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RCN Foundation Quality Improvement Project | RCN Foundation

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The RCN Foundation has established a quality improvement project for nursing and midwifery staff, funding opportunities that improve patient care and safety, help in addressing health inequalities and improve outcomes for nurses and midwives’ wellbeing.

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Free global sustainability training for nurses and midwives - Sustainable Healthcare

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Empowering nurses and midwives to lead on sustainable healthcare Nurses and midwives are being offered a unique opportunity to strengthen their leadership in sustainable healthcare through a new training series, fully funded by the Burdett Trust for Nursing. Developed to support climate action across health and social care, this programme equips professionals at every level with

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Attachment 2 - NHS Elect Career Development series (1) (2)

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Co-production

Co-Production is where services work together with people who use the services. This might be to design and deliver new services, or work on projects to make changes and improvements.

Co-Production is ensuring that people with lived experience are included in decision making, to ensure services work well, and are fit for purpos

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Think QI is a simple three step approach developed by Cambridgeshire Community Services NHS Trust (CCS) to support continuous improvement and change of any size.

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Quality is at the heart of everything we do. We all play an important role to ensure our services are the best they can be and deliver excellent outcomes and experience for people who use our services. You can bring your fresh eyes to your service, the Think QI session will support you with how to embed positive transformation.

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You will find a copy of the current portfolio below, all preceptees will be sent a copy via email before they begin their taught sessions with the Professional Education Team.

Please either save a copy onto your own device or print a paper copy and update where necessary.

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Let’s Learn, Masterclasses and Skill Up Programme

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Let’s Learn, Masterclasses and Skill Up Programme

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Resources to support your self directed learning

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Resources to support your self directed learning

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You will have protected self directed study time during your preceptorship. There are a variety of resources linked below which you may find beneficial to source further training or events, please also refer to your portfolio for further suggested ideas.

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As you progress on your preceptorship journey we encourage you to book onto the relevant practice assessor (nursing) or practice educator (AHP) training. We also ask that you book onto the preceptor training. You will find links below to training mentioned above.

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Browse the Vimeos created by the different services across CCS

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CCS NHS Trust is a member of Vimeo, the home for high quality videos and the people who love them.

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Support information for international nurses and midwives

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This page provides a collection of national resources and guidance to support your international nurses and midwives.

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This is the initial 2 day training you will need to complete in order to become a qualified practice assessor. Dates for this training and a step by step process are available on the link above.

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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.

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Our elearning programmes are developed in partnership with the NHS, 3rd sector and professional bodies and can be accessed for free, 24/7 by health and care professionals.

To access the elearning please sign in.

To access the elearning please register and create an account.

Browse our catalogue to see the elearning programmes that are available.

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Here you can find a copy of the latest portfolio to support your preceptorship journey.

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NHS Leadership Academy Bitesize Learning

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NHS Leadership Academy Bitesize Learning

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Develop new skills and discover new ways to improve your experience of work with short guides developed by experts. Open to anyone in health and care.

Register and sign in to:

Save your progress when working through these short courses and easily find your place next time

Contribute to conversations and share your experiences of the topics

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Develop new skills and discover new ways to improve your experience of work with short guides developed by experts. Open to anyone in health and care.

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Click on the link above for a wide variety of events hosted by NHSE- some of these webinars are free to attend

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Data protection

NHS England is responsible, as the data controller, for the processing of personal data you provide via the events booking system. We use your information for the purposes of facilitating attendance at events and for statistical analysis of attendance at our events. Your information may be used by NHS England to contact you about upcoming and relevant events and information, if you consent for us to do so. Our lawful basis for data protection purposes is the exercise of official authority.

Your personal data will be processed by SIGMA Technology Solutions Ltd who supply and host the events booking system for NHS England.

If you are booking on behalf of someone else, then you are required to confirm that you have been given consent by the person for whom you are booking on behalf of.

Your personal record is retained in accordance with the NHS England records retention schedule which can be made available upon request.

If you would like to request a copy of your personal data, unsubscribe from communications, update your contact details and preferences, or to tell us to delete your personal data, please email the NHS England Events Team at england.dpo@nhs.net

NHS England's Privacy Notice describes how we use personal data and explains how you can contact us and invoke your rights as a data subject. This can be found at https://www.england.nhs.uk/contact-us/privacy/privacy-notice/.

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NHS England is responsible, as the data controller, for the processing of personal data you provide via the events booking system. We use your information for the purposes of facilitating attendance at events and for statistical analysis of attendance at our events.

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Financial support available for your educational and professional development | RCN Foundation | Royal College of Nursing

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RCN Foundation Spring education grants are now open, with funding ranging from £500-£1,600. Applications close at 5pm on 12 May 2025.

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As a CCS employee you are able to access the library resources within NWAFT. Please click on the link above to access the website.

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We are a multi-disciplinary library service providing support to all staff and placement students at North West Anglia NHS Foundation Trust and Cambridgeshire Community Services.

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Coaching is available to all employees across all CCS services. We have a team of qualified coaches who can help and support staff with conversations (or series of conversations) that focus on a specific area of work to achieve an outcome.

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This course is specifically designed to complement the Active Listening for Active Learning digital resource. The digital resource, (like the original hard copy), is crammed with practical activities, strategies and resources for preschool, mainstream and special school settings. It has strong themes of peer support, teamwork, and inclusion throughout.

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One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Below is further information on:

The model

Gibbs' reflective cycle

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don't have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

Example of 'Description'

Feelings

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

Helpful questions:

What were you feeling during the situation?

Example of 'Feelings'

Evaluation

Here you have a chance to evaluate what worked and what didn't work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

Helpful questions:

What was good and bad about the experience?

Example of 'Evaluation'

Analysis

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

Helpful questions:

Example of 'Analysis'

I think the reason that our initial division of work went well was because each person had a say in what part of the assignment they wanted to work on, and we divided according to people's self-identified strengths. I have experienced working this way before and discovered when I'm working by myself I enjoy working in areas that match my strengths. It seems natural to me that this is also the case in groups.

I think we thought that this approach would save us time when piecing together the sections in the end, and therefore we didn't think it through. In reality, it ended up costing us far more time than expected and we also had to stress and rush through the rewrite. I think the fact we hadn't planned how we were writing and structuring the sections led us to this situation.

I searched through some literature on group work and found two things that help me understand the situation. Belbin's (e.g. 2010) team roles suggests that each person has certain strengths and weaknesses they bring to a group. While we didn't think about our team members in the same way Belbin does, effective team work and work delegation seems to come from using people's different strengths, which we did.

Another theory that might help explain why we didn't predict the plan wouldn't work is 'Groupthink' (e.g. Janis, 1991). Groupthink is where people in a group won't raise different opinions to a dominant opinion or decision, because they don't want to seem like an outsider. I think if we had challenged our assumptions about our plan - by actually being critical, we would probably have foreseen that it wouldn't work. Some characteristics of groupthink that were in our group were: 'collective rationalisation' - we kept telling each other that it would work; and probably 'illusion of invulnerability' - we are all good students, so of course we couldn't do anything wrong.

I think being aware of groupthink in the future will be helpful in group work, when trying to make decisions.

Conclusions

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

Helpful questions:

What did I learn from this situation?

Example of a 'Conclusion'

Action plan

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently - such that you don't only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

Helpful questions:

If I had to do the same thing again, what would I do differently?

Example of 'Action Plan'

Different depths of reflection

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Short example of Gibbs' reflective cycle:

Feelings:

Adapted from
Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

This article was published on

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One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

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Recognise, reflect, resolve: The benefits of reflecting on your practice

Working in health and care is rewarding but it is also fast paced, and can be challenging and stressful at times. Creating the space to reflect on your practice, by yourself, with a colleague or as part of a group, can help you to deal with high levels of pressure and share lessons learned to strengthen the important bonds within and across teams.

This information outlines the benefits regular reflection can have on your practice and gives examples of some of the ways you can achieve reflective practice.

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Working in health and care is rewarding but it is also fast paced, and can be challenging and stressful at times.

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Preceptorship is the structured start for newly registered nurses, midwives and nursing associates.

What is preceptorship?

The main aim of preceptorship is to welcome and integrate newly registered professionals into their new team and place of work. It helps these professionals translate their knowledge into everyday practice, grow in confidence and understand how to apply the Code in their day to day work.

Preceptorship isn't designed to replace appraisals, be a substitute for a formal induction and mandatory training, or be a way to re-test or repeat any knowledge and skills that a professional needs to register on the NMC register.

What are the benefits of preceptorship?

Although voluntary, we know preceptorship helps newly registered professionals have the best possible start as a registered professional in the UK.

We know preceptorship has a variety of benefits for employers and preceptees, among others.
Benefits for nurses, midwives and nursing associates:

Preceptorship offers the structured support needed to transition their knowledge into everyday practice successfully.

It provides a lifelong journey of reflection and the ability to self-identify continuing professional development needs.

A positive preceptorship experience is reported to result in newly registered nurses, midwives and nursing associates having increased confidence and sense of belonging, feeling valued by their employer.

Benefits for employers:

Effective preceptorship outcomes are linked to improved recruitment and retention. Attracting and retaining skilled nurses, midwives, and nursing associates is important for delivering better, safe and effective care.

Who are our principles of preceptorship for?

Our principles for preceptorship are for professionals who design and oversee preceptorship programmes, those engaged on preceptorship programmes (preceptees) and those who support preceptees (preceptors).

Our principles are there to support organisations and employers across the UK to achieve consistently high quality and effective preceptorship for every newly registered nurse, midwife and nursing associate in the UK.

These principles can be applied to registered professionals joining a new part of the NMC register, people returning to practise after re-joining the register and those coming to work in the UK from within or outside the EEA/EU.

How we developed our principles of preceptorship?

We created the principles in collaboration with the four Chief Nursing and Chief Midwifery Officers in the UK in recognition of this important period in a professional's nursing, midwifery or nursing associates career.

It was timely to update our previous position on preceptorship and align our principles to our new pre-registration standards.

Downloads
Principles of Preceptorship Egwyddorion tiwtoriaeth
Principles of preceptorship

1. Organisational culture and preceptorship

A period of preceptorship immerses the newly registered nurse, midwife and nursing associate into their professional role and into the ways of working and culture of their new workplace.

A good organisational culture that supports preceptorship will have the following characteristics:

1.1 It is kind, fair, impartial, transparent, collaborative and fosters good interprofessional and multi-agency relationships

1.2 There is an understanding of the importance of having systems and processes in place to support and build confidence of newly registered nurses, midwives and nursing associates

1.3 There is an approach to preceptorship that prioritises individual mental and physical health and wellbeing, and promotes accountability, self-reflection and safe practice in accordance with

2. Quality and oversight of preceptorship

Being committed to the Principles of Preceptorship and having preceptorship programmes available/running are seen as key activities within the organisation. There is evidence of management of the process, and evaluation of its efficacy and outcome.
To ensure effective preceptorship:
2.1 There are processes in place to identify those who require preceptorship

2.2 There is sufficient preceptor capacity to support all of those who require preceptorship

2.3 The employer, preceptees and preceptors understand and comply with national and local policies, and the relevant governance requirements required by the four countries of the UK

2.4 Preceptorship activities should complement the preceptees' induction and orientation into the local workplace

2.5 There is recognition of the impact of system challenges on effective preceptorship and how to mitigate these

2.6 Processes are in place to monitor, evaluate and review preceptorship programmes

2.7 There is a governance framework around preceptorship which allows the process to be audited and reported.

3. Preceptee empowerment

Preceptorship is tailored to the individual nurse, midwife and nursing associate preceptee's new role and the health or care setting. It seeks to recognise and support the needs of the preceptee to promote their confidence in their professional healthcare role.

In effective preceptorship models, preceptees:

3.1 Are provided with the appropriate resources to enable them to develop confidence as newly registered nurses, midwives and nursing associates

3.2 Are supported according to their individual learning needs

3.3 Are supported by a nominated preceptor

3.4 Have opportunities for reflection and feedback to support their approach to preparing for revalidation

3.5 Are empowered to work in partnership with preceptors and are able to influence the content and length of their preceptorship programme to meet both individual and organisational needs.

4. Preparing preceptors for their supporting role

Preceptors should receive appropriate preparation to understand and undertake their role.
In effective preceptorship models, preceptors:
4.1 Act as professional role models

4.2 Receive ongoing support and actively engage in professional development

4.3 Are supportive and constructive in their approach to the preceptee

4.4 Share effective practice and learn from others

4.5 Seek and are given feedback on the quality of all aspects of their preceptorship role.

5. The preceptorship programme

Preceptorship should take account of the setting in which the individual nurse, midwife and nursing associate is working and providing care. These principles apply to any health or social care setting across UK, including the NHS, the social care sector, and the independent and charitable sectors.
Preceptorship programmes will:
5.1 Be timely and align with the start of a new employment role

5.2 Recognise the knowledge, skills, attributes and competence nurses, midwives and nursing associates have at the point of registration

5.3 Seek to ensure that activities within the programme are agreed with the individual preceptee

5.4 Vary in length and content according to the needs of the individual nurse, midwife and nursing associate and the organisation. Individual countries, regions or organisations may set minimum or maximum lengths for preceptorship

5.5 Include activities designed to welcome and integrate the preceptee into the team and place of work

5.6 Be designed to ensure that it is possible for the preceptee to meet the aims and outcomes of the preceptorship programme within the agreed timeframe.

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Preceptorship is the structured start for newly registered nurses, midwives and nursing associates.

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Requirement

You must have prepared five written reflective accounts in the three year period since your registration was last renewed or you joined the register.

Each reflective account must be recorded on the approved form and must refer to:

an instance of your CPD, and/or

a piece of practice-related feedback you have received, and/or

an event or experience in your own professional practice

and how they relate to the Code.

Meeting the requirement

We want to encourage nurses, midwives and nursing associates to reflect on their practice, so they can identify any improvements or changes to their practice as a result of what they have learnt.

Each of your five reflections can be about an instance of CPD, feedback or an event or experience from your work as a nurse, midwife or nursing associate - you can even write a reflection about a combination of these.

It's important to think about the Code when you write your reflections, and consider the role of the Code in your practice and professional development.

Recording your written reflective accounts

You must use the reflective accounts form to record your written reflective accounts.

These accounts don't need to be lengthy or academic-style pieces of writing. You can simply note down what you learnt, how it improved your practice, and how it relates to the Code.

You may choose to store the completed form either electronically or in paper format.

Be careful not to record any information which may identify another person. You may find the section on non-identifiable information in How to revalidate with the NMC useful.

Resources and templates

Reflective accounts form (mandatory)

You must use this form to record your five written reflective accounts.
Examples of completed forms and templates

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You must have prepared five written reflective accounts in the three year period since your registration was last renewed or you joined the register. Each reflective account must be recorded on the approved form and must refer to: an instance of your CPD, and/or a piece of practice-related feedback you have received, and/or an event or experience in your own professional practice and how they relate to the Code.

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Attachment 5 -The Amin Abdullah RCN Foundation Grant flyer

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Attachment 4 - Press Release - RCN Foundation Autumn Grants 2025

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CCS Health and Wellbeing Pages & Staff Support Networks

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CCS Health and Wellbeing Pages & Staff Support Networks

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During your Preceptorship journey you will be allocated a named Professional Advocate, you will be able to book in 1:1 RCS sessions as and when required.

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Proud to launch and gift our nursing version of ShinyMind to all NHS nurses, midwives, and health care support workers in England.

ShinyMind is an evidence-based, proven mental health and wellbeing app, co-created with the NHS

ShinyMind gives people the power to shine, improve their wellbeing, build confidence and transform their lives.

NEW Large-scale Mental Health Virtual Group Consultations

Discover our new and pioneering Shine Bright Mental Health Virtual Group Consultations that are reducing workload of GPs and widening access for 100+ patients at a time.

Dr Shankari Maha

GP at Lea Vale Medical Group and Strategic Clinical Lead for BLMK ICS

Robana Hussain-Mills

Head of Professional Standards and Leadership - Nottingham and Nottinghamshire CCGs/ICS

Dr Nicole Atkinson

Clinical Lead, Nottingham and Nottinghamshire ICS & Senior Responsible Officer for Notts ICS Primary Care and Primary Care Networks

Simon Browes

Chief Executive Officer, Nottinghamshire Alliance Training Hub

The mental health and wellbeing app built to help everyone shine

An empowering, proactive and interactive resource with over 150+ masterclass exercises and tools for people to explore, discover, learn and understand themselves better.

ShinyMind is a personal, confidential resource proven to reduce stress and anxiety, and helps people build confidence and personal resilience to ride the ups and downs of the rollercoaster that is life.

Reduce Stress and Anxiety

To help deal with the challenging world we live in, our interactive tools and masterclasses can help you learn more about and manage stress and anxiety better. Of nurses we support working in challenging environments, 94% say ShinyMind helps them feel better and our Wellbeing Prescriptions are helping patients worry less.

Shine Bright

We want to empower people to understand themselves better, to develop greater self-awareness in all areas of their life so they can think well, feel well, be well and shine their brightest.

Improve Wellbeing

By developing a greater understanding of ourselves we can improve our positivity, performance and quality of life, benefitting not just us but our family, friends, colleagues and wider society.

We are proud to help...

The only app co-created, developed and tested in partnership with staff from all levels in the NHS and given the most challenging real-life assessment.
Trusted by NHS clinicians and now prescribed by clinicians as a 'Wellbeing Prescription' in the NHS, we have also worked closely with NHS England and Improvement to build a nursing version of ShinyMind to support over 500,000 nurses, midwives and health care support workers across NHS England.

Recognised as "Outstanding Practice" by the Care Quality Commission, ShinyMind has been assessed by the Academic Health Science Networks and is showcased as a 'Proven Innovation' on the Innovation Agency Exchange, suitable for widescale adoption across the health ecosystem.

ShinyMind is also available to those working and supporting their local communities in councils, social services, care homes, housing, education, police and fire services.
As organisations that serve and deliver for our country alongside our NHS, we want to share ShinyMind with as many people working in the public sector as we can.

ShinyMind is a trusted, evidence-based mental health resource proven to improve employee wellbeing and mental health, performance and teamwork.

44% of work-related absence in the UK is due to stress, depression or anxiety, with 12.8 million working days as a result. ShinyMind has been tried and tested among people in the most demanding jobs within the NHS and is proven to reduce sickness absence caused by these mental health conditions.

70 %

reduction in sickness absence in relation to stress and anxiety

64.3 %

app users still active after 30 days, compared to an average in sector of 6.29%

94 %

of NHS nurses say that ShinyMind helps them feel better

Masterclasses

We all love learning about ourselves and in a busy world it's good to know your time is being spent well. That's why we've provided the science behind every activity. With over 150+ interactive masterclasses, ShinyMind allows users to build a personalised resource to guide self-exploration and stimulate learning, self-awareness, reflection and growth.

And we're always working on new Masterclasses in collaboration with renowned authors, speakers, therapists and coaches to support our ShinyMinders.

The ShinyMind app recognises these challenges, and that different people have different needs. Users can filter what's important to them... ShinyMind is now showcased as a 'Proven Innovation' on Innovation Agency Exchange, the online resource managed by the Academic Health Science Networks (AHSNs) established by NHS England to spread innovation in health at pace and scale.

Jan Ross

CHIEF EXECUTIVE,

The Walton Centre NHS Foundation Trust

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ShinyMind - Mental Health & Wellbeing App co-created with the NHS

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A mental health and wellbeing app co-created with the NHS, giving people the power to build confidence and transform their lives.

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Uplifting resources for the NHS from the NHS -

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Health Education England and the Reading Agency have crowd-sourced a list of uplifting, resources for NHS staff. The full suite […]

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Headspace is a science-backed app in mindfulness and meditation, providing unique tools and resources to help reduce stress, build resilience, and aid better sleep

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Headspace is a science-backed app in mindfulness and meditation, providing unique tools and resources to help reduce stress, build resilience, and aid better sleep.

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NHSE AHP Educator Career Framework E-Resource

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NHSE AHP Educator Career Framework E-Resource

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

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Events | Library | Royal College of Nursing

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Find out about the latest events at our libraries.

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Edward Jenner Programme

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Prepare for the Edward Jenner programme with this introductory short course.

When working a full-time job, it can be difficult to make time for learning and development.

On this two-week course, you'll learn how to make space in your schedule for personal development and develop skills to enhance your learning.

With guidance from the experts at NHS Leadership Academy, you'll discover how you can make the most out of life-long learning opportunities in everyday workplace situations.

The introductory course will also help you prepare for Level 1 of the Edward Jenner leadership development programme.

Begin your journey of learning and development

You'll develop an understanding of the process and levels of learning and development. This will help you determine your desired level of learning and articulate a learning goal to achieve.

Exploring the different levels at which you learn, you'll go through the five discoveries you need to make to learn with purpose and for lasting change.

You'll also understand the challenges you could face in your learning journey and identify ways to overcome them.

Gain support for your learning goals in the workplace

The course will help you make the most out of your development opportunities by understanding how to gather support from your manager and colleagues to maximise your growth.

By the end of the course, you'll have the confidence and skills to start your journey of learning and development in the workplace.

Learning on this course

You can take this self-guided course and learn at your own pace. On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you'll be able to...

Explore the different levels at which we learn

Identify the characteristics of positive workplace cultures

Describe the NHS approach to leadership

Identify a learning goal and plan learning experiments

Engage peers and managers in support of sustainable learning

For non-UK applicants or if you are not eligible for free access, look out for the Edward Jenner programme on FutureLearn from February 2022. Find out more about other courses in the Edward Jenner programme suite

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Edward Jenner programme: Course 0 - An Introduction to Personal Development

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When working a full-time job, it can be difficult to make time for learning and development. On this two-week course, you'll learn how to make space in your schedule for personal development and develop skills to enhance your learning.

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Find and sign-up to our events including conferences, exhibitions, webinars and workshops

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The RCN Foundation has announced a significant investment into supporting and improving adult social care in the UK by launching 'The Chair in Adult Social Care Nursing'. The call is for a University to apply host the Chair for a five-year tenure. The position will be focused on growing national and international research collaborations with academic institutions and key stakeholders to expand and promote nurse-led research with a focus on adult social care nursing.

Applications are now open and close at 5pm on 23 June 2023.

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Home | RCN Foundation | Royal College of Nursing

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The RCN Foundation has announced a significant investment into supporting and improving adult social care in the UK by launching 'The Chair in Adult Social Care Nursing'. The call is for a University to apply host the Chair for a five-year tenure.

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We're delighted and extremely proud that 22 of our CCS nurses have been given the prestigious title of Queen’s Nurse (QN) by community nursing charity The Queen’s Nursing Institute (QNI).

https://qni.org.uk/

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Royal College of Speech and Language CPD

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Royal College of Speech and Language CPD

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Learning resources for those working with people with communication and swallowing needs. Sign up for free courses.

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Our range of courses, conferences and other professional events that will help to build your career and CPD.

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Royal College of Speech and Language Therapy Events

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Royal College of Speech and Language Therapy Events

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We are experiencing a high number of membership applications and enquiries. Therefore we may not be able to process your request as quickly as normal. We will respond to you as soon as we can. If you are an RCSLT member, you can update your details directly on your account profile.

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We are experiencing a high number of membership applications and enquiries. Therefore we may not be able to process your request as quickly as normal. We will respond to you as soon as we can. If you are an RCSLT member, you can update your details directly on your account profile.

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In this section
Continuing Professional Development

CPD is how "....professionals maintain and develop throughout their career to ensure that they retain their capacity to practice safely, effectively and legally within their evolving scope of practice"(HCPC, 2013).

The range of CPD activities is extensive and includes work-based learning such as:

BDA Classroom and BDA eLearning via the BDA Learning Zone

reflective practice, clinical audit or Facebook journal club

professional activity including active membership of a specialist group

mentoring or teaching

formal education from short courses to higher degrees

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Royal College of Occupational Therapists 

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Royal College of Occupational Therapists 

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Login to access additional learning resources and opportunities and support your continuing professional development.

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Learning zone - E-Learning, Products in practice and LZ:TV modules

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Learning zone - E-Learning, Products in practice and LZ:TV modules

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We have curated some important e-learning programmes here that we have either developed in partnership with others, or recommend, available on Health Education England elearning for healthcare (HEE elfh):

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iHV is a UK-wide organisation with a web-based Centre of Excellence to strengthen the quality and consistency of health visiting services for the benefit of all children, families, and communities.

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School and Public Health Nursing Association

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School and Public Health Nursing Association

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Our Events | SAPHNA – School And Public Health Nurses Association

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Subject Expert Groups - Florence Nightingale Foundation

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Florence Nightingale Foundation facilitates a number of Subject Expert Groups (SEGs) to create change on issues identified by our members, scholars, and alumni as most important to them as nurses and midwives working across a range of sectors and to better patient outcomes.

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During your Preceptorship programme you will attend a variety of taught sessions, copies of these will be available to you via the teams 'chat' following the session. If you require any further support with this please email the preceptorship team on: ccs.preceptorship@nhs.net

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A helpful guide to support you with your NHS career

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A helpful guide to support you with your NHS career

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Introduction and overview of preceptorship

This framework is for midwives and is a sister document to the National preceptorship framework for nursing, published October 2022.

What is preceptorship?

Preceptorship is a period of structured support for newly registered midwives. The main aim is to welcome and integrate the newly registered midwife into their new team and place of work.

Preceptorship helps professionals to translate and embed their knowledge into everyday practice, grow in confidence and have the best possible start to their careers.

The Nursing and Midwifery Council (NMC) principles of preceptorship (3.2 and 3.4) states: "Preceptorship is tailored to the individual nurse, midwife, and nursing associate preceptee's new role and the health or care setting. It seeks to recognise and support the needs of the preceptee to promote their confidence in their professional healthcare role."

The Royal College of Midwives (RCM) issued a position statement in August 2022 outlining: "While qualified midwives are competent at the point of registration, they need to consolidate their skills and knowledge and develop their confidence."

Preceptorship should be a structured period of transition that develops the newly registered midwife, who possesses the knowledge, skills and behaviours required to join the professional register, to an accountable midwife who can convert this knowledge into everyday practice and work confidently to the NMC Code on a day-to-day basis.

Preceptorship is not designed to:

replace appraisals

be a substitute for a formal induction and mandatory training

be a way to re-test or repeat any knowledge and skills that a professional needs to qualify for the NMC register.

When does preceptorship happen?

All newly registered nurses, midwives and nursing associates should receive preceptorship in their first year after registration.

The RCM believes the preceptorship period should normally be not less than one year, and not more than two years.

What happens during preceptorship?

During the preceptorship period the newly registered midwife (preceptee) should have protected learning time and access to support from an experienced midwife (preceptor) to consolidate and develop their confidence, knowledge, skills, attitudes, values and behaviours as autonomous midwives and augment socialisation into the NHS, the trust, maternity service provider and maternity unit.

The RCM recommends that the preceptorship period should include:

a period of orientation to the trust and maternity service provider and its values, objectives, policies, and procedures

a formal, individualised learning agreement to allow the line manager, preceptor and preceptee to understand their roles and responsibilities in the process and provide an audit and evaluation of the preceptorship period

protected supernumerary time to allow orientation into all care settings in which midwives provide care

protected learning time to develop skills/competencies and become familiar with unit policies and procedures, including multidisciplinary skills and drills training relating to emergency/urgent and complex care situations

protected time with the preceptor to reflect on practice and receive constructive feedback on preceptorship programme requirements.

Preceptorship and retention

The main aim and anticipated impact of this is improved preceptee experience and support leading to higher retention rates for newly registered midwives.

As set out in the NHS Long Term Plan and NHS People Plan, improving the experience of our NHS people will help them to stay with us for longer.

The National Retention programme brings together national and local experience and expertise to offer information, tools and practical support for systems and organisations to help deliver the NHS People Promise.

There is no single or simple solution to improving retention. The programme takes a multi-dimensional approach and responds to where there may be challenges, including implementing a range of interventions at organisational level to improve the experience of our people.

Single interventions have limited efficacy, a bundle approach is most effective, and preceptorship is a key high impact intervention in the bundle.

The framework

The framework is intended for midwives and can be used as a core set of standards where multidisciplinary preceptorship programmes are in place. These core standards are the minimum requirements for midwifery preceptorship programmes.

Working with midwives from all regions, and accepting feedback, defining the standards to give more clarity, providing a narrative to underpin each standard, the core standards are considered achievable.

Mirroring the national preceptorship standards for nursing, the framework also includes a gold standard for those organisations who are excelling at the core standards, or who wish to further develop and enhance their midwifery preceptorship programmes.

We expect core standards to be achieved by September 2023 and organisations should be aiming for gold standard thereafter.

Models of preceptorship in midwifery

There are two models of midwifery preceptorship support recommended in this framework:

Model 1

The preceptorship lead is the named preceptor for all midwife preceptees in the organisation, supported by buddies (midwives), an education team and/or midwifery skills educators.

They work clinically alongside preceptees and undertake formal meetings every three months to track preceptees' progress from band 5 to band 6. This ensures competencies are completed, confidence is grown, and pastoral support is provided until completion of the preceptorship period, which is a minimum of 12 months.

The preceptorship lead co-ordinates and monitors provision of preceptorship. Preceptees must also have a named midwife (buddy) in clinical practice who works alongside and is available to the preceptee for a proportion of clinical shifts.

Model 2

Preceptors (midwives) are clinically-based and support preceptees as part of their day-to-day clinical role.

They work clinically alongside preceptees and undertake formal meetings every three months to track the preceptees progress from band 5 to band 6.

This ensures competencies are completed, confidence is grown, and pastoral support is provided until completion of the preceptorship period, which is a minimum of 12 months.

Core elements of a programme

The core elements of a programme include a preceptorship policy that defines:

the roles and the preceptorship lead

the supernumerary period

protected time.

The policy also includes:

a formal structured programme of learning

standardised documentation

monitoring and evaluation

development of preceptors' training

gold standards for organisations wanting to further develop their preceptorship programmes.

At gold standard, a senior responsible officer (SRO) for preceptorship should be in place at board level to mandate preceptorship across the organisation, confirm supernumerary and protected time for preceptees and preceptors, meeting templates and standard documentation.

There should be consideration of audit trails to demonstrate compliance, evaluation, and feedback with a measure of impact on recruitment and retention.

Intended recipients

There are other groups of midwives who will benefit from preceptorship:

Internationally recruited and return-to-practice midwives

In the case of internationally recruited educated midwives (registered from other European Economic Area [EEA] states and nation states) and return-to-practice midwives, the principles of an individualised development and support package remains.

For some experienced internationally recruited educated midwives, to repeat a preceptorship year in its entirety may not be appropriate.

However, in some cases, part or all of a preceptorship programme may be accessed, along with orientation and familiarisation of working in England, dependent upon each midwife's individualised development plan.

Length of programme

As noted above, the RCM believes the preceptorship period should normally be not less than one year, and not more than two years, in line with the Agenda for Change handbook. Research has identified that most midwifery preceptorship programmes are 12 months with some extending this to two years.

The framework recommends a minimum of 12 months' preceptorship period with the option for sign-off at nine months (the exception), and to extend the programme to those requiring it, up to 18 months to complete.

Gold standard would include a continuation of post-preceptorship year support, over 12 months and up to three years. For internationally recruited educated midwives, this would include an accelerated bespoke preceptorship programme at gold standard.

Supernumerary period

On commencement of the preceptorship period, all newly registered preceptees will have supernumerary status for a minimum of four weeks (150 hours) over a 12-month preceptorship period: usually two weeks at the start of each rotation or at the start of each new clinical area.

The preceptee will be allocated a midwife to work with, will not be personally allocated a caseload or patient, and will not be counted in the staffing numbers.

Protected time

In addition to supernumerary time described above, at core standard it is recommended that preceptors have at least eight hours' protected time per year to enable them to carry out their preceptorship role successfully, undertake progress meetings and peer support needs.

At gold standard it is recommended at least 12 hours' protected time for the preceptor to ensure time for personal development and this should be included within the preceptorship policy.

Meeting requirements

The core standard recommends a named preceptor being allocated to each preceptee within one week of starting in post, and the preceptee is notified, with an initial meeting taking place within the first two weeks of joining the organisation.

Gold standard would include a named preceptor being allocated prior to preceptee starting in post. This would take place when they have received their unique registration code called a PIN and the preceptee is notified, followed with the initial meeting taking place within one week of joining the organisation.

The initial meeting will result in an individualised, personalised development plan being jointly agreed by preceptee and preceptor, both core and gold standard.

Over the preceptorship year (12 months), four progress meetings should take place as a minimum, at approximately three, six, nine and 12 months between preceptee and preceptor. Meetings should last about an hour and should include protected time for both preceptee and preceptor. Meeting templates can be used as part of the framework and can be found in Appendix 1.

The preceptee will maintain a portfolio or a record of progress that provides reflective accounts and captures evidence that demonstrates working towards, or meeting, the required standards, competencies, or outcomes of their role alongside regular practice feedback.

At each meeting, a formal review of progress is completed, and expectations of the next three months' competencies are agreed. Any planned support to help the midwife achieve their competencies should be documented. This should be regularly discussed and reviewed with outcomes recorded by the preceptee and preceptor at least every three months throughout the first 12 months.

A final sign off meeting should take place at either nine months (exceptional circumstances) or 12 months, or longer at the end of the preceptorship period. For midwives this is a formal process which includes progression from a band 5 to band 6.

The period of preceptorship ends after the preceptee has successfully acquired all necessary clinical skills, competencies, and performance requirements of their position. There is a formal documented process for sign off for both:

completion of the preceptorship year

progression from band 5 to band 6.

If the preceptee has not provided sufficient evidence that they have successfully met the requirements of their position, the process outlined in trusts managing performance and capability policy may be followed.

Gold standard would be a more frequent schedule of meetings between preceptor and preceptee than three, six, nine and 12 months.

Organisations are recommended to have a formal sign-off process which may include the preceptee, preceptor, preceptorship lead, HR and line manager, and professional midwifery advocate to ensure the preceptee's progress has been satisfactory throughout, all competencies are achieved, the preceptee has gained sufficient confidence and autonomous skills competence to fulfil a band 6 role.

Roles

The following role descriptors are recommended, they can be tailored to each organisation, as required. These can be found in Appendix 2.

Preceptorship lead

Preceptor

Buddy

Professional midwifery advocate

Preceptorship lead

To meet the core standard, it is recommended that each organisation has a named preceptorship lead who is a band 7 midwife or midwifery manager. They are responsible for overseeing the preceptorship programme. The role may be combined with another role depending on the organisation and the number of newly registered midwives.

The role of the preceptorship lead is to act as the central point of contact and co-ordination for all preceptorship matters within the organisation. They are responsible for the co-ordination, monitoring and evaluation of preceptorship programmes, and development and review of both programme and policy.

To meet the gold standard the preceptorship lead would oversee the preceptorship programme and ensure there is a development programme to prepare preceptors for their role. The preceptorship lead would support the preceptors as and when required, maintain a register of preceptors and preceptees, promote the value of preceptorship within their organisation.

The role of preceptorship leads is critical to delivering a successful programme. The amount of time allocated to the role should be in proportion to the number of preceptees within their organisation. The preceptorship lead reports into the SRO, director of midwifery or head of midwifery.

Preceptor-to-preceptee ratios

Where the preceptorship lead is the named preceptor, and where buddies are in place for every preceptee:
there is no recommended ratio of preceptor to preceptee.

Where preceptors are clinical ward-based or community-based midwives who are working alongside the preceptee and completing progress meetings:
the ratio of preceptor-to-preceptee remains at 1:2.

Preceptor

A preceptor provides guidance to the preceptee by facilitating their transition from student to registered midwife. This is done by gaining experience and applying learning in a clinical setting during the preceptorship period.

The midwifery preceptor should be a registered midwife at band 6 or above with a minimum of 12 months' experience post-registration. They should have experience of working in the same setting as the preceptee. They should attend initial training, development, and preparation for the role of preceptor. Preceptors should be provided with protected time as set out in the preceptorship policy.

In areas where there is a multi-professional preceptorship programme offered, midwifery preceptees should have access to a preceptor who is a clinical midwife. Each preceptor should have no more than two preceptees.

Gold standard includes a minimum of 12 months' experience in the setting or work area, access to ongoing support and training and evidence of protected time for preceptor.

The preceptor should also participate in preceptorship forums and support networks to maintain up-to-date knowledge.

Preceptee

A midwife would be considered a preceptee if they are:

a newly registered midwife entering practice for the first time

a midwife going onto a new part of the register.

Midwives may access part or all of a preceptorship programme if they are:

a midwife returning to practice after re-joining the register

a registered midwife coming to work in the UK from within or outside the EEA/EU who receives preceptor support and guidance as part of their individualised support and development package.

Buddy

A buddy is a registered midwife at band 6 or above with a minimum of 12 months' experience as a midwife. They must have completed their own period of preceptorship and possess the necessary skills to:

observe practice

support, teach and assess skills

appraise competence

facilitate reflection

act as an exemplary role model at all times.

Buddies are a critical friend, a named person for whom the preceptee can go to for advice and guidance in the absence of the preceptor. Buddies may be allocated per shift or per rotation by the preceptorship lead or chosen by the preceptee. Buddies should work clinically alongside the preceptee for a proportion of their shifts.

The aim of this role is to ensure there is always a named person that a preceptee midwife can go to for support, in addition to the preceptorship lead. All buddies will communicate regularly with the preceptorship lead or preceptor on progress of the preceptee.

Professional midwifery advocate

Professional midwifery advocates (PMAs) were introduced in 2017 to replace the role of supervisor of midwives. Selection of PMAs is employer-led, being the responsibility of the director and or head of midwifery.

To become a PMA, a midwife must successfully complete a PMA preparation programme provided by a higher education institute.

PMAs provide support to preceptee and preceptor throughout the preceptorship programme using the advocating and education for quality improvement (A-EQUIP) model. This is made up of four functions:

1. Restorative

2. Normative

3. Personal action for quality improvement

4. Education and development to support the preceptee.

The A-EQUIP model aims to contribute to the provision of high-quality care via:

facilitating continuous improvement

valuing the midwife

enhancing health and wellbeing

building personal resilience.

A PMA can also offer restorative supervision: an evidence-based tool that enables midwives to feel valued, recognises their strengths and challenges, and identifies ways for them to progress, change and develop.

This can be undertaken individually or in a group setting with the remit to help staff understand and process thoughts. This will enable them to contemplate different perspectives and inform decision making.

The PMA role does not include regulatory matters, investigating concerns, imposing interim orders, specifying monitoring local programmes or making referrals to the NMC.

Compliance

It is recommended that organisation's preceptorship programmes comply with the following:

National preceptorship framework for midwifery (2023)

NMC principles of preceptorship (2020)

RCM position statement on preceptorship (2022)

Ockendon Maternity Reviews (2022)

Immediate and essential actions (EIAs) relating specifically to midwifery preceptorship.

Evaluation

Each organisation will be responsible for evaluating their preceptorship programme, with evaluations falling within the remit of the preceptorship lead. At a core level this will include analysis of course feedback forms, retention statistics (12- and 24-months post-registration), and evaluation of preceptorship experience based on questionnaires from preceptees at the end of their programme together with feedback from preceptors.

The preceptorship programme should be evaluated on an annual basis and adjustments made which has taken the feedback into account.

At a gold standard level, feedback should be analysed after each workshop or training session and preceptees should provide feedback at mid-point and endpoint of their programme, together with feedback from preceptors and other stakeholders. Preceptees should be involved in the design and development of the programme.

Standardised documentation

All organisations should have standard documentation for use across their organisation. These should include:

Development needs analysis (SLOT analysis: Strengths, Learning needs, Opportunities and Threats) The SLOT model can assist in developing an agreed programme of development between preceptee and preceptor.

Individual learning plan

Reflection

Escalation process

A set of standard documentation is provided for use by organisations and may be tailored according to their needs. Details of these documents are available in Appendix 3.

Appendix 1: Meeting templates

Appendix 2: Role descriptors

The following role descriptors are recommended; they can be tailored to each organisation as required.

Preceptorship lead

The responsibilities of the preceptorship lead are to ensure the learning environment meets the needs of the preceptee.

1. Identify all newly registered midwives requiring preceptorship and allocate or delegate the responsibility for identifying preceptors in time for the preceptee's start date. This may include involvement in the recruitment process.

2. Co-ordinate the identification of preceptors, knowing who they are and providing appropriate level of preparation and support.

3. Implement and or maintain a register of preceptees and preceptors.

4. Ensure adequate protected time is happening in line with policy.

5. Monitor and track completion rates for all preceptees.

6. Perform regular checks that the preceptor/preceptee relationship is working satisfactorily.

7. Identify any development/support needs of preceptors.

8. Measure the effectiveness and impact of preceptorship programmes on retention and staff engagement. Evaluate programmes after each cohort, quality assure programme.

9. Ensure there are sufficient trained preceptors.

10. Support/prioritise staff retention.

Preceptor

The responsibilities of the preceptor are to:

1. Possess a good understanding of the preceptorship framework requirements and communicate these to the preceptee clearly and concisely.

2. Understand the scope and boundaries of the roles of the preceptee.

3. Act as a professional friend, peer, and advocate, demonstrate insight and empathy with the preceptee.

4. Act as a role model for professional practice and socialisation, living organisational values.

5. Ensure all induction has been completed and check that the preceptee is fully aware of local ways of working and appropriate policies.

6. Facilitate introductions for the newly registered midwife to colleagues, multidisciplinary team, peers, and others (internal and external to the organisation as appropriate). Promote networking and development of effective working relationships.

7. Agree learning needs with preceptee, co-develop a learning plan with achievable goals with regular and confidential review with the newly registered midwife.

8. Use coaching and mentoring skills to enable the newly registered midwife to develop both clinical and professionally and to develop confidence.

9. Facilitate a supportive and inclusive learning environment by signposting resources and actively planning learning opportunities for clinical, professional and personal growth of the newly registered midwife.

10. Give timely and appropriate feedback to the newly registered midwife on a regular basis.

11. Liaise with the line manager to monitor progress and address areas of poor performance or areas requiring further development through objective setting and regular review.

12. Participate in regular formal meetings with preceptee.

13. Embrace principles of NMC Code.

Buddy

A buddy is a registered midwife at band 6 or above with a minimum of 12 months' experience as a midwife, who has completed their own period of preceptorship. A buddy will:

1. Work clinically alongside preceptee.

2. Act as a professional friend, peer, and advocate, demonstrate insight and empathy with the preceptee.

3. Act as a role model for professional practice and socialization, living organisational values.

4. Facilitate introductions for the newly registered midwife to colleagues, multi-disciplinary team, peers, and others (internal and external to the organisation as appropriate). Promote networking and development of effective working relationships.

5. Give timely and appropriate feedback to newly registered midwife on a regular basis.

6. Embrace principles of the NMC Code.

Appendix 3: Midwifery framework charter

Publication reference: PR2098_i

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National preceptorship framework for midwifery

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This framework is for midwives and is a sister document to the National preceptorship framework for nursing, published October 2022. Preceptorship is a period of structured support for newly registered midwives. The main aim is to welcome and integrate the newly registered midwife into their new team and place of work.

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Attachment 5 - Introduction to Medical Administration in Healthcare

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Our Trust offers many resources that can support you to get involved in research

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Studies supported at Cambridgeshire Community Services NHS Trust

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Studies supported at Cambridgeshire Community Services NHS Trust

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Whether you are established in your nursing career or just starting out, we offer a range of education and professional development grants for nurses, midwives, healthcare support workers, and those aspiring towards a career in nursing.

We offer different types of grants to support your educational and professional development so that you can have a longer lasting impact on patient care. You do not need to be a member of the Royal College of Nursing to be eligible for an RCN Foundation grant.

Open grants

Before applying for a grant, it is important to note that we do not deliver courses. You will need to find the course yourself and apply for a grant to fund this.

The below grant is open from 28 March 2024:

To keep up to date and find out when our grants open, sign up to the RCN Foundation email newsletter.

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Education grants | RCN Foundation | Royal College of Nursing

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Apply for a grant to fund further education in nursing

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To apply for support, you need to be:

studying on an eligible programme at a university in England

eligible for tuition fees and maintenance support from the Student Loans Company, either through:

actively in study, whether academic or practice learning

Other arrangements are in place for those who may not apply for a loan due to personal reasons.

Those students must still show that they meet the eligibility criteria as defined by SFE, SFW, SFNI or SAAS, as applicable.

If you started or continued your course between January and August 2020, you will be able to apply for additional funding from the start of your next academic year.

For example, if you started your course in January 2021, you'll be able to apply for extra funding when you start your second year in January 2022.

Part-time students will receive pro-rata payments of the Training Grant and Parental Support.

If you're in receipt of an NHS Bursary, visit our NHS Bursary students section. NHS Bursary students are not eligible for NHS Learning Support Fund. ​

How and when to apply

New students

When you will receive your payments for 2024 to 2025

Funding will be scheduled over the academic year and will be paid in 3 instalments.

Payment will be made once we've received confirmation of your attendance from your university. If you start or continue between September and October 2024, you must be in attendance on 1 November to receive your first instalment. This process is the same for those who start after September 2024.

For example, a student who starts or continues studying in:

January or February 2025 needs to be in attendance on 1 March 2025

March or April 2025 needs to be in attendance on 1 May 2025

Payment dates for the 2024 to 2025 academic year

Full details will be availible soon. The following is a list of main payment months. Depending on when your university confirms your attendance, you may receive payment earlier or later than the dates stated. This should be used as a guide only, your NHS LSF account will always set out your actual payment dates.

Academic year starting September or October 2024

Term 1 - 19 November 2024

Term 2 - 18 March 2025

Term 3 - 22 July 2025

Academic year starting January or February 2025

Term 1 - 18 March 2025

Term 2 - 22 July 2025

Term 3 - November 2025 (date to be confirmed)

Academic year starting March or April 2025 (all dates to be confirmed)

Term 1 - May 2025

Term 2 - September 2025

Term 3 - January 2026

Academic year starting July or August 2025 (all dates to be confirmed)

Term 1 - September 2025

Term 2 - January 2026

Term 3 - May 2026

Your term 1 payments will be made once we have received confirmation of your attendance from your university. If you start or continue between September and October 2024, your attendance cannot be confirmed until 1 November. Your university will have until mid-November to guarantee you receive your first payment on 19 November 2024.

need to confirm your attendance for term 2 and term 3. You'll be prompted to do this via email, using the email address on your Learning Support Fund account. Once you have confirmed your attendance status, your university will be able to match you in attendance as they do for term 1.

You can download an Excel file of COSA dates which shows you the student and university windows for each term and cohort, as well as the payment dates.

2024 to 2025 information coming soon.
COSA termly windows and payments (Excel: 11.4KB)
The first time you apply for any element of NHS LSF in each year of study, you'll need to upload a copy of your student finance letter to your online account.

Uploading a document to your NHS LSF account

The selected file must be:

a JPG, BMP, PNG, TIF or PDF

an original copy ​​​​that displays the document in full

clear and in focus

in colour

unaltered by computer software

at least 50KB and no more than 5MB

If the document does not meet these criteria, your application will be rejected.

Your NHS LSF account

Once you've registered for an NHS LSF account, you'll be able to:

apply for funding elements of NHS LSF

update your personal details including your bank account

check your scheduled payments

Once you've registered for an account, you'll keep itthroughout your studies and will not need to create a new one.

If you're in receipt of LSF and are in training before September 2020, you'll continue to use your current online account until you start your next academic year.

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Information on funding support for nursing, midwifery and AHP students

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The Foundation of Nursing Studies, with the support of Jane Stokes, Jan Dewing's partner, is delighted to announce this new award in recognition of Jan's commitment to person-centred practice and supporting the development of others.

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Our Mission

To work in partnership with health and social care organisations to a foster a commitment to person-centredness by valuing staff and enabling them to develop the knowledge, skills and expertise to provide nursing that is safe, effective and caring.

AI and GPT Builder Usage: Any use of our materials for the creation of content using Artificial Intelligence, including GPT builders, requires prior written permission and authorisation from the Foundation of Nursing Studies (FoNS). Unauthorised use of our materials in AI applications is strictly prohibited.

Latest Blog: 17 Janaury 2024

In this blog, Caron Sanders-Crook talks about how providing individual caregivers a space to explore their feelings and move forward is so important in social care, especially with the ongoing post-pandemic 'fall out' and feelings of mistrust generated by the Post Office scandal.

Caron Sanders-Crook is Operations Manager, Canford Healthcare & RBCS Social Care Advisory Group Member

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Home of the IPDJ

FoNS is proud to host the International Practice Development Journal - the open access journal for those with an interest in person-centred practice, practice development and participatory ways of working

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FoNS Centre for Nursing Innovation | Home page | Practice development, Improvement, Patient, Care

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What the Foundation of Nursing Studies does, highlights of FoNS' current work, guide to the centre for nursing innovation

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Our values

The Trustees and staff of Burdett Trust for Nursing are committed to the ethos and principles of equity, diversity and inclusion and we strive to put these into practice in every aspect of our work. We are committed to tackling all forms of injustice and we work to recognise and address the biases and stereotypes that counter opportunity. We know that we have much to learn and we believe we owe it to the patients we serve to champion equality, value diversity and challenge power imbalances wherever we find them. Through this, we believe we can enhance excellence, innovation and creativity and fundamentally strengthen the nursing contribution to healthcare.
Image Credit: Photomosaic featuring Nurse Sarah Soriano by Lloyd Reynolds.

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The Trustees and staff of Burdett Trust for Nursing are committed to the ethos and principles of equity, diversity and inclusion and we strive to put these into practice in every aspect of our work. We are committed to tackling all forms of injustice and we work to recognise and address the biases and stereotypes that counter opportunity.

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Apply for funding | Royal College of Nursing

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Different funding options provided by the RCN Foundation

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Charitable giving from the Company’s main Charitable Fund is focused on welfare and education in the leather industry and the communities of London.

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This opportunity provides an open and flexible route to computational support for high quality projects across the entire UK Research and Innovation (UKRI) remit.

This application process is purely for compute resource for up to 12 months. No funding is available to successful applicants.

You must be based at a UK research organisation eligible for EPSRC funding.

Apply for funding to run a High Throughput Screen (HTS) using AstraZeneca's compound library and screening robots.

Two funding opportunities per year with changing highlights. This funding opportunity will have a highlight on new targets related to autoimmunity or motor neurone disease.

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MRC funds research at the forefront of science to prevent illness, develop therapies and improve human health.

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Economic and Social Research Council (ESRC)

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ESRC is the UK’s largest funder of economic, social, behavioural and human data science.

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Wellcome supports discovery research into life, health and wellbeing, and we’re taking on three worldwide health challenges: mental health, climate and health and infectious diseases.

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Join the conversation on climate change and the nursing profession: session 1 | Event | Royal College of Nursing

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Want to know more about how the RCN is engaged in action on climate change and wider sustainability work?