Moving and Handling FAQs

All training should focus on the optimised approach to moving and handling. ‘Optimised handling’ takes a system-wide approach. Its focus is not solely about safety and reducing musculoskeletal injury, but also about effective outcomes, including person-centredness, early mobilisation, enablement and re-ablement, and efficient outcomes, including right-sizing packages of care.

The training programme should be designed to meet the needs of the overall system, the individual cohort, and the person we are caring for. Considerations should be given to the:

• Service or care setting
• Cohort/participant’s job roles and responsibilities
• Moving and handling activities carried out in the workplace
• Assistive devices used
• Participants’ current level of competence (Induction or Refresher training).

For example:

Training for prescribers – the prescriber role will include assessing moving and handling activities, prescribing assistive devices and designing systems of work. Their training should reflect this. Therefore, content needs to include a wide range of assistive devices, understanding of the scope of use and clinical justification around use and provision.

Training for Managers – if the managers are office based and do not practice moving and handling activities, they do not need to have a practical element included in their training. Content could focus on moving and handling systems, risk management, legal responsibilities, and accident/incident investigation. If there is no practical content, face-to-face training may not be necessary.

Training for supervisors – the supervisory role will include undertaking and/or assessing moving and handling activities, assessing/monitoring handler practice and designing and implementing systems of work. As they supervise a workforce, training needs to reflect this. Therefore, content needs a focus on risk management. This training should include a practical content, with a focus on risk assessment. Face-to-face training is essential.

Training for frontline workers – their role will include performing moving and handling activities; therefore, content should include practical work. Face-to-face training is essential.

A training course should never be a one size fits all. It should be a ‘training programme’, made up of multiple courses that are tailored to the organisation, team, and individual needs, and incorporate informal and formal training.

Training and education will be required in a number of circumstances, including:

• when the employee starts a new role
• the employee and / or employer has identified a learning need.
• the employee is not working competently.
• there is a change in legislation or professional guidance.
• there is a change in working procedures.
• different equipment or system of work is introduced.
• a need is indicated following an adverse incident.

Continuing training and education can include face to face ‘classroom’ or on the job training; coaching or advice; e-learning modules; signposting to further information for self-study; self-reflection of practice; and / or peer monitoring.

Ongoing monitoring and review are necessary to determine any continuing education needs.

The frequency of training and education should be informed by the initial training needs analysis which covers area of work/environment, supervision and support levels, patient types, equipment available. Also informing refresher timescales is the ongoing risk assessment outcomes, including, competency assessments outcomes; injury data; incident data; RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations) data; occupational health data; local sickness absence; service area; and level of local support.

For example, an establishment-based team may be considered a lower risk workforce, in comparison to dispersed workforce, such as home/domiciliary care services. Establishment based teams work in a consistent environment, with a consistent range of devices and have access to supervisory and/or peer support, whereas those who work within a dispersed workforce may not. Due to the nature of the role, a dispersed workforce is likely to require a higher level of problem-solving skills to prepare them for working in an inconsistent environment, with an inconsistent range of devices and with limited access to supervisory or peer support. For these reasons, a dispersed workforce is likely to require more frequent updates/competency checks compared to an establishment-based team.

The real key is that your decision as to the frequency of training should be evidence based.

Reference: The Scottish Manual Handling Passport Scheme, 2014.

Single-handed care is simply moving and handling ‘without prejudice’.

It is the product of a robust risk assessment using a single handler as a baseline without unfounded ‘blanket’ policies, procedures or beliefs that prejudice the outcome of the risk assessment. The need for additional handlers is justified, the same as prescription of any assistive device or technique would be.

The benefits of using a single handler as a baseline is that is provides a wider range of moving and handling solutions from the get go – everything is on the table! Placing ‘blanket’ procedures on certain device use, such as all hoisting tasks require two handlers, prejudice the outcome of the risk assessment by eliminating the possibility of use with a single handler.

Likewise, single-handed care should not be ‘blanket’. All moving and handling activities should be subject to a suitable and sufficient assessment of risk with an aim to achieve positive outcomes for the person being support, the handler/team providing the support and the organisation in which the activities take place.