Job Summary
We are excited to offer a position for an Acute Inpatient Therapy Practice Facilitator, to work across our therapy department. We expect this post to support the clinical development of staff within the acute inpatient therapy teams and to provide training and clinical experience to those in the wider therapy teams. This post will work in partnership within our workforce team to support pre-registration learners, promote safe learning environments, and bring practice educators together. This post is an opportunity to develop your own non-clinical skills across the pillars of practice, and work with a variety of people. If you are interested in practice education, facilitating the development of others and working proactively and collaboratively, we welcome your application.
Main duties of the job
The post holder will split their time between supporting the development of staff working within the Acute Inpatient Therapy teams, and supporting the wider Therapy Department to enable a proactive approach to training opportunities, generate new training methods for inpatient care in order to inspire future generations. This will also entail the collaborative development of a community of practice for practice educators, supporting the Trust Preceptorship Programme, being an advocate for education across the pillars of practice, and advocating for safe environments for learners.
Job Responsibilities
* Work within the acute inpatient therapy teams to support the development of learners, therapy assistants, junior therapy staff, including at weekends and during evenings.
* Maintain and develop the respiratory online training to complement in practice education.
* Provide training and development opportunities to upskill and maintain senior staff both within inpatient therapies and across the therapy department, for clinical and non-clinical pillars of practice.
* Support the co-ordination of learner placements, the development of the safe learning environment charter in practice, and the BEAT Education and Training Toolkit.
* Support the oversight of the Learning Needs Analysis, and identify appropriate opportunities.
* Facilitate the provision of the Safe Learning Environment Charter across the Therapy Department.
Person Specification
Experience Essential
* Experience of supporting and managing learners in practice.
* Experience of managing student placements.
* Experience of teaching small and large groups.
* Experience of supporting staff to implement change.
* Experience of managing placement capacity.
* Experience of utilising different models of placement provision for learners.
Qualifications Essential
* HCPC Registered Clinician.
* Current Practice Educator Training.
* Leadership Development.
Technical Skills and Competencies Essential
* Experience of physiotherapy practice in inpatient settings.
* Excellent organisation and time management.
* Effective leadership skills.
* Ability to work collaboratively within a team and inter-professionally.
* Competent with Microsoft Office and internet explorer.
* Ability to teach and facilitate learning in a variety of settings with different learners.
Knowledge Essential
* Excellent working knowledge of the HCPC standards of proficiency including code of conduct and standards of proficiency.
* Working knowledge of student supervision and assessment and coaching techniques.
* Working knowledge of learning theories and approaches.
Personal Attributes Essential
* Excellent verbal and non-verbal communication.
* Excellent written skills.
* Ability to engage and build effective relationships at all levels.
* Ability to present to a large group of people.
* Consistently high attention to detail and quality of work.
* Ability to work as part of a team.
* Ability to work under pressure and to meet deadlines.
* Ability to work without supervision and use own initiative.
* Ability to work flexibly and manage competing priorities.
* Enthusiasm and passion for teaching and developing others.
Language requirements Essential
* Able to speak English as necessary to undertake this role.
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