# data[].attributes.body
Educators are the backbone of healthcare education and training, delivering vital learning experiences in universities and colleges as well as across the frontline—in NHS hospitals, neighbourhood hubs, general practices, dental practices, community pharmacies, clinics and community services.

# data[].attributes.attachment_link.provider_name
NHS England | Workforce, training and education

# data[].attributes.attachment_link.title
NHS Educator Workforce Programme | NHS England | Workforce, training and education

# data[].attributes.attachment_link.description
Educators are the backbone of healthcare education and training, delivering vital learning experiences in universities and colleges as well as across the frontline—in NHS hospitals, neighbourhood hubs, general practices, dental practices, community pharmacies, clinics and community services.

# data[].attributes.headline
Educator Workforce Programme on FutureNHS Collaboration 

# data[].attributes.subject
Educator Workforce Programme on FutureNHS Collaboration 

# data[].attributes.body
Educator Workforce Programme - Futures

# data[].attributes.attachment_link.description
We are a collaboration platform empowering everyone working in health and social care to safely connect, share and learn across boundaries. Be part of a FutureNHS.

# data[].attributes.headline
Inclusive training within practice for healthcare learners and international staff

# data[].attributes.subject
Inclusive training within practice for healthcare learners and international staff

# data[].attributes.body
The Inclusive Training within Practice project offers learning resources to support inclusive practice in healthcare and in education with specific focus on healthcare practice education for Nursing, Midwifery and AHP.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on the Learning Hub

We've put some small files called cookies on your device to make our site work.

We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

Let us know if this is OK. We'll use a cookie to save your choice. You can read more about our cookies before you choose.

BETA This is a new platform - your feedback will help us to improve it.

# data[].attributes.attachment_link.description
Skip to main content We've put some small files called cookies on your device to make our site work. We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

# data[].attributes.attachment_link.description
Your full guide to the process of applying to study at the University of Bedfordshire.

# data[].attributes.headline
MindEd Training on Suicide and Self-Harm prevention

# data[].attributes.subject
MindEd Training on Suicide and Self-Harm prevention

# data[].attributes.body
MindEd offers free courses for anyone.

These include courses on Suicide and Self-Harm Prevention for Adults, Schools and Young People.

These is also a specific course detailing the new clinical guidance Staying Safe from Suicide.

These courses provide practical scenarios, and resources to help build confidence and skills.

You do not need an account unless you want a certificate – simply click ‘Continue’ instead of logging on.

# data[].attributes.body
This free online course helps anyone aged 16+ learn basic suicide prevention skills. In around 30 minutes, you’ll explore risk factors, warning signs, practical conversation approaches, real-life experiences and support resources.

# data[].attributes.attachment_link.description
The ZSA provides a range of FREE online suicide awareness training courses including variations addressing suicide risk factors and ones targeted to particular audiences.

# data[].attributes.body
The animation, LISTEN for Suicide Prevention, has been created by service users and family/parent carers, working with Suffolk User Forum in partnership with clinicians from Norfolk and Suffolk NHS Foundation Trust (NSFT) and funded by Suffolk Public Health.

# data[].attributes.attachment_link.readable_text
The animation, LISTEN for Suicide Prevention, has been created by service users and family/parent carers, working with Suffolk User Forum in partnership with clinicians from Norfolk and Suffolk NHS Foundation Trust (NSFT) and funded by Suffolk Public Health.

LISTEN challenges stigma, encourages open conversations, and provides resources and a step-by-step guide that will help people create an action plan, access timely help when facing a mental health challenge, or connect with others experiencing suicidal thoughts or distress.

LISTEN for Suicide Prevention Booklet

It is accompanied by the LISTEN for Suicide Prevention Booklet which explores ways for managing suicidal thoughts and feelings, providing a step by step process for helping someone in distress, reaching out with kindness and compassion, saving lives.

Opens or downloads a pdf

Resources

You can download LISTEN poster and cards through the following links.

Background

LISTEN was developed in 2013 by Suffolk User Forum in partnership with clinicians from Norfolk and Suffolk NHS Foundation Trust (NSFT) and Suffolk County Council's Public Health Team alongside those with lived experience of mental health issues. It was aimed at improving how staff and people who use services interact with each other. Over time, this has been expanded across Norfolk and Suffolk NHS Foundation Trust and all staff. It has also been included in the corporate induction.

In 2022, Suffolk Public Health funded a project to develop and launch a LISTEN animation for the public to build on the earlier campaign resources. The campaign resources have also been refreshed to coincide with the launch of the animation, making the content more accessible for audiences.

The LISTEN campaign aims to challenge stigma, encourage open conversations, and provide resources and a step-by-step guide to help people create an action plan, access timely help when facing a mental health challenge.

LISTEN has grown to be the model for mental health crisis care in Suffolk. It has been endorsed by Skills for Care, and by 2020 is now embedded in the Suffolk mental health crisis response and in the models of crisis care for mental health transformation, for which the new services commence in 2021.

LISTEN is an acronym that sets emphasises the value of listening alongside the steps for supporting someone who is experiencing suicidal thoughts. Although the LISTEN model is used by professionals, the steps provided in our coproduced publication are helpful for everyone and can guide us through a conversation with our family member, friend or anyone experiencing suicidal thoughts and feelings of not being able to carry on.

# data[].attributes.attachment_link.title
LISTEN for suicide prevention - Suffolk User Forum

# data[].attributes.attachment_link.description
LISTEN challenges stigma, encourages open conversations, and provides resources and a step-by-step guide that will help people create an action plan, access timely help when facing a mental health challenge, or connect with others experiencing suicidal thoughts or distress.

# data[].attributes.headline
End of Placement Discussion for Learners

# data[].attributes.subject
End of Placement Discussion for Learners

# data[].attributes.headline
Supernumerary and protected learning time NMC

# data[].attributes.subject
Supernumerary and protected learning time NMC

# data[].attributes.body
Students in practice or work-placed learning must be supported to learn and practise safely. In order to have the student at the centre of learning, we specify that students must have some form of supported or protected learning time

# data[].attributes.attachment_link.readable_text
Students in practice or work-placed learning must be supported to learn and practise safely. In order to have the student at the centre of learning, we specify that students must have some form of supported or protected learning time.

Pre-registration nursing and midwifery

For pre-registration student nurses and midwives, including those studying for their degree by way of an apprenticeship, this means that all students must be considered 'supernumerary' when it comes to their practice learning, which we define as follows:

Supernumerary: students in practice or work placed learning must be supported to learn without being counted as part of the staffing required for safe and effective care in that setting. For apprentices, this includes practice placements within their place of employment; this does not apply when they are working in their substantive role. Placements should enable students to learn to provide safe and effective care, not merely to observe; students can and should add real value to care. The contribution students make will increase over time as they gain proficiency and they will continue to benefit from ongoing guidance and feedback. Once a student has demonstrated that they are proficient, they should be able to fulfil tasks without direct oversight. The level of supervision a student needs is based on the professional judgement of their supervisors, taking into account any associated risks and the students' knowledge, proficiency and confidence.

Please also see our guidance on running nursing degree apprenticeships, which includes guidance on supernumerary status for practice learning and making time available for academic learning [add link].

Pre-registration nursing associates

We do not require all nursing associate students to be supernumerary while learning in practice but some will be, whilst other students must have 'protected learning time'. The decision about how this is provided is for AEIs and their practice learning partners to make in line with the options set out in the programme standards for nursing associates [add link].
More information on this can be found in the supporting information for nursing associates and protected learning time.
Post-registration programmes

As students on post-registration programmes are already on our register, they are not regarded as 'supernumerary' when undertaking practice learning as part of their education and training on post-registration programmes. However, they should have 'protected learning time' in line with the standards relevant to the programmes they are studying. 'Protected learning time' is time spent in a health, care or other setting during which students are learning and are supported to learn. Post-registration students must be supervised during protected learning time. The level of supervision required is a matter of professional judgement and will depend on the competence and confidence of the student, and the risks associated with the care intervention being delivered in order that people remain safe at all times.

Protected learning time - post-registration/prescribing

We are often asked what is meant by protected learning time for post-registration programmes - if someone is already an employed registered professional, what protected learning time might need to be provided for them by their employer?

One example might be where a post-registration student takes some non-clinical time to explore some records relating to people in their care in depth in order to inform a person's care or a case study.

Another example may be where a prescribing student takes some non-clinical time to research from patient records and academic findings the known side effects of particular medicines and treatments to help inform their future prescribing practice or spends time with a pharmacist to learn more about their role in the prescribing process.

There would be many other examples and we would encourage students and educators alike to be innovative and creative in making use of protected learning time to enhance the learning experience. Students in particular should feel empowered to direct their own learning and put forward suggestions as to what learning opportunities they may wish to explore during protected learning time.

Protected learning time - student nursing associates

Protected learning time can be an issue for student nursing associates who are carrying out their practice learning in a setting where they are already employed. For student nursing associates who may work and learn in the same practice environment, careful consideration and planning is essential to balance their professional role with their learning activities.

When they are learning as a student nursing associate rather than working in their regular employment role, this should be respected, and their learning prioritised, in terms of how to apply the new knowledge and skills they are learning to become a registered nursing associate rather than continuing to carry out functions more appropriate to their employment role.

We are aware that to help with this, many sites operate a policy whereby student nursing associates will wear different uniforms and identity badges on the days when they are on practice learning experience from the days when they are working in their current role. This makes it clear that they are there as a student rather than as an employee, and that they should be regarded accordingly by people who use services, members of the public, colleagues, managers and those supervising their learning.

Case study - post-registration student on a prescribing programme
Context - Courtney is a registered nurse who is currently undertaking an NMC approved V300 independent/supplementary prescribing programme at her local university.
Courtney is on the third consecutive shift with the same practice supervisor, who works in a different area from that where Courtney usually practises, and he notes that Courtney has been late for each of her shifts. He decides to talk to her about this as she has always appeared to have a committed and enthusiastic approach to her work and studies.

The practice supervisor discusses and expresses his concern for her wellbeing and the potential impact it could have on her practice and programme outcomes. Courtney confides that it has been difficult to get protected learning time due to being very busy at work. There has been limited access to the necessary practice learning opportunities and the chance to apply the knowledge she has learned. She describes learning a great deal at university but has been unable to embed this newly acquired knowledge and skills into practice.

Courtney had discussed her concerns with her personal tutor who suggested she speak to the nominated person for that practice area. Courtney acknowledged that she had yet to do this, as she had an awareness that there is a lot of staff sickness and she didn't want to let the team down.

The practice supervisor thanked Courtney for her honesty as he had usually found her to be friendly, efficient and proactive, yet recently had noticed she was not her usual self. It turned out that Courtney felt conflicted as she didn't want to put her own learning needs before the more immediate needs of the team.

The practice supervisor set up a three-way meeting with himself, the practice assessor (based on another ward) and Courtney. Initially this felt uncomfortable for Courtney, although this changed when her practice assessor gave her constructive feedback from her other practice supervisors, this included the community pharmacist who had been impressed with her knowledge and her comprehensive understanding of polypharmacy, pharmacokinetics and pharmacodynamics.

During this meeting they were able to develop a clear action plan for Courtney and her practice supervisors to work together.

This included:

Update the action plan and outline the outstanding competencies that Courtney needs to meet

The actions required for Courtney to feel empowered and take the responsibility to be proactive in her learning

Similarly, for the nominated person to work with Courtney to support her with protected learning time and the ensure that the right resources are available

Practice supervisors to make Courtney aware of the support and learning opportunities available to enable independent learning

Courtney's practice assessor to periodically observe her in order to confirm achievements and to give her constructive feedback on her progress.

The academic assessor to be kept informed of the updated action plan

A review date for the action plan and the next three-way meeting.

# data[].attributes.attachment_link.title
Supernumerary and protected learning time

# data[].attributes.attachment_link.description
Students in practice or work-placed learning must be supported to learn and practise safely. In order to have the student at the centre of learning, we specify that students must have some form of supported or protected learning time.

# data[].attributes.body
Case studies to support the delivery of genomics education to pre-registration nurses

# data[].attributes.attachment_link.title
Nursing educator’s toolkit - Genomics Education Programme

# data[].attributes.body
We represent nurses, midwives, nursing support workers and student nurses across the UK

Europe’s largest nursing library and e-library - RCN Library | Royal College of Nursing

RCN Learn – supporting with CPD with key learning resources as well as the Revalidation Portfolio - RCN Learn | Royal College of Nursing

Member Support Services | Royal College of Nursing

Congress | Royal College of Nursing

For regional events for members in the Eastern region, please check our events page for the latest sessions - Events | Eastern | Royal College of Nursing

# data[].attributes.attachment_link.readable_text
Find out more

UPDATE: Retired nurses, who have joined the NMC temporary register to help during the COVID-19 pandemic, will receive full support and representation under our 'retired membership' payment plan whilst they remain on the temporary register.

# data[].attributes.attachment_link.title
Join the RCN | Membership | Royal College of Nursing

# data[].attributes.attachment_link.description
UPDATE: Retired nurses, who have joined the NMC temporary register to help during the COVID-19 pandemic, will receive full support and representation under our 'retired membership' payment plan whilst they remain on the temporary register.

# data[].attributes.body
We work directly with nurses, midwives and their teams to improve the experience of care

We tailor programmes to meet the needs of the organisation or team

Our programmes focus on building capability and capacity, to develop person-centred workplace cultures and compassionate care

We enable learning in and from practice through reflection

We draw upon theoretically based models and frameworks

We facilitate online or in person

# data[].attributes.attachment_link.title
Programmes & development opportunities - Foundation of Nursing Studies

# data[].attributes.attachment_link.description
An introduction to FoNS’s unique range of range of programmes and development opportunities for individuals and organisations

# data[].attributes.headline
University Of Suffolk Practice Learning support

# data[].attributes.subject
University Of Suffolk Practice Learning support

# data[].attributes.body
Here you will find a range of resources and essential guidance, documentation, and contact information to help you engage with practice learning across our wide range of University of Suffolk health programmes.

# data[].attributes.attachment_link.readable_text
Supporting Placement Providers

These pages have been created as a resource hub for current and prospective placement providers who are supporting - or are interested in supporting - our students*. Here you will find a range of resources and essential guidance, documentation, and contact information to help you engage with practice learning across our wide range of health programmes.

We provide practice placements for students in the following disciplines:

Nursing

Midwifery

Pharmacy

Physiotherapy

Public Health

Paramedic Science

Diagnostic Radiography

Radiotherapy and Oncology

Dental Hygiene and Therapy

Practice Learning is a mandatory component of all our pre-registration health programmes. During placements, students are supported in practice by a network of professionals, which may include practice supervisors, practice assessors /educators, personal academic coaches and link lecturers. We are committed to ensuring high-quality practice learning environments that support student development and meet professional standards.

Placements at University of Suffolk:

We offer a diverse range of placement opportunities across NHS hospital and community settings, private healthcare organisations, voluntary, charitable, and independent sectors.

Placement Administration Team

The Placement Administration team is responsible for the coordinating and logistics of student placements, including: placement allocation, occupational health clearance and mandatory training tracking.

Note: DBS clearance is managed by the DSB team at dbs@uos.ac.uk

We work closely with placement providers to ensure placements are suitable and beneficial for both students and host organisations.
When allocating placements, we consider:
Known reasonable adjustments
Students' term-time addresses
Driving status
Students are not normally expected to travel more than one hour from their term-time address to their allocated placement.
Contact Us

General enquiries or feedback: placementadmin@uos.ac.uk Have a question or suggestion for this hub? We'd love to hear from you.

Interested in becoming a placement provider?

Contact: Carolyn Benfield - Placements and Health Partnerships: c.benfield@uos.ac.uk
*The term student also relates to learners and apprentices.

# data[].attributes.attachment_link.title
Practice Learning | University of Suffolk

# data[].attributes.attachment_link.description
Discover how the University of Suffolk supports health and social care students with quality placements, training, and resources for professional growth.

# data[].attributes.body
College of Operating Department Practitioners

Operating department practitioners | The HCPC

# data[].attributes.attachment_link.description
An awareness film made for the NHS to help get people talking about Sexual Safety.

Created by See Speak Hear

Voice over artists:
Esther Coles, Steve Lee, Ak Ndifornyen and Eleanor Yates

Copyright 2021.

# data[].attributes.attachment_link.title
NHS - Personal Boundaries Stop Frame Animation

# data[].attributes.headline
Practice learning in nursing and midwifery education - An independent rapid review

# data[].attributes.subject
Practice learning in nursing and midwifery education - An independent rapid review

# data[].attributes.headline
Understanding sexual misconduct in the workplace

# data[].attributes.subject
Understanding sexual misconduct in the workplace

# data[].attributes.body
This session provides information on what to do when approached for or engaged in a conversation involving a disclosure of workplace sexual misconduct.

# data[].attributes.attachment_link.description
Understanding sexual misconduct in the workplace

# data[].attributes.headline
Understanding sexual misconduct in the workplace

# data[].attributes.subject
Understanding sexual misconduct in the workplace

# data[].attributes.body
This session provides information on what to do when approached for or engaged in a conversation involving a disclosure of workplace sexual misconduct.

# data[].attributes.attachment_link.description
Understanding sexual misconduct in the workplace

# data[].attributes.body
Online on demand Peer Enhanced E-Placement (PEEP) acquisition programme - enabling you to design and deliver your own online practice- based learning PEEP

# data[].attributes.attachment_link.description
We’ve put some small files called cookies on your device to make our site work.

# data[].attributes.body
This national programme supports the development of a multiprofessional faculty of educators, practitioners, technicians and managers from higher education institutions and NHS organisations who want to design and deliver simulation and immersive learning

# data[].attributes.attachment_link.title
Becoming Simulation Faculty - elearning for healthcare

# data[].attributes.attachment_link.description
An expert-led, national programme for multi-professional educators, practitioners, technicians and managers who design and deliver simulation and immersive learning.

# data[].attributes.headline
Virtual and Hybrid Learning Faculty (VHLF) - Community of Practice (COP)

# data[].attributes.subject
Virtual and Hybrid Learning Faculty (VHLF) - Community of Practice (COP)

# data[].attributes.body
As part of the Virtual and Hybrid Learning Faculty (VHLF), this on-demand resource aims to increase educator's impact, confidence and capabilities when designing, developing and delivering virtual and hybrid learning.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on the Learning Hub

We've put some small files called cookies on your device to make our site work.

We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

Let us know if this is OK. We'll use a cookie to save your choice. You can read more about our cookies before you choose.

BETA This is a new platform - your feedback will help us to improve it.

# data[].attributes.attachment_link.description
Skip to main content We've put some small files called cookies on your device to make our site work. We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

# data[].attributes.attachment_link.title
NotebookLM | Note Taking & Research Assistant Powered by AI

# data[].attributes.attachment_link.description
Use the power of AI for quick summarization and note taking, NotebookLM is your powerful virtual research assistant rooted in information you can trust.

# data[].attributes.attachment_link.readable_text
Become a certified digital learning professional.
University credit-rated.
Industry approved.
Globally recognised.

View Courses

Advance your career in digital learning

University credit-rated courses to build your career from instructional design to a well-rounded, valuable digital learning professional.

Programmes overview

Professional Diploma in Digital Learning Design

Advance your career with the end to end skills of a Digital Learning Professional with a globally recognised, industry approved and university credit rated qualification.

22 weeks

4 hours per week

Online

Portfolio projects

Student community

Mentoring support

Instructional Design Toolkit

Professional Certificate in Instructional Design

Get started in digital learning by developing your core instructional design skills with a globally recognised, industry approved and university credit rated qualification.

8 weeks

3 hours per week

Online, self-paced

Instructional Design Toolkit

Real life project

Student community

Professional Certificate in Universal Design

[Specialty Certificate] Practice the core accessibility standards and principles in Digital Learning Design. Advance your career as a certified Universal designer and Accessibility specialist in digital learning.

Professional Certificate in Immersive Learning

[Specialty certificate] Design innovative immersive learning experiences including VR, AR, and simulations. Advance your career as a certified Immersive Learning Designer.

Setting the Global Standard in Digital Learning Education

We've partnered with Glasgow Caledonian University and industry leaders to make sure our courses meet the highest educational standards in instructional design and technology.

Participants in our courses don't just learn new skills, they enjoy the experience too.

5

About the Digital Learning Institute

Our goal is to support the design of high-quality and impactful digital learning experiences by helping the global learning community reach their potential as instructional designers.

Speak to an Advisor

Become a certified digital learning professional this year. Our university credit-rated programmes will enhance your skillset and support your career progression. Which programme is right for you?

Professional Certificate Professional Diploma

# data[].attributes.attachment_link.title
Digital Learning Institute | Instructional Design Courses

# data[].attributes.attachment_link.description
Become a certified digital learning professional. University credit-rated. Industry approved. Globally recognised. View Courses University credit-rated courses to build your career from instructional design to a well-rounded, valuable digital learning professional. Advance your career with the end to end skills of a Digital Learning Professional with a globally recognised, industry approved and university credit rated qualification.

# data[].attributes.headline
A guide for employers to grow and diversify placement capacity while delivering high-quality student learning experiences

# data[].attributes.subject
A guide for employers to grow and diversify placement capacity while delivering high-quality student learning experiences

# data[].attributes.body
Student placements: diversifying opportunities and providing a quality experience

27 August 2025

# data[].attributes.attachment_link.readable_text
Introduction

Clinical placements are a cornerstone of healthcare education and workforce development. As the 10-Year Health Plan sets out a transformative vision of shifting care from hospitals to communities, from analogue to digital systems, and from reactive treatment to proactive prevention, placements play a critical role in preparing the future workforce to deliver on these ambitions.

Employers have highlighted the challenge of balancing placement capacity with the need to provide high-quality, inclusive experiences for a diverse range of learners. This includes individuals undertaking work experience, T Levels, BTECs, pre and post-registration programmes, and both traditional and apprenticeship routes. Ensuring robust placement opportunities is essential to equipping students with the skills and adaptability required to meet the evolving demands of modern healthcare.

This guide aims to provide employers with practical examples to help manage and diversify their placement capacity whilst providing an excellent student learning experiences. Evidence shows that students who have a good placement experience will normally apply for a position within that organisation/specialty at the end of their training.

The key challenges

Historically, the ability to take on learners for whom practice-based learning is a requirement of their programme has been limited by challenges outlined below.

Identifying your capacity for students

Using placement management systems

The Fair Share Model

The Fair Share Model for allied health professionals was developed in partnership with NHS England (previously Health Education England) to help benchmark the provision of practice learning relative to workforce capacity. The guidance is based on trusts located in the London region and focuses on physiotherapy (PT), occupational therapy (OT) and speech and language therapy (SLT). However, other NHS trusts can use this for capacity planning and to support the future AHP workforce (and potentially other disciplines) through placement provision per full time equivalent.

The Fair Share Model in practice at The Royal Marsden Hospital

The Royal Marsden Hospital applied the Fair Share Model to anticipate its capacity for PT, OT and SLT students a year ahead of intake. The algorithms reflected their actual capacity more accurately, and it was able to increase its OT and PT/SLT student placement capacity by 67 and 90 per cent respectively since 2022.

As part of a quality improvement project, the therapies education team launched a staff survey to explore what helps or hinders clinicians in taking students. Key barriers included staffing levels, productivity demands, space constraints, and communication with universities. In response, the team implemented strategies to address these issues, including:

To ensure the quality of placements they offered, a placement survey was sent to both students and educators to monitor placement quality and gather feedback for improvement.

All of these approaches positively impacted both student and supervisor experience and enabled them to collaborate with more universities.

Managing and coordinating capacity

Centralising the decisions for placing students can be helpful for NHS organisations in system settings. It can make it easier to coordinate effectively with HEIs, FE and schools and help future planning of student placements. The below example demonstrates how a new role was adapted to enable effective system working and coordinate student capacity.

University Hospitals Sussex

University Hospitals Sussex (UHS) faced coordination challenges with managing student placements across ten HEIs. Universities directly assigned nursing, midwifery, and paramedic students to clinical areas and communicated with supervisors, resulting in an overwhelming volume of messages. This lack of coordinated communication strained supervisors' capacity and contributed to a decline in placement quality.

To improve coordination, UHS introduced dedicated placement coordinators as a single point of contact for universities and supervisors. This centralised approach streamlines the allocation process, ensures timely confirmation for universities, and allows students to prepare earlier for placements. It also enables the trust to better distribute students across clinical areas, avoid overloading wards and make reasonable adjustments to support equitable access.

Hear from the UHS team for more details on system approaches to placement capacity:

Offering diverse student experiences

Exposing students to a variety of clinical and non-clinical settings helps them understand the broader workings of the NHS and the diverse roles that contribute to high-quality care. This includes areas like digital services, which promote a more holistic view of healthcare delivery. It also deepens their awareness of the challenges teams face and how their own role can help address them. Below are examples of how trusts have enhanced learning experiences through diverse placement opportunities.

Student-led clinics: opportunities for leadership

A student-led clinical learning environment involves multi-professional students collaboratively organising and delivering care to a defined patient group, under the guidance of a practice supervisor. These settings offer hands-on learning experiences for students and development opportunities for staff. The infographic below outlines key considerations and benefits of setting up student-led clinics, which can exist in both university and hospital settings.

While the examples here focus on university-based models, NHS organisations are encouraged to adapt elements where possible to support experiential learning and foster leadership skills.

Student-led podiatry clinics at the University of Huddersfield

The podiatry teaching clinic at the University of Huddersfield allows students to learn on the job, developing their knowledge and skills while under the supervision of registered podiatry academics. Students provide appropriate treatments to help with a range of foot problems. Patients are matched to the capabilities of the students as they progress through the three years of study on the degree programme. As their knowledge and skills develop, they are introduced to patients with more complex medical histories, or more complex podiatry needs.

For example, second-year podiatry students complete competencies and formal assessments in neurological and arterial assessments. In the second semester, they join final-year high-risk clinics, contributing to the assessment and care of patients with potential neurological or vascular deterioration--under appropriate supervision. This approach helps students to bridge simulated learning with real-world practice.

Taking placement capacity pressures off of the NHS

At the clinic, students are supervised by academics who are also responsible for their theoretical learning, so they are aware of where the students are within their journey to becoming autonomous practitioners. Having the clinic onsite at the university means students do not have to be released to the NHS for their placements, where opportunities can sometimes be limited to observational, rather than hands-on in the interest of time. This approach allows clinicians to educate and accommodate students more effectively.

Encouraging the hospital to community transition

Third year podiatry students provide care to a range of individuals at a drop-in centre for the homeless, refugees and individuals who suffer substance addiction. Exposure to environments outside the hospital setting ensures a greater depth of learning and prepares students for the shift from hospital to community settings as per the ambition of the Ten-Year plan. This initiative has enabled care to be provided to those who may not normally access NHS services or the university clinic.

Students also take part in podiatry outreach sessions where they promote foot health education in a mobile unit on university campus. Both community initiatives increase patient numbers and encourage students to put their learning into practice in an environment where different types of communication skills are required.

"Being able to train in a functioning clinic open to the public has been a crucial experience. Supported by an excellent team of Podiatrists, the department share their experience and high standards. Being patient facing in a matter of weeks really gets you into the practical aspect quickly. Nothing can beat being hands on - it's where the classroom knowledge comes to life, confidence is built, and every patient interaction brings me one step closer to becoming a skilled, compassionate clinician." - Syori Oates, first year student

Shifting from analogue to digital

Lessons from the pandemic

Diversifying student experiences includes exposing them to the NHS's shift from analogue to digital working. This transition accelerated during the COVID-19 pandemic, when technology played a key role in enabling innovative teaching and managing capacity under non-contact restrictions. NHS England's  National Strategic Vision for simulation and immersive technologies (PDF)  outlines how simulation-based programmes help address system-wide challenges. Education providers and NHS organisations can continue to enhance learning through:

Online support sessions: Providing a way to stay connected with students on placement, offering space to share concerns and receive guidance.

Clinical informatics placements at Leeds Teaching Hospitals

In support of the government's digital agenda, Leeds Teaching Hospitals offer clinical informatics placements to second and third-year nursing, midwifery and AHP students to build digital competencies. The programme, led by over 200 digital advocates and overseen by the professional practice and standards team, aims to make digital literacy a core component of training. Each student is assigned a dedicated supervisor for regular support, while digital IT professionals deliver sessions on topics like project management. Self-directed learning is also encouraged to promote independence and ease supervisory demands.

The clinical informatics module topics include:

working with virtual ward nurses, assessing and monitoring patients in the community using digital tools

supporting the creation, reviewing and digitisation of nursing documentation

understanding clinical safety through identifying and mitigating clinical risks associated with digital systems and tools

observing real-life data (e.g. Perfect ward) to support students understanding the importance of good data input and how they can drive service improvements

self-directed learning that covers clinical safety essentials and using Microsoft Teams.

The module received positive student feedback and assessments have shown a development in their understanding of digital healthcare, clinical safety, confidence and professional development.

Exploring supervision models

An effective student supervision model should meet the needs of the student, service, team and education provider. Regular review is essential to ensure educators, supervisors and assessors are supported in areas such as mentoring, feedback and learning plan delivery. Direct student feedback and close collaboration with schools, colleges and universities are also crucial in shaping learning delivery. Below are examples of supervision models for NHS organisations to consider or adapt in ways to suit them.

The CLiP model

Collaborative Learning in Practice (CLiP) is a widely used model designed to enhance student placement experiences through peer-to-peer support across year groups. While care remains under the supervision of a practice supervisor or assessor, students take the lead in organising and delivering it-offering a hands-on, realistic experience that builds confidence, leadership, and clinical skills. The model also integrates the wider ward team into the learning environment, exposing students to various roles such as reception, estates, and other clinical professionals. A key benefit is its ability to deliver high-quality supervision and coaching within existing staffing constraints.

How it works

The practice supervisor will coach the students for all the relevant activities and accept delegation of care as appropriate.

First, second and third-year students work collaboratively together on wards in caring for their group of patients; supporting, learning and advising each other.

Third-year students can also mentor first-year students.

Good practice from James Paget University Hospitals NHS Foundation Trust

Listen to the podcast from James Paget University Hospitals NHS FT on how it implemented the the CLiP model.

It also used a coaching model to benefit its students and staff members, while doubling its placement capacity. Access the presentation outlining the benefits of this approach, such as the ability for students to take more control of the patient journey, and students feeling more part of a team.

The Synergy model

This placement model, adapted from CLiP, is bespoke to Greater Manchester and developed collaboratively by local NHS trusts and universities. It uses a coaching approach, rather than traditional mentoring, to build student confidence, competence, and performance through hands-on care.

While each student is assigned a named mentor, day-to-day coaching is provided by experienced practitioners who may not be mentors. The learning environment is further supported by a practice project lead, practice education facilitator, and university link lecturer, offering expert guidance to students, mentors, and coaches.

How it works

Synergy is made up of three key principles which each have their own benefits:

Having coaching conversations - adopting a coaching style to practice learning provides learners with the opportunity to take responsibility for their own knowledge acquisition. The coaching approach to practice learning adopts a stronger focus toward self-directed learning and personal responsibility for learning and identifying goals and objectives.

Peer learning, learning with and from each other - allowing students to build confidence together through sharing knowledge, seeking advice and supporting one another when challenges arise.

Learner participation in service delivery - allows for students to feel involved and empowered in making decisions; helping them become excellent practitioners in the future.

Long-arm supervision models

Long-arm practice supervision refers to the process of supporting students in placements in line with professional body requirements from a distance. It aims to foster independence on placements in areas that do not have registered healthcare professionals, for example, social care, whilst still gaining support at arm's length. The model aims to increases students' confidence in their abilities and their own time management giving them a good placement experience, which can boost future recruitment. It also increases placement capacity rotational opportunities as the long-arm supervisor can take on more students at a distance.

Good practice examples

Devon Training Hub (DTH) has piloted a long-arm supervision model as part of its clinical placement expansion programme for nursing and AHP students in primary and social care settings. This model enables increased placement capacity by involving non-registered professionals in mentoring students during shifts. To ensure a high-quality experience, the long-arm supervisor, placement team, and HEI tutor work collaboratively by sharing updates, addressing challenges, and supporting each student to meet their learning outcomes and competencies.

This webinar held by NHS England provides further examples of alternative supervision models including:

This model is suited to ward and community-based settings, where students follow a 12-hour shift pattern. It is useful to services which have 24-hour care settings, so students can see the whole patient journey whilst providing care, getting an insight into how wards run in the day and evening.

The breakdown of the 12-hour shifts could be:

10am-4pm students working in professional specific areas e.g. AHP or therapy

4pm-7pm on the ward.

Expanding capacity for T Level students

National AHP virtual hub

Join the National AHP virtual hub on the Future NHS platform where you can engage with other employers on placement capacity topics.

Useful webinars

Watch this Think Placements Differently webinar by Dorset Healthcare University NHS Foundation Trust which explores how to expand AHP clinical placement capacity.

In this webinar, Humber Teaching Hospitals NHS Foundation Trust explored new placement areas within the trust to increase capacity and offer high-quality learning.

# data[].attributes.attachment_link.title
Student placements: diversifying opportunities and providing a quality experience

# data[].attributes.attachment_link.description
A guide for employers to grow and diversify placement capacity while delivering high-quality student learning experiences.

# data[].attributes.body
We are delighted to be able to offer a RBCS programme specifically for nurses and nurse associates in social care in any settings in England.

Funded by NHS England, the programme is offered free of charge.

This restorative form of supervision is very much needed in the social care sector and offers a supportive safe space where people can explore issues and their feelings, which can affect how they carry out their work when caring for a vulnerable population.

# data[].attributes.attachment_link.title
RBCS for Social Care - Foundation of Nursing Studies

# data[].attributes.attachment_link.description
We are delighted to be able to offer a fully-funded, RBCS programme specifically for nurses and nurse associates in social care in any settings in England.

# data[].attributes.headline
Failing Students: A qualitative study by Kathleen Duffy

# data[].attributes.subject
Failing Students: A qualitative study by Kathleen Duffy

# data[].attributes.body
Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice

# data[].attributes.headline
Racial inclusivity in practice education

# data[].attributes.subject
Racial inclusivity in practice education

# data[].attributes.attachment_link.authors[].name
John Hammond, St Georges University of London, Associate Professor

# data[].attributes.attachment_link.description
Racial inclusivity in practice education

# data[].attributes.headline
East of England EDI Community of Practice

# data[].attributes.subject
East of England EDI Community of Practice

# data[].attributes.body
The aim of our CoP is to bring people together that have an interest in EDI. We want the CoP to facilitate thought-provoking discussions around improving EDI, sharing best practices, and collaborating with one another. The FutureNHS Page will be a place to archive all of our resources for our members to reflect on, and we have a forum for members to share resources and connect with other colleagues.

If you have any thoughts, comments, suggestions, or would like to join the CoP mailing list, please contact us at england.equalityeoe@nhs.net

# data[].attributes.attachment_link.description
We are a collaboration platform empowering everyone working in health and social care to safely connect, share and learn across boundaries. Be part of a FutureNHS.

# data[].attributes.headline
EEAST Specific Learning Difficulties support resources

# data[].attributes.subject
EEAST Specific Learning Difficulties support resources

# data[].attributes.attachment_link.description
Preceptorship programmes are a vital part of the support required to recruit and retain registered nurses and nursing associates who are new to the NMC register.

# data[].attributes.attachment_link.title
Pharmacy Educational Supervisor Training - elearning for healthcare

# data[].attributes.attachment_link.description
training, tutor, supervisor, educational supervisor, pharmacist, foundation training, foundation pharmacist, pharmacy technician, pharmacy, education

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on the Learning Hub

We've put some small files called cookies on your device to make our site work.

We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

Let us know if this is OK. We'll use a cookie to save your choice. You can read more about our cookies before you choose.

BETA This is a new platform - your feedback will help us to improve it.

# data[].attributes.attachment_link.description
Skip to main content We've put some small files called cookies on your device to make our site work. We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

# data[].attributes.headline
Employer 8-step guide: Preventing sexual harassment at work

# data[].attributes.subject
Employer 8-step guide: Preventing sexual harassment at work

# data[].attributes.headline
Understanding sexual misconduct in the workplace

# data[].attributes.subject
Understanding sexual misconduct in the workplace

# data[].attributes.attachment_link.readable_text
This programme is in partnership with...

About the Understanding sexual misconduct in the workplace programme
**Please note that some of the content referenced on this page contains information that is distressing and may be triggering to some.**
Those who work, train and learn within the healthcare system have the right to be safe and feel supported at work. Organisations across the healthcare system need to work together and individually to tackle unwanted, inappropriate and/or harmful sexual behaviour in the workplace.

This elearning resource provides people working and learning in the NHS with the knowledge and skills to recognise and respond to sexual misconduct. If someone tells you they have experienced sexual harassment or assault it can be hard to know what to say or do. Completing this training will support learners to have sensitive conversations with colleagues about sexual misconduct.

The programme supports the sexual safety in healthcare charter for organisations. This charter commits signatories to taking and enforcing a zero-tolerance approach to any unwanted, inappropriate and/or harmful sexual behaviours within the workplace. Its ten principles include a commitment to ensure that appropriate training on sexual misconduct is in place.

The elearning includes:

Identify and recognise the types of sexual misconduct in the workplace.

Understand the impacts that trauma can have and how this can affect people who have experienced sexual misconduct.

Understand how to have a trauma-informed conversation and know how to support someone if they tell you that they have experienced sexual misconduct.

Maintain confidentiality, respect professional boundaries, and look after your own wellbeing when someone tells you about sexual misconduct they have experienced.

More information

For the first time, both the 2023 NHS Staff Survey and The National Education and Training Survey asked colleagues about their experiences of sexual misconduct and unwanted behaviour when working and learning in the NHS. 58,000 staff reported unwarranted sexual approaches from patients or other members of the public - that's 1 in every 12 NHS workers. 1 in 26 reported experiencing similar harassment from work colleagues.

It is our collective responsibility to ensure that the NHS is a safe space for staff and patients, and a place in which sexual misconduct, violence, harassment, or abuse will not be tolerated.

For information relating to sexual misconduct in your workplace, including further training and details of local support, please refer to your own organisation's policies, resources and training.

Primary and secondary audiences

NHS workforce wide

Acknowledgements

Dr Chelcie Jewitt, Co-founder Surviving in Scrubs, ICM and EM dual trainee

Dr Becky Cox, Co-founder Surviving in Scrubs, GP

Deeba Syed, Senior Legal Officer (Employment Law) Rights of Women

How to access

To access this elfh programme, you will require a Learning Hub account. If you do not have one, then you can register by selecting the Register button below. Note that if you hold a full elfh account, you can sign into the Learning Hub using your existing login credentials.
Register
To view the Understanding sexual misconduct in the workplace programme, select the View button below. If you already have a Learning Hub account, you will also be able to login and access the resources within the programme .
View
NHS healthcare staff in England - ESR

The Understanding sexual misconduct in the workplace programme is also available to NHS healthcare staff via the Electronic Staff Record (ESR). Accessing this e-learning via ESR means that your completions will transfer with you throughout your NHS career.
Further details about the Electronic Staff Record (ESR).

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access to the Learning Hub, you may be able to access the service if you have an existing OpenAthens account. Please go to Learning Hub and sign in with your existing credentials.

If you do not have an existing OpenAthens account, please contact elfh directly to check whether you may be eligible for access.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Understanding sexual misconduct in the workplace programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

Please select the following link for more information on how to use the Learning Hub

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2025

# data[].attributes.attachment_link.title
Understanding sexual misconduct in the workplace - elearning for healthcare

# data[].attributes.attachment_link.description
Transforming the NHS's response to domestic abuse and sexual violence.

# data[].attributes.headline
Understanding sexual misconduct in the workplace

# data[].attributes.subject
Understanding sexual misconduct in the workplace

# data[].attributes.attachment_link.readable_text
This programme is in partnership with...

About the Understanding sexual misconduct in the workplace programme
**Please note that some of the content referenced on this page contains information that is distressing and may be triggering to some.**
Those who work, train and learn within the healthcare system have the right to be safe and feel supported at work. Organisations across the healthcare system need to work together and individually to tackle unwanted, inappropriate and/or harmful sexual behaviour in the workplace.

This elearning resource provides people working and learning in the NHS with the knowledge and skills to recognise and respond to sexual misconduct. If someone tells you they have experienced sexual harassment or assault it can be hard to know what to say or do. Completing this training will support learners to have sensitive conversations with colleagues about sexual misconduct.

The programme supports the sexual safety in healthcare charter for organisations. This charter commits signatories to taking and enforcing a zero-tolerance approach to any unwanted, inappropriate and/or harmful sexual behaviours within the workplace. Its ten principles include a commitment to ensure that appropriate training on sexual misconduct is in place.

The elearning includes:

Identify and recognise the types of sexual misconduct in the workplace.

Understand the impacts that trauma can have and how this can affect people who have experienced sexual misconduct.

Understand how to have a trauma-informed conversation and know how to support someone if they tell you that they have experienced sexual misconduct.

Maintain confidentiality, respect professional boundaries, and look after your own wellbeing when someone tells you about sexual misconduct they have experienced.

More information

For the first time, both the 2023 NHS Staff Survey and The National Education and Training Survey asked colleagues about their experiences of sexual misconduct and unwanted behaviour when working and learning in the NHS. 58,000 staff reported unwarranted sexual approaches from patients or other members of the public - that's 1 in every 12 NHS workers. 1 in 26 reported experiencing similar harassment from work colleagues.

It is our collective responsibility to ensure that the NHS is a safe space for staff and patients, and a place in which sexual misconduct, violence, harassment, or abuse will not be tolerated.

For information relating to sexual misconduct in your workplace, including further training and details of local support, please refer to your own organisation's policies, resources and training.

Primary and secondary audiences

NHS workforce wide

Acknowledgements

Dr Chelcie Jewitt, Co-founder Surviving in Scrubs, ICM and EM dual trainee

Dr Becky Cox, Co-founder Surviving in Scrubs, GP

Deeba Syed, Senior Legal Officer (Employment Law) Rights of Women

How to access

To access this elfh programme, you will require a Learning Hub account. If you do not have one, then you can register by selecting the Register button below. Note that if you hold a full elfh account, you can sign into the Learning Hub using your existing login credentials.
Register
To view the Understanding sexual misconduct in the workplace programme, select the View button below. If you already have a Learning Hub account, you will also be able to login and access the resources within the programme .
View
NHS healthcare staff in England - ESR

The Understanding sexual misconduct in the workplace programme is also available to NHS healthcare staff via the Electronic Staff Record (ESR). Accessing this e-learning via ESR means that your completions will transfer with you throughout your NHS career.
Further details about the Electronic Staff Record (ESR).

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access to the Learning Hub, you may be able to access the service if you have an existing OpenAthens account. Please go to Learning Hub and sign in with your existing credentials.

If you do not have an existing OpenAthens account, please contact elfh directly to check whether you may be eligible for access.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Understanding sexual misconduct in the workplace programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

Please select the following link for more information on how to use the Learning Hub

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2025

# data[].attributes.attachment_link.title
Understanding sexual misconduct in the workplace - elearning for healthcare

# data[].attributes.attachment_link.description
Transforming the NHS's response to domestic abuse and sexual violence.

# data[].attributes.headline
Racial inclusivity in practice education

# data[].attributes.subject
Racial inclusivity in practice education

# data[].attributes.attachment_link.authors[].name
John Hammond, St Georges University of London, Associate Professor

# data[].attributes.attachment_link.description
Racial inclusivity in practice education

# data[].attributes.headline
Staff & Student Healthcare Initiative for Neurodiversity and inclusion (SSHINE) Neurodiversity training modules

# data[].attributes.subject
Staff & Student Healthcare Initiative for Neurodiversity and inclusion (SSHINE) Neurodiversity training modules

# data[].attributes.attachment_link.readable_text
SSHINE was founded in November 2021 by Ben Potts and Jade Wareham, both healthcare students who qualified in 2023. SSHINE became a collective of healthcare students combining their knowledge of experiences to support others with similar experiences. Our work has included talks and presentations at universities, healthcare organisations, professional bodies and wider NHS events, as well as, creating resources, developing education materials and providing training opportunities. SSHINE has evolved and grown over time. Previously known as "Sharing Student Healthcare Initiative for Neurodiversity and Equity", we have now become "Staff and Student Healthcare Initiative for Neurodiversity and Equity" to include the wider qualified and professional healthcare workforce.

To learn more about SSHINE and their members, please visit https://sshinestudents.wordpress.com/

Overall Programme Aim

The training module uses a humanitarian approach to raise awareness of neurodiversity, supporting learners and highlighting methods to support an individual, drawing attention to individuality, environmental challenges and addressing realistic possibilities a neurodivergent individual may face.

The module is aimed at learners and educators who support learners in any capacity. The module should take no longer than one hour to complete.

Once you have completed the training module, you will be asked to complete an evaluation which will then generate a certificate of completion that can be used towards Continued Professional Development (CPD). Case studies/lived experience will be used throughout to promote a human approach and help the participant feel connected/engaged with their training.

Overall Module Learning Outcomes

Understand the philosophy that underpins the neurodiversity paradigm

Build awareness of the journey and experience of neurodivergent learners

Develop the knowledge required to create an inclusive learning environment and feel equipped to support neurodivergent learners

Gain the confidence to approach difficult or sensitive conversations with neurodivergent learners, such as around disclosure, support and feedback

Who is SSHINE?

Biographies
Author & co-founder of SSHINE Jade Wareham

My name is Jade Wareham and I am a registered nurse, working in a nursing home alongside banking in my local NHS trust.

I studied Adult Nursing BSc (hons) at the Open University, via an apprenticeship route, graduating October 2023.

I co-founded SSHINE because I experienced prejudice and discrimination whilst I had undiagnosed dyslexia. When I started university, I received my diagnosis and shared my story during my time as a Nursing Times Student Editor. Ben Potts saw my story, reached out and together, we created SSHINE to provide education and awareness on neurodiversity.

Within the module, I am most proud of the diversity it provides. If you are a student at university or a healthcare worker, a nurse or AHP, our module holds a simplistic approach to allow individuals to tailor their needs. Furthermore, individuals can learn how to support one another with a range of tools, tips and advice, backed by law and guidance.
Author & co-founder of SSHINE Ben Potts

My name is Ben Potts. I'm a diagnostic radiographer at University Hospital Southampton NHS Foundation Trust and a doctoral researcher at City, University of London

I studied BSc Diagnostic Radiography at Birmingham City University, graduating in 2023.

I co-founded SSHINE because, during the process of accessing disability support, I realised there was not the same care and attention given to the reasonable adjustments needed in the placement setting as there was in the academic environment of a university. After talking to a few people about this, it was clear that it was not exclusively within radiography, but a shared experience among many healthcare students that needed support. Around this time, I came across Jade's piece in the Nursing Times and got in touch to see if we could do something about it.

Within the module, I am most proud of how it is rooted in lived experience. The content is informed by what we have personally experienced and how we believe things could be improved. It is important to know and understand the theory and context of the neurodiversity movement and what the terminology means, but the confidence and ability to support a neurodivergent student is what will make a difference. We hope sharing our experiences will aid in making this a reality.
Author & member of SSHINE Chloe Edgar

My name is Chloe Edgar, I'm a Qualified Occupational Therapist working in my local Mental Health NHS Trust.

I studied at UWE and qualified as an Occupational Therapist in 2023.

I joined SSHINE because I believe the world should be neurodivergent friendly; embracing and celebrating differences within the workplace. I experienced some traumatic placements due to discrimination and lack of understanding of Neurodiversity and wanted to contribute to a positive and constructive change.

Within the module, I am most proud of the person-centred approach taken to educate others. This module isn't going to tell you what to do to support others, but rather guide and support your approach to implementing support in the workplace.
Author & member of SSHINE Emma Young

My name is Emma Young.

I have studied Occupational Therapy at Bournemouth University

I joined SSHINE because I love how the SSHINE network facilitates neurodivergent learners to thrive and support one another.

Within the module, I am most proud of the focus on practical resources and lived experience insights that support creating inclusive cultures where learners and practice educators alike can do their best work together
Author & member of SSHINE Jess Pidcock

My name is Jess Pidcock.

I am studying children's nursing at Sheffield Hallam University and am due to qualify in the Summer of 2025.

I joined SSHINE because I had experienced and witnessed discrimination as a neurodivergent student. I believe that most of the discrimination comes from ignorance and a lack of correct information, so I now work with SSHINE to increase knowledge on neurodivergent conditions and how best to support students.

Within the module, I am most proud of how practical it is. A lot of the guidance offered can be easily implemented by educators, so they can start supporting students straight away. The support will be helpful for almost all students, whether they have a neurodivergent condition or not. I hope that educators finish this module feeling like they have a tool-kit of support options ready for the students they work with.
Voice over by Emily Reed, member of SSHINE

My name is Emily Reed, I studied Radiotherapy and Oncology at Sheffield Hallam University, and I am due to graduate in November 2024.

I joined SSHINE because of the community of students it has allowed me to meet and learn from. I have known of my Dyscalculia diagnosis since Primary School, and have spent many years wondering if I would even make it to university; let alone, be on a health course that I love and inspires me every day, learning from remarkable lecturers and the Therapeutic Radiographers at placement. SSHINE has truly given me a platform and the confidence to talk about my neurodivergence where otherwise, I would most certainly have been scared to do so. I am one of the Core Committee members and getting to know our team and understand their stories has been invaluable.

Within the module, I am most proud of the lived experiences section. Allowing the opportunity to illustrate what some students have gone through in their journey and how it has impacted, and shaped their experiences, it has such a gravity of openness, and vulnerability. It also allows those that are completing the module to connect honestly with those stories and see how they might react.

# data[].attributes.attachment_link.description
SSHINE was founded in November 2021 by Ben Potts and Jade Wareham, both healthcare students who qualified in 2023. SSHINE became a collective of healthcare students combining their knowledge of experiences to support others with similar experiences.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on the Learning Hub

We've put some small files called cookies on your device to make our site work.

We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

Let us know if this is OK. We'll use a cookie to save your choice. You can read more about our cookies before you choose.

BETA This is a new platform - your feedback will help us to improve it.

# data[].attributes.attachment_link.description
Skip to main content We've put some small files called cookies on your device to make our site work. We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

# data[].attributes.attachment_link.description
Educational technologies allow the NHS to meet the challenges of growing, training and upskilling the workforce at scale and realise financial and time savings. TEL also provides strategic support, guidance and insight across the system, enhancing digital strategies and practices and making evidence…

# data[].attributes.attachment_link.provider_name
NHS England | Workforce, training and education | Digital Transformation

# data[].attributes.attachment_link.readable_text
Find out about the Digital Skills Assessment Tool and how to access it

Find out how you and your organisation can benefit from using the Digital Skills Assessment Tool

Related information

Find out how the Kettering General Hospital NHS Foundation Trust used the Digital Skills Assessment Tool

# data[].attributes.attachment_link.title
Digital Skills Assessment Tool | Workforce, training and education | NHS England

# data[].attributes.attachment_link.description
A new digital skills assessment tool has been developed for use by the wider NHS and social care workforce

# data[].attributes.body
Take your teaching online

# data[].attributes.attachment_link.description
In this free course, Take your teaching online, you will gain knowledge fundamental to delivering effective teaching online. You will hear about the experiences of real educators, be introduced…

# data[].attributes.headline
Planning, preparing and structuring a small group teaching session

# data[].attributes.subject
Planning, preparing and structuring a small group teaching session

# data[].attributes.attachment_link.readable_text
A small group teaching session that is well planned provides a systematic approach for both teachers and learners, whether it occurs in the university 'classroom', hospital or community 'clinical setting'. Compared to didactic lectures, effective small group teaching and learning strategies increase student engagement, retention of knowledge, self-directed learning, communication skills, teamwork ability, and peer discussion [ 1, 2, 3, 4, 5]. Consequently, small group teaching has become increasingly popular within medical and health professions education. This paper introduces the central concepts of planning and preparing a small group teaching session. It provides an overview of the key theoretical principles in structure, lesson planning, different formats of small group teaching, delivery and provision of effective feedback to learners.

Planning small group teaching

The planning of learning activities is an important part of course design and everyday teaching; curriculum and lesson design must be aligned in order to achieve the intended learning outcomes [ 6, 7]. Specifically, there should be alignment of the curriculum, the subject, learning outcomes, learning activities, and assessment tasks [ 6, 7]. Learning activities should encourage student participation and guide and engage students towards the achievement of set, agreed learning outcomes. They should also provide opportunities to: model thinking and learning strategies, practice skills, build on existing knowledge, learn from a range of sources (including peers) and gain feedback [ 7, 8]. Bloom's taxonomy (Fig. 1) is a useful structure for lesson design. It is used as a tool for classifying lesson objectives and contains six categories that are structured in hierarchical order progressing in complexity as it reaches the highest point [ 6].

Bloom's Taxonomy (adapted from Anderson et al., 2001 [ 6])

The learning cycle

The key characteristics of small group teaching are the active involvement of students in the entire learning cycle, and the interactive and social process. Within each pedagogy of small group teaching, students are encouraged to apply and transfer new knowledge through in-depth discussion, collaboration and reflection. This is referred to as "collaborative learning", since it is centred around interactions between students, their peers and facilitators, rather than a one-way interaction, where knowledge is imparted from the teacher to the student. It is this social, interactive approach that lies at the centre of small group teaching. Planning forms a vital component of the learning cycle (Fig. 2) [ 8].

Structuring a teaching session

Even though the clinical setting may be busy, it is possible to plan to teach common, recurrent topics, and follow a set structure. We propose the 'Outcomes-Activity-Summary' (OAS) method (Table 1) as a structure that can be applied for initial planning, whether in the classroom or clinical setting, when unexpected teaching and learning opportunities are more likely to be encountered. Two worked examples, where the OAS method has been applied to planning teaching sessions on 'childhood asthma' in the classroom setting (case-based learning) and clinical setting (bedside teaching) are provided in Table 2.

Table 1 Our proposed OAS method for lesson planning and teaching

Table 2 The OAS method for lesson planning and teaching

Designing a formal lesson plan

A lesson plan acts as a map, assisting in guiding a series of activities to ensure students gain the knowledge, skills or attitudes set out within the learning objectives [ 9]. It also provides a record of what has been taught and assists in planning and alignment of assessment tasks. Although not all lessons can be planned, especially within the clinical setting, there are steps that can be taken to ensure a theoretical approach in lesson structure. An advantage of a lesson plan is that adjustments can be made to suit the needs of individual learners [ 9]. A lesson plan should identify the key aim and outcomes, content, structure and timing of activities and assessment tasks [ 7]. The five key steps to consider when writing a lesson plan are highlighted in Fig. 3 and described below [ 7, 8].

Five key steps to designing your lesson or module

Profile of your target audience

Consider who will be participating in the lesson. Consider their background knowledge and learning needs. Also consider the resources that are available to you and to the learners, such as suitable, available patients.

Outcomes

Decide on focused and achievable learning outcomes for the teaching session [ 10]. Be clear (in preparation and in conveying to the learners) about learning outcomes, and what can be achieved in the limited time available. Make sure what you teach is relevant to the learners and pitched at the right level, considering the background knowledge of students. Consider environmental factors for the teaching session, such as seating arrangements and suitable lighting. If a patient is involved, make sure they are suitable, able and willing to participate. Although learning outcomes need to align with the curriculum, at the level of the individual teaching session, it is important to consider individual learning needs of participants. Ensure that agreement is reached on specific learning outcomes, which may require adjustment according to these needs and the teaching context [ 10]. Each lesson should have 3-6 learning outcomes.

Writing learning outcomes

Learning outcomes are the descriptors or goals students should know, or be able to do, at the completion of the session [ 7]. These may include knowledge, skills or attitudes. Whether devised by the teacher, or set by curriculum documents, outcomes should be provided to the students prior to, or at the beginning of the session, to ensure they know your expectations. Bloom's taxonomy can be used to select appropriate verbs for the intended learning. In order to write learning outcomes there are three items to include [ 6]:

a verb pitched at the appropriate stage of understanding or skill level,

the content the verb is intended to address,

the context in which the verb is to be deployed.

For example: A simple knowledge recall objective- Explain the importance of setting learning objectives. An objective that requires higher order thinking- Evaluate the importance of learning objectives.

Activity

This involves interaction between the teacher and learner/s. While the adult attention span is short (averaging at 10 to 20 min), active learning styles can significantly increase both attention span and knowledge recall in learners [ 6, 7, 8]. Ensure that you deliver the dialogue in a way that is brief, succinct, and relevant - that is, engaging. Address students by their names, ask questions to keep them actively involved, and to check their understanding. Consider including learning activities that vary and use students' higher order thinking skills. With the current trend towards online learning, Learning Management Systems (LMS) can incorporate different types of content, including simulations, polls, quizzes, scenarios, animations, customised audio, interactive images, branching scenarios, videos, images, slides, and PDFs. Prepare the learning materials, organise the small groups, provide a clear explanation of the learning activities, and timing guidelines.

Assessment

Formative assessment provides a key driving force for learning [ 8]. It reinforces the information and skills learnt, and feedback should provide the learner with information on areas that may need improvement. In order for the assessment activity to be worthwhile learners need clear outcomes, an indication of their performance against these outcomes, and guidance on how to improve. Use effective questioning and assessment to keep learners actively involved throughout the lesson. Types of questions range from low level closed questions, to high order questions that go beyond simple recall, and engage the learner in problem-solving and critical thinking [ 11]. Through formative assessment tasks with feedback, learners can check their understanding, identify and address gaps in their knowledge. The learner's interpretation of the feedback will direct and encourage self-regulated learning, where students monitor their own learning goals, and the strategies they use to achieve these goals [ 12].

Summary

Briefly summarise what has been covered in the session, and make links to previous learning. If you haven't already, provide some feedback to students on their learning and any tasks that were done during the session. Ask students to identify the most important point/s, knowledge or skill/s that they have learnt during the session. Ensure you give two or three brief take-home messages, and advice on a self-directed learning task (i.e. an 'educational prescription'). Make sure you finish on time.

Types of small group teaching

The format of small group teaching activities required to develop the learners' knowledge, skills and values needs to be considered in curriculum planning and teaching. A range of small group teaching methods have been developed, adopted and adapted within university medicine and health education curricula, according to available resources and student needs. Additionally, many online configurations of small group activities are emerging, particularly with the introduction of social distancing.

Popular methods for small group teaching in the university classroom setting are problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL), all providing learner-centred instructional approaches [ 2, 3, 4, 13]. Common to all three pedagogies, active learning with peer learning and discussion in small groups is based around a relevant, authentic clinical patient case; existing knowledge is activated; and new knowledge is applied to solve clinical problems [ 1, 2, 3, 4, 13]. As outlined in Table 3, there are also some differences between these pedagogies.

Table 3 Overview of characteristics of PBL, TBL and CBL

While patient case discussions are common in healthcare education, other methods of engaging learners can be implemented within large class settings, to give students a small-group learning experience. Examples include [ 14]:

Paired discussion: one-to-one discussion on an assigned topic for 3-5 min. The teacher is able to join in on the discussion

Break out groups: the teacher poses a question and learners (in groups of 2-4) discuss responses before sharing with the whole group

Creation of posters/drawings: for example, a mechanistic flow chart to describe the pathophysiology of the disease process

Group round: generates interest in a topic with each learner having one minute to present their brief response. The order of participation can be selected at random and learners can pass their turn at least one time. For example asking for a 'brief verbal synopsis' of a clinical trial at a journal club, where each attempt will get progressively more succinct, clearer, and more accurate [ 14]

Brainstorming: can produce a large number of creative solutions in a short period of time. This method encourages learner recall of knowledge and promotes interaction

Role play: can be useful for developing communication skills e.g. interviewing. Sometimes actor patients/clients may be recruited for advanced role plays

Workshops: a mixture of individual and group activities, with brief lectures

Seminars: a report by students or a group of students, or discussion of a paper.

Small group teaching and learning formats in the hospital setting include bedside teaching, clinical tutorials, student-led tutorials [ 14] and SCORPIOs (Structured, Clinical, Objective References, Problem-based, Integrated and Organised) [ 15]. Within each of these contexts, there will clearly be differences in how small group learning is approached, even though the general principles are similar. Whether in the clinical or the university medical and health education setting, the goals of the small group teaching format are similar. Students want to be able to ask questions and 'think things through'; check their understanding of material; work as a team and learn from each other; apply content to clinical or 'real life' situations; and learn to problem solve [ 16].

Learning environment and seating arrangements

Before the commencement of a small group teaching session, consider optimising the seating arrangement. Various seating arrangements have the potential to alter class discussion and interaction [ 9]. Each arrangement serves a different purpose and your selection should be based on the type of activity you are planning for your lesson. Below are a series of configurations (Fig. 4) depicting some common seating layouts for small group teaching sessions.

Lecture style seating, Group discussion seating, Discussion table seating (adapted from McKimm and Morris, 2009) [ 9]

Lecture style seating: is a formal seating arrangement that is good for lecture style delivery, but does limit group interaction. It is clear that the facilitator leads the group with all of the chairs in rows facing the front of the room.

Group discussion seating: allows good group discussion, with the teacher forming part of the group. The teacher is seen as being equal rather than being in a leadership position. All group members have eye contact encouraging participation by all group members.

Discussion table seating: Although the table may act as a barrier for movement, this seating arrangement has the facilitator set within the group of learners. It provides space for working with papers/resources and encourages relaxed discussion between all members. However, some learners may feel less included because eye contact from the teacher may be limited with some seating arrangements.

Delivery of the small group teaching session

Small group teaching design and delivery should be based on key principles that include the introduction to the topic; ground rules; group maintenance role and tasks role; activity; briefing, debriefing; and feedback [ 9, 13]. The flexible nature of small group learning means that the approaches can be tailored to meet the individual needs of students, and focus on the development of specific knowledge and skills. Effective facilitation allows students to develop not only content knowledge, but also critical thinking skills. Strategies to enhance the effectiveness of these teaching sessions include [ 16, 17, 18]:

1.
Coherence and flow: the lesson should be linked through activities and content that relate and continue on from previously learnt content and skills

2.
Variety: a certain degree of predictability should remain (e.g. teacher, environment), however, the lesson plan should range in activities and topics to ensure student engagement

3.
Flexibility: an effective teacher needs to be able to think on their feet, and modify the lesson at any point to keep student interest, or follow unexpected questions.

There will always be diversity in learning preferences among students in any one group, and it is the facilitator's role to assist all students to learn [ 7]. Consequently, teaching methods should be varied to cater for the different learners. Some learners will engage readily in learning activities, while others may be less motivated, and require greater guidance to form a deeper level of understanding, particularly where activities are specifically designed to use higher order thinking skills.

Feedback in the small group teaching setting

Provision of feedback helps close the gap between current and desired performance, and has the greatest impact on learning when it is immediate. Ensure that your teaching plan includes time for individual feedback to learners. Feedback can be provided by both peer learners and the facilitator. Feedback promotes learning by informing the student of their progress and the specific areas needing improvement; motivating the student to engage in relevant activities to further their learning; reinforcing good practice; and promoting self-reflection. Use of a structured method for feedback, such as Pendleton's model [ 18], illustrated in Fig. 5, offers the learner the opportunity to evaluate their own performance, and prompts immediate feedback from the observer.

Feedback model (data from Pendleton et al., 1984) [ 18]

# data[].attributes.attachment_link.title
Planning, preparing and structuring a small group teaching session - BMC Medical Education

# data[].attributes.attachment_link.description
A structured approach is critical to the success of any small group teaching session; preparation and planning are key elements in ensuring the session is systematic and effective. Learning activities guide and engage students towards the achievement of agreed learning outcomes. This paper introduces the central concepts of planning and preparing a small group teaching session.

# data[].attributes.headline
Common models and approaches for the clinical educator to plan effective feedback encounters

# data[].attributes.subject
Common models and approaches for the clinical educator to plan effective feedback encounters

# data[].attributes.attachment_link.readable_text
Abstract

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

Keywords: Feedback, Formative feedback, Medical education, Medical student

Introduction

Background/rationale

How should we approach feedback encounters as clinical educators? Which models or techniques could we use to give constructive and effective feedback to our learners and trainees? What should be the rationale behind the feedback approach? Undoubtedly, giving (and receiving) constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence [ 1]. Ende [ 2] defines feedback in clinical education "as information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or a related activity." A number of authors have provided detailed principles and tips for giving constructive feedback in the clinical environment, emphasizing that feedback should be specific and goal-oriented; descriptive; non-judgmental; based on observed behaviors; provided in a sensitive, timely, and constant manner; manageable; actionable; and established as a dialogue [ 2, 3].

It has been well established by several studies that constructive feedback drives learning and development [ 4], helps to gauge performance and make action plans for improvement [ 5], supports competence and autonomous motivation [ 6], and reconstructs knowledge and enhances clinical performance [ 7]. On the contrary, when non-constructive or no feedback is given, good practice is not reinforced, and performance might deteriorate [ 3], and learners may adopt a feedback-avoidance stance in the absence of good educator-learner rapport [ 4]. Therefore, giving constructive and effective feedback is an essential skill that should be included in our educator toolbox. However, clinical educators in faculty development courses frequently cite feedback skills as the most significant challenge and as an area for improvement in their practice [ 8]. This is mainly due to limited knowledge and practice in using different feedback models/techniques, how to approach feedback encounters, and a reluctance to cause offence or provoke defensiveness [ 2].

Objectives

Giving constructive feedback is a skill, and like any other skill, it can be learned, practiced, and improved. Therefore, this study aimed to explore 6 of the most common and accepted feedback models in clinical settings and assess their transferability to different clinical feedback encounters so that clinical educators can make an informed decision on how and when to use them. These are the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. These models were selected by reviewing the literature on feedback models in clinical education and on the authors' experience in delivering multiple faculty development workshops on the subject. We present a handy resource in Table 1 describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use, for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them, if necessary, to suit their needs and context.

Table 1.

Model

Structure

Strengths

Weaknesses

Educator feedback-giving expertise

Learner reflection and self-assessment skills

Useful in which type of feedback encounters?

Ethics statement

This was not a study with human subjects; therefore, neither approval by the institutional review board nor obtainment of the informed consent was required.

Six common feedback models: how and when?

Within the teaching and learning process, it is helpful for the clinical educator to explore several feedback models and techniques described in the literature for their applicability in clinical settings and analyze the transferability to their educational practice in macro- or micro-feedback encounters. Micro-feedback, also known as informal or unplanned encounters, corresponds to brief doses of feedback, between 1 and 5 minutes, usually following the daily performance of skills [ 9]. Macro-feedback, also known as formal or planned encounters, corresponds to less frequent but more detailed and structured feedback, between 5 and 20 minutes, and commonly occurs at the middle and end of a rotation or placement, or after a significant event such as a workplace-based assessment or a medical error [ 9]. Some of the most common and accepted feedback models are the Feedback Sandwich [ 10], the Pendleton Rules [ 11], the One-Minute Preceptor [ 12], the SET-GO model [ 13], the R2C2 [ 14], and the ALOBA model [ 15]. Other techniques have been developed; however, these are all based on and correspond to adaptations of the 6 models mentioned above [ 4]. Table 1 describes the 6 feedback models, from the most educator- to learner-centered, outlining their structure, strengths and weaknesses, the required educator expertise level, the learner reflection and self-assessment skills required, and the type of feedback encounter where they would be suitable to use.

The 6 models have similarities and differences in their structure and objectives for the feedback encounter, from the simplest and most educator-centered, such as the Feedback Sandwich, to the most complex and learner-centered models, such as the ALOBA. Several aspects must be considered as part of the decision-making process when choosing the ideal model for a feedback encounter.

Feedback Sandwich

The Feedback Sandwich receives its name due to the 2 doses of positive/reinforcement feedback with 1 dose of critical/corrective feedback sandwiched between to make it more palatable and acceptable. It is a brief and highly structured model that requires low levels of feedback-giving expertise by the educator and low reflection and self-assessment skills by the learner, making it suitable for inexperienced educators and applicable in various feedback encounters. Its weaknesses lie in that it is educator-centered and a one-way transmission of information with no input from the learner [ 3, 10].

Pendleton Rules

Pendleton Rules are a modification of the Feedback Sandwich [ 3, 11], where the educator's comments are preceded by the learner's reflections on what was good about their performance, and what were the areas for improvement. This model represents a structured and rigid dialogue that is less educator-centred than the Feedback Sandwich, appropriate to initiate learners on reflective practice and self-assessment skills, and suitable for educators with low feedback-giving expertise. Its limitations are linked to the inflexibility of the conversation and the anticipation of critical feedback. Though it is applicable in various situations, it is mainly recommended for macro-feedback encounters [ 3].

One-Minute Preceptor model

One model particularly useful in micro-feedback encounters and busy clinical settings is the One-Minute Preceptor model [ 12], also known as the 5-step "micro-skills" model. It provides a brief and straightforward framework for teaching and giving feedback during patient care. The educator first receives a commitment from the learner on one specific aspect, such as the diagnosis or treatment plan, then probes for supporting evidence exploring the learners' rationale, teaching general rules if necessary, and finally establishes a brief discussion reinforcing the positive aspects and correcting mistakes. This just-in-time feedback model facilitates the development of clinical reasoning and decision-making skills, preferably individually, requiring medium feedback-giving expertise from the educator to explore a single aspect and provide balanced feedback, and medium learner reflection and self-assessment skills.

SET-GO model

The SET-GO model aids memoir for the sequence and is beneficial when giving feedback in group encounters [ 13]. It is based on descriptive and non-judgmental feedback, where the educator asks the observed learner and group to describe what they saw, further explores and contributes to these observations, and then refers back to the learner for possible solutions and reflections. The group then establishes the goals to achieve and offers suggestions on how to accomplish those objectives, which might include developing skills or rehearsing [ 4]. This model encourages peer feedback, establishes a dialogue, and facilitates vicarious learning through the experience of others. The downsides are that it requires enough time for everybody to contribute, learners themselves need to develop feedback skills, and the educator requires medium to high expertise to provide feedback and manage the group dynamics.

R2C2 model

The R2C2 model has been specifically developed to give assessment- and performance-based feedback rather than based on daily practice or specific rotation moments [ 14]. The model establishes a dialogue by exploring an assessment result, its value, and the learners' perception/reaction. The educator first builds rapport with the learner, creating a respectful and trustful climate, exploring the learners' reactions to the assessment, and stimulating reflection and self-assessment. Subsequently, the educator explores the learners' understanding of the contents and results of the assessment, and adopts a coaching stance, agreeing on solutions and an action plan. The R2C2 model provides a learner-centered framework that facilitates the acceptance of the assessment and the feedback received, requiring learners to look beyond the assessment result and therefore requiring medium to high reflection and self-assessment skills. The educator needs high feedback-giving skills, as he or she must be prepared to face negative reactions and fully understand the assessment's purpose and content to be reviewed.

ALOBA model

Finally, the ALOBA model aims to establish a learner-centered conversation or interview-type feedback guided by the learners' agenda and learning needs complemented by the educators' view [ 15]. The learner is first asked to reflect and identify his or her needs and agenda for the feedback encounter. The educator then encourages self-assessment and problem-solving skills, reinforces theory-practice links, and provides balanced feedback. A discussion of suggestions and alternatives to accomplish the learner's objective and learning needs follows, and finally, the educator checks the learner's acceptance, summarizes the encounter, and agrees on an action plan [ 4]. The ALOBA model is considered an evolution of the Pendleton Rules as it adds learner-centeredness and flexibility to the feedback encounter, where the learner is an active participant throughout rather than a passive recipient of suggestions. The learner requires high insight, reflection, and self-assessment skills to lead the discussion and identify his or her needs and agenda. The educator requires high feedback-giving skills and judgement to facilitate the conversation and provide balanced feedback and theory-practice links.

These feedback models, with their strengths and weaknesses, represent practical frameworks for clinical educators to adopt but also to adapt to their preferred style. The models may be combined and modified to suit educators' and their learners' needs, considering the context in which feedback is given, the educator's expertise, and the learner's insight, reflection, and self-assessment skills. However, irrespective of the model used, clinical educators should always consider the aspects listed below when giving feedback [ 2, 3, 16].

Common features to consider for an effective feedback encounter

(1) Establish a safe feedback environment encounter.

(2) Base feedback on direct observation and provide it in a timely manner.

(3) Establish learners' needs, goals, and self-assessment, and the objective of the feedback encounter.

(4) Provide balanced feedback (positive/critical aspects) as a dialogue, including descriptive information on what and how learners are doing (or not doing) in their efforts to reach a goal.

(5) Establish theory-practice links, recognizing "teachable moments."

(6) Check learners' understanding and acceptance of the feedback.

(7) Agree on an action plan.

(8) Document the encounter and plan a follow-up/subsequent feedback encounter.

Conclusion

Giving feedback is critical for learners' development, and educators play a crucial role in planning and providing constructive feedback encounters. Clinical educators should consider these feedback models, practices, and incorporate them into practice, reflecting on their performance and seeking feedback on their feedback skills from learners, peers, and/or trusted colleagues.

Footnotes

Authors' contributions

Conceptualization: CO, VR. Methodology/formal analysis/validation: CO, VR, JT, MR. Writing-original draft: CO. Writing-review & editing: CO, VR, JT, MR.

Conflict of interest

Cesar Orsini has been an editorial board member of the Journal of Educational Evaluation for Health Professions since 2016. However, he was not involved in the peer reviewer selection, evaluation, or decision process of this article. Otherwise, no other potential conflicts of interest relevant to this article were reported.

Supplementary materials

Supplementary files are available from Harvard Dataverse: https://doi.org/10.7910/DVN/APCRCN

References

1. Burgess A, van Diggele C, Roberts C, Mellis C. Feedback in the clinical setting. BMC Med Educ. 2020;20(Suppl 2):460. doi: 10.1186/s12909-020-02280-5. [DOI] [PMC free article] [PubMed] [Google Scholar]

4. Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynaecol. 2004;6:243-247. doi: 10.1576/toag.6.4.243.27023. [DOI] [Google Scholar]

9. Glasheen JJ, Guerrasio J, Wiese J. Wiese J. Teaching in the hospital. Philadelphia (PA): ACP Press; 2010. Feedback, evaluation, and remediation on the inpatient service; pp. 145-161. [Google Scholar]

10. Henley AJ, DiGennaro Reed FD. Should you order the feedback sandwich?: efficacy of feedback sequence and timing. J Organ Behav Manage. 2015;35:321-335. doi: 10.1080/01608061.2015.1093057. [DOI] [Google Scholar]

11. Pendleton D. The consultation: an approach to learning and teaching. Oxford: Oxford University Press; 1984. [Google Scholar]

12. Neher JO, Gordon KC, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract. 1992;5:419-424. [PubMed] [Google Scholar]

13. Silverman JD, Draper J, Kurtz SM. The Calgary-Cambridge approach to communication skills teaching II: the SET-GO method of descriptive feedback. Educ Gen Pract. 1997;8:16-23. [Google Scholar]

15. Silverman J, Kurtz S, Draper J. The Calgary-Cambridge approach to communication skills teaching I: Agenda-led outcome-based analysis of the consultation. Educ Gen Pract. 1996;4:288-299. [Google Scholar]

16. Tuma F, Nassar Ak. Feedback in medical education. Treasure Island (FL): StatPearls Publishing; 2022. [PubMed] [Google Scholar]

Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Supplementary Materials

Articles from Journal of Educational Evaluation for Health Professions are provided here courtesy of National Health Personnel Licensing Examination Board of the Republic of Korea

# data[].attributes.attachment_link.title
Common models and approaches for the clinical educator to plan effective feedback encounters

# data[].attributes.attachment_link.description
Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim ...

# data[].attributes.body
The ability to give and receive effective feedback on your work supports your leadership behaviours and ongoing professional development.

# data[].attributes.attachment_link.title
BMJ Learning: Online Courses for Healthcare Professionals

# data[].attributes.attachment_link.description
Courses to help you learn at every stage of your career. Hundreds of interactive, peer reviewed learning modules, written by experts from BMJ

# data[].attributes.attachment_link.title
The Art of Honest Conversation - elearning for healthcare

# data[].attributes.headline
The benefits and outcomes of effective supervision

# data[].attributes.subject
The benefits and outcomes of effective supervision

# data[].attributes.attachment_link.readable_text
Effective supervision has multiple benefits for both the supervisee and supervisor.

It can also have significant benefits for the wider service and service users.

Below are some examples of the benefits that supervision can have for your professional practice. Click on each of the sections for more information.

Click on each section below for more information

Supports professional practice and reflection

As a professional, it's important that you continually reflect on your practise to help you gain insight into and think analytically about your work. This can be achieved by reflecting on a positive outcome, or by focusing on a challenging situation.

While supervision is not a substitute for reflection, it can support this process by providing you with important time and space to reflect on your work to identify things that have gone well, or not so well, and areas that you could potentially improve on.

Supervision can therefore help you develop insight and help maintain and refine your good practice. It can help you learn from mistakes, put things right and avoid repeating them again in the future, which can in turn help increase your confidence and lead to improvements in service provision.

Further information about reflecting on your practise, and how to do this effectively, can be found on our website here.

Supports continuing professional development (CPD)

Keeping your knowledge and skills up to date and relevant to your scope of practice is crucial to ensure you continue practising safely and effectively. It is also an important part of meeting our Standards of conduct, performance and ethics.

Supervision supports your CPD by helping to identify and respond to any learning gaps you might have, which will help ensure that your skills and knowledge are up to date.

Supervision can also have a positive impact on your career progression by helping you to:

identify professional development opportunities;

improve confidence and critical thinking;

seek support and feedback from colleagues; and

monitor your development.

The notes that you take as part of your supervision can be used as evidence of your CPD at your renewal.

If you do decide to include supervision in within your CPD profile, you should therefore keep a detailed and accurate record of your supervision activities, including detail of what was discussed with your supervisor and how this has informed your practise going forward. You can find more information about our expectations and requirements for registration renewal on our CPD webpages here.

Improves patient outcomes

Supervision can have a positive impact on service users by safeguarding and raising practise standards. Regular supervision can help you to reflect on challenging areas of your work, which can help you to:

Identify issues early on, and discuss actions to resolve these;

seek advice; and

talk through solutions in a proactive and timely way.

Supervision can also help to improve communication, collaboration and teamworking, which all contribute towards increased quality of care and service outcomes.

Improves wellbeing

Work in health and social care can be challenging, and it's important that you look after your own health and wellbeing.

Regular supervision can provide a supportive environment enabling you to reflect on your practice and discuss any concerns, which can help alleviate workplace pressures such as stress, anxiety and burnout. It can also help improve confidence and job satisfaction, by reflecting on achievements and affirming areas of positive practice.

If you are experiencing difficulty at work, more information about how to manage stress and what resources are available can be found on our health and wellbeing pages here.

Improves work environment and culture

Positive working environments are crucial for safe and effective care, and for driving service improvements.

Supervision can help create a more supportive, caring and positive working environment, as it provides a space for regular communication, problem solving, and increased team working. When carried out regularly, it can help to build working relationships and create a culture of honesty, critical appraisal and learning across the organisation.

Take a look at the video below to hear about the benefits supervision has had for some of our registrants.

# data[].attributes.attachment_link.title
The benefits and outcomes of effective supervision |

# data[].attributes.attachment_link.description
It can also have significant benefits for the wider service and service users. Below are some examples of the benefits that supervision can have for your professional practice. Click on each of the sections for more information.

# data[].attributes.body
Supervision can be defined in many ways, but is essentially a professional conversation where practice is reviewed and possibilities for change are explored.

# data[].attributes.attachment_link.description
Supervision can be defined in many ways, but is essentially a professional conversation where practice is reviewed and possibilities for change are explored. These professional conversations may take place in a one-to-one or group environment. Supervision varies in terms of both its physical proximity and whether it is more 'hands on' or indirectly related to immediate patient care.

# data[].attributes.attachment_link.readable_text
NHS England patients with Type 1 diabetes will now be eligible for life-changing continuous glucose monitors after the health service secured a new cut-price deal. The wearable arm gadget sends information to a mobile app and allows diabetes patients to keep track of their glucose levels at all times without having to scan or take [...]

# data[].attributes.attachment_link.description
NHS England patients with Type 1 diabetes will now be eligible for life-changing continuous glucose monitors after the health service secured a new cut-price deal. The wearable arm gadget sends information to a mobile app and allows diabetes patients to keep track of their glucose levels at all times without having to scan or take [...]

# data[].attributes.attachment_link.description
Browse the different education and training choices available to you at your own pace.

# data[].attributes.attachment_link.title
Revalidation - The Nursing and Midwifery Council

# data[].attributes.attachment_link.description
Revalidation is the process that all nurses, midwives and nursing associates need to go through to renew their registration with the NMC.

# data[].attributes.attachment_link.title
Revalidation - The Nursing and Midwifery Council

# data[].attributes.attachment_link.description
Revalidation is the process that all nurses, midwives and nursing associates need to go through to renew their registration with the NMC.

# data[].attributes.attachment_link.title
The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates - The Nursing and Midwifery Council

# data[].attributes.attachment_link.description
Read and download the Code for nurses, midwives and nursing associates, and see supporting resources.

# data[].attributes.attachment_link.title
The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates - The Nursing and Midwifery Council

# data[].attributes.attachment_link.description
Read and download the Code for nurses, midwives and nursing associates, and see supporting resources.

# data[].attributes.attachment_link.provider_name
NHS England | Workforce, training and education

# data[].attributes.attachment_link.title
Safe Learning Environment Charter | NHS England | Workforce, training and education

# data[].attributes.attachment_link.description
Derived from NHS England’s Education Quality Framework (2021), the Charter will be a solution focused tool, co-developed with stakeholders using evidence gathered from Midwives, Midwifery students and wider professional group students working and learning in the system today. It aims to provide learners, organisations and Approved Education Institutions (AEIs) with a clear and practical roadmap for offering their learners high-quality learning environments, as set out in the Health Education England Quality Strategy and Education Quality Framework standards.

# data[].attributes.attachment_link.description
We're the independent regulator of more than 808,000 nurses, midwives and nursing associates. Our vision is safe, effective and kind nursing and midwifery practice for everyone.

# data[].attributes.body
This checklist has been developed to support adult social care providers in assessing how well they’re meeting the ambitions of the ‘Strategy to enable social care placements for student nurses and nursing associates’.

# data[].attributes.headline
Social Care - Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.subject
Social Care - Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.headline
Strategy to enable social care placements for student nurses and nursing associates

# data[].attributes.subject
Strategy to enable social care placements for student nurses and nursing associates

# data[].attributes.body
Supporting the adult social care sector

# data[].attributes.attachment_link.description
Skills for Care helps create a well-led, skilled and valued adult social care workforce. Our practical tools and support help organisations and individual employers in England recruit, develop and lead their staff, retaining them from entry level right through to senior leadership and management roles.

# data[].attributes.attachment_link.readable_text
This programme is in partnership with...

About the Multi-Professional Preceptor e-Compendium programme

Moving into the role of a registered health and care professional is recognised to be a challenging time for staff, and support both professionally and personally during this period is essential. To support this, staff are able to engage in high-quality preceptorship programmes that are tailored to their professional and individual needs, and during this time they will be allocated a preceptor to provide tailored 1:1 support.

The aim of the Preceptor eCompendium is to recognise the needs of the preceptor, too, and to provide them with the guidance, support, resources and practical tools that they need for this role. It aims to help them reflect on their own experiences of this transition into the workforce, and to optimise their knowledge and skills to best position themselves to support others. It also supports the preceptor to develop valuable skills that will help them in other supporting roles that they will find themselves taking on during their current or future roles.

This programme is made up of 5 learning sessions, consisting of:

Session 1: The Preceptor Role
Session 2: Leading and coaching Preceptees
Session 3: Identifying/agreeing the Preceptee's learning/support needs
Session 4: The health and well-being of the Preceptor and Preceptee
Session 5: Reflecting on your experience as a Preceptor

***Due to the ongoing development of the Learning Hub the programme certificate is currently unavailable until the end of September. In the meantime, users can use the "My Learning" option to see which sessions they have completed***

On successful completion of all the five sessions, the final online assessment will evidence that you have met the learning outcomes and provide a certificate to confirm you have successfully completed all of the learning sessions in the eCompendium.

If you are an experienced Preceptor, you can use the programme as a refresher or for support if there was a particular challenge or situation you need some extra guidance on. You can access each session without completing the knowledge checks; however, this will not lead to certification.

The eCompendium has been developed so that it complements existing national work which will be signposted throughout the units. Please note that we are expecting the publication of national Allied Health Professional and Midwifery Preceptorship frameworks. When these frameworks are available, they will be integrated into this learning resource.

More information

This e-Compendium of resources will enable learners to reflect on their own current learning and development needs and will identify potential areas to focus on as part of their own personal development. Additional resources will be introduced and linked to as part of this training that learners might like to consider taking on as part of their wider personal development plan on their completion of this programme.

Primary and secondary audiences

Primary audience - Preceptors in Nursing, Midwifery and AHPs, within NHS, Social Care, Primary Care, private, independent, and voluntary organisations.

Including colleagues with responsibility or accountability for preceptorship

Acknowledgements

Joanne Garside, University of Huddersfield.

Tim Cappelli, University of Huddersfield

University of Huddersfield

NHS England National AHP Preceptorship and Foundation Support Programme

How to access

To access this elfh programme, you will require a Learning Hub account. If you do not have one, then you can register by selecting the Register button below. Note that if you hold a full elfh account, you can sign into the Learning Hub using your existing login credentials.
Register
To view the Multi-Professional Preceptor eCompendium programme, select the View button below. If you already have a Learning Hub account, you will also be able to login and access the resources within the programme .
View
NHS healthcare staff in England - ESR

The Multi-Professional Preceptor eCompendium programme is also available to NHS healthcare staff via the Electronic Staff Record (ESR). Accessing this e-learning via ESR means that your completions will transfer with you throughout your NHS career.
Further details are available here.

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access to the Learning Hub, you may be able to access the service if you have an existing OpenAthens account. Please go to Learning Hub and sign in with your existing credentials.

If you do not have an existing OpenAthens account, please contact elfh directly to check whether you may be eligible for access.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Multi-Professional Preceptor eCompendium programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

Please select the following link for more information on how to use the Learning Hub

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2024

# data[].attributes.attachment_link.title
Multi-Professional Preceptor e-Compendium - elearning for healthcare

# data[].attributes.attachment_link.description
Supporting the personal development of healthcare preceptors

# data[].attributes.attachment_link.readable_text
This programme is in partnership with...

About the Multi-Professional Preceptor e-Compendium programme

Moving into the role of a registered health and care professional is recognised to be a challenging time for staff, and support both professionally and personally during this period is essential. To support this, staff are able to engage in high-quality preceptorship programmes that are tailored to their professional and individual needs, and during this time they will be allocated a preceptor to provide tailored 1:1 support.

The aim of the Preceptor eCompendium is to recognise the needs of the preceptor, too, and to provide them with the guidance, support, resources and practical tools that they need for this role. It aims to help them reflect on their own experiences of this transition into the workforce, and to optimise their knowledge and skills to best position themselves to support others. It also supports the preceptor to develop valuable skills that will help them in other supporting roles that they will find themselves taking on during their current or future roles.

This programme is made up of 5 learning sessions, consisting of:

Session 1: The Preceptor Role
Session 2: Leading and coaching Preceptees
Session 3: Identifying/agreeing the Preceptee's learning/support needs
Session 4: The health and well-being of the Preceptor and Preceptee
Session 5: Reflecting on your experience as a Preceptor

***Due to the ongoing development of the Learning Hub the programme certificate is currently unavailable until the end of September. In the meantime, users can use the "My Learning" option to see which sessions they have completed***

On successful completion of all the five sessions, the final online assessment will evidence that you have met the learning outcomes and provide a certificate to confirm you have successfully completed all of the learning sessions in the eCompendium.

If you are an experienced Preceptor, you can use the programme as a refresher or for support if there was a particular challenge or situation you need some extra guidance on. You can access each session without completing the knowledge checks; however, this will not lead to certification.

The eCompendium has been developed so that it complements existing national work which will be signposted throughout the units. Please note that we are expecting the publication of national Allied Health Professional and Midwifery Preceptorship frameworks. When these frameworks are available, they will be integrated into this learning resource.

More information

This e-Compendium of resources will enable learners to reflect on their own current learning and development needs and will identify potential areas to focus on as part of their own personal development. Additional resources will be introduced and linked to as part of this training that learners might like to consider taking on as part of their wider personal development plan on their completion of this programme.

Primary and secondary audiences

Primary audience - Preceptors in Nursing, Midwifery and AHPs, within NHS, Social Care, Primary Care, private, independent, and voluntary organisations.

Including colleagues with responsibility or accountability for preceptorship

Acknowledgements

Joanne Garside, University of Huddersfield.

Tim Cappelli, University of Huddersfield

University of Huddersfield

NHS England National AHP Preceptorship and Foundation Support Programme

How to access

To access this elfh programme, you will require a Learning Hub account. If you do not have one, then you can register by selecting the Register button below. Note that if you hold a full elfh account, you can sign into the Learning Hub using your existing login credentials.
Register
To view the Multi-Professional Preceptor eCompendium programme, select the View button below. If you already have a Learning Hub account, you will also be able to login and access the resources within the programme .
View
NHS healthcare staff in England - ESR

The Multi-Professional Preceptor eCompendium programme is also available to NHS healthcare staff via the Electronic Staff Record (ESR). Accessing this e-learning via ESR means that your completions will transfer with you throughout your NHS career.
Further details are available here.

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access to the Learning Hub, you may be able to access the service if you have an existing OpenAthens account. Please go to Learning Hub and sign in with your existing credentials.

If you do not have an existing OpenAthens account, please contact elfh directly to check whether you may be eligible for access.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Multi-Professional Preceptor eCompendium programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

Please select the following link for more information on how to use the Learning Hub

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2024

# data[].attributes.attachment_link.title
Multi-Professional Preceptor e-Compendium - elearning for healthcare

# data[].attributes.attachment_link.description
Supporting the personal development of healthcare preceptors

# data[].attributes.attachment_link.readable_text
This programme is in partnership with...

About the Multi-Professional Preceptor e-Compendium programme

Moving into the role of a registered health and care professional is recognised to be a challenging time for staff, and support both professionally and personally during this period is essential. To support this, staff are able to engage in high-quality preceptorship programmes that are tailored to their professional and individual needs, and during this time they will be allocated a preceptor to provide tailored 1:1 support.

The aim of the Preceptor eCompendium is to recognise the needs of the preceptor, too, and to provide them with the guidance, support, resources and practical tools that they need for this role. It aims to help them reflect on their own experiences of this transition into the workforce, and to optimise their knowledge and skills to best position themselves to support others. It also supports the preceptor to develop valuable skills that will help them in other supporting roles that they will find themselves taking on during their current or future roles.

This programme is made up of 5 learning sessions, consisting of:

Session 1: The Preceptor Role
Session 2: Leading and coaching Preceptees
Session 3: Identifying/agreeing the Preceptee's learning/support needs
Session 4: The health and well-being of the Preceptor and Preceptee
Session 5: Reflecting on your experience as a Preceptor

***Due to the ongoing development of the Learning Hub the programme certificate is currently unavailable until the end of September. In the meantime, users can use the "My Learning" option to see which sessions they have completed***

On successful completion of all the five sessions, the final online assessment will evidence that you have met the learning outcomes and provide a certificate to confirm you have successfully completed all of the learning sessions in the eCompendium.

If you are an experienced Preceptor, you can use the programme as a refresher or for support if there was a particular challenge or situation you need some extra guidance on. You can access each session without completing the knowledge checks; however, this will not lead to certification.

The eCompendium has been developed so that it complements existing national work which will be signposted throughout the units. Please note that we are expecting the publication of national Allied Health Professional and Midwifery Preceptorship frameworks. When these frameworks are available, they will be integrated into this learning resource.

More information

This e-Compendium of resources will enable learners to reflect on their own current learning and development needs and will identify potential areas to focus on as part of their own personal development. Additional resources will be introduced and linked to as part of this training that learners might like to consider taking on as part of their wider personal development plan on their completion of this programme.

Primary and secondary audiences

Primary audience - Preceptors in Nursing, Midwifery and AHPs, within NHS, Social Care, Primary Care, private, independent, and voluntary organisations.

Including colleagues with responsibility or accountability for preceptorship

Acknowledgements

Joanne Garside, University of Huddersfield.

Tim Cappelli, University of Huddersfield

University of Huddersfield

NHS England National AHP Preceptorship and Foundation Support Programme

How to access

To access this elfh programme, you will require a Learning Hub account. If you do not have one, then you can register by selecting the Register button below. Note that if you hold a full elfh account, you can sign into the Learning Hub using your existing login credentials.
Register
To view the Multi-Professional Preceptor eCompendium programme, select the View button below. If you already have a Learning Hub account, you will also be able to login and access the resources within the programme .
View
NHS healthcare staff in England - ESR

The Multi-Professional Preceptor eCompendium programme is also available to NHS healthcare staff via the Electronic Staff Record (ESR). Accessing this e-learning via ESR means that your completions will transfer with you throughout your NHS career.
Further details are available here.

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access to the Learning Hub, you may be able to access the service if you have an existing OpenAthens account. Please go to Learning Hub and sign in with your existing credentials.

If you do not have an existing OpenAthens account, please contact elfh directly to check whether you may be eligible for access.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Multi-Professional Preceptor eCompendium programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

Please select the following link for more information on how to use the Learning Hub

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2024

# data[].attributes.attachment_link.title
Multi-Professional Preceptor e-Compendium - elearning for healthcare

# data[].attributes.attachment_link.description
Supporting the personal development of healthcare preceptors

# data[].attributes.body
Learning hub – Easy to access learning materials for all NHS staff

# data[].attributes.attachment_link.readable_text
Welcome

Welcome to our NHS Leadership Academy learning hub. This site hosts a range of short learning solutions designed by experts for the development of NHS staff of all levels to work though at their own pace. The content of many of these learning materials is taken from elements of our Leadership Academy core programmes and is designed using the feedback and contributions of our learners.

Bitesize learning courses

We've worked with a team of experts to develop a series of short courses to help support you build on your skills and discover new ways to improve your experience of work. Our bitesize learning courses cover topics such as personal resilience, courageous conversations, motivation, authentic leadership and much more

Inspiration Library

Our library of 'inspiration' learning materials includes short snippets of learning such videos, articles and podcasts. Many of these have been used as part of our social media campaigns such as #ProjectM

These short snippets of learning can usually be completed between 5 - 15 minutes and are ideal for learning on the go so why not explore today what our inspiration library has to offer.

Learning spaces

Our learning spaces page hosts learning content for campaigns and initiatives specially designed for health care leaders and managers to connect, share and learn together.

The content hosted here includes #ProjectM for mid level leaders and managers and Executive Suite for Executive leaders.

# data[].attributes.attachment_link.description
Welcome to our NHS Leadership Academy learning hub. This site hosts a range of short learning solutions designed by experts for the development of NHS staff of all levels to work though at their own pace.

# data[].attributes.attachment_link.title
Career Development and Information – East of England

# data[].attributes.attachment_link.description
These links have been put together to help support you to develop your career and provide you with information to further your knowledge. If you would like any further support please contact us at england.talentandleadership.eoe@nhs.net

# data[].attributes.headline
East of England Leadership Learning Zone

# data[].attributes.subject
East of England Leadership Learning Zone

# data[].attributes.body
The Leadership Learning Zone has been developed as a tool to enable learning, enhance understanding and embed vital skills and knowledge that will contribute to the physical and psychological well-being of our people.

# data[].attributes.attachment_link.readable_text
The Leadership Learning Zone has been developed as a tool to enable learning, enhance understanding and embed vital skills and knowledge that will contribute to the physical and psychological well-being of our people. This can be accessed at no cost via the following link: Leadership | Supporting you to reach your leadership potential (leadershipnhs.uk)

The Learning Zone features:

A suite of 20+ Leadership learning modules including An Introduction to leadership, Coaching, Talent Management, Equality and Diversity, System Leadership, Resilience, Unconscious Bias and more.

Systems and Relational Leadership modules for leaders in health and care looking to learn more about leading and working collaboratively across boundaries. The modules include links to practical tools and approaches, as well as opportunities for more in depth study and learning.

A Leading Transformation for Integrated Care development series which explores what partnership working looks like across teams and organisations and what this means for leaders? The aim is to enhance participants' capability to think and act as leaders within systems. The series of modules is for anyone involved in organisation development, change and transformation work in health and care systems across England.

The Zone's e-learning mode of delivery contributes to enabling the attainment of training and enables the organisation to make learning available that is flexible and contemporary, at the same time releasing staff time to care.

For technical queries relating to the Leadership Learning Zone, e.g. issues logging on, please complete the contact form at the bottom of this page NHS East of England Leadership Academy | Supporting you to reach your leadership potential (leadershipnhs.uk)

# data[].attributes.attachment_link.title
East of England Leadership Learning Zone

# data[].attributes.attachment_link.description
The Leadership Learning Zone has been developed as a tool to enable learning, enhance understanding and embed vital skills and knowledge that will contribute to the physical and psychological well-being of our people.

# data[].attributes.headline
AHP principles of of 
practice-based learning

# data[].attributes.subject
AHP principles of of 
practice-based learning

# data[].attributes.body
Working together to develop our future workforce

# data[].attributes.body
Royal College of Podiatry

Royal College of Podiatry homepage

Student Hub

The Royal College of podiatry - Student Hub

Practice-based learning framework for pre-registration podiatry learners

# data[].attributes.attachment_link.title
Coaching and Mentoring – East of England

# data[].attributes.attachment_link.description
Mentors: All mentors using the hub are required to: (It is the responsibility of the mentor to ensure that they continue to meet these requirements)

# data[].attributes.body
Careers in Education

Exploring roles within the education arm of nursing

# data[].attributes.attachment_link.title
Education | Careers Crossroads | RCN Careers Resources | Royal College of Nursing

# data[].attributes.attachment_link.description
Find out more about nursing careers in the field of education

# data[].attributes.body
Are you a nurse dedicated to clinical education and professional development? Look no further than the Clinical Nurse Educator Network – your free community of practice!

# data[].attributes.attachment_link.title
Clinical Nurse Educator Network - FHFT Education Academy - Student Centred & Patient focused

# data[].attributes.attachment_link.description
About our training Are you a nurse dedicated to clinical education and professional development? Look no further than the Clinical Nurse Educator Network – your free community of practice! Our supportive national network is designed for nurses in any practice or clinical education role across the UK. We’re passionate about the nurse educator

# data[].attributes.headline
NMC Standards for education and training

# data[].attributes.subject
NMC Standards for education and training

# data[].attributes.attachment_link.readable_text
Menu

Search the register

Employer confirmations

About us

About us

What we do

Governance

Reports and accounts

Careers

Consultations

Policy

Equality, diversity and inclusion

Who we work with

Standards

Standards

The Code

Revalidation

Standards for nurses

Standards for midwives

Standards for nursing associates

Standards for post registration

Guidance and Supporting Information

Education

Education

Our role in education

Developing our standards

Becoming a nurse, midwife or nursing associate

Approved programmes

Quality assurance of education

Contacts at education institutions

Concerns

Concerns

What is fitness to practise

Information for patients, families and the public

Information for professionals on our register

Information for witnesses

Managing Concerns: A resource for employers

Hearings

Our approach to fitness to practise

Fitness to Practise library

Raise a concern

Registration

Registration

Search the register

Employer confirmations

NMC Online

Joining the register

Manage your registration

Returning to the register

What Brexit means

Registration appeals

Guidance for employers

News

News

Coronavirus (Covid-19): Information and advice

News and updates

Events

Media enquiries

Email newsletters

Covid-19 hub

Latest hearings

NMC Online

Contact us

Search

Home

Standards for education and training

# data[].attributes.attachment_link.description
Confirm a nurse, midwife or nursing associate's registration

# data[].attributes.headline
Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.subject
Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.body
placement opportunities

in social care

# data[].attributes.headline
Social Care - Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.subject
Social Care - Developing nursing 
 placement opportunities 
 in social care

# data[].attributes.headline
SSHINE - Sharing Student Healthcare Initiative for Neurodiversity & Equity 

# data[].attributes.subject
SSHINE - Sharing Student Healthcare Initiative for Neurodiversity & Equity 

# data[].attributes.body
Resources to raise awareness and support neurodivergent healthcare students and professionals.

# data[].attributes.body
British Dietetics Association (BDA)

Practice and Education

Practice & Education - BDA

# data[].attributes.body
Royal College for OTs -Resources for Practice Educators

Multi-Learner Model

Supporting an underperforming learner

Supporting learner mental health

Developing learner leadership skills

Your CPD | RCOT

Placement Cafe | RCOT

Our Placement Café is a monthly opportunity to network, share and discuss ways of creating quality, sustainable opportunities.

New ‘how to’ guide published to grow school based placements | RCOT

Widening access to OT expertise

Building confidence in a school-based OT placement | RCOT

Mandy Gardiner – occupational therapy apprentice – reflects on her time on a school-based placement and the surprising professional skills she gained.

# data[].attributes.body
CSP (Chartered Society of Physiotherapy) - Support students and colleagues, and boost your own professional development by becoming a practice educator.

Practice educators | The Chartered Society of Physiotherapy

Practice-based learning

Practice-based learning | The Chartered Society of Physiotherapy

Original Common Placement Assessment Form (CPAF)

The Common Placement Assessment Form (CPAF) is a standardised assessment form that can be used to assess all physiotherapy students out on placement in all practice settings, no matter which university they attend.

Original Common Placement Assessment Form (CPAF) | The Chartered Society of Physiotherapy

Long arm practice placements

Recommendations of best practice for Long Arm Practice (LAP) placements for physiotherapy learners within the UK

Long arm practice placements | The Chartered Society of Physiotherapy

# data[].attributes.body
What you need to know about NHS apprenticeships

# data[].attributes.attachment_link.description
Types of apprenticeships With more than 350 different NHS careers, there are hundreds of different jobs which can be done through an apprenticeship.

# data[].attributes.body
The guide is designed for anyone involved in AHP apprenticeships and aims to support our apprentices to thrive!

You can access the guide via this link.

# data[].attributes.body
Supporting newly registered AHP's transition to the workplace

# data[].attributes.body
Recommendations of best practice for Long Arm Practice (LAP) placements for physiotherapy learners within the UK

# data[].attributes.attachment_link.description
Overview of Long Arm Practice placements in pre-registration physiotherapy Placements are a crucial component of pre-registration physiotherapy courses, offering learners exposure to various healthcare settings. While the Chartered Society of Physiotherapy (CSP) does not mandate specific placements, learners should gain experience across the four pillars of practice: Clinical, Research, Education, and Leadership. Diverse placement opportunities enhance professional growth and interdisciplinary collaboration.

# data[].attributes.body
Help improve future recruitment processes and support new NHS starters by promoting this survey to final year students

# data[].attributes.attachment_link.title
First Destination Survey – Sagaree gives a student’s view

# data[].attributes.headline
Future NHS Collaboration Platform - Clinical Learning Environment Strategy

# data[].attributes.subject
Future NHS Collaboration Platform - Clinical Learning Environment Strategy

# data[].attributes.body
Clinical Learning Environment strategy (East of England)

# data[].attributes.attachment_link.description
We are a collaboration platform empowering everyone working in health and social care to safely connect, share and learn across boundaries. Be part of a FutureNHS.

# data[].attributes.headline
Future NHS Collaboration Platform - EoE NHSE Workforce, Training & Education - Nursing & Midwifery Team

# data[].attributes.subject
Future NHS Collaboration Platform - EoE NHSE Workforce, Training & Education - Nursing & Midwifery Team

# data[].attributes.body
EoE NHSE Workforce, Training & Education - Nursing & Midwifery Team

# data[].attributes.attachment_link.description
We are a collaboration platform empowering everyone working in health and social care to safely connect, share and learn across boundaries. Be part of a FutureNHS.

# data[].attributes.headline
For specific information or any questions regarding the tariff within your organisation, please contact your Lead for Education

# data[].attributes.subject
For specific information or any questions regarding the tariff within your organisation, please contact your Lead for Education

# data[].attributes.attachment_link.description
Find information about feelings and symptoms that can affect your mental health.

# data[].attributes.attachment_link.readable_text
Domestic violence or abuse can happen to anyone. Find out how to recognise the signs and where to get help.
If you're worried someone might see you have visited this page, the Women's Aid website tells you how to cover your tracks online.

Domestic violence, also called domestic abuse, includes physical, emotional and sexual abuse in couple relationships or between family members.

Domestic violence can happen against anyone, and anybody can be an abuser.

Getting help and support for domestic violence

You do not have to wait for an emergency situation to find help. If domestic abuse is happening to you, it's important to tell someone and remember you're not alone.

Other ways to get support:

You can also email for support. It is important that you specify when and if it is safe to respond and to which email address:

The Survivor's Handbook from the charity Women's Aid is free and provides information for women on a wide range of issues, such as housing, money, helping your children, and your legal rights.

If you are worried that you are abusive, you can contact the free Respect helpline on 0808 802 4040.

Signs of domestic violence and abuse

There are different kinds of abuse, but it's always about having power and control over you.

If you answer yes to any of the following questions, you might be in an abusive relationship or experiencing domestic abuse.

Emotional abuse

Does your partner or someone you live with ever:

belittle you, or put you down?

blame you for the abuse or arguments?

deny that abuse is happening, or downplay it?

isolate you from your family and friends?

stop you going to college or work?

make unreasonable demands for your attention?

accuse you of flirting or having affairs?

tell you what to wear, who to see, where to go, and what to think?

control your money, or not give you enough to buy food or other essential things?

monitor your social media profiles, share photos or videos of you without your consent or use GPS locators to know where you are?

Threats and intimidation

Does your partner or someone you live with ever:

threaten to hurt or kill you?

destroy things that belong to you?

stand over you, invade your personal space?

threaten to kill themselves or the children?

read your emails, texts or letters?

harass or follow you?

Physical abuse

The person abusing you may hurt you in a number of ways.

Does your partner or someone you live with ever:

slap, hit or punch you?

push or shove you?

bite or kick you?

burn you?

choke you or hold you down?

throw things?

Sexual abuse

Sexual abuse can happen to anyone.

Does your partner or someone you live with ever:

touch you in a way you do not want to be touched?

make unwanted sexual demands?

hurt you during sex?

pressure you to have unsafe sex - for example, not using a condom?

pressure you to have sex?

If anyone has sex with you when you do not want to, this is rape. It is still rape if that person is your partner.

Have you ever felt afraid of your partner?

Have you ever changed your behaviour because you're afraid of what your partner might do?

If you think you may be in an abusive relationship, there are lots of people who can help you.

Domestic violence and abuse against women often starts during pregnancy. If the relationship is already abusive, it can get worse.

Find out more about domestic abuse in pregnancy.

If you decide to leave

The first step in escaping an abusive situation is realising that you're not alone and it's not your fault.

Before you go, try to get advice from an organisation such as:

If you're considering leaving, be careful who you tell. It's important the person abusing you does not know where you're going.

Women's Aid has useful information about making a safety plan that applies to both women and men, including advice if you decide to leave.

Helping a friend if they're being abused

If you're worried a friend is being abused, let them know you've noticed something is wrong.

They might not be ready to talk, but try to find quiet times when they can talk if they choose to.

If someone confides in you that they're suffering domestic abuse:

listen, and take care not to blame them

acknowledge it takes strength to talk to someone about experiencing abuse

give them time to talk, but do not push them to talk if they do not want to

acknowledge they're in a frightening and difficult situation

tell them nobody deserves to be threatened or beaten, despite what the abuser has said

support them as a friend, encourage them to express their feelings, and allow them to make their own decisions

do not tell them to leave the relationship or leave home if they're not ready - that's their decision

ask if they have suffered physical harm and if they have, offer to go with them to a hospital or GP

help them report the assault to the police if they choose to

be ready to provide information about organisations that offer help for people experiencing domestic abuse

Video: domestic violence

In this video, 2 women describe their experiences of domestic abuse.

Sexual assault

Anyone who has been sexually assaulted can get confidential help, treatment and support at a sexual assault referral centre.
Read more about getting help after rape and sexual assault Find your nearest sexual assault referral centre

# data[].attributes.attachment_link.title
Getting help for domestic violence and abuse

# data[].attributes.attachment_link.description
Find out about the signs of domestic violence and abuse, and where to get help. Domestic violence and abuse can happen against women and against men, and anyone can be an abuser.

# data[].attributes.attachment_link.title
DRAFT V.3 EoE CLE Student Placement Toolkit April 2025 (2)

# data[].attributes.attachment_link.title
RCN signs NHS sexual safety charter | News | Royal College of Nursing

# data[].attributes.attachment_link.description
Royal College of Nursing joins other health organisations in committing to a zero-tolerance approach to harmful sexual behaviour in the workplace

# data[].attributes.attachment_link.title
NHS England » NHS England sexual misconduct policy

# data[].attributes.headline
AHP EDUCATOR CAREER FRAMEWORK SELF ASSESSMENT WORKBOOK

# data[].attributes.subject
AHP EDUCATOR CAREER FRAMEWORK SELF ASSESSMENT WORKBOOK

# data[].attributes.body
This framework was designed to make the education career pathway clearer for AHPs.

This outcome-based framework outlines the essential knowledge, skills, and behaviours needed to be an effective teacher, learning facilitator, and role model in Allied Health Professions (AHP) education spanning across all career stages. It serves as a crucial first step towards establishing a national standard for the AHP education workforce.

# data[].attributes.attachment_link.title
AHP Educator Career Framework Workbook - FINAL

# data[].attributes.headline
Allied Health Professions strategy for England: AHPs Deliver

# data[].attributes.subject
Allied Health Professions strategy for England: AHPs Deliver

# data[].attributes.body
The Allied Health Professions (AHP) Strategy for England: AHPs Deliver, has been developed to provide strategic direction to the AHP community across England, to help the AHP community and those they work with maximise their contribution to the aim of improving health outcomes for all, providing better quality care, and improving sustainability of health and care services.

# data[].attributes.attachment_link.title
Realising the transformative potential of AHPs: AHPs Deliver