Providing treatments to a range of patients/clients

As you provide care and treatment for your patients/clients on a daily basis, you are intrinsically building up your skills and confidence. As a registered practitioner, this unit will help you identify your learning needs, and to focus and prioritise them in an action plan.

Care/treatment Skills

In the first few months of your new post it is important that you gain an insight and overview of the clinical skills you will need to develop in order to treat patients/clients within your area of practice.

Use the information you gathered in the Clinical Skills development section when you are completing this activity.

Make a list of the treatments you will be involved in, review the treatment needs of your current caseload with your mentor.

Identify the care /treatment skills that you have already developed and feel competent using, and any that you are unfamiliar with or are not confident using and where you need to refresh your skills.


Plan how you will increase your confidence and competence in selected treatment skills throughout your first year. Revisit this action plan every three months.


Make sure that you and your colleagues are aware of the latest policy and research available.

You can find out more about:

  • Using evidence in practice from Evidence into Practice which helps clinicians to find, share and apply evidence to practice.

Record any learning you have completed into your portfolio and record your experience in using this equipment.

Portfolio – Care/treatment skills

In the activity above, you have identified care/treatment skills and possibly other learning needs. You will need to meet these needs in order for you to carry out your post safely and effectively.

Record what you have identified or included in your notes in your portfolio. Also take the information you documented in the Clinical Skills Development section into account.

Use the information you have gathered completing this section, to compile an action plan to help guide you in developing your skills.

  • the skills needed
  • your competence and learning or refreshment needs
  • actions you can take to develop your specific skills
  • realistic timeframes for developing your skills

Include the key points from the personal development plan that you have agreed with your NHS KSF reviewer in relation to these skills for the next 6 months

Also incorporate any competency-based frameworks that apply or other means of recording achievement in your portfolio.

Update your action plan regularly to take your achievements and ongoing learning needs into account.

Also remember that whatever you develop as an action plan must fit into your NHS KSF development review cycle.

Add an alert to your Flying Start portfolio and /or make a date in your diary to revisit providing treatment.

Treatment skills and your KSF PDP

With your NHS KSF reviewer agree your Personal Development Plan for the next 6 months you will be able to use information from your action plan at the start of this section.

Putting your plan into action: building your treatment skills

Start to put the action plan that you developed in the previous activity into practice.

There will be a range of treatments that you need to become competent in and you should begin to observe them, discuss them with a colleague who is experienced in them, increase your knowledge and begin to carry them out - developing your confidence and competence in this aspect of your role.

In conjunction with your mentor, access appropriate local training programmes or other ways of learning than could help you develop your clinical skills.

If your employer uses a local competency framework, this is where it can fit with Flying Start NHS and assist you to build evidence of your developing skills.

There may be other resources that can help you e.g. clinical skills units, literature and research, the Knowledge Network, guidelines and recommendations.

Providing treatment scenarios

Here are four scenarios based on situations you could encounter in practice, choose one which has resonance for you and explore solutions to the issues highlighted.

You could

  • work through the scenario yourself with input from your mentor:
  • work through the selected scenario with a peer group
  • write up your thoughts/plans or discussions and put it in your portfolio

Scenario 1
You have carried out an agreed treatment on a patient/client but feel that it is ineffective. What can you do:

  • what is the evidence to support the usual treatment/why is the treatment carried out this way?
  • who could you involve from the multi-professional team to help you decide upon a more effective treatment?
  • how will you involve the patient/client in this decision

Scenario 2
Having looked through the patient/client's notes you have found an inconsistency in the treatments completed at each of the patient's/client's visits.

  • how do you address this with the patient/client?
  • what might the reasons for this inconsistency be?
  • how do you address this in your professional team?
  • Are there issues concerning information governance that you need to consider here?

(See the NES Information governance page)

Scenario 3
You have visited a patient/client in their own home and you do not have the appropriate equipment with you to carry out their prescribed treatment. You have a busy day ahead and feel that you cannot go back to your base to collect it.

What will you do:

  • what options are open to you?
  • who else could help?
  • what could the impact on patient/client safety of each of these be?
  • what actions would you take and why?

Scenario 4
You have been visiting a patient/client daily and have noticed change their overall condition and you feel that they need to be reviewed by a GP

  • how are you going to ensure that you communicate that you feel that this review is:
    • urgent and needs to be carried out that day OR
    • can wait until another day
  • what information do you need to pass on to him?
  • what do you document in your notes?
  • what other resources and/or professionals might you use?