# data[].attributes.body
When considering a career in healthcare, you may have thought that university study or an apprenticeship was your only option and that you may be restricted to working in registered roles such as a Nurse, Doctor, or one of our Allied Health Professional roles.

In reality, there are a whole range of roles in healthcare which provide essential support and care to patients, and their fellow colleagues.

These roles include support workers, senior support workers, assistants and assistant practitioners who work alongside the allied health professionals (AHPs).

# data[].attributes.attachment_link.readable_text
The Value they bring to the Allied Health Professional Workforce

When considering a career in healthcare, you may have thought that university study or an apprenticeship was your only option and that you may be restricted to working in registered roles such as a Nurse, Doctor, or one of our Allied Health Professional roles.

In reality, there are a whole range of roles in healthcare which provide essential support and care to patients, and their fellow colleagues.

These roles include support workers, senior support workers, assistants and assistant practitioners who work alongside the allied health professionals (AHPs). These staff members play a crucial role in delivering safe and effective care, influencing patient's experiences, across a huge variety of services such as within the NHS including inpatient and community, social care, housing, education and voluntary services. Support staff can also work with individuals at every age, from babies and young children, adults and older age.

The AHP support workforce works with registered allied health professional staff and the wider healthcare team (also known as the multi-disciplinary team).

AHP support workers can be involved in a range of tasks, often dependent on the allied health profession(s) they are working with; this may include tasks such as welcoming and preparing service users for treatment, supporting patients with their clinical care plans, supporting the development of resources and information and running groups.

Take a look at some examples of AHP Support Staff activities in the image below.

Think you might be interested in a career as an AHP Support Staff member?
Fantastic! Being an AHP Support Staff member is a great way of getting a taste for what it is like working in healthcare - it may be the job of your dreams or lead you on a journey you may not be expecting such as an apprenticeship to become a registered allied health professional at a later point in time.

If you do not have prior experience in healthcare, you might be surprised to realise you already have the skills needed. One of the most important elements of working in healthcare is being caring and compassionate, along with good communications skills.

What matters most is that you have a passion for helping others and enjoy working as part of a committed and caring team.
Inspirational stories
You can also take a look at some of our local AHP Support Staff inspirational stories below such as Lucy, Leading support worker for AHP Workforce Supply Project; Naseem, Rehabilitation Support Worker at the Yorkshire Cochlear Implant Service, Helen, Senior Therapy Assistant, Peter, Occupational Therapy Assistant and Toni, Henna and Jo, Dietetic Associate Practitioners.

# data[].attributes.attachment_link.title
AHP Support Workers - The Value they bring to the Allied Health Professional Workforce - Aspiring Allies

# data[].attributes.attachment_link.description
The Value they bring to the Allied Health Professional Workforce When considering a career in healthcare, you may have thought that university study or an apprenticeship was your only option and that you may be restricted to working in registered roles such as a Nurse, Doctor, or one of our Allied Health Professional roles.

# data[].attributes.body
On this programme you can qualify as a Speech and Language Therapist through a combination of work-based learning and online study. You’ll spend 40% of your time learning from experts here in the School of Allied Health Professions, Nursing and Midwifery at the University of Sheffield, or on placements that give you experience of a wide range of speech and language therapy roles. The rest of your time, you will be putting your learning into practice on the job with your employer.

# data[].attributes.attachment_link.readable_text
This four-year degree apprenticeship allows you to combine work and study, and qualify to practise as a Speech and Language Therapist.

Programme lead: Dr Catherine Tattersall

On this programme you can qualify as a Speech and Language Therapist through a combination of work-based learning and online study. You'll spend 40% of your time learning from experts here in the School of Allied Health Professions, Nursing and Midwifery at the University of Sheffield, or on placements that give you experience of a wide range of speech and language therapy roles. The rest of your time, you will be putting your learning into practice on the job with your employer.

As the organisation responsible for delivering your programme, we will work closely with your employer. You will have a personal tutor at the University and a clinical mentor in your workplace, plus educators at your placement providers to support you. They will help to ensure that you can develop the knowledge, skills and behaviours that a Speech and Language Therapist needs in order to qualify and practise, as set out by the Institute for Apprenticeships and Technical Education, and the Royal College of Speech and Language Therapy.

Accreditation and the apprenticeship standard

This programme is approved by the Health and Care Professions Council and accredited by the Royal College of Speech and Language Therapists. It also meets the speech and language therapist (integrated degree) standard defined by the Institute for Apprenticeships and Technical Education.
About the integrated degree standard
Four years, full-time

All university teaching and learning is delivered by live, synchronous learning, so there is no requirement for you to come onto campus. You will have access to all of the same services and support as students who are on campus.

Your time at university is split into 15 study blocks. You will complete four of these in each of the first three years, and three in your final year. Each block usually starts with five days of online, synchronous learning with university tutors, followed by around 10 weeks of completing study tasks you have been set, alongside self-directed learning.

In line with Royal College of Speech and Language Therapy guidance, you will spend 150 hours on supervised placements in both adult and paediatric (children and young people) settings.

You will have tripartite progress review meetings every eight-to-12 weeks with your university personal tutor and your line manager/clinical mentor.

Each study block includes an assessment. At the end of your four years, you will complete an End Point Assessment (EPA). Passing this allows you to qualify and practise as a Speech and Language Therapist.

Employers will be able to submit an expressions of interest for their potential apprentice from January 2 2024 to March 31 2024. Tripartite interviews will be held during April and May 2024 with offers made to successful apprentice applicants in June 2024.

We will be running online webinars to give an overview of the programme and the application process, for both employers and potential apprentice applicants. Please check this website for updates.

# data[].attributes.attachment_link.title
BSc Speech and Language Therapist Degree Apprenticeship

# data[].attributes.attachment_link.description
This four-year degree apprenticeship allows you to combine work and study, and qualify to practise as a Speech and Language Therapist.

# data[].attributes.body
The programme has been developed to reflect key policies shaping the Prosthetic and Orthotic profession, the NHS, Health and Social Care sectors today with the skills and attributes needed within the workforce to deliver care with compassion and skill to ensure the best outcomes for patients and service users. The programme has been developed through close consultation and collaboration with Health Education England (HEE), Skills for Health, members of the Prosthetic/Orthotic industry; both private companies and the NHS and Prosthetic and Orthotic service users.

# data[].attributes.attachment_link.title
Prosthetics and Orthotics Degree Apprenticeship - Apprenticeships courses - University of Derby

# data[].attributes.attachment_link.description
This degree level apprenticeship qualifies you as a Prosthetist/Orthotist, a registered healthcare professional who uses evidence- based practice to provide clinical assessment, prescription, technical design and fabrication of prosthetic and/or orthotic devices.

# data[].attributes.body
The degree apprenticeship programme will provide the apprentice with the opportunity to study for a work integrated degree whilst remaining in salaried employment. This work-based programme allocates specific times to work under direct supervision from expert clinical podiatrists. The podiatry lecturing team at the University will provide expertise to support the apprentice in gaining evidence based knowledge and appropriate academic skills to gain both theoretical understanding and clinical aptitude.

# data[].attributes.attachment_link.readable_text
Modules Overview

DAPOD401 Introduction to podiatric practice: Introduces the clinical environment and professionalism

DAPOD402 An introduction to podiatric clinical practice: Focuses on disorders of the skin including wounds. Assessment of neurological and vascular impairment will be introduced

DAPOD403 Human anatomy and physiology: Introduces the fundamentals of human anatomy and physiology

DAPOD404 Lower limb studies 1: Concentrates on lower limb anatomy and how normal gait and movement is enabled. The theory underpinning assessment of the lower limb is explored

DAPOD405 Person centred care: Explores enabling patient choice by shared decision making, personal health budgets, supported self-management and community based support

DAPOD406 Professional and inter-professional working: Develops understanding of professional practice and the inherent standards expected of health care professionals. The value of inter-professional working is introduced

DAPOD501 Research methods: Concentrates on the development of a research project, combining skills relating to evidence based practice.

DAPOD502 Special patient groups: Focusses on development of the lower limb from birth to adulthood and how this influences function. Recognition of conditions relating to the lower limb, which impact on mobility and stability through the life cycle will be explored.

DAPOD503 Systemic disorders of the lower limb: Theory is developed associated with patients presenting with common systemic or acquired disorders that may cause lower limb pathologies.

DAPOD504 Musculoskeletal conditions and applied biomechanics in the foot and lower limb: Develops knowledge of the aetiology and pathology of musculoskeletal conditions of the foot and lower limb.

DAPOD505 Gait, footwear and orthoses: Explores assessment and management of foot and ankle disorders responsive to footwear / orthotic therapy.

DAPOD506 Lower limb studies 2: Develop knowledge of pathological conditions including malignancies pertaining to skin and nail units.

DAPOD601 Research project: The research project initiated in DAPOD501 will be carried out, under supervision, using an ethically approved protocol.

DAPOD602 Pharmacology: Focusses on the pharmacological approach to patient management. On successful completion of this module, the student will achieve the Prescription Only Medicines (POM) annotation on the HCPC register.

DAPOD603 Minor surgery: Develops skills and knowledge in the formation of assessment and management options to carry out minor surgical techniques in suitable patients.

DAPOD604 Complex podiatric medicine: Skills in diagnosis and podiatric management of patients presenting with complex conditions and comorbidities will be developed.

DAPOD605 Leadership and clinical education: Focusses on theories of leadership, communication in difficult circumstances, and clinical governance.

Assessment Methods

A variety of assessment methods are used throughout the programme to enable the students to achieve the learning outcomes for each module. This approach illustrated below contributes to achieving an inclusive and equitable assessment strategy.

Coursework

Essays

Reports

Reflective writing/blogs

Clinical Logs

Professional Development Profile

Peer Observation of Practice

Direct Observation of Procedural Skills (DOPS)

Portfolio

Case-Based Discussion (CBD)

Graphic visual representations of knowledge, information and data

An observation including viva and professional presentation which form the End Point Assessment (EPA).

# data[].attributes.attachment_link.title
BSc (Hons) Podiatry Degree Apprenticeship

# data[].attributes.attachment_link.description
BSc (Hons) Podiatry Degree Apprenticeship at the University of Plymouth. Our Podiatry Degree Apprenticeship enables new and existing healthcare staff to study for a degree whilst in paid employment.

# data[].attributes.body
Using advanced communication and behaviour-change skills to enable people to make lifestyle and food choices to improve their health. This is a 2 year programme, offering an MSc award

Level 7

Typical duration: 48 months (this does not include EPA period)

# data[].attributes.attachment_link.readable_text
Managing teams that use, design and repair equipment for taking measurements

Level 5

Typical duration: 24 months (this does not include EPA period)
Download a booklet for more information Rail and Rail Systems Senior Engineer
Applying rail and rail systems technical engineering skills in a broad range of management and leadership activities

Level 6

Typical duration: 36 months (this does not include EPA period)
Rail Engineering Advanced Technician
Providing and managing the delivery of technical engineering solutions across the rail network

Level 4

Typical duration: 48 months (this does not include EPA period)
Embedded Electronic Systems and Development Engineer (Electro Mechanical Pathway)
Designing and developing electronic circuits, devices and systems for a range of industries

Level 6

Typical duration: 36 months (this does not include EPA period)
Manufacturing Engineer
Helping take products from design to manufacture, ensuring that they are launched on time, at cost and to the right quality

Level 6

Typical duration: 48 months (this does not include EPA period)
Download a booklet for more information Product Design and Development Engineer
Using engineering techniques to bring new products to life or redesign existing products

Level 6

Typical duration: 48 months (this does not include EPA period)
Download a booklet for more information

# data[].attributes.attachment_link.description
Apprenticeship courses available at Coventry University. Futureproof your business with skilled staff, or gain qualifications while you work.

# data[].attributes.body
Upon successful completion, the BSc (Hons) in Paramedic Science programme will enable you to apply for registration as a Paramedic with the Health and Care Professions Council (HCPC), and practice under the protected title of Paramedic.

# data[].attributes.attachment_link.readable_text
How you will learn

A variety of teaching and learning methods are designed to match learning outcomes and to provide you with some experience of the method best suited to your own learning style, we support your move to becoming an independent and mature learner.
This course emphasises practical learning and reflection on and in practice. You are actively facilitated to apply and integrate your professional knowledge within your practice and to develop an enquiring critical approach to study and professional practice. The programme team use Technology Enhanced Learning to maximise your learning experience through a blended learning approach.
Blended learning is a combination of online delivery methods and face to face learning activities and is advocated by Health Education England (2022).

Carefully considered online learning activities such as lectures, seminars, group tasks and resources are complimented by in-person learning activities such as simulations, clinical skills workshops, facilitated practice and group work. This allows learners to gain an appreciation for the link between theory and practice in paramedicine, whilst acquiring the relevant knowledge, behaviours, skills and competence required to achieve paramedic registration with the HCPC.

The benefits of a blended learning approach include:

Work life balance- Online delivery methods reduce time spent commuting to and from the learning environment.

Multimedia content- A variety of delivery methods allows for all learning styles to be catered for.

Community of Practice- Blended learning encourages social interactions and collaborative learning, both proven to enhance the overall learning experience.

Ownership of Learning- Self-directed study is encouraged and supported, allowing learners to take ownership of their own learning and professional development

Increased confidence- Skills in the use of IT, virtual learning platforms and multimedia resources are built upon, developing confidence of learners in the use of technology. A crucial aspect of the role of a modern paramedic.

How you will be assessed

Formative assessment is an important feature within the programme and may include in‐class or online activities such as research diaries, assignments and tests. Formative assessments are assessments for learning, and they allow learners the opportunity to receive feedback on their knowledge, skills, behaviours and progression towards their summative assessments.

Summative assessments are assessments of learning, and these assessments have been designed to provide a creative and balanced strategy throughout the programme. The summative assessments all relate to the working environment of a paramedic enabling you to take your assessed learning into the practice environment to optimise the provision of patient care. These assessments include practical assessments, presentations, and assignments.

# data[].attributes.attachment_link.title
BSc (Hons) - Paramedic Science (Degree Level Apprenticeship)

# data[].attributes.attachment_link.description
Study BSc (Hons) Paramedic Science (Degree Level Apprenticeship) at University of Cumbria in Blended Learning

# data[].attributes.body
This Operating Department Practitioner degree apprenticeship will enable you to provide high standards of compassionate care at each perioperative stage – from anaesthetic through surgery to recovery.

# data[].attributes.attachment_link.title
Operating Department Practitioner | University of West London

# data[].attributes.attachment_link.description
This Operating Department Practitioner degree apprenticeship will enable you to provide high standards of compassionate care at each perioperative stage - from anaesthetic through surgery to recovery.

# data[].attributes.body
On successful completion of this Level 6 apprenticeship, you will gain a BSc (Hons) in Operating Department Practice, making you eligible to apply to the Health and Care Professions Council (HCPC) for registration.

# data[].attributes.attachment_link.readable_text
Do you want to be part of a specialised and rewarding profession?

Our course will equip you with the skills to become a dynamic, confident and competent practitioner.

Operating Department Practitioners are multi-skilled allied health professionals working within all areas of the perioperative journey. Operating Department Practitioners are key members of the multidisciplinary team, working alongside surgeons, anaesthetists, nurses, radiographers, and other health professionals. On this HCPC-approved accelerated apprenticeship, you will gain the knowledge, skills, and behaviours required to provide safe, competent, patient-centred care through the three phases of the perioperative journey: anaesthetics, surgery and recovery.

You will develop your learning in five broad areas:

Professional Practice

Professional values and behaviours

Professional standards

Leadership and management

Communication and information

On successful completion of this Level 6 apprenticeship, you will gain a BSc (Hons) in Operating Department Practice, making you eligible to apply to the Health and Care Professions Council (HCPC) for registration.

Course highlights

Learn on a course with a 100% student satisfaction rate. (NSS, 2022)

State-of-the-art immersive clinical skills suite to practice skills in a safe environment

Taught by a team of enthusiastic, experienced registered Operating Department Practitioners

Unique to this course, the academic study takes place online

This accelerated apprenticeship is a three-year course. Unique to this course, academic study takes place online, allowing for flexibility with self-directed study, coupled with an annual week's 'residential' week at the University of Derby where you will interact with your peers in our immersive clinical skills suite, take part in clinical simulation scenarios and attend lectures/teaching sessions taught by subject experts.

Modules are taught over three trimesters a year through online Collaborate sessions, webinars, and unit activities. You will be assessed using a variety of assessment methods to suit your learning needs, such as academic coursework/assignments, competencies, presentations, online examinations and VIVAS (Oral exams).

Each student has a personal academic tutor who is part of the core lecturing team to provide guidance to the student throughout the three years of the course and will have tripartite reviews with the student and workplace mentor at regular intervals to discuss the students' progress both academically and practically and identify any areas of additional support.

Additional support for learners who have dyslexia or additional learning needs.

Fees are paid by the employer.

More information for employers

The cost of this apprenticeship will normally be in line with the funding band £26,000, but we'll consider individual agreements depending on student numbers and your involvement.

Apprenticeships for this programme need to be applied for through an advertising employer. However, you can find out more from us - please see below for contact information.

If you want to find out more about studying a short course, please contact us and we will get back to you as soon as we can.

Additional information about your studies

Minimum numbers

Please note that this course is subject to minimum numbers in order to run.

# data[].attributes.attachment_link.title
Operating Department Practitioner Apprenticeship - Apprenticeships courses - University of Derby

# data[].attributes.attachment_link.description
This degree-level apprenticeship qualifies you as an operating department practitioner: a registered healthcare professional specialising in caring for people of all ages before, during and after surgery.

# data[].attributes.body
This Apprenticeship allows qualified assistant practitioners working in the field of medical imaging to progress their existing qualification to a full BSc Honours Degree in Diagnostic Radiography. They will then be eligible to apply to the HCPC to enter their register as a Diagnostic Radiographer.

# data[].attributes.attachment_link.readable_text
Course Overview

This Apprenticeship is intended for assistant practitioners who have already achieved a relevant foundation degree and are employed in a medical imaging setting. The applicant must be working in a medical imaging department with the full support of their employer to undertake the apprenticeship. This apprenticeship combines work-based learning in order to progress clinical skills and behaviours with academic study to develop knowledge relevant to this field of work.

Apprentices will continue to work an an employee at their place of work while undertaking this apprenticeship, with time being allocated by their employer to allow them to meet necessary academic and clinical competencies. This includes a minimum of 20% 'off-the-job' training time to cover both university study time and clinical skills outside of the apprentice's usual scope of practice.

On this course you will...

Develop your interest, knowledge and understanding of the continually changing and expanding field of medical diagnostic imaging.

Enable you to learn in both the academic and clinical settings demonstrating levels of achievement whilst being supported within those environments.

Graduate with a realistic and professional attitude to the current working environment and an understanding of the dynamic and changing nature of your clinical role.

Graduate as a resilient, proficient communicators whose values are centred around effective and compassionate patient care.

Continue learning throughout your professional life (CPD) assuring a competent, informed member of the healthcare team.

Engage in safe and effective practice.

Key Details

Grade C/4 GCSE or equivalent (eg. Functional skills level 2) in Maths and English.

# data[].attributes.attachment_link.title
BSc (Hons) - Diagnostic Radiography (Integrated Degree)

# data[].attributes.attachment_link.description
Study BSc (Hons) Diagnostic Radiography (Integrated Degree) at University of Cumbria in Lancaster and Online

# data[].attributes.body
The BSc (Hons) Diagnostic Radiography Degree Apprenticeship aims to give learners and employers more flexibility with regard to how we can offer training to upskill the existing Assistant practitioner workforce, but also offer an alternative pathway for those wishing to follow an Apprenticeship route to practitioner

This programme has been developed as an innovative, predominantly online programme with two optional face-to-face on campus 'schools'

This will be delivered online via the award-winning University of Derby online platform, with regular synchronous tutor support to supplement the asynchronous high-quality resources

The aim of this programme is to enable imaging assistant practitioners to bridge the gap between their existing practice at band 4 and enable them to gain the necessary, skills, knowledge and experience in order to meet the requirements for registration as a diagnostic radiographer

# data[].attributes.attachment_link.readable_text
Course description

The BSc (Hons) Diagnostic Radiography Degree Apprenticeship aims to give learners and employers more flexibility with regard to how we can offer training to upskill the existing Assistant practitioner workforce, but also offer an alternative pathway for those wishing to follow an Apprenticeship route to practitioner

This programme has been developed as an innovative, predominantly online programme with two optional face-to-face on campus 'schools'

This will be delivered online via the award-winning University of Derby online platform, with regular synchronous tutor support to supplement the asynchronous high-quality resources

The aim of this programme is to enable imaging assistant practitioners to bridge the gap between their existing practice at band 4 and enable them to gain the necessary, skills, knowledge and experience in order to meet the requirements for registration as a diagnostic radiographer

You will build on the competencies acquired in your role as an assistant practitioner. Apprentices should enter the study programme with the assumption that they possess the essential assistant practitioner key skills as defined under the scope of practice by the College of Radiographers

The programme is structured to be delivered across the whole calendar; you will work in 'trimesters' which means Jan-April; May-Aug, Sept-Dec

You will transition from AP to practitioner in 18 months

This programme is accredited by the HCPC and validated by the University of Derby

Approved by the College of Radiographers

Who is this course for?

The programme is open to applicants who employers put forward as an apprenticeship candidate

All learners must work in the diagnostic imaging environment and be able to undertake (have access to) the full range of clinical experience in order the meet the HCPC standard of proficiency (and those of the Diagnostic Radiography Apprenticeship standard) and have their managers' support

Managers must be able to reassure the university that the learner will be enabled and supported in their efforts to successfully complete the course

Within the workplace learners must be supported by practice assessors (workplace mentors) and supervisors who must be registered health professionals (HCPC registered Diagnostic radiographer); the workplace will be asked to undertake an audit as part of the initial contracting process

Workplace mentors/assessors and supervisors will be offered training and support, and an apprentice must be given a named assessor who must have undertaken our bespoke support mentor training package

Structure, certificates and assessment

Please note that all modules are core.

Developing projection radiography (20 credits)

Developing imaging practice (20 credits)

Professional skills in clinical practice (20 credits)

Advancing projection radiography (20 credits)

Advancing imaging practice (20 credits)

Advancing professional skills (20 credits)

Independent scholarship (40 credits)

Transition to practice (20 credits)

How you will learn

Training will be delivered online via the University of Derby online platform, with regular synchronous tutor support to supplement the asynchronous high-quality resources.

This is a completely bespoke programme for apprentices, designed to align with the apprenticeship standard, ethos and pragmatic approach to assessment and learning.

The University of Derby has a history of delivering apprenticeship programmes which have been developed in conjunction with practice partners to deliver training that is fit for purpose and learners that are fit for practice upon completion. The University of Derby Online, spanning over 20 years and having a wealth of experience in delivering quality programmes through online collaborative learning media and methods, can ensure that learners are well supported even though they are working, living and studying at a distance.

You will study modules and in each module, there will be 10 units of study materials. The off-the-job learning study materials will aim to be aligned to the real world and to be patient-focused, in order to demonstrate impact to the users of our services. Wherever possible, stories, vignettes, videos and prompts (in a variety of formats) will be utilised to trigger reflection and evaluation of excellence in evidence-based practice.

The online materials will encourage you to review and reflect on the evidence base in relation to the topics under review - so not just 'what' we do but 'why' we do what we do. It will develop your curiosity in order to look for and review the evidence base, and debate current and future trends. You will be encouraged to work together in peer groups and in group spaces online (for example using discussion boards.)

To deepen your critical reflective skills, you will be invited to regular tutor-led sessions (synchronous) within each module. These online 'live' sessions will enable you to connect and interact with the programme team for debate, discussion and other activities. These sessions will also be recorded.

How you're assessed

There are a number of practice-based assessments, all linked to the HCPC SoPs (2022) but the timing of these is very much down to the practice assessor. We indicate in the high-level plan a suggested 'pace' and there are regular tripartite reviews to take stock of progress.

Clinical assessments are part of a clinical portfolio which eventually forms part of the EPA; these will be assessed by the workplace mentor. Pebblepad will be used to record the clinical portfolio (EPA) and to keep relevant apprenticeship records.

Who you'll meet

You will be taught by qualified professionals with extensive experience. They have proven, sustained track records in higher education teaching.

Our staff keep up to date with the latest developments in the sector by undertaking continuous professional development.

Personal academic tutoring

Your personal academic tutor will work with you to help you get the most out of your time at university. Having someone to talk to about your academic progress, your university experience and your professional aspirations is hugely valuable. We want you to feel challenged in your studies, stretched but confident to achieve your academic and professional goals.

Benefits

Flexible learning approach

Accredited by the HCPC

Offers an alternative pathway for those wishing to follow an Apprenticeship route to practitioner

Supervisor training for practice educators and mentors

Entry requirements

Note: this programme is suitable for assistant practitioners who already have a foundation degree and who are looking to 'upskill' and complete their training to practitioner level.

Foundation degree (FdSc) as an Assistant Practitioner in a projection (plain film) imaging pathway* normally completed within the previous 5 years

If the Foundation degree (FdSc) Assistant Practitioner was completed in a modality only pathway, then this is not sufficient. The applicant would usually need to complete UoD FdSc in appendicular imaging in order to 'top up' the FdSc to meet our entry requirement **

In the case this has been longer than 5 years then satisfactory evidence of ongoing evidence-based CPD may be requested, and these applications will be reviewed on a case-by-case basis

Overseas applicants will require IELTS with an overall score of 6.5 with no less than 6 in any category, or an equivalent English qualification

Level 2 English qualification(GCSE Grade 4-9, GCSE Grade A-C, Level 2 Functional Skills English, Key Skills Level 2 Communication or equivalent); (essential)

Level 2 Maths qualification(GCSE Grade 4-9, GCSE Grade A-C, Level 2 Functional Skills Maths, Key Skills Level 2 Application of Number (Numeracy) or equivalent); (essential)

* The Healthcare Assistant Practitioner Apprenticeship Standard Reference: ST0215, is satisfactory, if modules in skeletal imaging (that include appendicular imaging), radiographic anatomy and radiation physics have been completed.
** We will not teach/assess appendicular radiography, basic patient care skills, x-ray production, x-ray tube construction or basics of legislation (IRMER or IRR), so this must be evidenced (credit bearing) by entrant at level 4/5. This 'top up' credit module would need to be completed as an extra 'CPD' module if appendicular imaging had not been studied at level 4 - i.e. would not be funded under the apprenticeship levy if undertaken separately.

Fees and funding

Employers

Cost of the apprenticeship will normally be £14,400 but individual agreements will be considered depending on student numbers and the involvement of employers.

Apprentices

Fees will be paid by your employer with government-funded support or through the apprenticeship levy.

How to apply

For more information call +44 (0)800 001 5500 or email apprenticeships@derby.ac.uk

Places on the new programme will be capped for each intake to ensure we offer a high-quality experience, so please do register your interest with us early on.

Our business development manager is Ben Cope: b.cope@derby.ac.uk

Our admissions manager for the programme is Jenny Corden Jolly: j.corden-jolly@derby.ac.uk

Empower your workforce with block bookings

Take advantage of a short courses block booking to upskill your employees. Our short courses run on-campus and online and include new legislation and other up-to-the-minute issues. Get in touch today and we will tailor a package to meet the needs of your business.
Block booking for businessBlock booking for business

If you want to find out more about studying a short course, please contact us and we will get back to you as soon as we can.
Contact us Contact us

# data[].attributes.attachment_link.title
Diagnostic Radiography Degree Apprenticeship - Apprenticeships courses - University of Derby

# data[].attributes.attachment_link.description
The aim of this programme is to enable imaging assistant practitioners to bridge the gap between their existing practice at band 4 and enable them to gain the necessary skills, knowledge, and experience in order to meet the requirements for registration as a diagnostic radiographer.

# data[].attributes.body
Successful completion of this apprenticeship programme will ensure apprentices have the skills required to successfully embark on a career as a Diagnostic Radiographer. They will gain the skills and knowledge needed to continually learn, develop and use evidence-based research to improve practice.

# data[].attributes.attachment_link.readable_text
Overview

Provides extensive workplace learning and practice within an imaging department, supported by academic learning from the University

The University of Exeter has offered a BSc in Medical Imaging since 2004; since then our course has consistently been ranked as one of the best in the UK

Apprentices will have access to our state-of-the-art, purpose-built facilities including X-ray room, MRI scanner and lab space

Provides the opportunity for apprentices to give back to their imaging department by undertaking a research project in years two and three

Successful graduates of our programme are eligible to apply for registration with the Health and Care Professions Council (HCPC) as a diagnostic radiographer

Accreditations

Entry requirements

Qualification

Typical offer

Required subjects

A Level

BBC*

B in a science subject*

IB

28

IB science HL5

GCSE

C or 4**

Maths and English

Equivalences
View other grade equivalences

*GCE AL science includes: Biology/Human Biology; Chemistry; Computing; Design and Technology; Electronics; Environmental Studies; Geography; Geology; Maths/Pure Maths/Further Maths*; Life and Health Sciences; Physical Education; Physics; Psychology; Science (applied); Statistics.

**GCSE Maths and English grade C or 4 or Functional Skills Maths and English Level 2, or equivalent.

NB General Studies is not included in any offer.

Other qualifications

Access to Higher Education Diploma to Health Science or Science to include: 24 Level 3 credits at Distinction Grade and 21 Level 3 credits at Merit Grade, including at least 12 Level 3 credits at Merit Grade in a relevant Science subject

60 credits at 60% or above in a relevant foundation degree

Applicants must also have a valid and eligible residency status to gain entry onto the apprenticeship - please see the ESFA guidance for further information.

There is an additional requirement of the Health and Care Professions Council that apprentices whose first language is not English need to meet IELTS requirements of at least 7.0 overall and no less than 6.5 in any other section.

Read more

How to apply

The Diagnostic Radiographer Degree Apprenticeship does not follow the standard UCAS application process. Applicants can apply to this programme in addition to making applications to any institution through UCAS. To gain a place on an apprenticeship applicants must either:

Be employed within a radiography department - employers must have arrangements in place with the University of Exeter to support an apprenticeship education. Employers are responsible for ensuring applicants meet the Fitness to Practice requirements of the programme. Pre-employment checks will include occupational health screening and DBS checks; fulfilment of these to the satisfaction of the employer is a prerequisite for entry onto this programme.

Apply directly to a department offering diagnostic radiographer apprenticeship vacancies. Once applicants hold the offer of a post, employers will notify the University. Applicants will then be required to undertake an application for the University. If an applicant has been successful they will be offered a position. A place will be confirmed by us, and we will send further information about how to enrol as an apprentice.

Funding
Full programme cost: £24,000
The employer fully covers the cost of the apprenticeship; apprentices do not pay for any of the eligible training costs. The apprentice will be an employee of the organisation, gaining a University of Exeter award alongside working and earning a salary.

Employers who pay the Apprenticeship Levy will pay for the apprenticeship fees directly through that contribution.  See further information on the Apprenticeship Levy funding.

Employers who do not pay the Levy will be able to claim 95 per cent of the cost of the apprenticeship from the Government. Up to 100 per cent Government contribution may be available if the employer has fewer than 50 employees and:

Recruits an apprentice aged 16-18

OR an apprentice aged 19-24 who has previously been in care or who has a local authority education, health and care plan

Employers must pay their apprentices a salary at least consistent with national legislation.

Funding eligibility criteria

To be eligible for funding apprentices must meet the criteria listed in the ESFA guidance.

They must also have a valid and eligible residency status to gain entry onto the apprenticeship - please seethe ESFA guidance for further information

Read more

Course content

Successful completion of this apprenticeship programme will ensure apprentices have the skills required to successfully embark on a career as a Diagnostic Radiographer. They will gain the skills and knowledge needed to continually learn, develop and use evidence-based research to improve practice.

The modules we outline here provide examples of what apprentices can expect to learn on this course.

Employer negotiated module

In the final year, there is an employer negotiated module. This enables apprentices to gain further experience in a particular area of the department or modality, or gain additional skills such as cannulation.

"Studying a degree apprenticeship at Exeter has been an exciting, challenging but hugely rewarding experience. The team behind my apprenticeship are always on hand if there are any issues and will quickly resolve them. There is regular communication and a real drive to gain both positive and negative feedback to make the course the best it can be."

Rachael

Diagnostic Radiographer Degree Apprentice

Learning

Programme delivery

The Diagnostic Radiographer Degree Apprenticeship is delivered through a combination of work-based practice and blended learning provided by the University.

E-learning elements of the course, including lectures, seminars and online collaborative work, are undertaken through the University's electronic learning environment. This will supplement and further the apprentice's learning, as well as providing academic support.

Degree apprenticeship roles are developed with a strong emphasis upon the close relationship between employer and University. The academic curriculum will, for a large part, follow real delivery in the workplace with the day-to-day challenges faced in a work environment.

Time spent studying on campus

The on-campus teaching is a mandatory block attendance at the University of Exeter, consisting of 3 blocks of 4-5 days per year. Apprentices will also have protected study time during the working week.

Support available

Our dedicated partnerships team liaise closely with employers throughout the programme; each apprentice is allocated an academic mentor to ensure their successful completion of the programme

Apprenticeship Standard

Alongside studying for their level 6 apprenticeship gained after completing the Knowledge, Skills and Behaviours of the apprenticeship standard, apprentices will study for a BSc in Diagnostic Radiography and Imaging.

This programme aligns with the level 6 Diagnostic Radiographer (integrated degree) standard.

Careers

Career opportunities:

There is a consistently great need for radiographers with strong clinical skills who enjoy working with patients. Radiography provides a very diverse range of careers such as advanced and consultant practice, including radiographer reporting and radiographer led-discharge.

Radiography is an area of practice that is constantly evolving and as such, can be a very rewarding career. In addition, career opportunities exist within research, further developing the profession, as well as within leadership and management.

A Medical Imaging degree is a passport to an interesting job and a fulfilling career. There is a grading structure that sees an individual's salary increase as they move up in the profession.

Internationally recognised qualifications:

Radiographers trained in the UK are recognised as being among the best in the world and the health providers of many countries recruit in the UK. On graduation you will be eligible to apply for registration as a diagnostic radiographer with the Health and Care Professions Council (HCPC) and for membership of the Society and College of Radiographers.

The University's Careers Service provides a range of support to help apprentices develop skills attractive to employers. Visit our careers service pages for more information.

Employer information

The UK faces a significant skills gap for Diagnostic Radiographers within our healthcare workforce with rising employer demand for highly skilled, qualified professionals. The University has offered an undergraduate degree course since 2004 which is consistently rated as one of the best in the UK.

To meet the needs of specific departments, pathways relating to specific imaging modalities are available. A distinctive employer negotiated third year placement, agreed between the employer and the apprentice, enables departments to plan their workforce for the future, in the knowledge that they will have new graduates with the skills required for particular aspects of their imaging service.
Download our Diagnostic Radiographer Brochure

Related courses

View all degree apprenticeships

# data[].attributes.attachment_link.title
Diagnostic Radiographer (Level 6 BSc) | Degree Partnerships | University of Exeter

# data[].attributes.attachment_link.description
Provides extensive workplace learning and practice within an imaging department, supported by academic learning from the University The University of Exeter has offered a BSc in Medical Imaging since 2004; since then our course has consistently been ranked as one of the best in the UK Apprentices will have access

# data[].attributes.body
This apprenticeship prepares you for a career as a qualified Therapeutic Radiographer in the NHS by providing the underpinning knowledge and interpersonal skills the profession demands, such as working in an integrated working environment with multidisciplinary teams to enhance the quality of care to the service user.

# data[].attributes.attachment_link.readable_text
Use cutting-edge equipment to learn how to deliver radiotherapy, and provide specialist care and support to patients.

Course length: 3 years, part-time

Start date: March

Course level: Level 6

University award: BSc (Hons) Therapeutic Radiography

How much it costs: funded through the employer

Course summary

Learn essential practical skills, including radiation safety and patient care

Consider new care models that integrate health and social care

Develop your communication, research and health promotion skills

Understand the impact of environmental factors on cancer patients

This apprenticeship prepares you for a career as a qualified Therapeutic Radiographer in the NHS by providing the underpinning knowledge and interpersonal skills the profession demands, such as working in an integrated working environment with multidisciplinary teams to enhance the quality of care to the service user.

Therapeutic radiographers are the only healthcare professionals able to deliver radiotherapy treatment, working with patients who primarily have cancer. They are responsible for the safe delivery of radiotherapy treatment and excellent levels of patient care.

You will develop employability skills, both specific to therapeutic radiography and wider transferable skills.

This course is approved by the Society and College of Radiographers (SCOR). On successful completion you will be eligible to apply for registration with the Health and Care Professions Council (HCPC) as a Therapeutic Radiographer.

This course meets the therapeutic radiographer apprenticeship standard.

How you learn

This course is delivered online, however you'll have the opportunity to come on campus and undertake simulated learning 2 days each academic year. Academic and theoretical learning is heavily supported and enhanced by the fact that you spend a large proportion of your work in the clinical environment working with Therapeutic Radiographers, other health professionals and service users, so that you can directly apply the knowledge, skills, and behaviours you learn to real life scenarios.

You will learn through:

seminars and workshops

self-directed study

practice-based learning

tutorials

You will progress through the course following successful achievement of assessments, which address the learning outcomes for each module and allow you to complete the course.

You will have access to specialist equipment including our SIMRad room with treatment couch and lasers. AlignRT, a state of the art planning software and VERT.

Campus facilities

During your 2 days a year on campus, you'll learn in modern facilities at our Collegiate Campus.

Entry requirements

Throughout the course, apprentices spend at least 20% of their working hours completing University study. They can be existing employees looking to develop their NHS careers, or new applicants.

Applicants must:

be over 18

not be in full time education

have resided in the UK for at least 3 years

meet the course entry requirements

GCSE (or equivalent)

Maths and English at level 2 or above (grade 4, or previously C)

If you don't have this yet, you'll need to achieve this level before you take your end-point assessment.

Additional qualifications

You'll need to provide evidence that you have completed Level 3 and have at least 6 months experience in a health and social care setting to apply.

If you do not have at least 6 months experience working in a health and social care setting, you must hold one of the following:

96 UCAS points from 3 A levels

Level 3 BTEC National Qualifications MMM

Access to HE Diploma

T-Levels

Level 3 Higher Technical Qualifications

Previous degree level or higher study including Foundation Degrees

Your understanding of health and social care and the profession is assessed throughout the selection event processes. We will also consider you if you have alternative qualifications or a combination of qualifications and work experience

Modules

The programme adopts a blended learning approach with modules delivered through a combination of online lectures, seminars and on the job training/learning in a radiography department.

Year One

Collaboration for Individual and Community Wellbeing

Personal and Professional Development

TRAD Principles of Cancer Care

TRAD Principles of Anatomy, Imaging and Radiation Science

TRAD Oncology, Radiotherapy and Technology 1

TRAD Practice Placement 1

TRAD Competence for Practice 1

Year two

Evidence and Enquiry for Practice

Assessing and addressing complexity

TRAD Oncology, Radiotherapy and Technology 2

TRAD Oncology, Radiotherapy and Technology 3

TRAD Practice Placement 2

TRAD Competence for Practice 2

Year three

The Advancing Professional

Professional Leadership

Working with complexity in practice

TRAD Application of Principles to Practice

TRAD Practice Placement 3

TRAD Competence for Practice 3

Module and assessment information for future years is displayed as currently validated and may be liable to change.

Next steps

If you are an applicant

You must be employed by the NHS to apply for this apprenticeship.

To apply to join the National Health Service, visit NHS jobs.

If you are an employer

If you want to offer an apprenticeship for an existing employee or a new recruit, get in touch.

# data[].attributes.attachment_link.description
Become a qualified and compassionate therapeutic radiographer with our level 6 BSc (Hons) Therapeutic Radiography degree apprenticeship. Learn the clincal skills and knowledge to accurately deliver radiotherapy to patients.

# data[].attributes.body
Physiotherapy is a science-based profession and takes a ‘whole person’ approach to health and wellbeing, which includes the individual’s general lifestyle. At the core is the person’s involvement in their own care.

The focus on interdisciplinary learning across all our health courses enriches your experience while also preparing you for the reality of professional practice.

This course gives you everything you need to work as a physiotherapist in the UK, with professional and portfolio development from start to finish.

# data[].attributes.attachment_link.readable_text
key information

University of Brighton award Physiotherapy BSc(Hons)
Apprenticeship standard Physiotherapist
Level 6

Start Date September 2024

Application close date April 2024

Duration 4 years

Location Brighton: Falmer

We are looking forward to welcoming our first apprentices onto the Physiotherapist Degree Apprenticeship programme. It's an exciting opportunity for the university and embraces the widening participation ethos by offering an alternative route into the physiotherapy profession.

Leane Owen, senior lecturer and programme leader

Programme structure

The Physiotherapist Degree Apprenticeship BSc(Hons) programme follows a traditional degree structure of two semesters per calendar year.

As part of the requirements for professional registration the apprentice will undertake a minimum of 1,000 hours of practice placement as an apprentice physiotherapist, returning to their normal employed role outside university time.

Alongside their scheduled practice placement and set academic work on the course, apprentices work with their work-based mentor to make full use of the opportunities to learn within their employed job role.

As a student on this course you'll also get to participate in Schwartz Rounds - hour-long sessions where students come together to listen to stories and share reflections in a supportive and confidential environment. The sessions offer the opportunity to reflect on the emotional aspects of clinical practice and are designed to support students and recent graduates working in complex settings.

Modules

Year 1

Human Anatomy and Physiology

Academic and Professional Development

Physiotherapy Assessment and Management Skills

Practice Placement 1

Year 2

Health Promotion and Wellbeing in Physiotherapy

Exercise Therapy Principles

Applied Physiotherapy in Acute Care

Applied Musculoskeletal Physiotherapy

Practice Placement 2

Year 3

Research and Service Development

Applied Physiotherapy in Rehabilitation

Complex Physiotherapy Practice Across the Lifespan

Practice Placement 3

Year 4

Leadership and Autonomy in Physiotherapy

Apprenticeship Project

Practice Placement 4

Practice Placement 5

End Point Assessment

Core skills

The Physiotherapist Degree Apprenticeship aims to:

produce physiotherapists who are self-aware, autonomous, accountable and responsible, client-centered, capable and adaptable professional practitioners who will lead the profession into the future

produce physiotherapists who are fit for practice, purpose and academic award

promote an understanding of equality, diversity and inclusive culture to produce physiotherapists who provide equitable health and social care nationally and internationally

foster the development of lifelong learning and continuing professional development

develop reflective and self-critical practitioners

give graduates skills and experiences of communication in a range of health and social care settings

produce physiotherapists who can work collaboratively within an inter-professional team

develop physiotherapists with knowledge of the current political, social, economic and institutional factors and changing population trends that impact on the health and wellbeing economy and inform the delivery of physiotherapy nationally and internationally

develop practice within the legal and ethical boundaries of the profession

produce physiotherapists who promote a culture of health, wellbeing and self-management

foster a culture of sustainability amongst physiotherapists

produce graduates that have met the Knowledge, Skills and Behaviours (KSBs) of the Physiotherapist Integrated Degree Standard.

Teaching and assessment

The aim of the Physiotherapist Degree Apprenticeship programme is to embed apprentice-centered learning and teaching approaches that develop sustainability and encourage critical thinking across the whole programme.

The programme promotes reflective practice and peer-assisted learning approaches to facilitate apprentices' active engagement in the learning process.

Reflection, self-development, self-direction, critical thinking, clinical reasoning and problem-solving are encouraged to enable apprentices to evaluate their own practice and that of others. These skills are essential for achieving high quality person-centred care.

Apprentices have the opportunity to develop a broad appreciation of the environmental, social, political, legal, and economic dimensions of physiotherapy practice within the health and social care context.

The learning and teaching approaches aim to support the overall objectives of the course and the learning outcomes of modules. A variety of learning and teaching methods are used throughout the modules. They are designed to encourage active participation by the apprentices.

The teaching methods include:

personal tutorials to give formative feedback and pastoral support

meetings with Workplace Mentor

tripartite meetings (apprentice, employer, training provider)

small group tutorials and seminars

action learning sets

discussion and debate

case studies

practical skills sessions

apprentice-led seminars

'flipped-classroom' approaches

peer teaching / learning

lectures and presentations both in person and through recordings in Panopto.

workbook (Skill Scan) to guide independent study and record both 'on the job' and 'off the job' development.

workshops

experiential learning in practice settings

e-learning

video analysis and discussion boards

interaction with digital platforms (for example Nearpod, Kahoot, Pebble Pad) A range of assessment strategies and choices are employed with the aim of helping apprentices with different learning styles to succeed.

Individual assessment strategies across the levels include:

essays

practical assessment

viva voce

presentations

posters

literature reviews

peer assessment

practice placement assessment (Common Placement Assessment Form).

Employer and apprentice commitments

In order to deliver the programme, employers agree to:

conduct a workplace induction and set out a contract of employment

provide an appropriately qualified workplace mentor to support the apprentice throughout the programme

attend apprentice's progress reviews

ensure that an Occupational Health Screening and an enhanced Disclosure and Barring Service (DBS) check has been undertaken by the employer

release apprentice for scheduled off-the-job training

have an Apprenticeship Agreement in place from the start of the programme.

Throughout the programme, apprentices will:

attend the workplace for the required work pattern as agreed with the employer

participate in all and appropriately record all training sessions and appropriate work-based learning using university systems

attend the university for all timetabled teaching sessions to ensure that the off-the-job learning requirements for this apprenticeship programme are achieved

complete all independent study/research as guided by their tutors and complete all assessments as required by the university and End Point Assessment Organisation

engage regularly and constructively with allocated Workplace Mentor throughout the apprenticeship and complete a professional development portfolio

behave in a safe and responsible manner, in accordance with the requirements of health and safety legislation relating to individual responsibilities (both at university and at work) and to promote and act in the best interests of all concerned

take responsibility for the organisation and accomplishment of tripartite progress reviews on the apprenticeship with the Employer and Training Provider

register with the Chartered Society of Physiotherapists (CSP) as a 'student physiotherapist'.

Fees and funding information for apprentices

Course fees

As an apprentice the cost of your learning programme is covered by your employer through their Digital Apprenticeship Service (DAS) account.

Student finance

Higher and degree level apprentices are not eligible for any element of student finance. This is because they receive a salary instead of the student loan package. However, if you are experiencing any financial difficulties, please contact the Student Advice Service on 01273 642 888.

Learning support

Apprentices studying at Higher and degree level may be able to access funding in relation to additional support but this is available through the university and not Disabled Students Allowance. Apprentices may also be able to apply for Access to Work funding for work-based equipment and software. Please contact the Disability and Dyslexia team on 01273 643 799.

Living costs and benefits

Higher and degree level apprentices must fulfil the standard eligibility criteria in order to apply for means tested benefits such as Universal Credit, Child Tax Credit and Housing Benefit. If you have any questions about entitlement to benefits, please contact the Student Advice Service on 01273 642 888.

Higher and degree level apprentices who are undertaking a full-time mode of study can be treated as being exempt from paying Council Tax. Although some programmes require study on a day-release arrangement, this can still be classed as full-time study. You will need to obtain a letter from the Student Information Desk at any campus and send this to your Council Tax department when you enrol on the programme.

Other
Brighton & Hove bus discount NUS card

Plus

# data[].attributes.attachment_link.description
Our Occupational Therapist Degree Apprenticeship at the University of Brighton is a great way to enrich skills

# data[].attributes.body
UEL was the first Higher Education Institution in England to offer physiotherapy as a degree programme and has subsequently been involved in the education of physiotherapists for over 35 years. The UEL degree was developed from the Royal London Hospital School of Physiotherapy and is a continuation of over 80 years of physiotherapy education in East London. We previously delivered the innovative Physiotherapy by Situated Learning Programme (SLP). This programme allowed "interns" to be employed by local NHS Trusts while they studied full time in both the University and clinical setting, the model was a very successful and forms the foundation of our apprenticeship.

# data[].attributes.attachment_link.description
Apprenticeship routes for Physiotherapy, Podiatry and Occupational Therapy

# data[].attributes.body
UWE's Physiotherapist apprenticeship offers you BSc(Hons) Physiotherapy degree approved by the Health and Care Professions Council (HCPC) and accredited by the Chartered Society of Physiotherapy (CSP).

# data[].attributes.attachment_link.readable_text
Our Physiotherapist apprenticeship offers you BSc(Hons) Physiotherapy degree approved by the Health and Care Professions Council (HCPC) and accredited by the Chartered Society of Physiotherapy (CSP).

Why study for a Physiotherapist apprenticeship?

Physiotherapy is a varied, stimulating and highly rewarding profession. Physiotherapists work with individuals and their families and carers, from birth to end of life, in a wide range of health and social care settings. These settings include the NHS, private sector, with charities, in hospital or in the community.

Physiotherapy helps people affected by injury, illness or disability to maintain and restore movement and function. Through a holistic, person-centred approach, physiotherapists use a range of physical and psychological methods, including movement, exercise, manual therapy, education, health promotion and coaching.

The BSc(Hons) Physiotherapist (Level 6) apprenticeship provides a new and innovative route to becoming a physiotherapist. You'll 'earn while you learn' as you progress through the four-year course, combining on-the-job learning through clinical employment, additional and varied practice placements and academic learning.

Why UWE Bristol?

Collaborating with UWE Bristol and your employer, you'll benefit from practice-based and academic learning that's cohesive and effective. The course will provide the structure, environment and support network to create a safe and positive learning experience.

You'll have the opportunity to develop knowledge, skills and experience using a variety of learning platforms, both online and in person. You'll also engage in practical skill-building sessions and problem-based learning with others in your cohort.

UWE Bristol will work in partnership with your employers to optimise work-based learning opportunities and experiences. We'll support the developmental needs of your assessors and mentors, equipping them to teach you how to apply your knowledge and skills in a real-world setting.

You'll refine your ability to work with patients, their families and other healthcare professionals, developing your inter-professional and interpersonal skills to support rehabilitation and wellbeing.

Extensive student support is available throughout the apprenticeship. You'll also have 24/7 access to IT support, whether you're on campus or at your workplace.

Benefits to your employer

Our Physiotherapist apprenticeship benefits health and social care services struggling to employ physiotherapists, enabling them to 'grow their own' from their own employees. This apprenticeship offers a new way to plan for your future, allowing your employer to invest in your training and education, while retaining your talents.

On successful completion, you'll be ready to take your next step towards becoming a confident, autonomous physiotherapist who can make a positive contribution to your organisation. You'll develop the skills needed for success in this career, from clinical reasoning and problem solving, to leadership and communication. By training as a person-centred practitioner, you'll not only offer strong practical skills, but strong interpersonal skills to match.

# data[].attributes.attachment_link.title
Physiotherapist - BSc(Hons) Physiotherapy - UWE Bristol: Courses

# data[].attributes.attachment_link.description
Study our Physiotherapist apprenticeship to gain an accredited degree and the eligibility for registration, which you'll need to practice as a physiotherapist.

# data[].attributes.body
Accredited by the Royal College of Occupational Therapists (RCOT), UWE's Occupational Therapist apprenticeship is your first step to becoming a qualified Occupational Therapist in your workplace. Develop strong practical and interpersonal skills in the latest clinical facilities.

# data[].attributes.attachment_link.title
Occupational Therapist - BSc(Hons) Occupational Therapy - UWE Bristol: Courses

# data[].attributes.attachment_link.description
Study an accredited Occupational Therapist apprenticeship to gain the practical and interpersonal skills needed to become a qualified Occupational Therapist.

# data[].attributes.body
Access to training and education, and clear career pathways, for this crucial workforce is essential to meeting the needs of patients, populations, and future healthcare. This summary resource supports Chief AHPs, AHP faculties, workforce leads and others. It includes: • Examples of support roles working with the allied health professions. • Training and education to support high quality care and service delivery. • Career progression via apprenticeships.

# data[].attributes.body
This poster shows which professions we currently have apprentices for in HIOW, and what HEIs we are working with to deliver the training. (Correct March 2024)

# data[].attributes.body
A video about the amazing contribution of Dietetic Support Workers. Becoming an AHP support worker is an exciting career choice in it's own right. Support Workers often get the most 'hands on' with patients. Being a support worker in HIOW is also a potential route into an AHP apprenticeship too.

# data[].attributes.body
Website detailing the different levels of qualifications and equivilents.

# data[].attributes.attachment_link.readable_text
There are 9 qualification levels.

Entry level

Each entry level qualification is available at three sub-levels - 1, 2 and 3. Entry level 3 is the most difficult.

Entry level qualifications are:

entry level award

entry level certificate (ELC)

entry level diploma

entry level English for speakers of other languages (ESOL)

entry level essential skills

entry level functional skills

Skills for Life

Level 1

Level 1 qualifications are:

first certificate

GCSE - grades 3, 2, 1 or grades D, E, F, G

level 1 award

level 1 certificate

level 1 diploma

level 1 ESOL

level 1 essential skills

level 1 functional skills

level 1 national vocational qualification (NVQ)

music grades 1, 2 and 3

Level 2

Level 2 qualifications are:

CSE - grade 1

GCSE - grades 9, 8, 7, 6, 5, 4 or grades A*, A, B, C

intermediate apprenticeship

level 2 award

level 2 certificate

level 2 diploma

level 2 ESOL

level 2 essential skills

level 2 functional skills

level 2 national certificate

level 2 national diploma

music grades 4 and 5

O level - grade A, B or C

Level 3

Level 3 qualifications are:

A level

access to higher education diploma

advanced apprenticeship

applied general

international Baccalaureate diploma

level 3 award

level 3 certificate

level 3 diploma

level 3 ESOL

level 3 national certificate

level 3 national diploma

music grades 6, 7 and 8

T Level

tech level

Level 4

Level 4 qualifications are:

certificate of higher education (CertHE)

higher apprenticeship

higher national certificate (HNC)

level 4 award

level 4 certificate

level 4 diploma

Level 5

Level 5 qualifications are:

diploma of higher education (DipHE)

foundation degree

higher national diploma (HND)

level 5 award

level 5 certificate

level 5 diploma

Level 6

Level 6 qualifications are:

degree apprenticeship

degree with honours - for example bachelor of the arts (BA) hons, bachelor of science (BSc) hons

graduate certificate

graduate diploma

level 6 award

level 6 certificate

level 6 diploma

ordinary degree without honours

Level 7

Level 7 qualifications are:

integrated master's degree, for example master of engineering (MEng)

level 7 award

level 7 certificate

level 7 diploma

master's degree, for example master of arts (MA), master of science (MSc)

postgraduate certificate

postgraduate certificate in education (PGCE)

postgraduate diploma

Level 8

Level 8 qualifications are:

doctorate, for example doctor of philosophy (PhD or DPhil)

level 8 award

level 8 certificate

level 8 diploma

# data[].attributes.attachment_link.description
Find the difficulty level of a qualification and compare qualifications across different countries.

# data[].attributes.body
This summary resource supports Chief AHPs, AHP faculties, workforce leads, AHP Support Workers and others. It includes: • Examples of support roles working with the allied health professions. • Training and education to support high quality care and service delivery. • Career progression via apprenticeships.

# data[].attributes.body
AHP Support Workers - Training Resources Available (padlet.com)

# data[].attributes.headline
For any queries or to recommend courses to be added:

# data[].attributes.subject
For any queries or to recommend courses to be added:

# data[].attributes.body
Please contact us by email:
Suzanni.Strickland1@nhs.net

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

Improving quality of life, health and well-being for people with communication difficulties and/or dysphagia (eating, drinking and swallowing difficulties).

Apprenticeship category

Health and science

Maximum funding

£25,000 Maximum amount government will fund

for apprenticeship training.

Skills

Skills an apprentice will learn

Communicate with all people in a manner which is consistent with their cognitive ability and level of understanding, culture, gender, ethnicity, background and preferred ways of communicating.

Monitor and adapt verbal and non-verbal communication to accommodate individual needs, taking account of a range of factors such as language and linguistic skills, attention and listening skills, mental capacity, learning, physical and sensory abilities. Adapt own communication for effective case history taking, assessment, differential diagnosis and collaborative goal-setting.

Use evidence-based speech and language therapy practice to design, implement and evaluate clinical management that will unlock an individual's potential and enable the best possible communication, eating and drinking.

Use effective interpersonal skills to support and motivate individuals to actively participate in assessment and interventions.

Communicate complex information and concepts to diverse audiences, including individuals, groups and communities with a range of communication needs, including through the use of interpreters, bilingual co-workers, translation/culturally appropriate materials, and other accessible materials.

Use basic counselling strategies with people who are distressed.

Use behaviour change and behaviour modification techniques, to promote self-management of speech, language, communication and swallowing difficulties.

Plan, implement and evaluate holistic speech and language therapy interventions and provide accessible information that works towards achievement of participation-based goals, and to support health and wellbeing.

Collaborate with the multi-disciplinary team to provide accessible information in relation to speech, language, communication and eating, drinking and swallowing difficulties to a multi-disciplinary team to enhance its effectiveness.

Agree goals and co-produce plans for speech and language therapy intervention with service users, their families/carers and the multi-disciplinary team.

Develop practice, seek feedback from others, engage in reflection, self-directed learning and professional development, addressing gaps in skills and knowledge for self-benefit and that of the profession.

Recognise the value of change and implement agreed plans on, development, innovation and transformation, reflect on the process, and use this information to appraise the outcome and inform future practice.

Facilitate learning and coach others, providing timely and constructive feedback and contributing to development and evaluation of intervention programmes.

Synthesise theories of typical and atypical speech, language, communication and eating, drinking and swallowing with relevant knowledge from linguistics, phonetics, psychology, social and biomedical sciences to form the foundation of reasoned professional practice.

Use professional and ethical reasoning effectively, integrating knowledge and theory with clinical expertise and service user rights and preferences.

Select, use and interpret appropriate and effective information-gathering and assessment methods to identify the speech, language, communication and eating, drinking and swallowing difficulties and the needs of individuals, groups and communities to develop a reasoned speech and language therapy diagnosis.

Review, monitor and evaluate the ongoing effectiveness of speech and language therapy interventions.

Independently source, critically evaluate, interpret, analyse, synthesise and disseminate research findings relevant to speech and language therapy and individuals' needs.

Formulate relevant research questions about issues related to speech, language, communication, swallowing and SLT practice. Select designs and methods appropriate to research and present data and information to facilitate appropriate analysis.

Contribute to quality improvement and innovation, recognising and implementing the principles of clinical governance.

Recognise own wellbeing indicators and work within the limits of practice and experience, knowing when and from whom to seek advice or help. Delegate appropriately or refer to another professional and recognise when to raise concerns about quality of practice.

Assess the clinical risk associated with any speech and language therapy intervention and take appropriate action to mitigate against potential risks to self, patients, colleagues and the public.

Appropriately use available information and communication technologies for the organisation and evaluation of data and to communicate with colleagues and patients.

Adjust speech and language therapy role within the political, social and cultural context in which they are working and able to show the value of their service and commitment to their profession.

Full information on Speech and language therapist (integrated degree) (level 6) is available from the Institute for Apprenticeships and Technical Education.

Find training providers for this course

Regulated occupation

Speech and language therapist (integrated degree) (level 6) needs a training provider who is approved by Health and Care Professions Council.

Apprenticeship location

Check if a provider can offer this training for the apprenticeship location.

# data[].attributes.attachment_link.title
Speech and language therapist (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.headline
 Speech and Language Therapy apprenticeship pathway

# data[].attributes.subject
 Speech and Language Therapy apprenticeship pathway

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Speech and language therapists provide life-changing treatment, support and care for children and adults who have difficulties with communication, eating, drinking and swallowing. You'll help people who, for physical or psychological reasons, have problems speaking and communicating.

Patients range from children whose speech is slow to develop, to older people whose ability to speak has been impaired by illness or injury. It also includes treatment for those who have difficulty with eating or swallowing.

They work in many settings, including hospitals, nursing homes, in the community, within charities, schools, and peoples’ homes. There are opportunities throughout your career to specialise and move into leadership, training and research roles.

# data[].attributes.headline
Working as a Speech and Language Therapist in the NHS

# data[].attributes.subject
Working as a Speech and Language Therapist in the NHS

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

# data[].attributes.attachment_link.title
Training providers for Therapeutic radiographer (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.headline
 Therapeutic Radiography apprenticeship pathway

# data[].attributes.subject
 Therapeutic Radiography apprenticeship pathway

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
The broad purpose of the occupation is to provide excellent care to patients diagnosed with cancer by delivering high quality and accurate radiotherapy, taking into consideration patients’ emotional, psychological, and physical needs through the stages of their cancer treatment when at times they may be extremely vulnerable.

You will be responsible for the patient from the time of referral for radiotherapy by a cancer specialist and will undertake pre-treatment preparation of radiotherapy patients, such as scanning and planning the patients’ radiotherapy.

# data[].attributes.headline
Life as a Therapeutic Radiographer in the NHS

# data[].attributes.subject
Life as a Therapeutic Radiographer in the NHS

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

9 results

Apprenticeship location

Only show providers who offer this training for the apprenticeship location.

Enter location

Can't find a training provider?
Share your interest in Diagnostic radiographer (integrated degree) (level 6) with other potential training providers.

# data[].attributes.attachment_link.title
Training providers for Diagnostic radiographer (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.headline
 Diagnostic Radiography apprenticeship pathway

# data[].attributes.subject
 Diagnostic Radiography apprenticeship pathway

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
The broad purpose of the occupation is to provide excellent patient care by obtaining images of a high diagnostic quality using a range of high cost and complex imaging equipment.

This will include imaging using x-rays and cross-sectional imaging methods (Computed Tomography or CT), fluoroscopy and Interventional Radiology and will be able to assist in other imaging modalities such as Ultrasound, Magnetic Resonance Imaging (MRI), Breast Imaging and Nuclear Medicine.

Diagnostic Radiographers work with a broad range of patients, e.g. patients who may have mental and/or physical disabilities or be distressed, children and the terminally ill.

# data[].attributes.headline
Working as a Diagnostic Radiographer in the NHS

# data[].attributes.subject
Working as a Diagnostic Radiographer in the NHS

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

# data[].attributes.attachment_link.title
Training providers for Paramedic (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 3-7

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
A career in paramedicine is a dynamic and exciting career with opportunities to work in a range of different roles as a Registered Paramedic.

You will be a first-contact Allied Health Professional who works within the wider Urgent & Emergency Care setting and will provide high quality and compassionate care, responding to the needs of service users and carers across the lifespan.

You will work in a wide variety of settings, which may include a front-line ambulance, a GP surgery, a minor injury/illness centre, in remote medicine or a varied range of other environments.

Responsibilities and duty of the role: At the point of registration, a paramedic is an autonomous practitioner who has the knowledge, skills and clinical expertise to assess, treat, diagnose, supply and administer medicines, manage, discharge and refer patients in a range of urgent, emergency, critical or out of hospital settings.

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

# data[].attributes.attachment_link.title
Training providers for Prosthetist and orthotist (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
This unique occupation provides the opportunity to practice in two areas of healthcare. Most will specialise in Prosthetics or Orthotics; a small number continue in both.

Prosthetists / Orthotists manage their own patient caseloads, work across all age ranges & with a wide variety of conditions, often providing lifetime care.

Whilst working as an autonomous practitioner with leadership and management responsibilities they work as a key part of a Multi-Disciplinary Team (MDT) to provide holistic care to patients and work collaboratively with members of the MDT through the provision of rehabilitation and long-term care.

Prosthetists & Orthotists work for both the NHS and independent companies.

Prosthetists/Orthotists demonstrate confidence, compassion, competency & effective judgement about risk & be responsible & accountable for their decisions.  They also instruct and guide their technicians in the specification and manufacture of prostheses and orthoses.

# data[].attributes.body
This website is designed to help you navigate all the steps to start an apprenticeship in Podiatry.

# data[].attributes.attachment_link.title
Training providers for Podiatrist (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-6

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Podiatrists are registered healthcare professionals specialising in the lower limb (feet, ankles, legs), providing high-quality clinical care to people of all ages.

A Podiatrist’s job is to work to protect people’s feet, providing preventative advice, care, assessment, diagnosis and treatment of a range of problems affecting the lower limb.

Keeping mobile and retaining independence affects the quality of people’s lives. Podiatrists aim to reduce the impact of disability and dysfunction and have a role in rehabilitation. They play a pivotal part in reducing the risk of amputation, infection, pain, deformity and hospital admissions.

They will undertake a range of podiatry interventions including wound care, routine skin and nail care, nail surgery, scalpel work or care for long term conditions. They provide musculoskeletal assessment and then instigate a treatment plan to improve or enhance movement or reduce pain. They prescribe functional insoles for the management of foot / lower limb conditions.

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

# data[].attributes.attachment_link.title
Training providers for Physiotherapist (level 6)

# data[].attributes.attachment_link.description
Compare training providers who offer apprenticeship training for Physiotherapist (level 6). You can check their available training options, employer reviews and pass rates.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Physiotherapists work with individuals, and their families and carers, from birth to end of life and in a wide range of health and social care settings.

They lead and deliver programmes and interventions to help people affected by injury, ageing, illness or disability.

Physiotherapists use a range of physical and psychological treatment approaches, including movement, exercise and manual therapy, to optimise an individual’s mobility, function and quality of life. They also provide education about health and wellbeing and provide specific advice that can be applied to everyday activities to manage and reduce the risk of pain or injury.

The profession helps to encourage development and facilitate recovery, enabling people to remain independent for as long as possible.

As a physiotherapist there are opportunities to work privately or in other sectors such as sport.

# data[].attributes.attachment_link.readable_text
How to become an osteopath

You can get into this job through a university course or professional development training.

University

To become an osteopath, you'll need to complete a degree or postgraduate master's degree approved by the General Osteopathic Council.

Courses usually take 4 years full time, or you might be able to study part time over 5 years.

Entry requirements

You'll usually need:

5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English, maths and science

2 or 3 A levels, or equivalent, including a science, for a degree

a degree in a relevant subject for postgraduate study

More Information

Volunteering

You'll find it helpful to get some paid or voluntary work experience in healthcare with an osteopath before you apply for a course.

You could contact the voluntary services co-ordinator at your local NHS trust for further advice.

Other Routes

If you're already medically qualified, for example as a doctor or physiotherapist, you might be able to do a shorter postgraduate training programme.

More Information

Registration

Career tips

When applying for courses and jobs, you'll be expected to have an understanding of how the NHS values apply in your work.

Further information

You can find out more about becoming an osteopath from the General Osteopathic Council and Health Careers.

# data[].attributes.attachment_link.description
You can get into this job through a university course or professional development training. To become an osteopath, you'll need to complete a degree or postgraduate master's degree approved by the General Osteopathic Council. Courses usually take 4 years full time, or you might be able to study part time over 5 years.

# data[].attributes.attachment_link.readable_text
The title 'osteopath' is protected by law (Protection of title) and you have to be registered with the General Osteopathic Council (GOsC) to practise in the UK, Isle of Man and Gibraltar.

It is a criminal offence, liable to prosecution, for anyone to claim explicitly or by implication to be any kind of osteopath unless they are on the GOsC Register. In order to be registered, you must have completed a course of training that is recognised by the GOsC.

Training courses

Training courses generally lead to a bachelor's degree in osteopathy (a BSc Hons, BOst or BOstMed) or a masters degree (MOst). Courses usually consist of four years of full-time training, five years part-time or a mixture of full or part-time. There are also courses with accelerated pathways for doctors and physiotherapists.

A degree course includes anatomy, physiology, pathology, pharmacology, nutrition and biomechanics, plus at least 1,000 hours of clinical training. Read more here about the 9 UK institutions currently accredited to provide osteopathic training.

Funding for course fees and maintenance

The Osteopathic Foundation and individual training institutions may be able to provide information about sources of funding for course fees and maintenance.

Feedback or concerns

If you have any feedback or concerns in relation to osteopathic education or the courses we recognise please contact the Professional Standards Department on standards@osteopathy.org.uk or 020 7357 6655 x240. We will treat all contacts with the strictest confidence.

Professional indemnity insurance

A practising osteopath must be covered by professional indemnity insurance for a minimum of £5 million, to ensure that a patient harmed by treatment can be adequately compensated.

Disclosure and Barring Service

As an osteopath you may work with children and/or vulnerable adults so, as part of your registration, you are required to have an enhanced check for regulated activity which is performed by the Government agency the Disclosure and Barring Service (DBS).

Students' fitness to practise

There may be occasions when a UK osteopath graduate could have their registration application reconsidered on the grounds of conduct or health. Our statement on the relationship between recognised qualifications and registration outlines the limited circumstances in which this might happen.

Guidance on student fitness to practise

We set up a Student Fitness to Practise Working Group to look at related issues, including the need for further guidance to students on professionalism, fitness to practise and their obligation to ensure patient and public protection.

As a result, draft guidance was drawn up and consulted on. In 2012 we published the final guidance for osteopathic students and osteopathic educational institutions about student fitness to practise and students with a disability or health impairment.

Feedback

Did you find the information you were looking for? Let us know at webfeedback@osteopathy.org.uk. Your feedback will help us to improve this website.

# data[].attributes.attachment_link.description
The title 'osteopath' is protected by law (Protection of title) and you have to be registered with the General Osteopathic Council (GOsC) to practise in the UK, Isle of Man and Gibraltar. It is a criminal offence, liable to prosecution, for anyone to claim explicitly or by implication to be any kind of osteopath unless they are on the GOsC Register.

# data[].attributes.body
Osteopaths move, stretch and massage their clients' muscles and joints with the aim of improving their health and wellbeing.

They work in an NHS or private hospital, in a therapy clinic, at a client's home or from home.

Day-to day tasks include helping your patient/client develop muscles, bones, ligaments, nerves and joints that work well together.

# data[].attributes.attachment_link.readable_text
The standards of proficiency for orthoptists

Expectations of you

You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

If your practice is called into question we will consider these standards (and our standards of conduct, performance and ethics) in deciding what action, if any, we need to take.

The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer.

We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document

Your scope of practice

Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself.

We recognise that a registrant's scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research.

Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.

Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.

As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.

Meeting the standards

It is important that you meet our standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet our standards. There is normally more than one way in which each standard can be met and the way in which you meet our standards might change over time because of improvements in technology or changes in your practice.

We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet our standards. They are often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet our standards.

We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.

Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as 'understand', 'know', and 'be able to'. This is so the standards remain applicable to current registrants in maintaining their fitness
to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.

These standards may change in the future We have produced these standards after speaking to our stakeholders and holding a formal public consultation. We will continue to listen to our stakeholders and will keep our standards under continual review. Therefore, we may make further changes in the future to take into account changes in practice.

We will always publicise any changes to the standards that we make by, for instance, publishing notices on our website and informing professional bodies.

We also expect you to keep to our standards of conduct, performance and ethics and standards for continuing professional development. We publish these in separate documents, which you can find on our website.

Registrant orthoptists must:

3.1 understand the need to maintain high standards of personal and professional conduct

3.2 understand the importance of maintaining their own health

3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning

4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem

4.2 be able to make reasoned decisions to initiate, continue, modify, or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately

4.3 be able to initiate resolution of problems and be able to exercise personal initiative

4.4 recognise that they are personally responsible for and must be able to justify their decisions

4.5 be able to make and receive appropriate referrals

7.1 be aware of the limits of the concept of confidentiality

7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information

7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public

9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others

9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team

9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals

9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team

9.5 recognise the need to participate effectively in the planning, implementation and evaluation of multi-professional approaches to healthcare delivery by liaising with other health or social care professionals

9.6 be aware of the orthoptist's role in the promotion of visual health
by other health professionals

15.1 understand the need to maintain the safety of both service users and those involved in their care

15.2 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these

15.3 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation

15.4 be able to select appropriate personal protective equipment and use it correctly

15.5 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control

15.6 know how to position or immobilise service users correctly for safe and effective interventions

Download the standards of proficiency document

These standards are effective from 1 March 2013.

Reviewing the standards of proficiency

We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. We also conduct a periodic review of the standards every five years.

In August 2022, we updated our standards of proficiency for the first time since 2015. The changes, which will come into effect on 1 September 2023, have been made following an extensive period of engagement with a wide range of stakeholders.

We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date.

The revised standards set clear expectations of registrants' knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence.

See the updates and download the standards

# data[].attributes.attachment_link.description
Expectations of you You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

# data[].attributes.body
As an orthoptist, you’ll diagnose and treat eye movement disorders, as well as visual impairments related to the way the eyes interact with the brain. This means you’ll also spot serious neurological conditions, such as multiple sclerosis and Parkinson’s disease.

Collaborating with a team of eye specialists, you’ll be with patients every day, directly seeing the change in their quality of life when you treat their double vision or manage their squint. Your role could involve assessing the vision of babies or helping patients who have suffered a stroke. You’ll also have the opportunity to work in a variety of places, from hospitals to schools.

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

20 results

Apprenticeship location

Only show providers who offer this training for the apprenticeship location.

Enter location

Can't find a training provider?
Share your interest in Operating department practitioner (integrated degree) (level 6) with other potential training providers.

# data[].attributes.attachment_link.title
Training providers for Operating department practitioner (integrated degree) (level 6)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Operating Department Practitioners (ODPs) are registered healthcare professionals specialising in caring for people of all ages before, during & after surgery. ODPs therefore mainly work in operating departments/theatres.

They work alongside other professionals (such as doctors and nurses) and take a lead role in ensuring a patient is safe during each stage of a patient’s journey through the operating theatre.

ODPs must continually make clinical decisions to ensure the patient receives the best care before, during and after their surgery.

They also ensure that the operating theatre environment is safe and effective and therefore have expertise in the management of specialist equipment & materials in a highly technical environment, for example handling surgical instruments, checking anaesthetic equipment, moving patients and giving medication ODPs must demonstrate confidence, compassion, competence & effective judgement; being responsible for their decisions.

# data[].attributes.attachment_link.title
Working as an operating department practitioner

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

# data[].attributes.attachment_link.title
Training providers for Occupational therapist (level 6)

# data[].attributes.attachment_link.description
Compare training providers who offer apprenticeship training for Occupational therapist (level 6). You can check their available training options, employer reviews and pass rates.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.body
Occupational therapy is a rewarding career which requires a highly developed knowledge and professional skill-set to enable you to work across a range of settings and environments.

Your primary goal as an occupational therapist is to enable people to participate in meaningful occupations and activities of everyday life. Occupations include things people need to, want to and are expected to do such as self-care, leisure or work.

Occupational therapists work with individuals from birth to end of life including those with physical and mental health conditions, injury, learning disabilities, long-term conditions, palliative care needs and with those who find themselves displaced from their societies.

# data[].attributes.headline
Working as an Occupational Therapist (OT) in the NHS

# data[].attributes.subject
Working as an Occupational Therapist (OT) in the NHS

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

4 results

Apprenticeship location

Only show providers who offer this training for the apprenticeship location.

Enter location

Can't find a training provider?
Share your interest in Dietitian (level 6) with other potential training providers.

# data[].attributes.attachment_link.title
Training providers for Dietitian (level 6)

# data[].attributes.attachment_link.description
Compare training providers who offer apprenticeship training for Dietitian (level 6). You can check their available training options, employer reviews and pass rates.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 2-7

# data[].attributes.attachment_link.readable_text
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Dietitians are predominantly employed by the NHS, working in hospitals, seeing patients both on wards and in out-patient clinics. They also work in the community seeing patients in GP practices, care homes, schools, health centres or seeing people in their own home.

The broad purpose of the occupation is to use advanced communication and behaviour-change skills to enable people to make lifestyle and food choices to improve their health. Dietitians work in partnership with individual to assess, diagnose and monitor the impact of jointly agreed treatment plans.

Dietitians are also employed in the food industry (including clinical nutrition companies) and there maybe opportunity for employment in higher education, sport, media, and national and local government.

Some dietitians will be freelance and self-employed.

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

Using art, drama or music to carry out therapy interventions to improve a person's mental, physical health and wellbeing.

Apprenticeship category

Health and science

Maximum funding

£17,000 Maximum amount government will fund

for apprenticeship training.

Skills

Skills an apprentice will learn

Manage a caseload in line with legal and ethical responsibilities and professional registration.

Establish and maintain a safe practice environment.

Maintain confidentiality in all areas of your practice in a manner appropriate to the clinical context and setting and legal requirements.

Practise as an autonomous Arts Therapist.

Exercise professional judgement, taking personal responsibility for the decisions made.

To proactively seek and find creative, realistic solutions to problems.

Plan and manage Arts Therapy sessions according to evidence-based practice.

Provide client-centred therapy, working in partnership with clients, their family and others involved in their care or support, building rapport, encouraging communication and supporting clients' autonomy.

Make psychological assessments and judgements by gathering an understanding of the client's current problems, what causes, exacerbates or perpetuates them and how therapy may help or harm.

Undertake and record a thorough, sensitive and detailed assessment using your specialised skills to conceptualise and address problematic situations that involve many interacting factors

Enable clients to make an informed choice, about which intervention, if any, may be most appropriate.

Work with and respond appropriately to complex physical and mental health needs relevant to the client and the therapy.

Engage with clients with co-existing and complex problems to deliver a coherent approach to their therapeutic experience.

Employ your expertise in art, drama or music in conjunction with your psychological and therapeutic skills to develop and regularly review a formulation of the client's problems in collaboration with them.

Use therapeutic skills and technical expertise in art, drama or music to enable the client to engage in the art form.

Select appropriate methods, equipment or techniques from within a medium (of art, drama or music) in the therapy session that is delivered.

Use arts and psychological understanding and interpersonal skills to help support the client's awareness of their thoughts and feelings and to reflect on these and on their relationships and behaviour.

Use arts and psychological understanding and interpersonal skills to help the client to overcome any barriers wherever possible.

Read clients explicit and implicit emotional communication and use these to inform therapeutic action.

Elicit, receive and make appropriate referrals, promoting awareness of the arts therapies contribution throughout the organisation.

Communicate appropriately with others involved in the client's care and involve them in decision making where appropriate.

Communicate effectively using verbal and non-verbal skills.

Engage the client in mutual assessment of their progress.

Make responsive and appropriate adjustments to therapeutic approach when required.

Review the effectiveness of practice through evaluation, audit and record keeping.

Apply current relevant safeguarding and risk management processes and procedures.

Work as part of a multi-disciplinary team within your own organisation and across the wider health and social care team outside of your own organisation as required.

Support, train, supervise and consult with colleagues.

Build and sustain professional relationships as an independent practitioner and a member of a team.

Be able to engage effectively in research activity and evaluation as required by the role in the context of the employing organisation's priorities.

Reflect on, review and continuously improve and develop your own psychological and arts-based practice, supporting others to do the same.

Full information on Arts therapist (degree) (level 7) is available from the Institute for Apprenticeships and Technical Education.

Find training providers for this course

Regulated occupation

Arts therapist (degree) (level 7) needs a training provider who is approved by Health and Care Professions.

Apprenticeship location

Check if a provider can offer this training for the apprenticeship location.

# data[].attributes.attachment_link.title
Arts therapist (degree) (level 7) - apprenticeship training course

# data[].attributes.attachment_link.description
Employers can view details of the Arts therapist (degree) (level 7) apprenticeship training course, including its qualification level, typical duration and the maximum funding available.

# data[].attributes.body
Pathway demonstrating a potential career pathway from Level 3-7

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.body
Training to be any of the Arts Therapies is at masters level (level 7), therefore you will need to have completed a degree previously.

You may be accepted onto a course without a specific arts degree, if you have a strong art background.

Those accepted onto the courses are usually mature, flexible people who have had experience of working in mental health, education, special needs or social services before applying

# data[].attributes.body
Art therapist/art psychotherapist | Health Careers

# data[].attributes.attachment_link.readable_text
Art therapy is a form of psychotherapy that uses art media as its main mode of expression and communication. Art therapists/art psychotherapists use art as a medium to address emotional issues which may be confusing and distressing.

Working life

You'll use art to help people deal with complex and confusing emotional issues. There may be things which clients cannot say in words. This could be because the emotions are too distressing or because the client has difficulties with communication.

You'll create a secure environment which helps people build their self awareness and self confidence.

You'll work with people of all ages - children, young people adults and the elderly. Your clients may have a range of difficulties such as emotional, behavioural or mental health problems, learning disabilities, life-limiting conditions, neurological conditions or physical illnesses. They also work in a variety of settings such as:

NHS

social services

education (primary, secondary, further and special education)

prisons

private practice.

You'll work one-to-one or in groups, depending on the needs of the client. In a group, you'll encourage members to relate to each other through their art and help the group work through the images and their meanings.

You may work with other professionals including medical and health care staff, teachers or prison and probation staff.

How to become an art therapist

You need to do an approved full or part time Masters degree in art therapy or art psychotherapy and then register with the Health and Care Professions Council ( HCPC).

Entry requirements

You'll usually need a first degree in art or a relevant subject. You may be accepted onto a course without an art degree, if you have a strong art background. Those accepted onto the courses are usually mature, flexible people who have had experience of working in mental health, education, special needs or social services before applying. You will need to show a portfolio of your art work. They cover the psychology of image making, therapeutic relationships, the importance of boundaries and psychological and psychotherapeutic practice.

Degree apprenticeship

A level 7 apprenticeship for arts therapists, including art therapists/art psychotherapists, dramatherapists and music therapists is available but opportunities are currently limited. You'll need to apply for an apprentice position with a health care provider. You can search for vacancies on the NHS Jobs website and Find an Apprenticeship website.

Skills and personal qualities needed

You'll need to be:

creative, flexible and resourceful

resilient in dealing with other people's strong emotions

sensitive and mature

artistic with excellent communication skills

able to work with people from all walks of life

able to reflect on your own emotions

Where the role can lead

You could specialise in a particular type of client such as children, the elderly or offenders. Or you could become a specialist in a particular issue such as dementia, mental health or palliative care. You could decide to become self-employed and build up a private practice. You could do this alongside employed work.

You could become a senior or consultant art therapist, managing the work of a team of therapists. Or you could become the head of an arts therapy department, coordinating the work of therapists from other disciplines such as music or dramatherapists. You also train other art therapists. Some art therapists complete further training and specialise in areas such as working with families or people with a diagnosis of personality disorders. There are also opportunities for further training in psychotherapy or in evidence-based interventions such as Cognitive Behavioural Therapy (CBT).

You can join the British Association of Art Therapists (BAAT) where you can keep your skills and knowledge up to date with annual CPD (continuing professional development). BAAT runs courses, conferences and seminars where therapists can exchange ideas and update their skills.

Pay and benefits

Most art therapists in the NHS work part-time hours and posts typically start at band 6 of the Agenda for Change pay rates. You'll also have access to our generous pension scheme and health service discounts, as well as 27 days of annual leave plus bank holidays.

Find your course to become an art therapist/art psychotherapist

Other roles that may interest you

# data[].attributes.attachment_link.description
How to become an art therapist You need to do an approved full or part time Masters degree in art therapy or art psychotherapy and then register with the Health and Care Professions Council (HCPC). Entry requirements You'll usually need a first degree in art or a relevant subject.

# data[].attributes.body
Arts Therapies is an umbrella term for:
- Art Therapy
- Drama Therapy
- Music Therapy

The occupations work in a range of settings such as the NHS, local authorities, voluntary, private sector, hospitals, clinics, education, shelters, hospices, or prisons.

The broad purpose of the Arts Therapies is to use art, drama or music as a therapeutic intervention to improve a person’s mental, physical health and wellbeing.

Arts Therapists are both artists in their chosen field (art, music or drama) and psychological therapists. They use art, drama or music as their primary mode of communication.

Arts therapies can help to enhance general development, autonomy, social interaction and communication skills and can support both mental and physical rehabilitation.

# data[].attributes.attachment_link.title
Training providers for Assistant practitioner (health) (level 5)

# data[].attributes.attachment_link.description
Compare training providers who offer apprenticeship training for Assistant practitioner (health) (level 5). You can check their available training options, employer reviews and pass rates.

# data[].attributes.body
Assistant Practitioners work as part of the wider health and social care team and have direct contact with patients, service users or clients providing high quality and compassionate care.

Assistant Practitioners work at a level above that of Healthcare Support Workers and have a more in-depth understanding about factors that influence health and ill-health (e.g. anatomy and physiology).

Assistant Practitioner is a job title applied to a very wide variety of roles that have been developed locally by employers to meet individual service need.

Upon successful completion of this standard, individuals will have obtained the core skills, knowledge and values/behaviours to become an Assistant Practitioner.

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

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

113 results

Apprenticeship location

Only show providers who offer this training for the apprenticeship location.

Enter location

Can't find a training provider?
Share your interest in Senior healthcare support worker (level 3) with other potential training providers.

# data[].attributes.attachment_link.title
Training providers for Senior healthcare support worker (level 3)

# data[].attributes.attachment_link.description
Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

# data[].attributes.body
Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people.

As an experienced support worker, you carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner.

You provide high quality, compassionate healthcare, following standards, policies or protocols and always acting within the limits of your competence.

You may work in a range of services e.g. acute/mental health/community hospitals, community, health or day case unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity, working in partnership with individuals, families, carers and other service providers.

Options: adult nursing support, mental health support, maternity support, theatre support, children and young people support and allied health profession therapy support.

# data[].attributes.body
Many learners benefit from additional support, below you will find resources for specific functional skills subjects, which supplement and enhance learning

# data[].attributes.attachment_link.readable_text
The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace.

You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy. Areas of support include:

Videos on Value, Belief and Persistence as well as the Essentials of Numeracy

Workshop Plans and Learner Session Slides

Facilitation Tips

Top Tips for Learners

Comms in a box such as posters posing questions like: How do you feel about maths?

You can also network with other numeracy champions across the country. The network is maintained by National Numeracy and funded by Health Education England.
NUMERACY CHAMPIONS NETWORK Improve Everyday your everyday maths with the National Numeracy Challenge
The Challenge is a free website to help you check and improve your numeracy - the maths you use in daily life and at work, like managing your money, working out measurements or understanding percentages, rather than algebra or trigonometry.

In March 2020 the Challenge was updated with a whole new look, a new quick check so that it only takes around ten minutes to practise or check your skills, videos to show that however you feel about maths, you're not alone, and increased flexibility, so that you can choose what you want to do.

Quickly check your everyday maths

Improve your skills

Increase your confidence with numbers

Find out the level you're working at, your strengths and weaknesses, and print a certificate

Get the 'Essentials of Numeracy'

Get yourself ready in your own time to take a more formal maths course

NATIONAL NUMERACY CHALLENGE
Open Learn Everyday maths 1

Have you ever noticed how often you need maths skills in everyday life? This free course serves as good preparation for Level 1 Functional Skills in maths, and whilst it does not cover all aspects of the current 2019-20 curriculum, it is designed to inspire you to improve your current maths skills and help you to remember any areas that you may have forgotten.

Working through the examples and interactive activities in this course will help you to, among other things, run a household or make progress in your career. To complete the course you will need access to a calculator and a notepad and pen.
OPEN LEARN
Learn more about maths anxiety

Click here to access the Maths Anxiety Crash Course!

This course is presented by the Mathematics Anxiety Research Group based at the University of Derby led by Dr. Hunt.

Click on the below video to hear Dr. Thomas Hunt speak about maths anxiety.

# data[].attributes.attachment_link.description
The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace. You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy.

# data[].attributes.attachment_caption
Helping you to get your functional skills and develop your educational needs

# data[].attributes.attachment_link.description
Literacy English for Speakers of Other Languages Numeracy Digital Skills bksb International Qualifications

# data[].attributes.body
bksb has partnered with Health Education England to give access to bksb for free. This is available to all NHS trusts, community, primary and social care employers to

# data[].attributes.attachment_link.description
bksb for NHS and Social Care workers Assess and develop students' skills in English and maths Support functional skills requirements for learners undertaking an apprenticeship Help meet ESFA funding rules by thorough assessment for apprentices How to access bksb for your trust Email

# data[].attributes.body
Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment.

# data[].attributes.attachment_link.readable_text
Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment. These programmes can assist in improving literacy and numeracy skills as well as focusing on developing some essential work-related skills.

Pre-apprenticeships help individuals meet the entry requirements for apprenticeship programmes and ensure they are prepared to be successful in their apprenticeship.

In this section you will find information about the types of pre-apprenticeship and pre-employment programmes you could undertake and tools to support individuals to reach their potential and successfully gain access to future apprenticeship and job opportunities. Additionally, Apprenticeships.gov.uk's guide might be useful as it gives an overview of various schemes: What if I'm not ready for an apprenticeship?

Click on each section to find out more: (1) Higher Development Award (2) Traineeships (3) T-Levels (4) Functional Skills (5) Pre-Employment Programmes (6) College Partnerships (7) Work Experience (8) Supported Internships (9) Volunteering

# data[].attributes.attachment_link.description
Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment. These programmes can assist in improving literacy and numeracy skills as well as focusing on developing some essential work-related skills.

# data[].attributes.headline
And if I don't have the qualifications I need...?

# data[].attributes.subject
And if I don't have the qualifications I need...?

# data[].attributes.body
- Discuss with your supervisor or Apprenticeship Lead how to gain the qualifications you need
- Functional Skills, also known as Skills for Life, include Maths, English and Digital Skills
- Having your functional skills at Level 2, equivalent to GSCE grade 4-9 (or A*-C), is a completion
requirement of apprenticeships at Levels 3 and above

# data[].attributes.body
Entry requirements may include things like:
- Work experience to date
- Acedemic qualifications you have or are working towards
- International qualifications you have taken
- Functional level English and Maths

Each course and apprenticeship will have different requirements

# data[].attributes.body
NHS apprenticeships are available at four levels:

Level 2: equivalent to GCSEs
Level 3: equivalent to A-levels
Levels 4 and 5: equivalent to a foundation degree and above
Level 6: equivalent to full bachelor’s degree
Level 7: equivalent to full Master’s degree

# data[].attributes.body
Simple guide to what is what in the world of qualifications!

# data[].attributes.attachment_link.title
Qualifications: what the different levels mean

# data[].attributes.attachment_link.description
A qualification shows employers, teachers and learners what you have learnt and what you can do as a result of that learning. There is a large variety of qualifications available so they are grouped together into levels to show how they compare and what other qualifications they can lead to.

# data[].attributes.headline
Do I need qualifications for an apprenticeship?

# data[].attributes.subject
Do I need qualifications for an apprenticeship?

# data[].attributes.body
Yes!
Entry requirements will depend on the university, the type and level of the apprenticeship.

# data[].attributes.headline
Health Education England Apprenticeship landing page

# data[].attributes.subject
Health Education England Apprenticeship landing page

# data[].attributes.body
Contains a wealth of information to get you started and support your journey

# data[].attributes.attachment_link.readable_text
Apprenticeships are also a key Government and HEE priority. With the introduction of the Apprenticeship Levy and Reforms in 2017, HEE has continued to work with employers, government bodies and trade unions to continue the progression of the apprenticeship agenda in the NHS.

Specifically, HEE has been mandated to contribute to the development of apprenticeship standards in health, and is currently working with colleagues at the Institute for Apprenticeships and Skills for Health, as well as Trailblazer Chairs to make sure there are a wide range of standards from levels 2-7 available for employers and students to use.

Healthcare Apprenticeship Standards Online

Commissioned by HEE, Skills for Health has developed Healthcare Apprenticeship Standards Online (HASO), a tool to help health sector managers in England find a wide range of apprenticeships to train staff in clinical and non-clinical roles. For all the latest news on apprenticeship standards that are available to deliver, those in development, expressions of interest and to comment on consultations please visit HASO.

HASO Toolkit - support for 25% transfers

Transferring Apprenticeship Funds

If organisations pay the apprenticeship levy they can transfer apprenticeship funds to other organisations to pay for their apprenticeship training and assessment.

Skills for Health has published information on how the transfer process works as well as expressions of interest forms for receiving and transferring organisations and a frequently asked questions document. Information and resources can be found on the Skills for Health Levy Transfer Resources page.

Quality Principles

Working with the National Skills Academy for Health , we have developed a set of principles to ensure excellent practice in apprenticeship provision across UK health care organisations, to read more and to access resources to enable organisations to deliver quality apprenticeships visit our Skills for Health website.

Integrated apprenticeships

Some research has been completed to identify best practice in delivering integrated health and social care apprenticeships. You can find out more about the research here.

A range of case studies are available from Skills for Health. Further examples of best practice are available on our best practice and case studies page.

Related Documents

Related Content

Care Certificate

Health Education England, Skills for Care and Skills for Health have worked together to develop the Care Certificate. The Certificate has been designed to meet the requirements set out in the Cavendish Review.

Best practice and case studies

The national Talent for Care team at HEE is keen to share extensive best practice and case studies to help inform development of programmes and work across the country. If you have something you would like to contribute, please get in touch via talentfor

Health Careers

Make a difference with a career in health. Get all the information you need to take the next step in your career with the Health Careers service.

# data[].attributes.attachment_link.description
Apprenticeships are also a key Government and HEE priority. With the introduction of the Apprenticeship Levy and Reforms in 2017, HEE has continued to work with employers, government bodies and trade unions to continue the progression of the apprenticeship agenda in the NHS.

# data[].attributes.body
Explore the different pathways that could be available for you- make sure you speak with your organisation and line manager

# data[].attributes.attachment_link.title
NAW apprenticeship options series - AHP v5 LB 2022.01.14