ST0220 – L4 Healthcare Science Associate – Assessment Plan V1.1

(Date updated: 14/02/2024)

Key information

Reference: ST0220
Version: 1.1
Level: 4
Typical duration to gateway: 24 months
Typical EPA period: 2 months
Maximum funding: £16,000

Route: Health and science
Date updated: 14/02/2024
Approved for delivery: 31 October 2016
Lars code: 150

EQA provider: Ofqual

Click on the below sections to access the assessment plan for the Level 4 Healthcare Science Associate apprenticeship standard.

Introduction and overview
This document explains the requirements for end-point assessment (EPA) for the healthcare science associate apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Healthcare science associate apprentices, their employers and training providers should read this document.

A full-time healthcare science associate apprentice typically spends 24 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

The EPA should be completed within an EPA period lasting typically 2 months.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship provider and assessment register (APAR).

This EPA has 2 assessment methods.

The grades available for each assessment method are below.

Assessment method 1 – observation of practice with questions:
- fail
- pass
Assessment method 2 – professional discussion underpinned by a portfolio of evidence:
- fail
- pass
- distinction
The result from each assessment method is combined to decide the overall apprenticeship grade.
The following grades are available for the apprenticeship:
- fail
- pass
- distinction

EPA summary table

On-programme – typically 24 months	The apprentice must: complete training to develop the knowledge, skills and behaviours (KSBs) outlined in this apprenticeship’s standard complete training towards English and mathematics qualifications in line with the apprenticeship funding rules compile a portfolio of evidence complete training towards the qualification listed in the healthcare science associate apprenticeship standard The qualification required is one of the following: Level 4 Diploma in Healthcare Science (603/2313/9) Level 4 Diploma in Healthcare Science (Anatomical Pathology Technology) (603/3970/6) Sunderland University Level 4 Diploma in Healthcare Science
End-point assessment gateway	The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must: confirm they are ready to take the EPA have achieved English and mathematics qualifications in line with the apprenticeship funding rules have passed 1 of the following: Level 4 Diploma in Healthcare Science (603/2313/9) Level 4 Diploma in Healthcare Science (Anatomical Pathology Technology) (603/3970/6) Sunderland University Level 4 Diploma in Healthcare Science For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence. Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO.
End-point assessment – typically 2 months	The grades available for each assessment method are below Observation of practice with questions: fail pass Professional discussion underpinned by a portfolio of evidence: fail pass distinction Overall EPA and apprenticeship can be graded: fail pass distinction
Professional recognition	This apprenticeship aligns with: Academy for Healthcare Science for Healthcare Science Associate Register (non-accredited) This apprenticeship aligns with: The Science Council for Registered Science Technician (RSciTech)
Re-sits and re-takes	Re-take and re-sit grade cap: pass Re-sit timeframe: typically 3 months Re-take timeframe: typically 6 months

Duration of end-point assessment period

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 2 months.

The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
EPA gateway
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice’s training provider, but the employer must make the decision. The apprentice will then enter the gateway.

The apprentice must meet the gateway requirements before starting their EPA.

They must:
- confirm they are ready to take the EPA
- have achieved English and mathematics qualifications in line with the apprenticeship funding rules
- have passed 1 of the following qualifications:
- Level 4 Diploma in Healthcare Science (603/2313/9)
- Level 4 Diploma in Healthcare Science (Anatomical Pathology Technology) (603/3970/6)
- Sunderland University Level 4 Diploma in Healthcare Science
- submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence
Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 9 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:
- workplace documentation and records, for example:
- workplace policies and procedures
- witness statements
- annotated photographs
- video clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable
This is not a definitive list; other evidence sources can be included.

The portfolio of evidence should not rely on reflective accounts or any methods of self-assessment. Reflective accounts should only be used where appropriate to the KSBs. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.

Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
Order of assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.
Observation of practice with questions
Overview

In the observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

Rationale

This EPA method is being used because
- this is a practical role, best demonstrated through completing activities in a real work setting
- observation makes use of employer resources and equipment, which will be familiar to the apprentice and thus allow them to perform at their best
- questioning allows for the assessment of the breadth and depth of underpinning knowledge against the grading descriptors
- tasks completed during the observation should contribute to workplace productivity and are valid
- it is a holistic assessment method
Delivery

The observation of practice with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the observation of practice with questions.

The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.

The EPAO must give the apprentice 2 weeks’ notice of the observation with questions.

The observation must take 2 hours.

The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.

The observation may be split into discrete sections held on the same working day.

The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.

The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.

The independent assessor should observe the following during the observation:
- Working as part of the healthcare team to assess and contribute to the provision of care of individuals
- Communicating in a way that facilitates understanding
- Maintaining the health and safety of the workplace, individuals, colleagues and themselves through safe work practices
- Adhering to protocols relevant to their role, the service or intervention they are providing and the organisation they are working in.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.

The independent assessor must ask questions. Questioning can occur both during and after the observation.

The purpose of the independent assessor’s questions will be to explore the apprentice’s knowledge and understanding.

The time for questioning is included in the overall assessment time. The independent assessor must ask at least 5 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the above set number of questions for the observation with questions and should be kept to a minimum.

The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:
- the KSBs observed
- the apprentice’s answers to questions
- the KSBs demonstrated in answers to questions
- the grade achieved
Assessment location

The observation of practice with questions must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.

Questioning that occurs after the observation should take place in a suitable environment, for example a quiet room, free from distractions and influence.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must produce the following materials to support the observation of practice with questions:

1.independent assessor assessment materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
2.EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Professional discussion underpinned by a portfolio of evidence
Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

This EPA method is being used because:
- it allows for assessment of knowledge, skills and behaviours that do not occur on a predictable or regular basis
- it allows assessment of responses where there are a range of potential answers that cannot be tested through the observation
- it can be conducted remotely, potentially reducing cost
- professional discussion is a well-recognised method of checking knowledge, skills and behaviours and is widely used within the health sector
Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose is to assess the apprentice’s competence against the following themes:
- Technical services
- Providing care for individuals
- Leadership and teamwork
- Health, safety and security
- Quality and improvement
- Innovation and research
- Personal development and CPD
The purpose of the independent assessor’s questions will be to assess the depth of the apprentice’s understanding of the KSBs.

The EPAO must give an apprentice 2 weeks’ notice of the professional discussion.

The independent assessor must have at least 1 weeks to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 14 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:
- the apprentice’s answers to questions
- the KSBs demonstrated in answers to questions
- the grade achieved
Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

1.independent assessor assessment materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
2. EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Grading

Observation of practice with questions

Fail – does not meet pass criteria

THEME
KSBS

PASS
APPRENTICES MUST DEMONSTRATE ALL OF THE PASS DESCRIPTORS

Working professionally and to protocol

K1 K2 K3
S1 S2 S3
B1 B3 B6

Practices within the scope of own role and limits of own competence in line with legislation, standard operating procedures and codes of conduct. (K1, K2, S1, S2, B6)

Practices with probity, treating people with dignity and showing compassion,
respect and empathy (K3, S3, B1, B3)

Working as part of the healthcare team to contribute to the provision of care for individuals

K5 K7 K10 K15 K23 K26
S5 S7 S10 S15 S23 S26
B4

Applies the correct underpinning scientific principles to provide technical services in the healthcare science environment (K5, S5)

Manages equipment appropriately, performing a range of activities such as fault finding, preventative maintenance, calibration or repair (K7, S7)

Analyses, interprets, records and presents technical data relevant to the audience and context (K10, S10)

Selects and undertakes technical investigations and procedures relevant to the individual, working as part of the healthcare science team and within scope of own role (K15, K23, S15, S23)

Works in partnership with others, showing leadership skills within the scope of the role and behaviours that are honest, conscientious and committed (K26, S26, B4)

Communication and information governance

K16 K17 K18 K19 K20
S16 S17 S18 S19 S20

Uses communication techniques and tools to convey technical and other information in a way that facilitates understanding, reduces barriers to communication and encourages others to do the same (K16, K18, S16, S18)

Takes part in giving and receiving feedback, actively listening and observing how it informs own practice and that of other team members (K17, S17)

Inputs, retrieves, stores and shares information correctly, within required governance processes adhering to confidentiality requirements including the limits of confidentiality and checks accuracy of own and others’ work (K19, K20, S19, S20)

Health, safety and security

K28 K31 K32 K34
S28 S31 S32 S34

Upholds a safe, healthy and secure working environment and checks that others do too in line with the legislation and policies that apply to the role, providing training and demonstration to others (K28, K34, S28, S34)

Moves and transports items safely and in line with the principles of safe lifting and handling of individuals, equipment or other items (K31, S31)

Adheres to protocols for infection prevention and control and supports others to do the same (K32, S32)

Professional discussion underpinned by a portfolio of evidence

Fail – does not meet pass criteria

THEME
KSBS

PASS
APPRENTICES MUST DEMONSTRATE ALL OF THE PASS
DESCRIPTORS

DISTINCTION APPRENTICES MUST
DEMONSTRATE ALL OF THE PASS
DESCRIPTORS AND ALL OF THE
DISTINCTION DESCRIPTORS

Technical services

K6 K8 K9 K21
S6 S8 S9 S21

Explains how they approach problems that arise in the workplace, how they find solutions and how they support others to do the same (K6, S6)

Explains how they contribute to drafting or revising Standard Operating Procedures (SOPs) (K8, S8)

Explains how they evaluate the evidence base to support decision
making when initiating, continuing, modifying or ceasing to use techniques or procedures (K9, S9)

Explains best practice in presenting information and describes how they use technology to present information (K21, S21)

Discusses how issues arising in the workplace can result in a change in technical practice, policy or Standard Operating Procedures (K8, K9, S8, S9)

Providing care for individuals

K4 K11 K12 K13 K14 K22
S4 S11 S12 S13 S14 S22

Explains how they promote mental health, wellbeing and resilience in the workplace (K4, S4)

Explains how they support the provision of person-centred care provided by the team and adhering to duty of care and safeguarding requirements (K11, S11, K12, S12)

Explains how they apply policy and protocols that relate to informed consent and how they protect dignity, rights, privacy and confidentiality (K13, S13, K14, S14)

Explains how they follow protocols for dealing with difficult situations and complaints (K22, S22)

Reflects on own experiences and those of the team when dealing with difficult situations and complaints and the impact this has on providing care for individuals (K22, S22)

Leadership and teamwork

K24 K25 K27
S24 S25 S27
B2

Explains how they plan, review and report on the work of a team and individuals, ensuring that delegation, reporting and escalation protocols are followed (K24, S24, K25, S25)

Explains why it is important to be aware of own strengths, limitations and behaviours and how they provide a supportive environment for colleagues (K27, S27)

Reflects on how they champion equality and diversity in the workplace (B2)

Evaluates own leadership style and critiques examples of leadership, management and supervision including how the different styles impact on themselves and others (K24, K25, K27, S24, S25, S27)

Health, safety and security

K29 K30 K33
S29 S30 S33

Explains the meaning of ‘risk’ and ‘risk assessment’ and describes how they contribute to the management of risk in the workplace (K29, S29)

Explains how they use guidelines and procedures for handling hazardous materials and substances and how they would manage an incident, accident or emergency in the workplace (K30, S30, K33, S33)

Evaluates the methods for conducting and recording risk assessments within the scope of their own practice (K29, S29)

Quality and improvement

K35 K36 K37
S35 S36 S37

Evaluates the management of quality management, improvement and audit within their service, the governance and ethical frameworks that apply and evaluates own role within the process (K35, K36, S35, S36)

Explainshow they share outcomes of audit or service improvement with others and the impact that continuous improvement has on service outcomes (K37, S37)

Compares and contrasts the impact of different quality or improvement activities evaluating the ways in which different outcomes can affect the service and or user experience (K35, S35)

Innovation and research

K38 K39
S38 S39

Explains their involvement in innovation, research or service
improvement activities to enhance healthcare science activities, analysing the benefits of evidence, evaluation, innovation or research (K38, S38)Describes the audit, research and other activities which support quality improvement and innovation, explaining the principles
of how innovation is introduced to practice and evaluating their own role in the process (K39, S39)

Evaluates a range of evidence, and the ways in which it impacts on service innovation and/or research activities that they have been involved with (K38, S38)

Personal development and CPD

K40 K41 K42 K43 K44
S40 S41 S42 S43 S44
B5

Explains how they critically reflect on their own technical and nontechnical practice, describing the critical reflection principles they use and evaluating the impact of critical reflection on the quality and safety of clinical care that they provide (K40, S40)

Explains how they work within the limits of their own personal competence, and how they keep up to date by engaging in continuing personal and professional development (K41, S41, B5)

Explains the mentoring process and evaluates their own role in
supervising and demonstrating practical skills to others, considering the theories that impact on the way they mentor and supervise others at work (K42, K44, S42, S44)

Evaluates how they respond to appraisal, performance review or
feedback describing the actions they take to support their own development (K43, S43)

Evaluates their experience of developing as a reflective practitioner analysing and predicting their future requirements for continuous professional development (K40, S40, K41, S41)

Overall EPA grading

Performance in the EPA determines the overall grade of:

fail
pass
distinction

An independent assessor must individually grade the observation of practice with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. In order to achieve an overall EPA distinction, apprentices must achieve a pass in the observation of practice assessment method and distinction in the professional discussion assessment method.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

OBSERVATION OF PRACTICE WITH QUESTIONS	PROFESSIONAL DISCUSSION UNDERPINNED BY A PORTFOLIO OF EVIDENCE	OVERALL GRADING
Fail	Any grade	Fail
Any grade	Fail	Fail
Pass	Pass	Pass
Pass	Distinction	Distinction

Re-sits and re-takes

If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

ROLES	RESPONSIBILITIES
Apprentice	As a minimum, the apprentice should: complete on-programme training to meet the KSBs as outlined in the apprenticeship standard for a minimum of 12 months complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider understand the purpose and importance of EPA prepare for and undertake the EPA including meeting all gateway requirements
Employer	As a minimum, the apprentice’s employer must: select the training provider work with the training provider to select the EPAO work with the training provider, where applicable, to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs arrange and support off-the-job training to be undertaken by the apprentice decide when the apprentice is working at or above the apprenticeship standard and is ready for EPA ensure the apprentice is prepared for the EPA ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan confirm arrangements with the EPAO for the EPA in a timely manner, including who, when, where provide the EPAO with access to any employer-specific documentation as required for example, company policies ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete the EPA ensure that any required supervision during the EPA period, as stated within this EPA plan, is in place ensure the apprentice has access to the resources used to fulfil their role and carry out the EPA for workplace based assessments remain independent from the delivery of the EPA pass the certificate to the apprentice upon receipt
EPAO	As a minimum, the EPAO must: conform to the requirements of this EPA plan and deliver its requirements in a timely manner conform to the requirements of the apprenticeship provider and assessment register conform to the requirements of the external quality assurance provider (EQAP) understand the apprenticeship including the occupational standard and EPA plan make all necessary contractual arrangements including agreeing the price of the EPA develop and produce assessment materials including specifications and marking materials, for example mark schemes, practice materials, training material maintain and apply a policy for the declaration and management of conflict of interests and independence. This must ensure, as a minimum, there is no personal benefit or detriment for those delivering the EPA or from the result of an assessment. It must cover: apprentices employers independent assessors any other roles involved in delivery or grading of the EPA have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of internal quality assurance (IQA) activity for external quality assurance (EQA) purposes appoint independent, competent, and suitably qualified assessors in line with the requirements of this EPA plan appoint administrators, invigilators and any other roles where required to facilitate the EPA deliver induction, initial and on-going training for all their independent assessors and any other roles involved in the delivery or grading of the EPA as specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required conduct standardisation with all their independent assessors before allowing them to deliver an EPA, when the EPA is updated, and at least once a year conduct moderation across all of their independent assessors’ decisions once EPAs have started according to a sampling plan, with associated risk rating of independent assessors monitor the performance of all their independent assessors and provide additional training where necessary develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders use language in the development and delivery of the EPA that is appropriate to the level of the apprenticeship arrange for the EPA to take place in a timely manner, in consultation with the employer provide information, advice, and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA confirm the gateway requirements have been met before they start the EPA for an apprentice arrange a suitable venue for the EPA maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation and security of materials where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary confirm the overall grade awarded maintain and apply a policy for conducting appeals
Independent assessor	As a minimum, an independent assessor must: be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan understand the apprenticeship’s occupational standard and EPA plan attend induction and standardisation events before they conduct an EPA for the first time, when the EPA is updated, and at least once a year use language in the delivery of the EPA that is appropriate to the level of the apprenticeship work with other personnel, where used, in the preparation and delivery of assessment methods conduct the EPA to assess the apprentice against the KSBs and in line with the EPA plan make final grading decisions in line with this EPA plan record and report assessment outcome decisions comply with the IQA requirements of the EPAO comply with external quality assurance (EQA) requirements
Training provider	As a minimum, the training provider must: conform to the requirements of the apprenticeship provider and assessment register ensure procedures are in place to mitigate against any conflict of interest work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as outlined in the occupational standard deliver training to the apprentice as outlined in their apprenticeship agreement monitor the apprentice’s progress during any training provider led on-programme learning ensure the apprentice is prepared for the EPA work with the employer to select the EPAO advise the employer, upon request, on the apprentice’s readiness for EPA ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan remain independent from the delivery of the EPA

Reasonable adjustments
The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:
- how an apprentice qualifies for reasonable adjustment
- what reasonable adjustments may be made
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.

EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.

They must also appoint independent assessors who:
- have recent relevant experience of the occupation or sector to at least occupational level 4 gained in the last 5 years or significant experience of the occupation or sector
Value for money
Affordability of the EPA will be aided by using at least some of the following:
- utilising digital remote platforms to conduct applicable assessment methods
- using the employer’s premises
- conducting assessment methods on the same day
Professional recognition
This apprenticeship aligns with:
- Academy for Healthcare Science for Healthcare Science Associate Register (non-accredited)
This apprenticeship aligns with:
- The Science Council for Registered Science Technician (RSciTech)

KSB mapping table

KNOWLEDGE	ASSESSMENT METHODS
K1 The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role	Observation of practice with question
K2 The scope of own role, including the limitations of own competence and that of others in your team.	Observation of practice with questions
K3 The importance of probity, honesty and integrity in professional practice.	Observation of practice with questions
K4 The importance of mental health, wellbeing and resilience of yourself and your team.	Professional discussion underpinned by a portfolio of evidence
K5 Underpinning healthcare science relevant to own role and services provided.	Observation of practice with questions
K6 The methods and techniques for resolving problems.	Professional discussion underpinned by a portfolio of evidence
K7 The principles of equipment management.	Observation of practice with questions
K8 The importance of Standard Operating Procedures and the requirements for drafting them and keeping them up to date.	Professional discussion underpinned by a portfolio of evidence
K9 The principles of critical evaluation of the evidence base that underpins own technical practice.	Professional discussion underpinned by a portfolio of evidence
K10 A range of different data presentation methods appropriate for the audience or circumstances including digital considerations.	Observation of practice with questions
K11 The principles of person-centred care.	Professional discussion underpinned by a portfolio of evidence
K12 The principles of a ‘duty of care’ and safeguarding	Professional discussion underpinned by a portfolio of evidence
K13 The rights of individuals and own role with regard to informed consent	Professional discussion underpinned by a portfolio of evidence
K14 Key factors influencing dignity, rights, privacy and confidentiality.	Professional discussion underpinned by a portfolio of evidence
K15 Technical investigations appropriate to clinical conditions encountered within scope of own role.	Observation of practice with questions
K16 Technical information and appropriate ways to present it including the use of digital technology.	Observation of practice with questions
K17 The importance of active listening, observation, the use of language and feedback.	Observation of practice with questions
K18 Barriers to communication and techniques for addressing them.	Observation of practice with questions
K19 The importance of information governance and the legislation and protocols that apply to own role and your team members.	Observation of practice with questions
K20 Confidentiality of consultation/medical records and the limits of the concept of confidentiality.	Observation of practice with questions
K21 Best practice for presenting information including the use of digital resources.	Professional discussion underpinned by a portfolio of evidence
K22 The policy and procedure for complaints and difficult situations.	Professional discussion underpinned by a portfolio of evidence
K23 The importance of working within the wider healthcare team and how healthcare science impacts on the wider delivery of services.	Observation of practice with questions
K24 The principles for planning, agreeing and checking the work of the team in line with protocols.	Professional discussion underpinned by a portfolio of evidence
K25 Where to go for help and support about anything related to own and the team’s work.	Professional discussion underpinned by a portfolio of evidence
K26 The principles of leadership and teamworking.	Observation of practice with questions
K27 Why it is important to be aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team.	Professional discussion underpinned by a portfolio of evidence
K28 Legislation and policies relating to health and safety at work and own responsibilities.	Observation of practice with questions
K29 The meaning and implications of ‘risk’ and ‘risk assessment’, including the importance of disseminating findings and protocols for implementing outcomes.	Professional discussion underpinned by a portfolio of evidence
K30 What to do in situations that could cause harm to self or others such as critical incidents.	Professional discussion underpinned by a portfolio of evidence
K31 The principles of safe lifting and handling of individuals, equipment or other items.	Observation of practice with questions
K32 Infection prevention and control requirements relevant to own role.	Observation of practice with questions
K33 The hazardous materials and substances in own workplace and ways to manage them safely.	Professional discussion underpinned by a portfolio of evidence
K34 The principles of training others in health, safety and security practices relevant to own role.	Observation of practice with questions
K35 Quality management, improvement, and audit within own area of practice.	Professional discussion underpinned by a portfolio of evidence
K36 The governance and ethical framework applied to audit and its contribution to patient care.	Professional discussion underpinned by a portfolio of evidence
K37 Audit or service outcomes and the importance of continuous improvements.	Professional discussion underpinned by a portfolio of evidence
K38 The benefits of evidence, evaluation, innovation or research to healthcare science practice.	Professional discussion underpinned by a portfolio of evidence
K39 The importance of developing and introducing innovation and sustainability into practice.	Professional discussion underpinned by a portfolio of evidence
K40 The importance of critical reflection in helping maintain and support the quality and safety of patient care.	Professional discussion underpinned by a portfolio of evidence
K41 The scope of own role and the importance of continuing personal and professional development.	Professional discussion underpinned by a portfolio of evidence
K42 The principles of mentoring practice and the underpinning theories of mentoring.	Professional discussion underpinned by a portfolio of evidence
K43 The importance of appraisal, performance review and preparing action plans.	Professional discussion underpinned by a portfolio of evidence
K44 The principles underpinning the practical training of others in techniques and procedures.	Professional discussion underpinned by a portfolio of evidence

SKILL	ASSESSMENT METHODS
S1 Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role.	Observation of practice with questions
S2 Work within the scope of the role, the limits of own knowledge and skills and support others to do the same.	Observation of practice with questions
S3 Act in line with probity requirements and support others to do the same.	Observation of practice with questions
S4 Promote mental health, wellbeing and resilience in the workplace.	Professional discussion underpinned by a portfolio of evidence
S5 Provide technical healthcare-science-based services relevant to own role.	Observation of practice with questions
S6 Recognise problems and seek technical solutions to them and support others to do the same.	Professional discussion underpinned by a portfolio of evidence
S7 Perform a range of equipment management activities appropriate to own role including fault-finding, preventative maintenance, calibration or repair.	Observation of practice with questions
S8 Contribute to the drafting or revising of Standard Operating Procedures (SOPs).	Professional discussion underpinned by a portfolio of evidence
S9 Support decisions made to initiate, continue, modify or cease using techniques or procedures.	Professional discussion underpinned by a portfolio of evidence
S10 Analyse, interpret, record and present healthcare science technical data.	Observation of practice with questions
S11 Provide or support the provision of person-centred care	Professional discussion underpinned by a portfolio of evidence
S12 Take responsibility for any care provided by yourself and your team members including adhering to duty of care and safeguarding requirements.	Professional discussion underpinned by a portfolio of evidence
S13 Apply policy and protocols that relate to informed consent.	Professional discussion underpinned by a portfolio of evidence
S14 Protect the dignity, rights, privacy and confidentiality of individuals and support others to do the same.	Professional discussion underpinned by a portfolio of evidence
S15 Deliver or support the delivery of high quality technical clinical procedures in the investigation or management of individuals.	Observation of practice with questions
S16 Convey information using appropriate techniques.	Observation of practice with questions
S17 Give and receive feedback that informs your own practice and that of others in the team.	Observation of practice with questions
S18 Use techniques to reduce communication barriers and support others to do the same.	Observation of practice with questions
S19 Keep accurate, confidential records and produce reliable data, inputting and retrieving information within required governance processes and checking that others do the same.	Observation of practice with questions
S20 Share information correctly as part of the healthcare science team and the multi-professional team.	Observation of practice with questions
S21 Use technology to present information.	Professional discussion underpinned by a portfolio of evidence
S22 Follow protocols for dealing with or reporting difficult situations and complaints.	Professional discussion underpinned by a portfolio of evidence
S23 Work as part of the healthcare science team and the wider healthcare team to provide healthcare science services.	Observation of practice with questions
S24 Plan, review and report on the work of a team and individuals within it.	Professional discussion underpinned by a portfolio of evidence
S25 Follow delegation, reporting and escalation protocols appropriate to own role.	Professional discussion underpinned by a portfolio of evidence
S26 Demonstrate leadership skills appropriate to own role and work in partnership with the healthcare science and wider healthcare team.	Observation of practice with questions
S27 Help create the conditions that assist the team in providing a supportive environment for colleagues.	Professional discussion underpinned by a portfolio of evidence
S28 Maintain and check that others maintain a safe and healthy working environment.	Observation of practice with questions
S29 Participate in the management of risk, supporting others to do the same.	Professional discussion underpinned by a portfolio of evidence
S30 Take appropriate action in response to incidents or emergencies, reporting or escalating as required by the situation.	Professional discussion underpinned by a portfolio of evidence
S31 Move and transport items safely for example individuals or equipment and items.	Observation of practice with questions
S32 Adhere to protocols for infection prevention and control and support others to do the same.	Observation of practice with questions
S33 Follow guidelines and procedures for handling hazardous materials and substances.	Professional discussion underpinned by a portfolio of evidence
S34 Demonstrate relevant health, safety or security practices to others in the team.	Observation of practice with questions
S35 Take part in quality management technical audit processes relevant to own role.	Professional discussion underpinned by a portfolio of evidence
S36 Participate in audit or service improvement programmes.	Professional discussion underpinned by a portfolio of evidence
S37 Share the outcome of audit or service improvement with others.	Professional discussion underpinned by a portfolio of evidence
S38 Support the improvement of healthcare science practice by taking part in innovation or research or service improvement activities.	Professional discussion underpinned by a portfolio of evidence
S39 Undertake audit, research or other activities which support quality improvement, innovation and sustainability in healthcare science	Professional discussion underpinned by a portfolio of evidence
S40 Critically reflect on your technical and non-technical practice and how it impacts on the quality and safety of patient care.	Professional discussion underpinned by a portfolio of evidence
S41 Work within the limits of your personal competence, keeping up-to-date by engaging in continuing personal and professional development.	Professional discussion underpinned by a portfolio of evidence
S42 Take part in mentoring processes with colleagues and students.	Professional discussion underpinned by a portfolio of evidence
S43 Respond to appraisal or performance review and feedback in relation to your own development and action plans.	Professional discussion underpinned by a portfolio of evidence
S44 Supervise and demonstrate practical skills to others	Professional discussion underpinned by a portfolio of evidence

BEHAVIOUR	ASSESSMENT METHODS
B1 Treat people with dignity	Observation of practice with questions
B2 Champion equality and diversity.	Professional discussion underpinned by a portfolio of evidence
B3 Show compassion, respect and empathy.	Observation of practice with questions
B4 Be honest, conscientious and committed.	Observation of practice with questions
B5 Committed to continuously developing their own professional practice.	Professional discussion underpinned by a portfolio of evidence
B6 Committed to working to the standards of good scientific practice for the Healthcare science professions.	Observation of practice with questions

Mapping of KSBs to grade themes

Observation of practice with questions

KSBS GROUPED BY
THEME

KNOWLEDGE

SKILLS

BEHAVIOUR

Working professionally and to protocol

K1 K2 K3
S1 S2 S3
B1 B3 B6

The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (K1)

The scope of own role, including the limitations of own competence and that of others in your team. (K2)

The importance of probity, honesty and integrity in professional practice. (K3)

Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (S1)

Work within the scope of the role, the
limits of own knowledge and skills and support others to do the same. (S2)

Act in line with probity requirements and support others to do the same. (S3)

Treat people with dignity. (B1)

Show compassion, respect and empathy. (B3)

Committed to working to the standards of good scientific practice for the Healthcare science professions. (B6)

Working as part of the healthcare team
to contribute to the provision of care for individuals

K5 K7 K10 K15 K23 K26
S5 S7 S10 S15 S23 S26
B4

Underpinning healthcare science relevant to own role and services provided. (K5)

The principles of
equipment management. (K7)

A range of different data presentation methods appropriate for the audience or circumstances including digital considerations. (K10)

Technical investigations appropriate to clinical conditions encountered within scope of own role. (K15)

The importance of working within the wider healthcare team and how healthcare science impacts on the wider delivery of services. (K23)

The principles of leadership and teamworking. (K26)

Provide technical healthcare-science based services relevant to own role. (S5)

Perform a range of equipment management activities appropriate to own role including fault-finding, preventative maintenance, calibration or repair. (S7)

Analyse, interpret, record and present healthcare science technical data. (S10)

Deliver or support the delivery of high quality technical clinical procedures in the investigation or management of individuals. (S15)

Work as part of the healthcare science team and the wider healthcare team to provide healthcare science services. (S23)

Demonstrate leadership skills appropriate to own role and work in partnership with the healthcare science and wider healthcare team. (S26)

Be honest, conscientious and committed. (B4)

Communication and information governance

K16 K17 K18 K19 K20
S16 S17 S18 S19 S20

Technical information and appropriate ways to present it including the use of digital technology. (K16)

The importance of active listening, observation, the use of language and feedback. (K17)

Barriers to communication and techniques for addressing them. (K18)

The importance of information governance and the legislation and protocols that apply to own role and your team members. (K19)

Confidentiality of consultation/medical records and the limits of the concept of confidentiality. (K20)

Convey information using appropriate techniques. (S16)

Give and receive feedback that informs your own practice and that of others in the team. (S17)

Use techniques to reduce communication
barriers and support others to do the same. (S18)

Keep accurate, confidential records and produce reliable data, inputting and retrieving information within required governance processes and checking that others do the same. (S19)

Share information correctly as part of the healthcare science team and the multiprofessional team. (S20)

None

Health, safety and security

K28 K31 K32 K34
S28 S31 S32 S34

Legislation and policies relating to health and safety at work and own responsibilities. (K28)

The principles of safe lifting and handling of individuals, equipment or other items. (K31)

Infection prevention and control
requirements relevant to own role. (K32)

The principles of training others in health, safety and security practices relevant to own role. (K34)

Maintain and check that others maintain a safe and healthy working environment. (S28)

Move and transport items safely for example individuals or equipment and items. (S31)

Adhere to protocols for infection prevention and
control and support others to do the same. (S32)

Demonstrate relevant health, safety or security
practices to others in the team. (S34)

None

Professional discussion underpinned by a portfolio of evidence

KSBS GROUPED BY
THEME

KNOWLEDGE

SKILLS

BEHAVIOUR

Technical services

K6 K8 K9 K21
S6 S8 S9 S21

The methods and techniques for resolving problems. (K6)

The importance of Standard Operating Procedures and the requirements for drafting them and keeping them up to date. (K8)

The principles of critical evaluation of the evidence base that underpins own technical practice. (K9)

Best practice for presenting information including the use of digital resources. (K21)

Recognise problems and seek technical solutions to them and support others to do the same. (S6)

Contribute to the drafting or revising of Standard Operating Procedures (SOPs). (S8)

Support decisions made to initiate, continue, modify or cease using techniques or procedures. (S9)

Use technology to present information. (S21)

None

Providing care for individuals

K4 K11 K12 K13 K14 K22
S4 S11 S12 S13 S14 S22

The importance of mental health, wellbeing and
resilience of yourself and your team. (K4)The principles of person-centred care. (K11)The principles of a ‘duty of care’ and safeguarding. (K12)The rights of individuals and own role with regard to informed consent. (K13)

Key factors influencing dignity, rights, privacy and confidentiality. (K14)

The policy and procedure for complaints and difficult situations. (K22)

Promote mental health, wellbeing and resilience in the workplace. (S4)

Provide or support the provision of person-centred care. (S11)

Take responsibility for any care provided by yourself and your team members including adhering to duty of care and safeguarding requirements. (S12)

Apply policy and protocols that relate to informed consent. (S13)

Protect the dignity, rights, privacy and confidentiality of individuals and
support others to do the same. (S14)

Follow protocols for dealing with or reporting difficult situations and complaints. (S22)

None

Leadership and teamwork

K24 K25 K27
S24 S25 S27
B2

The principles for planning, agreeing and checking the work of the team in line with protocols. (K24)

Where to go for help and support about anything related to own and the team’s work. (K25)

Why it is important to be aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team. (K27)

Plan, review and report on the work of a team and individuals within it. (S24)

Follow delegation, reporting and escalation protocols appropriate to own role. (S25)

Help create the conditions that assist the team in providing a supportive environment for colleagues. (S27)

Champion equality and diversity. (B2)

Health, safety and security

K29 K30 K33
S29 S30 S33

The meaning and implications of ‘risk’ and ‘risk assessment’, including the importance of disseminating findings and protocols for implementing outcomes. (K29)

What to do in situations that could cause harm to self or others such as critical incidents. (K30)

The hazardous materials and substances in own workplace and ways to manage them safely. (K33)

Participate in the management of risk, supporting others to do the same. (S29)

Take appropriate action in response to incidents or emergencies, reporting or escalating as required by the situation. (S30)

Follow guidelines and procedures for handling hazardous materials and substances. (S33)

None

Quality an improvement

K35 K36 K37
S35 S36 S37

Quality management, improvement, and audit within own area of practice. (K35)

The governance and ethical framework applied to audit and its contribution to patient care. (K36)

Audit or service outcomes and the
importance of continuous improvements. (K37)

Take part in quality management technical audit processes relevant to own role. (S35)

Participate in audit or service improvement programmes. (S36)

Share the outcome of audit or service improvement with others. (S37)

None

Innovation and research

K38 K39
S38 S39

The benefits of evidence, evaluation, innovation or research to healthcare science practice. (K38)

The importance of developing and introducing innovation and sustainability into practice. (K39)

Support the improvement of healthcare science practice by taking part in innovation or research or service improvement activities. (S38)

Undertake audit, research or other activities which support quality improvement, innovation and sustainability in healthcare science. (S39)

None

Personal development and CPD

K40 K41 K42 K43 K44
S40 S41 S42 S43 S44
B5

The importance of critical reflection in helping maintain and support the quality and safety of patient care. (K40)

The scope of own role and the importance of continuing personal and professional development. (K41)

The principles of mentoring practice and the
underpinning theories of mentoring. (K42)

The importance of appraisal, performance review and preparing action plans. (K43)

The principles underpinning the practical training of others in techniques and procedures. (K44)

Critically reflect on your technical and non-technical practice and how it impacts on the quality and safety of patient care. (S40)

Work within the limits of your personal competence, keeping up-to-date by engaging in continuing personal and professional development. (S41)

Take part in mentoring processes with colleagues and students. (S42)

Respond to appraisal or performance review and feedback in relation to your own development and action plans. (S43)

Supervise and demonstrate practical skills to others. (S44)

Committed to continuously developing their own professional practice. (B5)

ST0220 – L4 Healthcare Science Associate – Assessment Plan V1.1

Key information

Portfolio of evidence requirements:

Overview

Rationale

Delivery

Assessment location

Question and resource development

Overview

Rationale

Delivery

Assessment location

Question and resource development

Observation of practice with questions

Professional discussion underpinned by a portfolio of evidence

Observation of practice with questions

Professional discussion underpinned by a portfolio of evidence