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Ai integrated - Business Improvement Analyst Level 4 Apprenticeship

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Ai integrated - Business Improvement Analyst Level 4 Apprenticeship

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Kent cohort -  Improvement Apprenticeship Promotional info

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Please note level 7 apprenticeships are only open to staff under 19 years old from January 2026

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What is a Functional Skills Qualification Equivalent to?

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What is a Functional Skills Qualification Equivalent to?

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Level 2 Functional Skills

Level 2 functional skills qualifications can be sat in both maths and English. This is the equivalent of a grade C (or 4) at GCSE level, so is widely accepted as an equivalent to a GCSE.

Level 1 Functional Skills

Level 1 functional skills qualifications can be sat in both maths and English. This is the equivalent of a grade D or E (2 or 3) at GCSE level, therefore it is just below a GCSE and wouldn't be viewed as an equivalent qualification. However, they are great for students to develop their skills in maths or English, and are used as a stepping stone to then progress onto the Functional Skills Level 2 Qualification.

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Open to all staff who have been at the Trust for at least 6 months

Hold right to work and have been in the UK for at least 3 years (this doesn't include a student visa)

You will need line manager and director sign off (Internal application form)

You must be employed for at least 28 hours per week

If aged 16-18 you need to hold English and maths GCSE C/4 (or equivalent)

Programme typically enrol every few months

Majority of apprenticeship programmes run online virtually

Any questions or further information please email us here:

medwayft.apprentichips@nhs.net

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Please return to medwayft.apprenticeships@nhs.net

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MFT 2025 Internal Apprenticeship Application Form UPSKILL v9 LIVE

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New Government requirement

From February 11, 2025, the Government has changed the funding rules for Apprenticeships in England.

These changes remove the mandatory requirement for 19+ apprentices to study and achieve English and Maths qualifications, if they do not already hold an equivalent qualification.

16-18 year olds will need to evidence completion of E&M or study these subjects alongside the apprenticeship (Functional skills)

Please be mindful that some training providers will expect candidates to hold E&M as entry to their programmes. For example, Nursing programmes, Operating Department Practitioner, Occupational Therapy and Pharmacy providers still expect to see evidence of GCSE C/4 in E&M as entry.

We can check all your qualifications prior to enrolment for you. Please scan your certificate to us here: medwayft.apprenticeships@nhs.net

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16-18 year olds - here is a list of the equivalent qualifications accepted for E&M as part of the apprenticeship

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16-18 year olds - here is a list of the equivalent qualifications accepted for E&M as part of the apprenticeship

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English and maths requirements in apprenticeship standards at level 2 and above

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The current and prior qualifications accepted as meeting the minimum English and maths requirements for apprenticeships at level 2 and above.

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Runway Training

Self referral process to undertake Functional Skills in English and/or Maths

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RUNWAY FS Self Referral Process - Medway

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Apprenticeships: off-the-job training

How employers and training providers should meet the off-the-job training requirements for an apprenticeship

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How employers and training providers should meet the off-the-job training requirements for an apprenticeship

Applies to England

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How employers and training providers should meet the off-the-job training requirements for an apprenticeship

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Off-the-job training: steps to help you determine whether an activity counts as off-the-job training

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MYTH vs FACT

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NHS MFT: Apprenticeship information for staff

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NHS MFT: Apprenticeship information for staff

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From February 11, 2025, the Government has changed the funding rules for Apprenticeships in England.

These changes remove the mandatory requirement for 19+ apprentices to study and achieve English and Maths qualifications, if they do not already hold an equivalent qualification.

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English and maths local offer (Classroom face to face)

GCSE

ESOL

Functional Skills

Based in Gillingham and Rochester

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Maths and English Information - Medway Adult Education

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Maths and English courses at Medway Adult Education

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Provider of choice Dynamic Training. There are 7 pathways to choose from:

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Provider of choice Dynamic Training. There are 7 pathways to choose from:

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Select the pathway you are currently employed in:

Maternity

Theatre support

Allied Health

Children and young people

Mental health

Adult nursing

Diagnostic Imaging

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Our Apprenticeships | All Apprenticeship Programmes | Dynamic Training

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Our apprenticeship programmes are meticulously crafted to blend the richness of theoretical knowledge with the rigour of practical application, ensuring that every learner is not just equipped but empowered to excel in the healthcare sector.

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Senior Healthcare Support Worker: 
Adult Nursing Support

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Senior Healthcare Support Worker: 
Adult Nursing Support

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Level 3 Adult Nursing Support Apprenticeship | Dynamic Training

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Senior Healthcare Support Worker: Theatre Support

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Senior Healthcare Support Worker: Theatre Support

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Level 3 Theatre Support Apprenticeship | Dynamic Training

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Senior Healthcare Support Worker: Maternity Support

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Senior Healthcare Support Worker: Maternity Support

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Level 3 Maternity Support Apprenticeship | Dynamic Training

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Senior Healthcare Support Worker: Allied Health Support

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Senior Healthcare Support Worker: Allied Health Support

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Level 3 Allied Health Support Apprenticeship | Dynamic Training

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Senior Healthcare Support Worker: 
Children & Young People Support

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Senior Healthcare Support Worker: 
Children & Young People Support

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Level 3 Children & Young People Support Apprenticeship | Dynamic Training

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Senior Healthcare Support Worker: 
Mental Health Support

# data[].attributes.subject
Senior Healthcare Support Worker: 
Mental Health Support

# data[].attributes.body
Level 3 Mental Health Support Apprenticeship | Dynamic Training

# data[].attributes.headline
Senior Healthcare Support Worker: 
Diagnostic Imaging Support

# data[].attributes.subject
Senior Healthcare Support Worker: 
Diagnostic Imaging Support

# data[].attributes.body
Level 3 Diagnostic Imaging Support Apprenticeship | Dynamic Training

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SAFETY, HEALTH & ENVIRONMENT TECHNICIAN LEVEL 3

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HOW WILL OUR COURSE BENEFIT YOUR BUSINESS? Trained SHE Technicians foster a safety culture that mitigates risks and incidents, boosting operational efficiency.

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Achieve a Project Management apprenticeship under the Associate Project Manager standard. Apply today!

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Level 3 Business Administration Apprenticeship

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Achieve Level 3 Business Administration Apprenticeship with BPP. Apply today!

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BPP - Building Careers Through Education

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Discover BPP’s range of HR apprenticeships for HR professionals. Apply today!

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Plus alongside all HR apprenticeships you get to undertake the NHS Leadership Academy 'Edward Jenner' programme alongside

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Plus alongside all HR apprenticeships you get to undertake the NHS Leadership Academy 'Edward Jenner' programme alongside

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The Edward Jenner programme is your first port of call if you’re looking to build a strong foundation of leadership skills that can help enhance your confidence and competence in your role. The programme has been designed to offer flexibility as a suite of online short modules.

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The Edward Jenner programme is your first port of call if you're looking to build a strong foundation of leadership skills that can help enhance your confidence and competence in your role. The programme has been designed to offer flexibility as a suite of online short courses.
What's covered?
The programme will support you as you develop essential leadership skills. The programme is a suite of short courses and begins with an introduction course, and then is structured in two levels:
Course 0: An introduction to personal development Level 1 Level 2

Course 3: Leading in and beyond my team

Course 4: The leader as manager

Who is it for?
This programme is designed for anyone aspiring to their first leadership or management role within the health and care sector within the next 1-2 years.

If you desire to do any of the following, this programme is also for you;

Begin your journey of personal development

Improve your experience of work, work relationships or your teamwork and communication skills

Understand what leaders do and how they do it

Make a difference in the way your team works or the services you provide

Manage and lead your team through change

Prepare to lead in the future

You will ideally have a role, be on a work placement or volunteer in a health and care setting to participate in the activities on this programme. There is no prior experience or knowledge required.

If you want to feel more able to deal with the daily challenges of working in healthcare, better equipped to care for patients, lead services and provide leadership for those around you - supporting them to do their job better - the Edward Jenner programme is for you.
Why should I join the programme?
The programme has been designed with health and care staff, for everyone working in a health and care context. Highly practical and patient-focused, it's a great way to understand the purpose, challenges and culture of the NHS.

It's flexible and enlightening, helping you get a fresh perspective on the impact you have on the patient experience - either directly or indirectly. It's also a valuable refresher at any level, as well as an important first step towards further leadership development.
How can I join the programme as part of an apprenticeship?
You can also join the programme as part of an apprenticeship offered by one of NHS Leadership Academy's partner providers.

Apprenticeships are available in a range of disciplines including Leadership and Management, Digital, Project Management, Sustainability and many more.

They incorporate the Edward Jenner programme as part of the apprenticeship or offer it as an optional extra. This offers learners the opportunity to gain a recognised qualification from the apprenticeship and NHS Leadership Academy's leadership development programme in one course. Find out more about these apprenticeships and how they work.

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The Edward Jenner programme is your first port of call if you're looking to build a strong foundation of leadership skills that can help enhance your confidence and competence in your role. The programme has been designed to offer flexibility as a suite of online short courses. What's covered?

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Level 3 CIPD Apprenticeship: HR Support Apprenticeship

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Level 3 CIPD Apprenticeship: HR Support Apprenticeship

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With a Level 3 CIPD Apprenticeship you’ll gain a deeper understanding of HR within an organisation. Apply today!

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Level 5 CIPD Apprenticeship standard: People Professional

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Level 5 CIPD Apprenticeship standard: People Professional

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Achieve CIPD level 5 HR apprenticeship under the People Professional apprenticeship standard. Apply today!

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Level 7 HR Apprenticeship: Apprenticeship standard: Senior People Professional

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Level 7 HR Apprenticeship: Apprenticeship standard: Senior People Professional

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Achieve a CIPD Level 7 apprenticeship under the Senior People Professional standard. Apply today!

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Apprenticeships in Improvement (Business Analyst Level 4 Apprenticeship)

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Apprenticeships in Improvement (Business Analyst Level 4 Apprenticeship)

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To further support the Patient First improvement programme, and give colleagues an opportunity to gain new knowledge and a recognised qualification, the Trust has teamed up with the Lean Enabled Group in an exciting partnership to offer an apprenticeship in Improvement.

The Lean Enabled Group has a track record of working with NHS organisations to deliver award-winning apprenticeship training that enhances the tools and mindset needed to improve patient safety, clinical effectiveness and patient experience.

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Reflect Learning Customer Service NHS L2 Standard August 2025

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Reflect Learning Customer Service NHS L3 Standard August 2025

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Gain Level 4 Data Analyst apprenticeship with BPP. Apply today!

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What will I learn?

Key safeguarding legislation, policies, and responsibilities across education, health, and care sectors

How to identify and respond to signs of abuse, neglect, and harm effectively

The importance of multi-agency working, confidentiality, and accurate record-keeping

Trauma-informed practice (optional module)

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HOW WILL OUR COURSE BENEFIT YOUR BUSINESS? Whether your organisation operates in education, health, social care, or the voluntary sector, safeguarding is a sha

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Level 3 Safeguarding Support Officer Flyer

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Level 3 Safeguarding Support Officer Flyer

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Further information (PowerPoint) Safeguarding Support Officer Level 3

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Further information (PowerPoint) Safeguarding Support Officer Level 3

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Level 6 Project Manager Degree Apprenticeship BSc (Hons) (APM) | Arden University

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Level 6 Project Manager Degree Apprenticeship BSc (Hons) (APM) | Arden University

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Level 4 Cyber Security Technologist Apprenticeship

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Be the first line of defence to protect your business with our Level 4 Cyber Security Technologist Apprenticeship. Apply today!

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NHS Cyber Technologist L4 BPP March 2026 webinars

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NHS England recognised the skills challenge the NHS is facing when this programme was devised last year.

“The NHS’s shift towards digital health and the rise in sophisticated cyber security threats have reinforced the need for a robust cyber security workforce within the NHS. To address this challenge and future proof its digital infrastructure, the Cyber Improvement Programme has launched its first ever Cyber Security Apprenticeship scheme.”

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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This standard has options. Display duties and KSBs for:

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Develop the capability to deploy intelligent AI solutions to streamline workflows, eliminate repetitive tasks, and unlock actionable insights – grounded in ethical AI and automation.

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Nodiya Amaeze Data Analytics Apprentice, NatWest

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qa.com | AI & Automation Specialist | Apprenticeship Programme

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Level 4 AI & Automation Specialist apprenticeship: hands‑on labs, Copilot integration, governance and workplace adoption to scale responsible AI.

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Job roles

This programme is suitable for multiple roles, such as:

AI Integration Specialist

Automation Engineer

RPA Developer

Power Platform Developer

Process Automation Analyst

AI Business Analyst

Digital Automation Specialist

Digital Productivity Consultant

Technology Operations Coordinator

ML/Ops Support Engineer

AI Ethics & Governance Officer

AI Trainer / Data Labeling Lead

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QA Ltd are our chosen provider of this apprenticeship pathway and enrolment is roll on/roll off

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Level 5 Leader in Adult Care Apprenticeship Standard

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Level 5 Leader in Adult Care Apprenticeship Standard

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Integrated Health and Social Care Leadership Apprenticeship

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Develop confident leaders across health and social care with a practical Level 5 leadership programme designed for managers working across integrated services, patient pathways and care-focused environments.

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We currently offer nine pathways within the healthcare science associate apprenticeship:

Respiratory & Sleep

Respiratory

Respiratory, With Cardiac Physiology

Cardiac Physiology (Adult) Pathway

Cardiac Physiology (Paediatric)

Cardiac Physiology with Respiratory Element

Pathology

Ophthalmology

Decontamination/Sterile Services

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Level 4 Healthcare Science Associate | Dynamic Training

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Our apprenticeship programme is specifically tailored to build upon the existing skills of staff members in these critical roles. It aims to cultivate a high level of proficiency in a variety of technical and scientific procedures, equipping associates to contribute effectively to the multidisciplinary healthcare team. Through this programme, apprentices will acquire advanced knowledge and practical experience that not only meets but surpasses industry standards, setting them on a path toward a flourishing career in healthcare science while ensuring their role significantly enhances the quality and safety of patient care.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Working in hospitals, primary care and other healthcare settings, carrying out routine technical and scientific procedures. Supporting healthcare science (HCS) practitioners and clinical scientists.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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The Leader in Adult Care will guide and inspire teams to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will be a leader of the care team and will develop and implement a values-based culture at a service or unit level. They may be responsible for business development, financial control, organisational resilience and continuity as well as for managing risk and leading on organisational change.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Reference Number: ST0411

Details of standard

1. Occupation:

Project managers are responsible to the project sponsor/owner for the end-to-end delivery of a project or a subset of a project dependent on the complexity and criticality to the business. They have responsibility for delivering the project in line with defined objectives, taking decisions to manage stakeholder expectations by leading a multi-skilled, cross-disciplinary team to deliver the project to time, cost and quality requirements. Using their unique knowledge, skills and leadership behaviours project managers will manage the social, legal and environmental implications of their project. They may consider the impact of their project on green, ethical, or sustainable concerns. In addition, they will manage a variety of interfaces with the organisational entities involved in the project, reporting to the project sponsor, and working within the requirements of the programme and portfolio as appropriate In addition, they will manage a variety of interfaces with the organisational entities involved in the project, reporting to the project sponsor and working within the requirements of the programme and portfolio as appropriate. A project manager must also have the competencies to contribute to benefits management and realisation, consolidating appropriate metrics to report thus ensuring that identified business benefits are achieved.

To achieve these objectives, project managers will apply appropriate governance and project management methods and techniques to initiate and execute projects, interfacing with other projects within larger project programmes to meet the strategic objectives of the organisation. They will have an appreciation of programme management techniques and an understanding of how projects are managed within a larger programme.

These skills and behaviours require the project manager to be an effective leader of change, able to develop a group of direct, sub-contract, or temporarily aligned resources into a coherent team that delivers the project objectives. They will have management responsibilities, including resource budget planning, and may also hold people development accountabilities. They will have an understanding of the diversity of roles and challenges facing project professionals and an appreciation of tailoring needs, recognising the different contexts and technical requirements that exist in different industry sectors and/or organisation sizes.

Projects span public, private and third sectors in industries as diverse as banking, insurance, government, healthcare, retail and transport. Increasingly, organisations employ project managers to improve processes or implement change to become more efficient and effective. This may require managing interdisciplinary teams within various organisational structures and across organisations.

2. Entry Requirements:

Whilst entry requirements are a matter for individual employers, typically an apprentice might be expected to have achieved appropriate level 3 qualifications on entry e.g. 3 GCE "A" Levels at Grades A to C, or a vocational equivalent. Apprentices are also expected to have typically achieved Maths and English at Level 2 prior to starting the apprenticeship.

3. Requirements: Knowledge, skills and behaviours (KSBs)

Knowledge: A project manager will have knowledge and understanding of:

Governance and Financial Control of Projects: How to evaluate and establish appropriate project governance through the incorporation of policies, regulations, processes, roles and structures in different project types and organisational structures, accepting that different sizes of organisation require different levels of control. How to manage project budgets and costs within appropriate financial frameworks and how to report project performance, tailoring reporting requirements to comply with governance norms in the business. How to construct robust project business cases that demonstrate the benefits and value expected from project deliverables.

The Business Environment: How projects contribute to businesses operating in local, regional, national and global economies. Knowledge of the main UK business sectors and the parameters within which they operate. This may include the impacts of the green economy and sustainability including the UK Government's policy of net carbon zero by 2050.

Stakeholder and communications management: How to communicate effectively with internal and external stakeholders to build and maintain their support for successful project outcomes. How to manage the dynamics of stakeholder relationships and needs during the project and develop appropriate and pro-active project communication plans to ensure that all of the multi-skilled, cross-disciplinary stakeholders are aligned.

Organisational Change Management: How to work with the project sponsor and within a programme to prepare organisations, teams and individuals for organisational change including an analysis of the current state, preparation of an envisaged future state and plans for progressing from one to the other.

Estimating, Planning and Scheduling: How to develop and manage projects within different planning frameworks to balance the fundamental components of the project. How to prepare and maintain resourced project schedules and use these for project monitoring, control and delivery. How to analyse schedule integrity, dependencies and their implications.

Project Justification: How to interpret organisational and programme aims and objectives to develop robust business plans and the requirement to revisit such plans at key stages of a project to ensure ongoing viability of the business case. The identification of realistic benefits, both tangible and intangible, and an appreciation of how these might be delivered.

Quality Management: How to apply quality management frameworks and monitor their impact in a project environment. How to deliver quality within a project environment including assurance, control and continuous improvement of deliverables, processes and procedures.

Procurement and Contract Management: How to procure goods and services in a cost effective, process driven manner. How to manage projects within commercial and contractual policies, practices and relationships. The importance of supply chain management in a project environment. How to manage the procurement cycle and identify opportunities for maximising benefits through the effective establishment and management of contracts. This may include the relevance of sustainable procurement and supply chains and their wider impact on their immediate cost taking a lifecycle approach to establishing cost and value.

Risk Management: How to apply methodologies for risk evaluation and management. How to mitigate the impact of risks on project performance in terms of schedule, cost and quality. This may include risks to sustainability and the environment.

Project Change Control: How to apply the concepts of project change control. How to define and use appropriate processes and tools to manage scope, requirements, benefits and success factors of a project. How to analyse the impacts and interdependencies of changes on the project and its deliverables.

Organisational Strategy: How organisational strategy is the totality of actions a company needs to take to achieve long-term goals and how the processes used by organisations are applied to develop strategic plans. How programmes and projects enable organisations to achieve their short, medium and long-term strategies and how these can vary depending on the size of the organisation.

Skills: A project manager will be able to determine, deploy and evaluate the following skills within their organisation.

Governance Frameworks: Lead and take responsibility for the project management plan as required by the governance structure. Apply techniques and project management methodologies as appropriate, dependent upon project complexity and criticality to the organisational environment in which a project is being delivered. Maintain, review and communicate a project business case for approval through the stages of a typical project lifecycle ensuring continued value for money and continued alignment with organisational objectives.

The Business Environment: Identify and analyse the context, opportunities and challenges presented by projects in a range of organisational settings, appreciating the differences within both large and small organisations and in different industry sectors and the consequent need for tailoring. Identify the operating constraints that apply to projects including ethical, legal and regulatory considerations. This may include the green economy and the impacts of strategies for achieving net carbon zero by 2050.

Stakeholder and communications management: Lead and take responsibility for the identification and analysis of internal and external stakeholders and their impact on the project. Manage an effective project communication plan across stakeholders with different cultural and physical barriers. Analyse information and communicate with stakeholders incorporating elements of feedback to understand and measure the effectiveness of planned communications. Effectively listen and influence others through negotiation and persuasion.

Control of projects in terms of time, cost and quality: Manage the project within the constraints of time, cost and quality. Control expenditure and produce status reports as required, including control of costs against budgets, forecasting, and establishing performance indicators as required by funding sources. Measure progress and actual costs against plans to determine a full understanding of project performance. Identify, achieve and maintain quality standards appropriate to the context and specific requirements of project activities.

Risk Management: Ensure that project risks, opportunities and issues are addressed using quantitative and qualitative methods to categorise risks and their impacts. Identify, evaluate and implement appropriate mitigation strategies, ensuring that mitigation actions are incorporated into the project plan and are implemented should they develop into issues. Manage risk through the regular review of a risk management plan, adopting appropriate strategies to manage both threats and opportunities. This may include risks to sustainability and the environment.

Commercial and Contract management: Maintain and evaluate different commercial contract and procurement types to select appropriate options for specific programmes and projects. Support effective contract management and the achievement of programme and project outcomes.

Project Change Control: Dependent upon the size and complexity of a project, define and apply a recognised process to manage change in projects. Make effective decisions in the interests of a range of stakeholders with regards to change requests. Handle change within different project management methodologies.

Schedule Management: Evaluate requirements and methods for data capture and analysis in a project environment. Evaluate project schedule integrity including identification and resolution of scheduling problems. Apply resource acquisition and management techniques to balance programme and project needs against resource demand. Negotiate the allocation and scheduling of internal and external resources to meet programme and project demands.

Behaviours: A project manager will be able to demonstrate, and adapt the following behaviours within an organisational context:

Leadership: Drive for results with the ability to inspire and support project team members and manage stakeholder relationships. Promote the vision, organisational/project purpose and values. Understand and create the environment for an inclusive and diverse organisational culture.

Collaboration and teamwork: Work collaboratively to build rapport and trust, develop networks and maintain relationships. Build and inspire teams, empower and motivate others to improve performance and achieve outcomes. Delegate tasks, set goals and accountabilities, provide clear guidance and monitor progress.

Personal and Professional Responsibility: Drive to achieve in all aspects of work. Demonstrate resilience and determination when managing difficult situations and able to influence the behaviour of others to meet required project outcomes. Seek and adopt new opportunities underpinned by commercial acumen and sound judgement.

Integrity, ethics, and professionalism: Manage with integrity and take an ethical approach to develop trust with stakeholders. Communicate and issue project-related reports and statements in an objective and truthful manner. Maintain professional conduct so as to enhance the honour, reputation, and usefulness of project management as a professional discipline.

Inclusive: Be open, approachable and authentic and able to build and maintain trust with others. Actively seek the views of others and value diversity internally and externally.

Innovation and Resourcefulness: Understand the bigger picture and work enthusiastically and creatively to analyse problems and develop innovative and workable solutions to problems. Have a solution focus, not a problem focus and to be positive and adaptable, responding well to feedback and the need for change. This may include responding to challenges around sustainability and the UK Government's policy to achieve net carbon zero by 2050.

4. Duration

Typically four years

5. Qualifications

Apprentices will achieve either a BA or BSc Honours degree in Project Management. Apprentices are required to achieve an International Project Management Association (IPMA) Level D qualification or equivalent, prior to taking the end point assessment. Equivalent qualifications for the IPMA Level D are APM's Project Management Qualification, PMQ, is also acceptable as this is levelled as equivalent to the IPMA level D. Other qualifications also acceptable are Agile Project Management Practitioner (AgilePM); PRINCE2 Agile Practitioner; PRINCE2 Practitioner and PMI Project Management Professional (PMP).
Apprentices without level 2 English and Maths will need to achieve this level prior to taking the end-point assessment.

6. Link to professional registration

On successful completion, apprentices are eligible to become full members of Association for Project Management (APM), the Chartered Body for the Project Profession.

7. Level

Level 6

8. Review date

This apprenticeship standard will be reviewed after 3 years.

Crown copyright © 2026. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

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Project managers are responsible to the project sponsor/owner for the end-to-end delivery of a project or a subset of a project dependent on the complexity and criticality to the business. They have responsibility for delivering the project in line with defined objectives, taking decisions to manage stakeholder expectations by leading a multi-skilled, cross-disciplinary team to deliver the project to time, cost and quality requirements. Using their unique knowledge, skills and leadership behaviours project managers will manage the social, legal and environmental implications of their project. They may consider the impact of their project on green, ethical, or sustainable concerns. In addition, they will manage a variety of interfaces with the organisational entities involved in the project, reporting to the project sponsor, and working within the requirements of the programme and portfolio as appropriate In addition, they will manage a variety of interfaces with the organisational entities involved in the project, reporting to the project sponsor and working within the requirements of the programme and portfolio as appropriate. A project manager must also have the competencies to contribute to benefits management and realisation, consolidating appropriate metrics to report thus ensuring that identified business benefits are achieved.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Artificial intelligence (AI) and automation practitioner

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Employers involved in creating the standard: Sandbox, Go Live Experts, Artemis Clarke, Castelle Group, Sammons Group, ArtStory, Puddle Jumpers, Wrencon, Kettell Windows, Green Electrical & Maintenance, Reel Films, Delaware Manor, Nostos Catering, Amigo Partners, Bioasis, ICE Electronics, Clever IT, EastEnd Prints, Gridlines, T5 Digital Other stakeholders involved in creating the standard: Innovation UK

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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This occupation is found in any employer in any sector that uses data to make business decisions. Data analysts may work in various departments within a single employer, (for example finance, sales, HR, manufacturing, or marketing), and in any employment sector, public or private, including retail, distribution, defence, banking, logistics, media, local government etc.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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This occupation is found in the public and private sector, large multi-national companies and smaller independent enterprises. Business analysis exists in almost every sector, from not-for-profit organisations through to retail and the financial services. It’s fast-paced and collaborative and provides a recognised career with professionals taking lead roles in successful change delivery.

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Skills England apprenticeship standard overview

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Work alongside your studies and become a registered nurse with our degree apprenticeship in Nursing.

Our innovative course will engage you in theoretical and practical learning. Upon successful completion you will be eligible to apply for registration with the Nursing and Midwifery Council (NMC).

The apprenticeship will help you develop the necessary skills, knowledge, and attitudes to be able to provide the best possible person-centred, compassionate nursing care to people in the many settings that nurses work. It will also furnish you with the skills that you need to become a lifelong learner acquiring new knowledge and skills throughout your career.

Collaborative learning with our other health programmes and local service users will enable you to gain deeper awareness of the health needs of people, including those with learning disabilities, dementia, and mental health conditions. Our simulation suites will support your practical learning in a safe environment. You will participate in clinical supervision throughout your course of study to foster your resilience and facilitate your reflections on theory and practice.

What the apprenticeship covers

Registered nurses work in the public, independent, and voluntary sector. Registered nurses are a statutorily regulated profession and the standards for proficiency are set by the Nursing and Midwifery Council (NMC) and successful completion of this apprenticeship will meet the education requirements to see registration with the NMC. This standard covers the NMC Standards for Proficiency and Annexes A & B for registered nurses (May 2018).

If you are a registered nursing associate, then you are able to use this qualification to exempt yourself from part of the course via our recognition of prior learning process. For most this should allow you to join the course at the start of Year 3. If you are a registered nursing associate and would like more information, please email the Apprenticeship Unit: apprenticeships@canterbury.ac.uk.

What will I study?

This apprenticeship has been developed with service providers and service users to deliver contemporary, evidence-based nursing education. We ensure that our graduates are fit for practice in evolving and dynamic health care services, within the public, charitable, and private sectors.

The Registered Nurse Degree Apprenticeship is a 4-year course that runs over 45 weeks per year. As an adult nurse you will require a wide range of theoretical and clinical knowledge to practice safely and effectively. There is an equal division between theory focused learning (2300 hours) and practice learning (2300 hours).

Your theoretical learning will include:

nursing theory

applied anatomy and physiology

pathophysiology

pharmacology

psychology

sociology

leadership

coaching.

We use problem-based and enquiry-based learning. This method helps you understand topics more deeply. It also enables you to use theory to support person-centred care delivery and decision-making. You will also learn with and from other health and social care students through interprofessional education events. Simulated practice sessions are related to the theory you are learning. These will support you to make important links between this theory and caring for people in practice.

The course has been designed so that you will have at least one study day per week throughout the course to undertake the theoretical element of it. These days will either be used to undertake activities such as attend formal sessions at University, or attend online classes via a virtual classroom, complete directed learning activities, join learning support sessions, and complete assignments.

Throughout your 4 years of study you will participate in a wide range of practice learning. You will learn within the hospital setting sampling a variety of specialities. You will learn within a variety of community settings to experience the services available to patients requiring care outside of hospitals.

All about the course

Practice Learning 1 (40 Credits)

Equips you with the theoretical knowledge, practical skills, and attitudes and behaviours required to perform fundamental clinical cores skills as a registered nurse in a range of settings.

Clinical Supervision 1 (20 Credits)

This module aims to equip you with the necessary skills to be a lifelong learner and to develop in to a reflective practitioner through the participation of group supervision.

Professionalism, Relationships, and Fundamental Skills (20 Credits)

This module will enable you to recognise your role as a partner in care and how this can be adapted to the care context through the exploration of core communication skills, professional code of practice, and interprofessional person centred care. You will also apply knowledge and understanding of healthy human anatomy and physiology that is delivered within the Practice Learning 1 module.

Compassionate Conversations (20 Credits)

You will develop an understanding of common mental health conditions and detection of these when co-existing with physical health conditions. You'll also develop the ability to facilitate caring conversations with those experiencing emotional distress.

Wellbeing Across the Lifespan (20 Credits)

This module aims to develop your knowledge and understanding of the factors that influence health and wellbeing across the lifespan including end of life.

How you'll learn

As required by the Nursing and Midwifery Council (NMC, 2018) the Registered Nurse (Degree) - BSc (Hons) Adult Nursing programme comprises of 4600 hours; 2300 hours of these are theory and 2300 in supernumerary practice placements. You will be taught through a combination of face to face and online lectures, seminars, and practical workshops. You will typically have around six contact hours per week.

Modules will use a Problem Based Learning approach and incorporate the 'flipped classroom'. Problem based learning involves setting a series of questions or triggers to guide you towards the information that you need as opposed to the traditional methods of receiving information from your lecturer. You will be set tasks either individually or in small groups and have the chance to discuss your findings and receive feedback and further guidance from your module lecturer. This approach encourages independence and will develop your skills of enquiry. A flipped classroom approach involves you being provided with learning resources to use at any time outside of the classroom. This material will include such resources as narrated PowerPoints, podcasts, online books, articles, short tests, and quizzes, and will support your learning of tasks set. You will attend traditional lectures to gain core knowledge of some subjects. You will also have opportunity to work in facilitated seminar groups, which will be used to share learning and experiences.

Each trimester you will have a supernumerary practice learning placement where you will develop skills to meet the practice learning competencies contained in the PAN London Assessment Document. Over the course of the programme the NMC requires you to complete 2300 hours of supernumerary practice learning. During your supernumerary practice learning placements you will be expected to work the shift pattern used by the practice area which may comprise of early or late shifts, some night duty and possibly long days. You will be allocated a Practice Supervisor and a Practice Assessor, who are registered professionals who will organise your learning experience and assess your practice against the NMC proficiencies. You will also have opportunities to work with the many other professionals involved the care of people and gain an understanding of their vital roles.

When not attending lectures, seminars, workshops, or other timetabled sessions you will continue learning through self-study. Typically this will involve reading journal articles and books, completing online learning activities/workbooks, undertaking research in the library, working on projects, preparing for workshops and seminars by completing work set by the module team, and writing assignments. You will have timetabled days where you will be able to complete this work. This will form the part of the 2300 theory hours stipulated by the NMC (2018). Your module tutor will direct you towards specific readings and/or activities to complete before and after your class. To support your studies you will have access to a wide range of resources via our Virtual Learning Environment (VLE), as well as the University's award winning library.

All 20-credit module have 30 academic contact hours. In addition, you are expected to complete 170 hours of directed learning for each 20 credit module. Over the course of the programme you will be allocated minimum of one study day a week to enable you to complete the required 2300 theory hours dictated by the NMC (2018).

The 40 credit practice modules have 60 contact hours and then 600 or more hours (depending on level) of planned supernumerary practice learning time. In placement learning blocks you will be expected to work the shift pattern used by your placement area, which may comprise of long days, early, or late shifts, and some night duty. During placement weeks you will continue to have one study day a week.

The team consists of highly qualified academics. They have a range of expertise and experience. All our team member hold or are working towards teaching qualifications. They are research-active. They have experience in delivering research-informed teaching. Where appropriate sessions may be delivered by practitioners form clinical practice or delivered in partnership with service user co-teachers.

You will have an allocated a personal academic tutor (PAT) to provide support for the four years of your programme. Throughout the duration of the course, you will have regular review meetings with your PAT to discuss your progress, learning and support needs. Alternate review meetings will also include someone from your workplace and, when on placement, your practice assessor, so they can all understand your progress and ensure they are able to offer appropriate support.

Assessment

Throughout your course you will be assessed in both theory and practice using a variety of assessment methods. For each stage of the course you will be required to complete an assessment of practice using a document called the Pan London Assessment Tool. This is a document used by many universities that requires you to achieve the practice competencies identified by the Nursing and Midwifery Council. You will be assessed in practice by qualified nurses who have undergone specific training for this role. For each stage of the course the Practice Learning module is worth 40 credits.

In each stage the remaining 80 credits are divided into five 20 credit modules. Each module has its own assessment(s) designed to test understanding of the module content and achievement of the module learning outcomes. Different assessment strategies are used including, but not limited to, written pieces, essays, presentations, and examinations. Within your assignments you are expected to use the latest research and evidence to support your analysis and acknowledge the use of such literature by means of the Harvard Referencing standard. The University is committed to fair assessment procedures for all students.

Each module provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or formative assessment for which you receive feedback from your tutor. Formative assessments are developmental and any grades you receive for them do not count towards your module mark.

There is a formal or summative assessment at the end of each module. The grades from summative assessments count towards your module mark.

Professional accreditation

This Adult Nursing degree is subject to a conjoint approval between the University and the Nursing and Midwifery Council. Upon approval, it is further subject to monitoring processes by the Nursing and Midwifery Council.

To be eligible to apply for registration as an adult nurse, you must demonstrate good health and good character throughout your studies and on completion. Applications for professional registration will be subject to satisfactory Disclosure and Barring Service (DBS) checks and Occupational Health clearance.

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Become a registered nurse with a degree apprenticeship at Canterbury Christ Church University, Kent.

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This apprenticeship gives you the knowledge, skills, and attributes and will support you to become a compassionate, competent, confident, and responsible nursing associate.

This apprenticeship is designed in partnership with local employers to meet the needs of the future nursing associate workforce as detailed by the Nursing and Midwifery Council (NMC). It also allows onward progression for nursing associates into degree level nursing courses and recognises the new professional role in nursing.

It will equip those working in a non-registered capacity, in the health and care sector, with the knowledge, skills, and attributes to become a nursing associate and promotes reflection and reflexivity, independence, and a critical awareness of your role boundaries. This will allow you to identify goals, engage in self-directed learning, and achieve competence in the provision of holistic, safe, effective, evidence-based care within the parameters of your practice.

What the apprenticeship covers

Nursing associates contribute to the promotion of health, health protection, and the prevention of ill health. They do this by empowering people and communities to exercise choice, take control of their own health decisions and behaviours, and by supporting people to manage their own care where possible.

In their daily work, they interact with a variety of service users, families and carers, and an extensive range of health and care professionals and other agencies, including social services, police, probation, prisons, housing, education, language interpreters, and third sector agencies.

They might be working in a health, social care, or public health provider and may work various shift patterns, which enables care to be provided 24 hours per day, seven days per week, 365 days of the year. This is a new role, and it is expected that nursing associates will become a key part of the team to meet the integrated health and care needs of patients and service users.

Nursing associates must be emotionally intelligent and resilient individuals, able to manage their own personal health and well-being, recognise boundaries of their practice, and know when and how to access support.

What will I study?

The course is undertaken over two years and will be divided equally between time spent in university studying a variety of different modules and time in a range of practice experience facilities including a fully equipped simulation suite and healthcare settings, including existing workplace if undertaking this as the apprenticeship.

The course consists of a series of theory and practice modules designed to enable you to acquire the appropriate knowledge and skills to practise in a person-centred way.

You will study nursing skills and knowledge, communication skills, professional issues, anatomy and physiology, pharmacology, health, and health promotion. Your modules use a problem-based learning approach, and you will be introduced to a number of service user-based enigmas that will support your understanding by the integration of theory and practice.

You will also follow some of these enigmas into our simulation suites where you will be able to develop, enhance, and embed practical application so being able to develop confidence and competence in a safe environment. Your concluding module focuses on you becoming a registered professional through the consideration of leadership, management, and the development of others within the unregistered workforce.

The course is delivered in three 15-week blocks (trimesters) of study each year and consists of two elements; a university-based day, which is fixed, and placement application (duration is dependent on the pathway you are appointed to).

To deliver compassionate, competent, holistic care, nursing associates need an awareness of what a patient of any age may experience on their journey through health and care. It is an NMC requirement that each student has placement experiences in the following settings:

at home: e.g. community health team, nursing home, prison, specialist nurse

close to home: e.g. community hospital, step down care, health clinic, hospice

not at home: e.g. emergency departments, acute hospital wards, diagnostic departments.

All about the course

We continually review and, where appropriate, revise the range of modules on offer to reflect changes in the subject and ensure the best student experience. We will inform applicants of any changes to the course structure before enrolment.

Nursing Associate Practice 1 (40 credits)

The aim of this module is to equip the you with the theoretical knowledge, practical skills, attitudes, and behaviours required to perform fundamental clinical cores skills as a nursing associate in a range of settings.

Wellbeing Across the Lifespan (20 credits)

The aim of this module is to develop knowledge and understanding of the factors that influence health and wellbeing across the lifespan including end of life.

Clinical Supervision 1 (20 credits)

The aim of this module is to equip you with the necessary skills to be a lifelong learner and to develop in to a reflective practitioner through the participation of group supervision.

Professionalism, Relationships, and Fundamental Skills (20 credits)

The aim of this module is to recognise your role as a partner in care and how this can be adapted to the care context through the exploration of core communication skills, professional code of practice, and interprofessional person centred care.

Compassionate Conversations (20 credits)

The aim of this module is to develop an understanding of common mental health conditions and detection of these when co-existing with physical health conditions. Another aim of this module is to develop the ability to facilitate caring conversations with those experiencing emotional distress.

How you'll learn

Learning, teaching, and assessment is heavily orientated towards work-based learning where knowledge gained is applied to your role in the workplace and reflection and evaluation further enhances practice.

The emphasis of the teaching throughout the programme is centred on the programme's aim to support you to become a compassionate, competent, confident, and responsible practitioner who is able to deliver a wide range of clinical, care, and inter-personal skills underpinned by a systematic knowledge base' (HEE, 2016). The programme aims to equip nursing associates with the knowledge, skills, behaviours, and attitudes to work across the fields of nursing, across the lifespan and in a full range of settings across health and care. The nursing associate will have the skills and knowledge to monitor and review the care they deliver, identify when the care plan needs amendment, and refer back to the nurse when necessary (NMC, 2018).

A blend of face-to-face and online activities has been purposively chosen to meet the modules learning outcomes and to provide a connectedness between university and work-based learning. For example, core information may be provided via narrated PowerPoint presentations, suggested readings, and learning activities whilst learning at university will encompass action learning sets, formative peer-feedback, and student-centric activities which fuse theoretical and practical knowledge.

The number of face-to-face days for academic direction will normally be five per 20 credit module and in general academic direction will incorporate face-to-face, directed, and online activities. Importantly, face-to-face facilitates active learning and enhanced engagement in work-based learning as you value and accredit the knowledge and skills which have been learnt through the medium of work. This allows you to demonstrate knowledge and skill development relevant to your work and enables you to enhance practice and consider new ways of working.

Self-directed learning

Self-directed learning is a significant aspect of all modules and an important process to enhance and supplement learning. You are encouraged to undertake up to 10.5 hours a week of self directed learning within your work place to integrate your theory and build upon your practical proficiencies.

You are encouraged to reflect on the classroom teaching and carry out structured activities to reinforce, consolidate, and revise learning. Self-directed learning is less structured and encourages autonomy and independent learning and can be enhanced by the use of the e-library where you will have access to online journals and books.

To build on the interprofessional skills, problem-solving will be a consistent feature. The use of service-user case studies and scenarios will test understanding of the topic and elicit appropriate judgements, behaviours, and actions. This approach will also contribute to your journey to self-regulative practitioner able to contextualise learning to the context of care delivery.

Assessment

During your time on the foundation degree you will be expected to complete a variety of different assessments. Assessment is an essential element of this programme and is embedded within each module to demonstrate the integration of both theory and practice throughout the programme.

Each module has formative (developmental) activities that will support and prepare you for your summative (formal - used to evaluate the learning, skill acquisition, and academic achievement) assessments and these are either graded or pass/fail. Written assignments range from 2000-4000 words and need to be fully referenced.

Formative activities will consist of group discussion and feedback sessions, draft assignment plans, feedback via simulated practice learning sessions, and mock and practice safe medicate assessments, as well as every six weeks triennial reviews within your place of work.

Professional accreditation

Following successful completion of your foundation degree you will be equipped to complete your apprenticeship. This involves your employer nominating you to undertake an End Point Assessment (currently 2 professional discussions with a panel) before you can register with the Nursing and Midwifery Council (NMC).

More information

Full information on the apprenticeship standard

Find out more about apprenticeships

If you would like to speak with us, please call 01227 921911

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Gain a degree apprenticeship to become a competent and compassionate nursing associate with Canterbury Christ Church University, Kent.