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Canlyniadau chwilio am the care act 2014

Yn dangos 1336 i 1350 o 2061 canlyniadau

Professional Liaison Service

The HCPC Professional Liaison Service was established in 2020 following a decision to invest in more upstream regulation. Upstream regulation describes an approach to regulation that is focussed on prevention, partnership and support.

Failure to maintain adequate records

Case study: An occupational therapist’s employer raised concerns relating to their clinical practice and conduct, following a number of incidents relating to nine different cases.

Duty of candour

Our changes set out a process for registrants to follow when things go wrong which better aligns with our guidance.

Corporate strategy

Our aim to be a high performing regulator which delivers forward-looking regulation underpinned by strong data, collaboration and compassion

Professional liaison groups

A professional liaison group (or ‘PLG’) provides advice to the Council or committees on strategic issues. Either the Council, or a committee can decide to set up a PLG, to look at a specific issue and report back.

UK-wide Professional Liaison Service

The Professional Liaison Service now operates with a Consultant in each of the four UK nations, who can design and deliver solutions that are specific to registrant and employer needs. 

How we are informing our work by considering graduate experience

We want to continually improve our support for education providers in meeting our regulatory requirements, and delivering the best programmes they can. A key part of our work is making sure we understand the experience of those going through education programmes.

Performance review requirements 2022-23 - what to expect

We emailed education providers due their performance review in 2022-23 and 2023-24 in early August. Providers who will undergo the process this year (2022-23) will have been given specific requirements and a key contact to work with at the HCPC. 

Changing learning, teaching and assessment methods

We have seen diversification in learning, teaching and assessments, which are in part driven by the education sector's response to the COVID-19 pandemic. We have found many innovations in this area have been embedded into programmes on a permanent basis.

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