e.g.
Postgraduate
Certificate in
Education
Work collaboratively with Higher
Education’s Institutions, Scotland’s
Colleges and Stakeholders to review,
develop and implement appropriate
programmes/training for own
organisation.
Lead planning, implementation and
evaluation of educational
interventions at a local and national
level for patients, a range of staff at
the wider service informed by training
needs analysis and in response to
strategy.

Transform healthcare
practice through evidence
based educational and
curriculum development and
delivery

Apply educational
governance skills

Use expert consultation skills

Use advanced evaluation
approaches
Promote motivational ways to
influence and optimise learning.
Use evaluation findings to improve
future educational initiatives.
Ability to:-
47
Career
Framework
Level
Central
Themes
Aspects of
Practice
2.2
Creation of
the learning
environmen
t
Examples of Sphere of responsibility/
role
Communicate scholarly activity,
research and new developments to
support the integration of evidence
based practice and influence the
development of the learning
environment.
Key Knowledge, Skills and
Behaviours

Initiate and provide skilled
supervision of others

Influence and implement
organisational learning and
development strategy
Examples of
Educational &
Professional
Development
Evaluate the effectiveness of
educational/training interventions.
3. Leadership
Ability to:-
48
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Provide leadership to influence
strategic direction across professional
and organisational teams/boundaries.
3.1 Team
Work and
Developme
nt
Key Knowledge, Skills and
Behaviours

Model behaviours that value
diversity, individual
differences and perspectives
Support teams in their development
by developing networks and sharing
information.
Examples of
Educational &
Professional
Development
Appropriate and
relevant work based
learning/accredited
courses in leadership
/management
training
Ability to:Apply skills in:-
49
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
3.2
Professional
and
Organisatio
nal
Leadership
Responsible for business planning and
people management skills including
workforce development and
succession planning.

Strategic management

Advance project planning
and management
Contribute to the strategic review of
clinical effectiveness and
management of resources.

Financial management

Stakeholder involvement
Provide strong and effective
leadership across professional and
organisational boundaries with a
focus on quality improvement and
service excellence.

Impact assessment

Development of an
outcomes focused business
case
Act as an expert resource for patient
care and decision making.
Influence practice development by
supporting and developing innovative
and lateral thinking in self and others.
Initiate, influence and lead new
service developments.
Monitor, and demonstrate how
organisational goals are reflected in
own and others objectives.
Act as an organisational level change
agent through identifying, challenging
and managing poor performance.
Key Knowledge, Skills and
Behaviours

Critical thinking, analysis and
synthesis
Ability to: Report effectively for a range
of complex situations and
contexts

Readily use highly specialised
theoretical and practice
knowledge to think, gain
and share information, solve
problems and make
decisions (Employability level
8 SfH)
Examples of
Educational &
Professional
Development
Advanced Practice
Toolkit web based
resource
Marketing & business
case development
Experience of
contribution at Board
level
Participation in peer
review
Strategic contribution
at local and national
level
High level of support
skills e.g.
mentorship/coaching
skills/critical
companion/
project management/
change
management/
workforce planning
and development
50
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
Work collaboratively across
boundaries to develop and raise
awareness of relevant policies,
guidelines and strategies influence
change at local and national level.
Assess situations and identify the root
cause of a complex problem in
environments that are unfamiliar,
complex and unpredictable and
have many interacting factors
(Employability Level 8 SfH)
Identify and act on opportunities to
influence and develop policy and
guidelines at a national level.
Respond to national and local
requests for document review (e.g.
strategy, policy guidelines).
Lead and manage change at local
and national level.
Initiate communities of practice/
Networks to disseminate resources
and practice initiatives.
Network with a wide range of
organisations and individuals to shape
and respond to policy and strategy at
national and local level.
Represent NMAHP’s widely nationally
and internationally.
Examples of
Educational &
Professional
Development
Lead and implement local, national
and professional strategy and policy
Use critical reading skills to analyse
and synthesise information
Interpret health information, statistics
and research data
Use highly developed influencing
and political leadership and
influencing lobbying skills
Model advanced communication
and interpersonal skills
Display a high level of presentation
and report writing skills
Use technology competently and
confidently.
51
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Key Knowledge, Skills and
Behaviours
Examples of
Educational &
Professional
Development
4. Evidence,
Research and
Development
4.1
Evidence
into
practice
Ensure that services are based on high
quality evidence
Ability to:-
Understanding of the
responsibilities of
research governance
Identify gaps in the evidence base
and communicate findings to
appropriate clinical, policy and
research communities
Understand the responsibilities of
research governance
Collaborate with appropriate
research partners and build links with
Research Forums and Universities
Initiate, facilitate or undertake
appropriate high-quality research
acting as principal investigator where
appropriate.
Contribute to development and
implementation of a NMAHP research
strategy.

Critically review literature

Understand advanced
research methods

Understand the
responsibilities of Principal
Investigator

Present information clearly
and concisely

Wrote critically including
analysis, synthesis and
interpretation of the
evidence base to underpin
practice

Write for publication and
contribute to peer review

Establish appropriate policies
and ensure support for
clinical research activity
Contribute to current
publications e.g. by
writing for publication,
contributing to peer
reviews
Understanding of the
responsibilities of
Principal Investigator
Advanced research
methods
Contribute to current
publications e.g. by
writing for publication,
contributing to peer
reviews
Ethical and Research
committees functions
52
Career
Framework
Level
Central
Themes
Aspects of
Practice
Examples of Sphere of responsibility/
role
Identify and utilise skills and
knowledge of staff to support or
undertake research related activity
such as audit, evaluation and wider
research for benefit of the
organisation/
Present research findings in peer
reviewed journals, conference and
meetings.
Key Knowledge, Skills and
Behaviours

Understand functions and
processes of ethical and
research committees

Act as a role model to
develop a positive research
culture within the NMAHP
community

Contribute to developing
policies and maintenance of
research governance

Lead/participate in cross
professional and/or cross
organisational research
programmes

Access research funding
Examples of
Educational &
Professional
Development
53
Appendix 1
Career Framework Model
Taken with Permission from the Scottish Government
Workforce Directorate “Guidance to NHS Boards on
the Career Framework for Health” 11 March 2009
(Annex 2).
The diagram outlines the Career Framework Levels, the
appropriate Clinical level title (in brackets), a brief clinical
level descriptor and, for illustration, some possible non-clinical
role examples
Note: This diagram is a slight adaptation of the version on the
Skills for Health website and from the one formally launched in
2006. These adaptations are simply to reflect generally
recognised terms in Scotland, which may differ from those
used elsewhere in the UK. They do not affect the substance of
the Career Framework or represent a departure from the
Career Framework launched in 2006.
Appendix 2
Career Framework
Level
Indicative SCQF
Levels
ARTICULATION OF CAREER FRAMEWORK WITH
SCOTTISH CREDIT AND QUALIFICATION
FRAMEWORK
Level 9
Level 11/12
Level 8
Level 11/12
Taken from Scottish Government Health Workforce Directorate
“Guidance to NHS Boards on the Career Framework for Health”
11 March 2009. Annex 2, a range of post-registration courses.
Level 7
Level 11
Level 6
Level 9/10
Level 5
Level 8-10
Level 4
Level 7/8
Example
Qualifications
Masters Degree
Doctorate
SVQ5
Masters Degree
Doctorate
SVQ5
Post Graduate
Certificate/Diploma
Masters Degree
Ordinary or Honours
Degree
Graduate Diploma
SVQ4
Diploma HE
Ordinary or Honours
Degree
SVQ4
HNC
HND
Level 6/7
SVQ3
HNC
Note: The levels on the framework are indicative only. They
can be broadly linked to qualifications and SCQF levels but this
will only be a rough guide – there will be exceptions.
Learning required at each level will vary according to the
occupational groups into which the role falls and the KSF
outline for each particular role. However, in general, the
following level(s) of qualification (in areas related to the work
being undertaken) might be expected for roles which appear
at the same level of the Career Framework
The learning required for each role should be considered in
conjunction with the Career Framework level descriptors
www.skillsforhealth.org.uk/page/career-framework
Level 3
SVQ2
Level 2
Level 1
Level 5/6
Induction
Standards
55
Appendix 3 - Suggested matching of the four central themes identified in this document against the Core and Specific Dimensions of
the NHS Knowledge and Skills Framework (NHS KSF)18. Post outlines based on the NHS KSF will set out the actual requirements of a post,
the dimensions and levels required.
Central Themes of Career and Development Framework for
Community Children’s Nurse
Clinical Practice
Facilitation of Learning
Leadership
Evidence, Research and Development
18
Core and Specific Dimensions of the NHS Knowledge and Skills Framework
Core 1 Communication
Core 2 People and personal development
Core 3 Health, safety and security
Core 4 Service improvement
Core 5 Quality
Core 6 Equality and Diversity
HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing
HWB2 Assessment and care planning to meet health and wellbeing needs
HWB3 Protection of health and wellbeing
HWB4 Enablement to address health and wellbeing needs
HWB5 Provision of care to meet health and wellbeing needs
HWB6 Assessment and treatment planning
HWB7 Interventions and treatments
IK2 Information collection and analysis
Core 1 Communication
Core 2 People and personal development
Core 5 Quality
Core 6 Equality and Diversity
G1 Learning and development
G2 Development and innovation
HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing
Core 1 Communication
Core 4
Core 5 Service improvement
Core 6 Equality and Diversity
G5 Services and project management
G6 People management
G7 Capacity and capability
Core 1 Communication
Core 6 Equality and Diversity
IK1 Information processing
IK2 Information collection and analysis
IK3 Knowledge and information resources
Scottish Executive (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the Development and review Process. Edinburgh. Scottish Government
APPENDIX 4
The development group for the Career and Development Framework for Community Children’s Nursing was facilitated by the
Scottish Government and NHS Education for Scotland. Contributors are outlined below:
Community Children’s Nursing Career Framework Working Group
Vicky Anderson
NHS Orkney
Mary Boyle
Programme Director
NHS Education for Scotland
Jean Davies (Chair)
Senior Paediatric Nurse Children's Services
NHS Ayrshire and Arran
Denise Gray
Educational Projects Manager
NHS Education for Scotland
Fiona Houlihan
Team Coordinator
NHS Greater Glasgow and Clyde
Dr Deirdre McCormick
Nursing Officer
Scottish Government
Debbie McGirr
Lecturer
Edinburgh Napier University
Ruth Mitchell
Lecturer, Child Health & Child Protection
Edinburgh Napier University
Karen Sinclair
Nurse Consultant
NHS Greater Glasgow and Clyde
Christine Thomson
Community Children’s Nurse
NHS Lothian
57
Senior Paediatric and Education Nurses in Scotland Group
Helen Bauld
Mary Boyle
Kirstine Burns
Lorraine Clydesdale
Fiona Dagge-Bell
Jean A. Davies
Marie Elen
Ann Fitzpatrick
Jeanette Fitzgerald
Libby Gold
Annie Hair
Dorothy Hanley
Fiona Hislop
Lesley Horsburgh
Margaret Johnston
Irene Jones
Elaine Love
Kathryn Maciver
Celia Mackay
Janice Mackenzie
Mary McAuley
Kevin McFarlane
Ruth Mitchell
Tricia Morrison
Dawn Moss
Lynn Mushet
Gwen Proctor
Fiona Smith
Fiona Smilth
Joanna Smith
Sue Swift
Donald Todd
Alison Wright
Senior Nurse Paediatrics/Neonates
Programme Director
Senior Charge Nurse
Nurse Consultant - Safeguarding Children and Young People
Professional Practice Development Officer Women
Senior Paediatric Nurse Children’s Services
Lecturer in Child Health
Nurse Manager, Child & Public Health Nursing
Head of Paediatric Nursing
Head of Care
Head of Children’s Services
Deputy Chief Nurse
Clinical Ward Manager
Senior Nurse for Child Health
Team Leader Integrated Paediatric Community Service
Professional Lead in Children’s Nursing DipHe (Child)
Head of Nursing for Neonatal, Children & Young People
Paediatric Nurse Specials Ward
Lecturer
Chief Nurse
Head of Nursing for Children & Young People Combined Child Health
Senior Lecturer in Nursing / Programme Manager Child Nursing
Lecturer – Child Health & Child Protection
Directorate Nurse Manager for Women & Child
Nurse Consultant Child Health
Lead Nurse Paediatrics
Nurse Consultant - Safeguarding Children and Young People
RCN Advisor in Children’s & Young People’s Nursing
Nursing Adviser (Children's Nursing) Policy and Standards
Lecturer Practitioner – Paediatrics
Acting Head of Nursing - Children and Young People
Lecturer in CYP Field of Nursing (Deputy)
Neonatal Manager
NHS Forth Valley
NHS Education for Scotland
NHS Dumfries and Galloway
NHS 24
NHS Health Improvement Scotland
NHS Ayrshire and Arran
Edinburgh Napier University
NHS Dumfries and Galloway
NHS Tayside
Children’s Hospice Association Scotland
NHS Greater Glasgow and Clyde
NHS Lothian
NHS Forth Valley
NHS Borders
NHS Lanarkshire
Glasgow Caledonian University
NHS Greater Glasgow and Clyde
NHS Western Isles
Robert Gordon University – Aberdeen
NHS Lothian
NHS Grampian
University of Dundee
Edinburgh Napier University
NHS Highland
NHS Borders
NHS Fife
NHS 24
Royal College of Nursing
Nursing & Midwifery Council
University of Stirling
NHS Grampian
Robert Gordon University - Aberdeen
NHS Tayside
58
Community Children’s Nursing Network
Kirstie Anderson
Community Children’s Nurse
NHS Shetland
Anne Marie Bannatyne
Community Paediatric Sister
NHS Ayrshire and Arran
Yvonne Caie
Deputy Head of Care
Children’s Hospice Association Scotland
Gill Currie
Community Children’s Nurse
NHS Highland
Sarah Hay
Speech and Language Therapist
NHS Greater Glasgow and Clyde
Sarah Henderson
Community Children’s Nurse
NHS Highland
Janice Jack
Community Children’s Nurse
NHS Dumfries & Galloway
Jackie Laughlin
Staff Nurse in Comminuty Children’s Nurse Team
NHS Ayrshire and Arran
Susan Milne
Team Leader Community Children’s Nursing
NHS Forth Valley
Lynn Mushet
Lead Nurse Paediatrics
NHS Fife
Pat Rankin
Community Children’s Nurse
NHS Highland
Barbara Simpson
Community Children’s Nurse
NHS Dumfries and Galloway
Karen Sinclair
Nurse Consultant for Children and Young People’s Palliative Care
NHS Greater Glasgow and Clyde
Christine Thompson
Community Children’s Nurse
NHS Lothian
Joanna Young
Community Children’s Nurse
NHS Lothian
59
60