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BDA relating the pillars to Dietetic practice

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The BDA Career Framework has been designed for individuals, managers and teams to support career progression and continual professional development no matter the area in which you work.

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RCN relating the 4 pillars to Nursing practice

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Four pillars of nursing | Levels of nursing | Royal College of Nursing

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You are here: Royal College of Nursing / Professional Development / Levels of nursing / Four pillars of nursing

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RCOT relating the pillars to OT practice

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CSP relating the pillars to Physio practice

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The four pillars of practice - clinical, education, leadership and research - are applicable to all of the physiotherapy workforce, not just those in advanced level practice.

Whilst this statement may be widely accepted by those in Wales and Scotland, where established frameworks that align to the pillars are in place, for others it may be a relatively new concept.

So what does this mean to you? How can you practice within all four pillars when in a busy clinical role? Let's think about how the four pillars can integrate, rather than separate, your day-to-day work.

Clinical

The clinical pillar is the easiest for us all to associate with, especially in our early careers. It describes the knowledge, skills and behaviours needed to provide high quality healthcare that is safe, effective and person-centred. Such skills include clinical reasoning, critical thinking, decision-making and caseload management.

Research

Conversely, the research pillar is often the most misunderstood. This may be down to it sounding complicated and difficult. Let's keep it simple, this pillar involves using evidence to inform our practice. Yes, this may include formal research or the writing of journal articles but it also involves audits, being involved in service improvements and applying guidelines into practice.

After all, how can we know if our interventions are effective if we don't measure outcomes? How can we request investment in services if we don't measure their impact? How will our practice evolve if we don't test change? All physiotherapists at all levels should have these skills, alongside a clear responsibility to take part in such work to maintain HCPC standards.

Education

Next up we have the education pillar. You may automatically think about formal teaching here but don't overlook the essential and plentiful work we do educating and empowering others, facilitating student learning, engaging in in service training, supporting colleagues, and actively learning from clinical supervision among many other examples. Every physiotherapy staff member at every level is involved. Education is achieved in many different ways; some formal and planned, such as courses or journal clubs, and others informal and opportunistic, such as supporting a colleague in their treatment implementation. These are all of equal importance and with reflective practice, all contribute brilliantly to this pillar.

Leadership

The leadership pillar is essential to the delivery of high-quality services. However, when we think of leadership, we often focus on those in clinical lead or management positions. This mind-set must change. Leadership is a skill not a role and as such, can and must happen at every level. We must recognise our leadership roles in delivering care and empowering and influencing others. Some healthcare support workers or junior physiotherapists find it difficult to recognise and articulate their contribution within this pillar, but be assured it is considerable! Your input to meetings, collaborative working and teams' ability to plan and engage in the supervision of students are just a few examples.

It is important that your role contains an element of all four pillars. Why? Because we need a strong and diverse workforce to champion what we do. A workforce with the ability to influence, lead and work with others, to demonstrate quality and evidence-based practice, to be actively involved in educating and empowering others and to be providing patient-centred and safe care. With more career opportunities than ever alongside a fast-paced and complex health and care system, this is crucial to drive the profession forward.

As an individual's career progresses, the proportion of their role within the different pillars will change. This is okay. Actually, it's more than okay, it's great. You can move between pillars offering opportunity, development and a non-linear career path.

We urge you to familiarise yourselves with the pillars of practice, reflecting on your role and current contribution to each. The CSP is planning to firmly embed these pillars into our profession to better define the knowledge, skills and competence we can all offer. To be able to better plan our careers, aspire to different levels of practice and seek learning and development opportunities. Let's talk pillars!

The CSP's Professional Advice Service team gives advice and support to members on complex and specialist enquiries about physiotherapy practice, including professional practice issues, standards, values and behaviours, international working, service design and commissioning, and policy in practice.

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The four pillars of practice - clinical, education, leadership and research - are applicable to all of the physiotherapy workforce, not just those in advanced level practice. Whilst this statement may be widely accepted by those in Wales and Scotland, where established frameworks that align to the pillars are in place, for others it may be a relatively new concept.

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RCPod relating the pillars to Podiatry practice

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This page forms part of the suite of pages developed for the project Retention and support for students, the newly-qualified workforce and early careers (AHP 4) that formed part of the Workforce Education and Reform (WFER) programme under Health Education England (HEE). This page looks at the four pillars of practice, as set out in the Multi-professional framework for advanced clinical practice in England, and provides case studies in podiatric practice

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SoR relating the pillars to Radiography practice

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Demystifying the four pillars of practice - embedding career planning with personal and professional growth in radiography

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When thinking about our personal and professional development the focus should be about developing our KSAs across all the pillars rather than just focusing on just one, commonly the clinical pillar. In doing so this we can add value to our roles. As we progressively move through the spectrum, we should be open to any opportunities and experiences that arise. We can always be on the lookout for these and should get into the habit of recording and developing over time from our day to day experiences.

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Library resources and competency checklist

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Library resources and competency checklist

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Preceptorship hub

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Supporting Students

Development (sompar.nhs.uk)

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AHP research support in south west:

South West England | Council for Allied Health Professions Research (csp.org.uk)

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Council for Allied Health Professions Research

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Dr Jen Pearson

Hub Leader

University of the West of England, Bristol

Dr Kim Diment

Hub Leader

Gloucestershire Health and Care NHS Foundation Trust

Dr Ralph Hammond

Hub Leader

Somerset Clinical School,

Somerset NHS Foundation Trust

Jessica Coggins

Hub Administration

University of the West of England, Bristol

Videos

Conference/study day funding

CAHPR South West is supporting AHPs within the South West region to attend a conference or study day. Up to £200 per applicant. Limited funding is available. Please find more information and the application form below. Please return any completed application forms to CAHPRsouthwest@uwe.ac.uk by Monday 18 th September, 23:59.

Events
CAHPR SW Facilitators workshops
Join CAHPR South West at our online drop in conversation café! It's an opportunity for members to ask questions, discuss research, and network. Everyone is welcome!

Friday 18th August, 12.00-13.00, facilitated by Dr Kim Diment

Tuesday 19th September, 14.00-15.00, facilitated by Dr Ralph Hammond

Patient and Public Involvement and Engagement

Links to useful information

1. NHS Health Research Authority here

2. NIHR Patient and Public Involvement resources for applicants to NIHR research programmes here

Find out more about CAHPR South West, about AHP research, and clinical research

Our twitter feed shares information on events, news, research projects, training opportunities, and funding announcements. Contact us via email if you have specific questions. Scroll to the bottom of this page, below for contact details.

Plans for 2023

We completed a needs survey with our network, please find this below.

We are planning for 2023.

We have in mind to run sessions on these topics

Recent Activities

2022

Introduction to making sense of evidence PenARC delivered an introduction to making sense of evidence on Wednesday 16th November. The online session explained the importance of evidence based health care including how it was developed and why it is necessary. More sessions from PenARC can be found here.

Dr Vik Mohan delivered a free mentoring training session on Tuesday 4th October, 2022. The online session was a great opportunity for those involved in mentoring, to learn about how best to support your mentee.
September
Funding opportunities On Wednesday 14th September 2022, CAHPR South West and Dr Mary Cramp hosted an online event discussing funding pathways for Allied Health Professionals.
July
Building your research CV On Wednesday 6th July 2022, Sophie Chalmers joined CAHPR South West again to present on how to build your research CV. This event included practical advice and start your career as a researcher, while a clinician.

2021

September

CAHPR South West Panel event: barriers and enablers to AHP research On Wednesday 22nd September 2021, five local AHP leaders discussed the barriers and enablers to engaging in AHP research. Please take a look at the illustration summaries.

2020

September

Q&A on health research CAHPR South West held our first fully virtual question and answer session for attendees to find out more about health research on Wednesday 23rd September 2020.

February

Funding opportunities

CAHPR South West facilitated two workshops in Bristol and Plymouth for any Allied Health Professional considering applying for research funding. Both workshops included presentations on funding opportunities followed by an opportunity to network on Thursday 6th February 2020.

2019

Patient and public involvement and engagement Catch up on the patient and public involvement events we held in 2019.
Tweets by CAHPRsouthwest
Contact information

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Dr Jen Pearson Hub Leader University of the West of England, Bristol Dr Kim Diment Hub Leader Gloucestershire Health and Care NHS Foundation Trust Dr Ralph Hammond Hub Leader Somerset Clinical School, Somerset NHS Foundation Trust Jessica Coggins Hub Administration University of the West of England, Bristol CAHPR South West is supporting AHPs within the South West region to attend a conference or study day.

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Building reflective practice into your role

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Somerset FT Libraries: Somerset FT Library: LIBRARY HOME

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Somerset FT Libraries: Somerset FT Library: LIBRARY HOME

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Cochrane library

https://cochranelibrary.com

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Evidence Based Practice and Continuous Improvement: NICE guidelines

https://www.nice.org.uk/guidance

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Evidence-based recommendations for the health and social care sector, developed by independent committees, including professionals and lay members, and consulted on by stakeholders.

Browse guidance

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Find guidance, advice and information for health, public health and social care professionals.

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Incorporating research or research related activities into your role

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Somerset FT Libraries: Somerset FT Library: LIBRARY HOME

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Somerset FT Libraries: Somerset FT Library: LIBRARY HOME

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Regional research

Developing a research skilled workforce - University of Plymouth

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Developing a research skilled workforce project for Health Education England – hosted by the South West Clinical Schools.

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SFT research support

Somerset Clinical School - University of Plymouth

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To increase the quality of care to patients and their families, Somerset Clinical Schools brings together University academic activities to the heart of the clinical environment.

A collaboration between the University of Plymouth and health and care organisations across the Somerset system, it supports nurses, midwives, allied health professionals, pharmacists, clinical psychologists and social care professionals to look at their practice, challenge current thinking, try out new ideas and work out ways to measure what they're doing.

increase research capacity, skills, and outputs

facilitate higher degree study, including research

assist the transition of registered healthcare professionals to research leadership roles located within clinical settings.

Clinical School Leads

Honorary Clinical School Fellows

Simon Goldsworthy, Radiographer

Current research studies

Developing and testing a Comfort Intervention for cancer patients receiving RadioTherapy: the CIRT study - Simon Goldsworthy, PhD candidate.

Effectiveness of virtual reality as a relaxation tool in pregnancy: a feasibility randomised controlled trial - Tessa Dean, midwife.

Current service evaluation studies

Exploring research capacity and culture of nurses, midwives, and allied health professionals: a service evaluation - Dr Ralph Hammond, Clinical Fellow

Publications

Simon Goldsworthy, Jos M Latour, Shea Palmer et al. Patient and therapeutic radiographer experiences of comfort during the radiotherapy pathway: A qualitative study. Radiography, 2023. https://doi.org/10.1016/j.radi.2023.02.011

Ralph Hammond, Robert Stenner & Shea Palmer. What matters most: a qualitative study of person-centered physiotherapy practice in community rehabilitation. Physiotherapy Theory and Practice, 2022. 10.1080/09593985.2020.1825577

Collings, R., Freeman, J., Latour, J.M. et al. Insoles to ease plantar pressure in people with diabetes and peripheral neuropathy: a feasibility randomised controlled trial with an embedded qualitative study. Pilot Feasibility Stud, 2023. https://doi.org/10.1186/s40814-023-01252-y

Simon Ingram, Rob Stenner, Sue May. The experiences of uncertainty amongst musculoskeletal physiotherapists in first contact practitioner roles within primary care. Musculoskeletal Care, 2023. https://doi.org/10.1002/msc.1735

Chief Nurse Research Fellows 2022

We are delighted to launch the first Chief Nurse Research Fellowship Programme in Somerset: 2022 - 2023.

Alice Bevan: Identifying the challenges of implementing new radiology / referral system.

Eleonora Forbes and Beth Hawken: Understanding the neonatal jaundice care pathway at a District General Hospital and identifying methods of improvement.

Cecilia Cole: Using semi-structured interviews to explore the experiences of international nursing recruits working within ITU in a District General Hospital.

Charlotte Fellows: Exploring the attitudes of teenagers in schools within Somerset towards vaccination and their experiences of the vaccination service.

Katie Ross: Exploring the value of daily restorative clinical supervision with community nurses.

Makhosi Ndebele: Understanding the views of service users regarding whether smartphones should be confiscated on admission to low level security psychiatric unit.

Martin Chapman: Attribution for de-escalation of restraints in secure psychiatric units.

Oluwafemi Alo: Understanding the incidence and challenges of providing nursing care for people whose first language is not English on stroke units in Somerset.

Pip Quinn: Informed consent of women with high risk factors when choosing venue of birth.

Rebecca Kendall: Evaluating the impact of a ward based positivity project.

Reshma Thomas: Identifying the priorities of an induction programme on a Stroke Unit for internationally recruited nurses.

Siobhan Warne: Evaluation of nurse advocate's roles: does rhetoric meet reality?

Tessa Dean: Exploring the clinical effectiveness of the management of heart murmurs in neonates.

Somerset Clinical School newsletter

Somerset Clinical School activities

The Clinical School supports and conducts a wide range of activities that include:

supporting applications for pre-doctoral, doctoral and post-doctoral NIHR awards to enable research training

developing research active interest groups and accredited clinical academic wards and departments

developing and delivering researcher development programmes and seminars with clinicians to support evidence-based-practice

Chief Nurse Research Fellowship Programme

writing workshops: for publication, conference, posters.

Chief Nurse Research Fellows 2023-4

The Somerset Clinical School has opened its call for applicants to the 2023-4 Chief Nurse Research Fellowship programme. For more information please see below for:

Application deadline date extended!

The deadline for applications to the CNRF programme has been extended to 5pm Friday 21 July.

1. Who is this aimed at?

It is aimed at all bands of registered staff, though we are particularly encouraging bands 5 and 6 to help you embed skills you gained during your undergraduate degree into your clinical role.

2. Is this an accredited university course?

No; it is devised and delivered by SFT staff from the Research and Development team and the Clinical School, in association with colleagues from across the South West Clinical Schools, the Universities of Plymouth and Bournemouth.

3. I'm intrigued and want more information.

Professor Jos Latour, Professor in Clinical Nursing

From a research point of view, it is fantastic to work clinically with colleagues. We have so many areas where we can make a difference and collaboratively work to improve the care of our patients and their families.

The Somerset Clinical School leads tend to meet in The Academy, Musgrove Park Hospital, on a Tuesday. However, if you would like to arrange an online or in person meeting with us, please get in touch and we can set something up.

South West Clinical Schools

The South West Clinical Schools are a collaboration between the University of Plymouth and the NHS, working with nurses, midwives, and allied health professionals at all stages of their clinical and academic development.

Our work with local health services has identified the urgent need to capture improvements in patient and family outcomes, as well as ensure that existing evidence is used to best develop the research led by non-medical health professionals. To meet these needs, we have invested in clinical schools, which are professorial-led centres, in five of our local NHS trusts. The main focus for the clinical schools is to encourage health professionals to look at their practice, challenge current thinking, try out new ideas and work out ways to measure what they're doing.

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South West Clinical Schools is a collaboration between University of Plymouth and NHS Trusts working with nurses, midwives, and allied health professionals at all stages of their clinical and academic development.

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Who is the Learning Hub for?

The Learning Hub supports organisations and individuals across the NHS health and social care workforce, including local government and universities.

Organisations registered on the Learning Hub can contribute and share a wide variety of self-managed content, knowledge and learning resources and individuals can find lots of interesting resources to support learning and professional development locally, regionally and nationally.

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The Learning Hub supports organisations and individuals across the NHS health and social care workforce, including local government and universities. Organisations registered on the Learning Hub can contribute and share a wide variety of self-managed content, knowledge and learning resources and individuals can find lots of interesting resources to support learning and professional development locally, regionally and nationally.

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Forms and templates - The Nursing and Midwifery Council

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NMC Online, HEI Online, CCPS online and Employers Online will be unavailable from 18:00 on Friday 21 July to 18:00 Saturday 22 July for essential maintainence.

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This template is intended to help you guide your own activities

Remember, there is no set way to reflect and you can adapt these activities to suit your learning style and your role.

Download - Reflective Practice Template

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Remember, there is no set way to reflect and you can adapt these activities to suit your learning style and your role. Download - Reflective Practice Template

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How to stop feeling like an imposter, blog post (May 2019) – Scott Young shares his lived experience of imposter syndrome, as well as key factors that distort your thinking about yourself.

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Imposter syndrome is the feeling that your achievements don't matter. That you only scraped by because of luck or by fooling others into believing in you. You feel deep insecurity about your work and accomplishments, always anxious that you'll be exposed as a fraud.

While arrogance isn't good, I think impostor syndrome is far more prevalent than most of us realize. This is because the fear of being "found out" causes those who suffer from it to languish in silence. They don't want to admit their insecurities for fear that this may trigger the revelation of their "true" worthlessness for all to see.

Impostor syndrome doesn't just strike those who are high-achieving, but can hit even people who have more modest success.

It also seems to impact women more at higher rates than men, which makes sense if you don't see yourself as fitting the stereotypical image of what a "successful person" looks like in your field.

My Own Struggles with Insecurity

There's some irony in writing this post because rather than being brimming with self-confidence, this is definitely a feeling I struggle with daily. Indeed, I feel awkward writing about it, as if admitting my own insecurities might somehow bolster proof of my own inadequacy in the eyes of others.

However, if I step back, I can notice a pattern in my own life. I start by looking at someone else who has achieved something, I will compare myself to such a person and imagine that they are successful, while I am not.

Later, if I happen to reach the same benchmark, what I did now feels trivial, and there's a new standard that needs to be reached if I can qualify as having accomplished something.

Publicly, I've learned to suppress this instinct somewhat, but I find it dominates a lot of my private thoughts and feelings.

An example would be language learning. When I first started learning French, I was in awe of Benny Lewis and his ability to speak several languages. Later, when I did so for myself, the achievement no longer felt special, but simply trivial.

Now, my feeling is an anxiety that my level might not be good enough. While I would have previously considered holding extended conversations to be "good enough," now I felt like it was inadequate compared to complete fluency-I should be able to understand everything perfectly and speak without mistakes.

This pattern-finding something special, reaching it, and then immediately discounting that as not being a "true" accomplishment-is something I've found pervasive in my own life. Perhaps it is a pattern you notice in yourself as well.

There's nothing wrong with setting harder goals. The problem with impostor syndrome is that you erase your own past progress by changing your standards to put it "below" what you consider successful.

Why Do Successful People Often Feel Like Failures?

To understand impostor syndrome, we need to look at what can cause it. This isn't an exhaustive list, but here are two big factors that distort your thinking about yourself

Factor #1: Achievements are Objective Yet Feel Relative

Let's start with the first factor: relative status.

Intuitively, it's easy to step outside and take a birds-eye view of any field of achievement. From there, you can rank people on their overall level of success. Within a company, there is entry level, manager, vice president, C-level executive. Academia has masters, PhDs, professors and prize-winning researchers. Athletics has regional, national, Olympic and world-record performers.

However, in reality, we're much less sensitive to this absolute scale of excellence than we are to our relative position within it. As such, we see the rungs above us and below us in much greater detail and conscious awareness than those which are quite distant.

For me, all the rungs of achievement much above me are far enough away that I can basically ignore them. Authors who are world-famous. Linguists who've mastered 40 languages. Polymaths who were recognized for their brilliance in many subjects. These accomplishments are so beyond what I've experienced, that they don't cause me any anxiety at all.

Insecurity Comes from Magnifying the Levels Just Above You

However, I am more aware of people who are slightly above me in the rank. When it comes to topic expertise, therefore, I compare myself unfavorably to those who have studied subjects deeply in grad school. I compare myself to people who run "real" businesses with dozens of employees. I compare myself to people who speak a language I know fluently, instead of my intermediate level.

The problem is that once you go up one rank, the rank above that suddenly snaps into view. When I went from a solo business to a team, immediately that new accomplishment became the baseline and my comparison grew. If I were to get a PhD in something, I'd become immediately aware of the difference I had with tenured professors or recognized experts.

In short, our relative status perception means that there's always a clearly-defined rung above us and below. Insecurity therefore, can come from an over-emphasis on the rung above you, rather than recognizing the rungs you've already climbed and the successes you've already surpassed.

Where imposter syndrome differs from this, is that it tends to make even the current rung seem untenable. The position you've reached was through luck, circumstance or because others incorrectly perceived you to have done something impressive. Therefore, there's a constant fear that you'll slide back to earlier rungs or fall off the ladder altogether in a spectacular crash.

Factor #2: Invisibility of Insecurity

Another contributing factor to imposter syndrome is that you may not be aware that other people are experiencing it. The fact that others seem so confident, secure and full of self-esteem may reinforce your belief that your own doubts are proof of your illegitimacy.

When asked how many of their peers have had sex or how much alcohol they drink, college students grossly overestimate the promiscuity and partying of their peers. Everyone else, it seems, is having a raucous time and it's just you who is alone and boring.

This overestimation seems to be from an availability heuristic. The people who seem to be having wild fun are highly visible, whereas those staying at home studying are not. Therefore, we overestimate their occurrence.

This may also lead to some depression, especially if you think having fun and going on lots of dates is an important goal in your student days. It feels like you're the only one, and thus your insecurities deepen. If you could see the reality (most people aren't getting laid and partying as much as you think) then you'd probably feel more secure in yourself.

Similarly, if you could enter into the private lives of many successful people, and see how they struggle with their insecurities or worries that they may have reached levels of success exceeding their merit, you'd probably be reassured that your own feelings are normal. Yet confident people are highly visible, those who struggle with doubts keep their mouths shut.

Overcoming Your Imposter Syndrome

I think the first step to overcoming your own insecurities is to realize how normal they actually are. That much of the seeming confidence and bravado people display is really thinly covering up their own doubts about themselves.

Once you see self-doubt and insecurity, not as a unique disorder you exhibit, but something that impacts many people, it's a lot easier to get comfortable with those feelings.

Another useful tip from me has been to read successful people's biographies. The reason is that you'd be surprised how many extremely successful people spent their whole lives grappling with intense self-doubt and insecurities. Famed poet, Maya Angelou once wrote:

"I have written 11 books, but each time I think, 'Uh oh, they're going to find out now. I've run a game on everybody, and they're going to find me out.'"

Next is to consciously adjust your fixation away from that rung of the achievement ladder immediately in front of you. It may not be habitual, but focus on the rungs you've already climbed and the difficulties that came with them. This can avoid the temptation to write down your past achievements as being trivial and the ones in front of you as being those that truly matter.

Finally, I would recommend taking a softer view when evaluating the works and accomplishments of others. Attack and criticize others constantly, and you'll end up attacking yourself. When you start exaggerating the flaws of others, your own will seem to be magnified as well.

I don't know of any bulletproof cure that will immediately fill you with lasting confidence in yourself. I'm not sure if one existed it would necessarily be a good idea to use it too often. But, moderating your own tendency to discount your achievements and feel more comfortable in the position you've reached is something we can all aim for.

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How to Stop Feeling Like an Imposter - Scott H Young

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Impostor syndrome is the constant insecurity that your accomplishments don't matter, and you'll be exposed as a fraud. Here's how to overcome those feelings

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Courses relating to your band.

Professional Development Map - 1 (pagetiger.com)

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We use necessary cookies to make our site work. We’d also like to set optional performance and functional cookies. We won’t set these optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

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Wondering what might be holding you back?  This short video, growth mindset vs fixed mindset, might help.

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Values-based leadership must be about action, not just words blog post (2019) – Gerry Griffin writes for Skills for Health about value-based leadership.

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Healthcare Insights | Skills for Health | Industry News and Updates

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Latest healthcare insights with news, events and updates for a range of healthcare workforce development issues from industry leading experts

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The healthcare leadership model – This NHS tool, which is accessible to all, is a useful framework covering nine dimensions of leadership. The self-assessment tool can be useful to shape leadership development at any stage.

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A model, tools and resources designed to develop and support non-clinical and clinical leaders and aspiring leaders

Explore the Healthcare Leadership Model

The Model helps people develop as leaders by discovering and exploring their behaviours Find out about the Model
360 degree Feedback Tool

A Tool to give you insight into other people's perception of your leadership abilities and behaviour Find out more about the Tool
Healthcare Leadership Model App

Our journaling App enables you to record and reflect on observations about your leadership behaviours and others around you
Find out more and download the App
Supporting library

Our library includes information about how the Model was developed and personal qualities at its core

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A model, tools and resources designed to develop and support non-clinical and clinical leaders and aspiring leaders The Model helps people develop as leaders by discovering and exploring their behaviours Find out about the Model A Tool to give you insight into other people's perception of your leadership abilities and behaviour Find out more about the Tool Our journaling App enables you to record and reflect on observations about your leadership behaviours and others around you Find out more and download the App Our library includes information about how the Model was developed and personal qualities at its core

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Supporting Students

Development (sompar.nhs.uk)

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South West Leadership Academy

Leadership Development Digital Resources – South West Leadership Academy

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Explore our collection of carefully curated resources to support your development, including, short e-learning modules, articles, TED talks, podcasts, and videos, that can be accessed in your own time :

LEADING SELF

This resource repository has been created especially for you and we truly hope you enjoy your learning experience. We welcome feedback to improve this database; to influence the nature and content of these please do contact us: [email protected]. ​

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Explore our collection of carefully curated resources to support your development, including, short e-learning modules, articles, TED talks, podcasts, and videos, that can be accessed in your own time : This resource repository has been created especially for you and we truly hope you enjoy your learning experience.

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Skills for Health: Leadership in 2019 – A series of three podcasts that focus on leadership reflections, a value-based approach and a collaborative mindset

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Skills for Health is a not-for-profit organisation committed to the development of an improved and sustainable healthcare workforce across the UK.

Who we are

Overcoming the barriers to better healthcare provision

For nearly 20 years we've helped hundreds of NHS Trusts, independent and private healthcare providers, community and voluntary healthcare organisations, and so many more to solve local and national workforce challenges.

Significantly improve investment in healthcare education and training

Cut patient waiting times (for example from 2 years to just 4 weeks)

Improve staff retention and reduce staff turnover by 50% in some cases

Release workforce savings from £50k to £10m+

Create new roles aligned to national standards in as little as 8 weeks

What we can help you with

Latest from the frontline

Bringing you the latest insights, news and resources from the health sector's leading experts, commissioners, researchers, and workforce specialists.

Let's say "Thank You" to our healthcare support workforce #OurHealthHeroes

Helping to plan and deliver high quality, cost effective and efficient services

Here at Skills for Health, our expert services, solutions, frameworks, and tools have been developed by sector-leading specialists.

Workforce planning and development

We work with national NHS bodies, NHS Trusts and healthcare organisations who turn to us as a trusted partner for specific workforce planning solutions. Our health-tailored workforce development experts and researchers will help you identify, understand, and achieve the change you need.
Our integrated workforce solutions Expert Leadership & OD Consultation

Medical eRostering

In healthcare organisations of every size it's vitally important that the right people are in the right place at the right time. Ensuring safe staff levels are maintained at all times is key to delivering high-quality patient care, at a cost that is right for you. Realtime Rostering is a perfectly suited addition for healthcare organisations to roster their entire workforce, efficiently and cost-effectively.
eRostering for the NHS and beyond Doctors Rostering System (DRS)

Trusted to deliver

As the Sector Skills Council for Health and a leading not-for-profit, our customers trust us to invest their money wisely. By working with us, our customers are making their own commitment to the development of a sustainable and improved healthcare workforce for the future. Discover our recent work below.

Help us improve our solutions & free resources

We actively listen to feedback from customers and users of our website & free resources. Each year, we ask you to take part in a short 4-minute survey to find out what matters to you most, and how we can continually meet your needs by improving & adapting our library of frameworks, insights, and resources.
Take part

National workforce research

Through our research division, we work directly with employers and national bodies to understand and evaluate healthcare workforce trends, aligned to public health issues. We also conduct our own research projects, aligned to national healthcare challenges ( including Covid-19 research).

Apprenticeship support

With 20 years' experience in healthcare workforce development, research, funding, and role design, we help employers navigate through complex changes to apprenticeships to help grow their own workforce and meet government apprenticeship targets.

Leadership, management & OD

Our expert leadership and OD team support NHS and healthcare organisations to develop robust leadership programmes, working either with individuals, teams, or entire organisations to combat change management issues. We align our methodologies and practice to real healthcare issues and guidance such as the NHS People Plan 2020.

The Care Certificate

The Care Certificate is an identified set of standards that health and social care workers adhere to in their daily working life. Designed with the non-regulated workforce in mind, the Care Certificate gives everyone the confidence that workers have the same introductory skills, knowledge and behaviours to provide compassionate, safe and high quality care and support.

Healthcare Quality Mark: Training Assurance

In health and care it's vital that training processes meet rigorous, compliant standards and that staff have the skills and knowledge they need to do their jobs to the highest possible quality. The Skills for Health Quality Mark kitemark gives you the reassurance needed that training has been robustly assessed to meet your exacting needs.

Organisational Diagnostic Tool - Ambit

Ambit is our organisational diagnostic tool for OD and HR professionals that helps you assess, measure, benchmark and improve how your workplace is performing against essential aspects of organisational life. With three levels of analysis, you can choose the level of reporting that suits your organisational strategy and needs.

Our Health Heroes Awards

We believe that every person in the health sector and NHS deserves a voice. That's why, for five years we've been advocating the recognition of the entire workforce, of which over 40% is made up of support roles. We've been celebrating individuals and teams often seen as working 'behind the scenes' since 2016 with key partners to deliver the national Our Health Heroes Awards.

Keep in the loop

You'll find a wealth of information right here on our website, but why not sign up to receive real-time updates? We'll keep you up to speed with national healthcare frameworks, new product launches, upcoming events, and much more - straight to your inbox.

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Better skills, better jobs and better health - Skills for Health Sector Council

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Skills for Health is a not-for-profit organisation committed to the development of an improved and sustainable healthcare workforce across the UK. Who we are For nearly 20 years we've helped hundreds of NHS Trusts, independent and private healthcare providers, community and voluntary healthcare organisations, and so many more to solve local and national workforce challenges.

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Health Education England multi-professional framework for advanced clinical practice (ACP) – Includes a pillar in leadership and management as one of four pillars of practice.

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BMJ leadership resources platform – A contemporary collection of resources on leadership in healthcare and a handy latest leadership news and research thread.

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Communication; SPIKES model for breaking bad news

Breaking bad news - The MDU