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Speak up to your Guardian – it can make a difference

At times, you may find it difficult to speak up about issues that concern you. Your concerns could range from a problem with a colleague or with your manager, a concern about your working environment, or a concern about the safety of patients or staff.

Sometimes, people find it difficult to speak up about issues affecting patient care and safety, poor practice, bullying and harassment or not being treated fairly.

You may not know who to speak to, or you may feel that issues raised may not be taken seriously, or nothing has been done as a result.

The Guardian Service can give you the support and guidance and help you decide

how you want to proceed.

If there is a situation that is preventing you from doing your work to the best of your ability, please “speak up”

The Guardian Service is a totally independent and confidential service. They are available 24 hours a day, 7 days a week to listen to any concerns you might have and help you find a resolution.

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Department Overview

Health and Wellness consists of a multidisciplinary team of highly qualified and experienced clinicians, including occupational health nurses and physician, clinic nurses, mental health nurse, physiotherapist, ergonomist, counsellors and administration staff

We aim to find out what impact work has on our staff and ensure that they are fit to undertake the role they have been employed to do both physically and emotionally. We are concerned with promoting and maintaining the highest degree of physical, mental and social well-being of all staff.

Health and Wellness are here to support staff through every stage of the work cycle from recruitment to retirement.

The aim of Health and Wellness is prevent work-related illness and injury by:

Pre-employment screening

Vaccinations and immunisations

Encouraging safe working practices

Promoting health and well-being

Monitoring the health of our workforce

Supporting the management of sickness absence

Our Vision:

Working together to inspire our people to stay well, through our person centred approach delivered by professional staff.

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Coaching skills will help you to guide your Preceptee through their preceptorship journey.

Do you know the difference between learner and coach centred behaviours?

Do you know when to instruct and when to help learners work out their own solutions?

Do you know how to help learners work out their solutions?

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

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

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

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

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

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

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

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

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

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

What is preceptorship?

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

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

What are the benefits of preceptorship?

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

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

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

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

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

Benefits for employers:

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

Who are our principles of preceptorship for?

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

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

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

How we developed our principles of preceptorship?

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

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

Downloads
Principles of Preceptorship Egwyddorion tiwtoriaeth
Principles of preceptorship

1. Organisational culture and preceptorship

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

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

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

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

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

2. Quality and oversight of preceptorship

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

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

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

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

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

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

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

3. Preceptee empowerment

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

In effective preceptorship models, preceptees:

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

3.2 Are supported according to their individual learning needs

3.3 Are supported by a nominated preceptor

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

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

4. Preparing preceptors for their supporting role

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

4.2 Receive ongoing support and actively engage in professional development

4.3 Are supportive and constructive in their approach to the preceptee

4.4 Share effective practice and learn from others

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

5. The preceptorship programme

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

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

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

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

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

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

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

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The preceptorship principles and supporting information set out in this document are designed to support all professionals registered with the HCPC to access preceptorship when and where they need it, to support them at key transition moments in their careers, and to help them in providing safe, compassionate and high-quality care.

We know that transitions such as joining the workforce as a new registrant, working in the UK for the first time or returning after a lengthy period away from the workforce, can be challenging for individuals. Well-resourced and tailored preceptorship programmes offer support for HCPC registrants at such moments, giving them the support they need and in a way that can meet their individual circumstances.

We have developed these principles collaboratively, working with the professional bodies that represent our registrants and with individual registrants. We have also engaged with education and training authorities across the UK’s four nations, to ensure they fit with existing and developing preceptorship arrangements in each nation.

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Helping health and care professionals through career transitions

The preceptorship principles and supporting information set out in this document are designed to support all professionals registered with the HCPC to access preceptorship when and where they need it, to support them at key transition moments in their careers, and to help them in providing safe, compassionate and high-quality care.

We know that transitions such as joining the workforce as a new registrant, working in the UK for the first time or returning after a lengthy period away from the workforce, can be challenging for individuals. Well-resourced and tailored preceptorship programmes offer support for HCPC registrants at such moments, giving them the support they need and in a way that can meet their individual circumstances.

We have developed these principles collaboratively, working with the professional bodies that represent our registrants and with individual registrants. We have also engaged with education and training authorities across the UK's four nations, to ensure they fit with existing and developing preceptorship arrangements in each nation.

Preceptorship principles

Principle 1 - Organisational culture & preceptorship

Preceptorship is a structured programme of professional support and development designed to improve registrant confidence as they transition into any new role.

Preceptorship contributes to an organisational culture in which registrants are supported to achieve their potential whilst delivering safe and effective care and treatment.

Effective preceptorship should:

a) be embedded in the organisation's workforce and organisational systems to enable preceptee access and engagement;

b) comply with equality legislation and take account of national and local equality, diversity and inclusion policies;

c) provide opportunities for preceptees to develop confidence and to support their future career;

d) prioritise preceptee and preceptor health and wellbeing; and

e) promote a culture of learning, self-reflection and safe practice.

Supporting information: Focus on creating a good culture

Principle 2 - Quality & oversight of preceptorship

Preceptorship is an important investment in a registrants' professional career.

All registrants should have access to a quality preceptorship programme. It demonstrates the value of individual registrants' health, wellbeing and confidence during times of transition.

To enable effective preceptorship there should be:

a) processes to ensure registrants can access preceptorship and which meets their individual needs;

b) processes in place to support an appropriate mix of profession-specific, multi-profession and uni-profession learning and development within organisations or with wider system and professional networks;

c) integration with induction to professional role where appropriate;

d) recognition of the impact of system challenges and how to mitigate these;

e) systems in place to monitor, evaluate and review preceptorship programmes;

f) professional and organisational governance frameworks which allow the process to be audited and reported; and

g) understanding of, and compliance with, national and local policies, and the relevant governance requirements required by the four countries of the UK.

Supporting information: Focus on ensuring high quality

Principle 3 - Preceptee empowerment

Preceptorship should be tailored to the individual preceptee, their role and their work environment. Preceptorship should not retest clinical competence but instead, empower the preceptee to reflect on what they bring to their role and identify support needed to develop their professional confidence.

Effective preceptorship should provide registrants' with:

a) access to a preceptorship programme which instils the importance of continuing professional development;

b) appropriate resources and guidance to develop confidence and support continuing professional development;

c) a tailored programme of support and learning reflecting individual needs;

d) an identified preceptor for the duration of their preceptorship; and

e) autonomy to influence the duration and content of their preceptorship in partnership with their preceptor, others in their organisation and wider professional networks.

Supporting information: Focus on being a preceptee

Principle 4 - Preceptor role

The preceptor role is a fundamental part of effective preceptorship. Preceptors should have appropriate training, time and support to understand and perform their role.

Preceptors do not need to be from the same profession as preceptees but should be the most appropriate individual to provide support.

In effective preceptorship, preceptors should:

a) act as a professional role model and be supportive, constructive and compassionate in their approach;

b) help to facilitate multi-professional aspects of preceptorship where appropriate;

c) support preceptees to reflect on their development and signpost to relevant support and development opportunities;

d) support preceptees to engage with their wider profession, and help build networks locally or through external professional networks;

e) share effective practice and learn from each other;

f) be encouraged to see the personal and professional benefit of taking on the role of preceptor; and

g) have access to feedback on the quality and impacts of all aspects of their work as preceptors.

Supporting information: Focus on being a preceptor

Principle 5 - Delivering preceptorship programmes

Preceptorship programmes should reflect the differences in routes to registration, range and intensity of previous practice experiences, and the variety of services and settings in which registrants work.

These principles apply to all registrants working in any health or social care setting across UK, including but not limited to, the NHS, the social care sector, and the independent and charitable sectors.

Preceptorship programmes should:

a) be tailored to take account of the environment the individual preceptee is working in;

b) be flexible to support various types of transition in a timely way;

c) have flexibility to deliver common themes of preceptorship in a multi-professional way while ensuring profession specific elements are provided where necessary;

d) have a structured design which describes how the programme delivers success for preceptees;

e) vary in length and content according to the needs of the individual preceptee and the organisation. Individual countries, regions or organisations may set minimum or maximum lengths for preceptorship; and

f) have awareness of, and align with, other profession specific and workforce development programmes..

Supporting information: Focus on tailoring outputs

Download PDF version of the principles and supporting formation

Using the HCPC principles for preceptorship

These principles have been developed following extensive consultation with individual professionals regulated by the HCPC and the professional bodies and groups that represent them.

They have been written to encompass the 15 professions and 33 titles that we regulate, to support those we regulate, in all of the settings in which they work, and in recognition of the different employment arrangements that are in place across the health and care systems in England, Northern Ireland, Scotland and Wales.

The five principles are broad in structure, so that they can be easily used across the range of workplaces and contractual arrangements to which our registrants are subject.

We want our registrants to use them to access preceptorship programmes where available, or to help them shape the creation of new ones where they are not.

We intend those running or establishing preceptorship programmes for our registrants to use them as a guide, to ensure programmes meet HCPC registrants' needs and support improvements in the quality of the services they provide.

Supporting information

The supporting information has been written to help registrants and those delivering preceptorship use the principles in their workplaces and practice.

We believe that well delivered preceptorship support has a key role to play in supporting both current and future HCPC registrants, helping them to achieve their potential and to fully and confidently meet the needs of those they serve.

Supporting delivery of preceptorship principles

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The preceptorship principles and supporting information set out in this document are designed to support all professionals registered with the HCPC to access preceptorship when and where they need it, to support them at key transition moments in their careers, and to help them in providing safe, compassionate and high-quality care.

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NHS Leadership Academy programmes are designed to help everyone in the NHS discover their full leadership potential and achieve the highest standards in health and care

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Foundations in System Leadership; collaborating in health and care

A programme for people working in health and care, who want to improve the way they collaborate across organisational and professional boundaries to design and deliver better health outcomes Find out more about the programme
CMI Accreditation

NHS Leadership Academy is working with Training Provider Pearson TQ to offer access to our leadership development programmes with CMI accreditation
Apprenticeships

NHS Leadership Academy is working with apprenticeship providers to offer access to our leadership development programmes as part of apprenticeships Find out more about apprenticeships
Hope European Exchange programme

This programme offers those with managerial responsibilities in healthcare a unique opportunity to exchange time with an EU member state for four weeks Find out more about the programme
Core Managers: Developing Inclusive Workplaces programme

Are you a manager or supervisor in health and care looking to develop your inclusive leadership skills?
This programme is a suite of self-guided online short courses
Find out more about the programme
Sustainability Leadership for Greener Health and Care Programme

Want to develop your leadership skills and knowledge to build a greener and more sustainable health system?
A 16-week programme with a choice of online learning or face-to-face learning
Find out more about the programme
Coaching and Mentoring

Coaching and mentoring are helpful tools to support health and care leadership development
Search or sign up to the Coaching and Mentoring Register and explore regional offers
Find out more about coaching and mentoring

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A programme for people working in health and care, who want to improve the way they collaborate across organisational and professional boundaries to design and deliver better health outcomes Find out more about the programme NHS Leadership Academy is working with Training Provider Pearson TQ to offer access to our

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The leap from team member to team leader is probably the most exciting and demanding time in your career. It takes a lot of insight and commitment to make the transition successfully.

In this course, we’ll help you discover answers to these questions:

How do I choose and use a leadership style that works for my team and the situation?

What qualities and attributes do people expect from me as a leader?

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This introductory leadership course is provided free by the NHS Leadership Academy on its online platform. Please upload your certificate on completion.

The Edward Jenner programme is your first port of call if you’re looking to build a strong foundation of leadership skills that can help enhance your confidence and competence in your role.

The programme will support you as you develop essential leadership skills; open to all, this programme leads to an NHS Leadership Academy award in Leadership Foundations.

If you want to feel more able to deal with the daily challenges of working in healthcare, better equipped to care for patients, lead services and provide leadership for those around you – supporting them to do their job better – the Edward Jenner programme is for you.

Edward Jenner leadership course

The programme has been designed with health and care staff, for everyone working in a health and care context. Highly practical and patient-focused, it’s a great way to understand the purpose, challenges and culture of the NHS.

It’s flexible and enlightening, helping you get a fresh perspective on the impact you have on the patient experience – either directly or indirectly.

It’s also a valuable refresher at any level, as well as an important first step towards the Mary Seacole programme.

The programme has been redesigned to offer even more flexibility; Launch takes up to five hours and Foundations is designed to be studied over six weeks.

Launch and Foundations modules are free to access and based online

The Edward Jenner programme leads to an NHS Leadership Academy Award in Leadership Foundations.

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HOW IT WORKS

·       Visual Representation:

A tree with numerous "blob" figures is used. Each blob is depicted in different positions and with varying body language, signifying a range of emotions, states of mind, and feelings.

·       Non-Verbal Communication:

Because people sometimes lack the words or confidence to describe their emotions, the Blob Tree provides a visual language to communicate feelings.

·       Reflection and Conversation:

Individuals can choose a blob that best represents their feelings at a given moment. They can then discuss why they chose that blob, which can reveal how they are feeling and what support might be needed.

·       Future Aspirations:

The tool can also be used to identify future aspirations by selecting a blob that represents how the person wishes to be, along with the steps needed to get there.

APPLICATIONS

·       Education:

In education, it helps individuals build emotional vocabulary and understand their peers' feelings, contributing to a more caring and supportive environment.

·       Workplace:

Preceptors can use it in one to ones to discuss employee well-being, workloads, and support needs, helping to foster a culture of open communication and safety.

·       Health and Therapy:

It's utilised in mental health settings and therapies to help individuals express their emotions and promote self-awareness.

BENEFITS

·       Promotes Self-Awareness:

Helps Preceptees identify and understand their own thoughts and emotions.

·       Encourages Connection:

Creates a safe space for sharing, building trust, and fostering connection within groups.

·       Provides a Non-Threatening Approach:

For sensitive topics like feelings of sadness or struggles, discussing the chosen blob can offer a bit of distance and safety compared to talking about oneself directly.

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This course is for Allied Health Professionals who are 'new to role'. This programme consists of 8 learning sessions together with this introductory briefing to the programme and an evaluation activity.

Learning Objectives

The aim of Step to Work is to provide AHPs who are 'new to role' with guidance, support, and practical tools to help them reflect on the experiences and knowledge they have already gained to help them in their future roles. The programme will complement but not replace the need for high-quality preceptorship.

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Each time you renew your registration, you'll be asked to sign a form to confirm that you continue to meet the HCPC’s standards, including CPD.

At the start of each renewal we randomly select 2.5 per cent of each profession and ask them to submit their CPD profile.

The majority of the professionals on our Register pass their audit when selected, demonstrating that their CPD is adequate and up to date.

We will only audit registrants who have been registered for two years or more. This means that if you are a recent graduate, we will not choose you for audit when you renew your registration for the first time.

Similarly, if you have had a break in registration and have just come back onto the Register, we will not choose you the first time you renew your registration.

The audit selection is computer-generated at random. As CPD is an ongoing requirement while you are registered, it is possible that you could be picked for audit on multiple occasions.

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Each time you renew your registration, you'll be asked to sign a form to confirm that you continue to meet the HCPC's standards, including CPD

During each renewal we randomly select 2.5 per cent of each profession and ask them to submit their CPD profile.

If you are selected for audit, you'll be notified by email within 10 working days of the renewal window opening. You will also see this notice via your online account.

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During each renewal we randomly select 2.5 per cent of each profession and ask them to submit their CPD profile. If you are selected for audit, you'll be notified by email within 10 working days of the renewal window opening. You will also see this notice via your online account.

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Find out everything you need to know about revalidation including how you can meet the requirements by reading 'How to revalidate with the NMC'.

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Revalidation - The Nursing and Midwifery Council

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Revalidation is the process that all nurses, midwives and nursing associates need to go through to renew their registration with the NMC.

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Find out everything you need to know about revalidation including how you can meet the requirements by reading 'How to revalidate with the NMC'.

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Revalidation - The Nursing and Midwifery Council

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Revalidation is the process that all nurses, midwives and nursing associates need to go through to renew their registration with the NMC.

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Our vision is to provide the highest quality clinical education and training across multi-professional teams to enhance knowledge, skills, attitudes and behaviours, which promote excellence in patient care and improve patient safety.

We are a branch of the Clinical Education Department which supports Education and development for non-medical clinical staff within the Trust.  We work closely alongside our colleagues for medical clinical staff to fulfil our vision.

For more information on courses please contact the Clinical Education Department directly.

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Login :: Dartford and Gravesham NHS Trust

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Darent Valley Hospital Maternity Orientation Pack for New Starters Updated August 2024

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Exploring career mentoring and coaching

Introduction and guidance

Exploring career mentoring and coaching is a free badged course which lasts 8 weeks with approximately 3 hours’ study time each week. You can work through the course at your own pace, so if you have more time one week there is no problem with pushing on to complete another week’s study.

You’ll start this course by considering the differences and similarities between mentoring and coaching. Then, you’ll focus on developing your own self-awareness, an important skill for those wishing to gain the most from mentoring or coaching interactions. As you progress, you’ll understand how these approaches can enhance career development. You’ll explore the key skills and attributes of a good mentor or coach and learn how choosing the right individual can maximise the relationship. Along the way, you’ll consider whether you could become a mentor or coach yourself and reflect on how that might benefit your own career.

After completing this course, you should be able to:

recognise the difference between mentoring and career coaching, and analyse how each can enhance your career development

understand the importance of self-awareness and how to develop your own

choose a mentor or coach with confidence

get the most from your relationships with mentors or coaches

reflect on your own experience and consider whether you could become a mentor or coach yourself.

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This free course, Exploring career mentoring and coaching, will explain what mentors and career coaches do and how a colleague or expert who can ask the right questions, challenge assumptions, and…

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Aspirant Cancer Career and Education Development Programme

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Aspirant Cancer Career and Education Development Programme

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The Aspirant Cancer Career and Education Development programme (ACCEND) will provide transformational reform in the education, training and career pathways for cancer support workers, nurses and AHP’s supporting people affected by cancer.

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Aspirant Cancer Career and Education Development programme

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The Aspirant Cancer Career and Education Development programme (ACCEND) will provide transformational reform in the education, training and career pathways for cancer support workers, nurses and AHP’s supporting people affected by cancer. The ACCEND programme provides guidance on the knowledge, skil…

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Macmillan - Aspirant Cancer Career and Education Development (ACCEND) Programme

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Macmillan - Aspirant Cancer Career and Education Development (ACCEND) Programme

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What is the ACCEND programme?

The purpose of the ACCEND programme is to provide clear and transparent guidance and direction on the knowledge, skills and capabilities required by healthcare professionals who care for people affected by cancer. It has been designed for people in non-oncology roles and specialist cancer services that are part of multi-professional teams across the UK.

Specifically the ACCEND programme is for:

support workers

nursing associates

nurses

allied health professionals

psychologists

pharmacists.

We know that significant parts of the workforce are under pressure now. Unless we act, we risk being without the right number of healthcare professionals with the right knowledge, skills and capabilities to effectively deliver the NHS Long Term Plan.

The ambitions for the future of cancer workforce were recently launched by in Long Term Workforce Plan.

The ACCEND programme will help increase and improve the supply of the cancer healthcare professional workforce in the future.

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Aspirant Cancer Career and Education Development (ACCEND) Programme - Macmillan Cancer Support

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Two Macmillan professionals are sitting in an office and appear to be laughing. One person is in a white outfit and appears to be reading a document. Behind them another person in a colourful top is sitting at a desk laughing.

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The ACCEND Course Finder is provided to support you in exploring education opportunities relevant to the ACCEND core cancer capabilities in practice. Mapping has been carried out by education providers and is an indication that the underpinning knowledge for the capability in practice will be covered by the course content, not a guarantee that completing the course will lead to proficiency in specific capabilities.

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ACCEND Course Explorer (ACE) | Cancer Education & Training

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Search and explore cancer education and training courses aligned to the ACCEND framework. Filter by capability, career level, and provider.