HCPA Champion programmes

An HCPA Champion is a staff member who takes on a leadership role in a specific area of care practice to help drive quality improvement within their service. Champions complete a structured, four/five-day training programme designed to equip them with the tools, knowledge, and confidence needed to lead change, support colleagues, and implement best practices. In their role, Champions serve as role models, influencing service delivery and maintaining high standards through continuous development and revalidation.

HCPA Champion Programmes enable care professionals to take responsibility for a specific focus area within their organisation. Champions will develop a strong understanding of both local and national legislation and guidance, which they will share across care teams. By leading on governance and promoting evidence-based practices, Champions play a vital role in enhancing care outcomes for individuals.

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Champion Role Expectations:

• Share knowledge with staff through team meetings, mentoring, and coaching
• Gain specialist knowledge in the chosen topic area
• Stay current with resources and updates via the HCPA Resource Library
• Promote best practices in the topic area and ensure compliance within the organisation
• Develop strong working relationships with professionals
• Champion better outcomes for individuals in the specific area of focus
• Review and update governance, including relevant policies and procedures
• Maintain and develop topic-specific expertise through ongoing training
• Revalidate Champion status every two years by evidencing continuous learning, submitting action plans, case studies, and impact reflections

Selecting your Champion

When nominating a Champion, ensure they meet the following criteria:
1. Minimum of two years’ experience in adult social care
2. Existing knowledge of the chosen subject area
3. Holds a role with the authority to implement change within the organisation
4. Demonstrates enthusiasm and a commitment to promoting best practice
5. Possesses strong communication skills and the confidence to mentor and train others
6. Willing to engage in internal and external multi-disciplinary collaboration
7. Capable of critically reviewing and improving governance practices related to their focus area

Champion Nomination Process

We invite managers to nominate experienced team members to become Champions. To ensure quality and focus, each individual may only be a Champion in up to two topic areas.

This nomination process is designed to ensure Champions have the support they need from their organisation, and sets clear expectations from the outset.

How the Process Works:
1. Manager completes a brief online nomination form to put forward a staff member for a Champion course.
2. HCPA reviews each submission to confirm the candidate’s suitability.
3. Once approved, the manager receives a confirmation email with a link to book the staff member onto the next available course.
4. The manager then books the nominee onto their selected cohort.

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Champion Role and Responsibilities

Champions play a key role in driving service improvements in their chosen specialist area. Their responsibilities include:

Attend all four/five days of the Champion course in full.
Work with their manager before starting the course to begin forming an initial action plan.
Create and finalise a meaningful action plan during the programme, focusing on practical improvements they can lead within their service.
Implement a governance process and use tools provided to lead changes in their topic area.
Track their CPD and progress continuously to prepare for revalidation.
Complete revalidation every two years, which includes:

Reflecting on their action plan and outcomes
Submitting a case study
Providing a CPD log and a new plan for the next two years

Manager Role and Responsibilities

Managers are essential to the success of the Champion Programme. Their responsibilities include:

Submit an online application form to nominate a staff member for a Champion course (can submit multiple forms for different candidates and topics).
Book the nominated staff member onto the course once the application is approved.
Support the Champion before, during, and after the course:

Discuss initial ideas to help shape the action plan.
Provide ongoing support as the Champion works on implementing their plan over 12–18 months.

Ensure CPD tracking to support a smooth revalidation process.
Stay informed about the structure and expectations of the programme to support their Champion effectively.

See below the wide range of Champion topics available…

Nominate for a Champion course here

You can submit the form multiple times to nominate different staff across multiple Champion subjects.

Adult Disability Positive Behaviour Support CHAMPION

This course will enable Care professionals to take on the role of Champion within their organisation for this topic. The Champion will have a clear understanding of local and national guidance and legislation for and will cascade this information amongst care teams, improving the safety and quality of care for individuals.

Learning Outcomes:
• Define the role of a Positive Behaviour Support Champion and explain how this role benefits their organisation by promoting safe, person-centred care.
• Explain the context and principles of the Positive Behaviour Support (PBS) model, including the key characteristics that underpin effective PBS.
• Define the term ‘behaviours that challenge’ and recognise the contexts in which these behaviours may occur.
• Apply the SMART goal-setting process to develop and monitor PBS plans relevant to their workplace.
• Outline how to contribute to a functional analysis of an individual’s behaviours to better understand triggers.
• Demonstrate how to implement prevention strategies that proactively reduce the likelihood of behaviours that challenge.
• Use a person-centred approach to develop PBS plans that promote meaningful participation and wellbeing.
• Describe and implement secondary prevention strategies designed to manage behaviours before escalation.
• Explain how to implement strategies to safely respond to behaviours that challenge, ensuring dignity and respect.
• Develop a SMART goal-driven action plan to embed positive behaviour support principles within their service, promoting consistency and positive outcomes.

Care Culture CHAMPION

This 5 day Culture Champion course is suitable for Deputy Managers or above who have substantial experience and influence within the organisation.
The course will introduce the role of the Culture Champion and the responsibilities that it entails.

Learning Objectives:
• Define the role of a Care Culture Champion and explain how this role benefits their organisation by fostering a positive and person-centred culture.
• Describe the key concepts of culture transformation and the importance of embedding advocacy principles into everyday care.
• Explain the impact of unconscious bias and compassion fatigue on care culture and how to address these challenges constructively.
• Apply the SMART goal-setting process to develop practical plans that support cultural transformation within their workplace.
• Demonstrate how to use advocacy principles to promote person-centred care in daily interactions and decision-making.
• Implement strategies for staff development and investment to strengthen organisational culture and care quality.
• Evaluate own organisation’s culture using tools such as the HCPA Cultural Values in Care (CVC) survey.
• Analyse the requirements for evidencing culture during inspections and how to prepare effectively using relevant tools and documentation.
• Assess the effectiveness of culture transformation initiatives and champion-led actions, recommending improvements based on feedback and evidence.
• Develop a SMART goal-driven action plan and use meeting templates to empower and guide champions in embedding and sustaining a positive care culture.

Dementia CHAMPION

Learning Outcomes:
• Define the expectations and responsibilities of a Dementia Champion within a care setting, and explain how this role can enhance service quality and culture.
• Describe the principles of personalised, outcomes-focused care planning in dementia care and explain their importance in meeting individual needs.
• Define the principles of Positive Behaviour Support (PBS) and explain their application in promoting dignity, autonomy and well-being for people living with dementia.
• Select and apply evidence-based pharmacological and non-pharmacological interventions to meet the changing needs of individuals with dementia, including the management of behavioural and psychological symptoms (BPSD).
• Implement dementia-friendly environmental adaptations, communication strategies and active support approaches that enable daily living, foster positive engagement and reduce distress.
• Demonstrate effective multi-disciplinary working and collaboration with families, carers and professionals to support the person with dementia holistically.
• Analyse case studies to identify challenges, risk factors and opportunities for improving care, and apply risk-positive approaches that encourage meaningful engagement.
• Evaluate the impact of language on perceptions of dementia and analyse how communication choices influence stigma, inclusion and person-centred relationships.
• Assess methods for evaluating dementia care standards and measuring service impact, reflect on insights from experts with lived experience.
• Develop SMART goals and a practical action plan to drive positive change in dementia care, integrating personalised planning, PBS principles and best practice standards.

Digital & Data CHAMPION

Learning Outcomes:
• Define the role of a Digital and Data Champion and explain how this role benefits their organisation by promoting best practice and compliance.
• Describe the key principles of Data Security and Protection law, including GDPR requirements and relevant CQC inspection standards.
• Explain the concept of person-centred digital care and support, including ethical considerations in the use of technology and the role of AI in the care sector.
• Apply the SMART goal-setting process to develop practical plans that improve digital and data security within their own workplace.
• Demonstrate how to support their organisation by promoting and embedding data security and digital working practices among colleagues.
• Implement strategies to uphold GDPR compliance and prepare for CQC inspections relating to digital and data security.
• Analyse organisational risks related to data security breaches and digital working failures, and identify actions to mitigate these risks effectively.
• Evaluate the impact of emerging technologies, including AI, on data security and ethical digital care delivery.
• Assess the effectiveness of current data security measures and digital working practices within their organisation, and recommend improvements.
• Develop a comprehensive action plan that integrates policies, staff training and technological safeguards to strengthen digital and data security and support person-centred care delivery.

Enabling CHAMPION

The Enabling Champion course equips staff to learn how simple changes can be made to improve functional independence, so that individuals can fully participate in their life physically and mentally, thereby improving overall health outcomes and quality of life, and supporting people to live longer better.

Learning Outcomes:
• Define the role of an Enabling Champion and explain how this role can benefit their organisation by fostering a culture of independence and active participation.
• Describe the anatomy and physiology relevant to mobility, including the benefits of physical activity and encouraging participation in activities of daily living (ADLs) through normal movement.
• Explain the principles of an enabling care culture, including how to identify potential problems and appropriately signpost to appropriate professionals.
• Apply the SMART goal-setting process to develop personalised mobility and enabling plans within their own workplace.
• Demonstrate effective communication and motivational strategies, including goal setting, to support and encourage individuals’ participation in mobility and ADLs.
• Implement therapeutic handling techniques, such as therapeutic touch, to facilitate safe and effective movement.
• Analyse posture and positioning principles, including joint positioning and optimal alignment, and apply methods to check and improve sitting posture.
• Evaluate signs of acute deterioration using tools such as RESTORE2 and NEWS2, and identify appropriate actions and referrals.
• Assess the impact of enabling practices on individual independence and well-being, and recommend improvements to care plans and organisational culture.
• Develop a comprehensive action plan using SMART goals to promote an enabling care culture that supports safe mobility, encourages physical activity, and ensures timely response to health deterioration.

End of Life CHAMPION

Learning Outcomes:
• Define the role of an End of Life Care Champion and explain how this role can enhance the quality of care and support within the organisation.
• Describe relevant local and national guidance on best practice in end of life care.
• Define the term “governance” and explain its relevance to ensuring safe, person-centred end of life care.
• Apply the principles of SMART goal setting to improve care planning and delivery in end of life situations.
• Differentiate between levels of support available for individuals at the end of life, including physical, emotional, spiritual and cultural needs, and apply this knowledge to individual care plans.
• Analyse how errors or lapses in communication, assessment or intervention can impact end of life care and identify strategies to reduce these risks.
• Identify individual factors such as symptoms, co-morbidities, personal beliefs and preferences that influence care needs, and analyse their impact on quality of life at the end of life.
• Evaluate the actions required when a concern or safeguarding issue arises in end of life care, including correct reporting and recording procedures.
• Assess the importance of recognising and responding to signs of distress or changes in condition, and evaluate when and how to escalate care needs.
• Develop an approach for regular review of end of life care plans that meets best practice requirements, and design strategies to support individuals and families in managing care with dignity, comfort and respect.

Engagement CHAMPION

Learning Outcomes:
• Define the role of an Engagement Champion and explain how this role can positively impact organisational culture and service quality.
• Describe the principles and importance of person-centred engagement in adult social care, including outcomes-focused approaches.
• Explain the ethical considerations and communication strategies essential for effective engagement with individuals, families and care teams.
• Apply the SMART goal-setting process to develop practical engagement plans tailored to the needs of individuals and the organisation.
• Demonstrate effective communication and motivational techniques to encourage meaningful participation and collaborative decision-making.
• Implement strategies to identify and address barriers including cultural, cognitive or physical challenges.
• Analyse feedback and case examples to identify strengths and areas for improvement within the service.
• Evaluate the impact of inclusive engagement on individual wellbeing and organisational outcomes.
• Assess the effectiveness of engagement initiatives and tools used within the organisation, recommending enhancements based on evidence and best practice.
• Develop a SMART goal-driven action plan to embed a culture of engagement across teams, ensuring ongoing review and improvement

Falls & Frailty CHAMPION

Learning Outcomes:
• Define the role of a Falls and Frailty Champion and explain how this role benefits their organisation by promoting awareness, prevention, and safe practice.
• Describe the overlap between falls and frailty, the importance of awareness, and current legislation, guidance, and evidence-based approaches.
• Explain the differences between dementia and delirium, and their link to falls and frailty.
• Apply the SMART goal-setting process to create personalised plans aimed at reducing falls and managing frailty.
• Demonstrate how to identify and assess an risk of falls and frailty, and how to monitor and review these risks regularly.
• Demonstrate safe techniques for helping an individual to get up from the floor after a fall, following local care home fall pathway procedures.
• Analyse a range of effective interventions to reduce the risk of falls and frailty, considering both physical and mental health factors, and the importance of enabling care to prevent sedentary behaviour.
• Evaluate the role of community and multi-disciplinary support in managing falls and frailty, and identify appropriate referral and collaboration pathways.
• Assess the impact of falls prevention strategies and frailty management on individual wellbeing and care outcomes, recommending improvements where necessary.
• Develop a SMART goal-driven action plan to embed falls and frailty prevention into everyday care practices, ensuring evidence-based enabling care and collaboration with multi-disciplinary teams.

Infection Prevention & Control CHAMPION

Learning Outcomes:
• Define the role and responsibilities of an Infection Prevention and Control Champion and explain how this role benefits their organisation by reducing infection risks and promoting safety.
• Describe relevant local and national guidance, legislation and best practice standards related to IPC.
• Explain key principles of infection transmission, standard precautions, and the importance of hygiene in adult care.
• Apply the SMART goal-setting process to develop effective IPC strategies tailored to their workplace environment.
• Promote correct use of personal protective equipment (PPE) and hand hygiene techniques to prevent infection spread.
• Implement procedures for cleaning, disinfecting, and safe waste disposal in line with IPC guidelines.
• Analyse common sources and causes of infection outbreaks in care settings and identify early warning signs and risk factors.
• Evaluate IPC incident reports and audit data to identify trends and areas for improvement.
• Assess the effectiveness of existing IPC policies and procedures within the organisation and recommend evidence-based improvements.
• Develop a SMART goal-driven action plan that promotes a culture of infection prevention, supports staff compliance, and enhances safety through continuous IPC improvement.

Medication CHAMPION

Learning Outcomes:
• Define the role of a Medication Champion and explain how this role can benefit organisational practice.
• Describe relevant local and national guidance on the safe administration of medicines.
• Define the term “governance” and explain its relevance in medicines management.
• Apply the principles of SMART goal setting to improve medication-related practices in their workplace.
• Differentiate between levels of support for medication administration, including covert administration, and apply this knowledge to individual care situations.
• Analyse how errors can occur during prescribing, dispensing, administration and monitoring, and identify strategies to reduce these risks.
• Identify individual factors that increase risks associated with medication use and analyse their potential impact on safety and effectiveness.
• Evaluate actions required in response to a medicines-related problem or safeguarding incident, including correct reporting and recording procedures.
• Assess the purpose and process of the Yellow Card scheme and evaluate when and how to report adverse effects of medication.
• Develop an approach for conducting medication reviews that meets requirements for frequency, content and process, and design strategies to support individuals in managing medicines safely and effectively.

Mental Capacity CHAMPION

Learning Outcomes:
• Define the role of a Mental Capacity Champion and explain how this role can promote lawful, person-centred decision-making within the organisation.
• Describe relevant local and national guidance, legislation and statutory duties relating to the Mental Capacity Act (MCA) and associated Codes of Practice.
• Define the term “governance” and explain its importance in ensuring accountability and compliance with the MCA.
• Apply the principles of SMART goal setting to improve MCA-related processes and decision-making in the workplace.
• Differentiate between the various levels of support required to help individuals make decisions, and apply this knowledge to practice in line with the statutory principles of the MCA.
• Analyse how failures in assessment, record keeping or communication can result in non-compliance with the MCA, and identify strategies to prevent such errors.
• Identify individual factors such as cognitive impairment, mental health conditions or communication needs, and analyse their impact on a person’s ability to make informed decisions.
• Evaluate the actions required when there is doubt about a person’s mental capacity, including conducting or arranging assessments and following best interest decision-making processes.
• Assess the importance of recognising when a decision may require additional safeguards, such as involvement of an Independent Mental Capacity Advocate (IMCA), and evaluate when and how to escalate concerns.
• Develop an approach for regular review of MCA-related policies, procedures and care plans, and design strategies to ensure staff support individuals to make their own decisions wherever possible.

Mental Health Service CHAMPION

Learning Outcomes:
• Define the role of a Mental Health Service Champion and explain how this role benefits their organisation by promoting trauma-informed, person-centred mental health care.
• Describe common mental health conditions, the impact of trauma on mental health, and the importance of trauma-informed care principles in supporting recovery and resilience.
• Explain relevant local and national guidance, legislation, and best practices relating to mental health and trauma-informed approaches.
• Apply the SMART goal-setting process to develop tailored trauma-informed mental health support plans.
• Demonstrate effective communication, trauma-sensitive de-escalation techniques, and supportive responses for individuals experiencing mental health crises.
• Implement person-centred, trauma-informed approaches that foster safety, trust, choice, and empowerment.
• Analyse barriers to mental health care and trauma recovery, identifying strategies to overcome these.
• Evaluate multi-disciplinary collaboration, including trauma-informed practices, to support individuals with mental health conditions alongside their families.
• Assess the effectiveness of trauma-informed interventions and mental health services, recommending improvements to enhance recovery outcomes and reduce re-traumatisation.
• Develop a SMART goal-driven action plan to embed trauma-informed care principles within mental health services, promoting awareness, reducing stigma, and improving overall service quality.

Nutrition CHAMPION

This course will enable Care professionals to take on the role of Nutrition Champion within their organisation. The Champion will have a clear understanding of local and national guidance and legislation on nutrition and will share this knowledge with care teams, improving the safety, health, and quality of life for individuals.

Learning Outcomes:
• Define the role of a Nutrition Champion and explain how this role benefits their organisation by promoting person-centred, evidence-based nutritional care.
• Describe common nutritional needs and challenges in adult care, including the impact of malnutrition, dehydration, and specific dietary requirements on health and wellbeing.
• Explain relevant local and national guidance, legislation, and best practices relating to nutrition in adult care settings.
• Apply the SMART goal-setting process to develop tailored nutrition care plans that support individual preferences and health outcomes.
• Demonstrate effective communication techniques to promote positive conversations about nutrition and provide supportive responses when individuals face barriers to healthy eating.
• Implement person-centred approaches that promote dignity, choice, and independence in relation to food and drink.
• Analyse barriers to good nutrition in care settings and identify strategies to overcome these, such as environmental, cultural, or organisational challenges.
• Evaluate the importance of multi-disciplinary collaboration, including input from dietitians, speech and language therapists, and other professionals, to support individuals with complex nutritional needs.
• Assess the effectiveness of nutrition interventions and care practices, recommending improvements to enhance health outcomes and reduce risks such as malnutrition and dehydration.
• Develop a SMART goal-driven action plan to embed good nutritional care principles within services, raising awareness, reducing risks, and improving the overall quality of care.

Safeguarding CHAMPION

Learning Outcomes:
• Define the role of a Safeguarding Champion and explain how this role can strengthen safeguarding culture within the organisation.
• Describe relevant local and national guidance, legislation and statutory duties relating to adult safeguarding.
• Define the term “governance” and explain its importance in ensuring accountability and effective safeguarding practice.
• Apply the principles of SMART goal setting to develop and improve safeguarding processes in the workplace.
• Differentiate between the various levels of safeguarding support, including preventative measures, early intervention and crisis response, and apply this knowledge in practice.
• Analyse how safeguarding concerns can be missed or mishandled through communication failures, inadequate record keeping or poor risk assessment, and identify strategies to prevent these errors.
• Identify individual risk factors such as social isolation, disability, health conditions or dependency, and analyse how these factors may increase vulnerability to abuse or neglect.
• Evaluate the actions required when responding to a safeguarding concern or incident, including reporting, recording and escalation procedures.
• Assess the importance of recognising patterns of harm or neglect, and evaluate when and how to make a safeguarding referral.
• Develop an approach for regularly reviewing safeguarding policies, procedures and case outcomes, and design strategies to promote a safe and responsive environment for adults at risk.

Skin Health CHAMPION

Learning Outcomes:
• Define the role of a Skin Health Champion and explain how this role can promote good skin care practice and improve outcomes.
• Describe relevant local and national guidance on the prevention, assessment and management of skin health issues, including pressure ulcer prevention.
• Define the term “governance” and explain its role in ensuring high-quality and accountable skin care practice.
• Apply the principles of SMART goal setting to enhance skin health monitoring and preventative care.
• Differentiate between the levels of intervention for maintaining skin integrity, including preventative strategies, early-stage interventions and wound care management, and apply this knowledge in care planning.
• Analyse how lapses in assessment, monitoring or intervention can lead to deterioration in skin health, and identify strategies to reduce these risks.
• Identify individual risk factors such as immobility, poor nutrition, medical conditions and medication use, and analyse their potential impact on skin integrity.
• Evaluate the actions required when skin breakdown or other skin-related issues are identified, including appropriate reporting, recording and escalation.
• Assess the importance of recognising early signs of skin damage and evaluate when and how to intervene.
• Develop an approach for regular review of skin health and integrity, and design strategies to support individuals in maintaining healthy skin through safe, evidence-based care

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