The Care Home Education Facilitators (CHEFs) provide support to current and potential Practice Learning Environments (PLEs, clinical placements) for undergraduate student nurses. Non-NHS placements work with different governance and legislative system from the NHS and the CHEFs, therefore provide a more bespoke way of supporting nursing and care teams. Download our poster outlining the role of Care Home Education Facilitators, or visit NES Care Home Education Facilitator site for more details about the role.
Care homes can provide excellent learning opportunities for nursing students and students from a variety of other healthcare professions. In providing these learning experiences, they also expose these students to the possibility of a valued career in the care home sector and non-NHS settings on completion of their studies.
NHS Education England mapped all the NMC proficiencies and skills that students must achieve to various non-NHS placements. They created the guide below so students and practice supervisors can easily see all that they can achieve in a care home or similar placement.
Resources for care home Practice Supervisors and Practice Assessors
There are usually fewer Practice Supervisors (PS) and Practice Assessors (PA) in care homes than in NHS PLEs, and many PS are senior carers / nursing assistants rather than nurses. Our experience and feedback is that bespoke tools and resources are required to help and support these staff members in this role, as many don’t have other PS/PAs for immediate support. We offer additional support to non nurse PS on aspects of the NMC code, NMC role and the content of a nursing degree as many will be unfamiliar with this.
There are many other group and 1-to-1 sessions that CHEFs can support staff with in line with the national CHEF role descriptor and the Practice Education priorities:
General updates and support visits
PAD (completing the student paperwork)
An introduction to Future Nurse (proficiencies for ALL nurses) and SSSA (student supervision and assessment guidelines)
Registering and using the free Turas Learn online learning system & CHEF Turas learning catalogue.
The NMC Practice supervisor and Practice assessor roles – flexibility in practice examples.
Using the Turas professional portfolio for CPL, CPD and revalidation.
NMC Revalidation workshops
Working with students with competency or professionalism difficulties including creating development support plans DSP
Updating and using QMPLE (quality management system for practice learning environments)
The open university degree – awareness session
Signing off platform proficiencies and skills annexes in the PAD
Exploring complex proficiencies and skills for students
Supporting PS / PA to make reasonable adjustments for students (religion, disabilities, mental ill health etc.)
Completing the student final assessment and grading matrix.
Using the student activity “grab bags” as a resource
Creating a student welcome pack
Using the national pharmacology workbook with students
Using the Care Home placement workbook with students
Teaching of the entire practice supervisor / assessor content rather than it being self-directed – small 1-hour sessions over 6 weeks. (a quality improvement trial 2024-2025)
Placement resources that students should access
All information about individual care homes and similar placements is stored and accessible in the online platform QMPLE – the quality management of the practice learning environment website. The “suggested reading” section on QMPLE contains links to videos and resources that students should access prior to, and during their non-NHS placement. Please discuss with your CHEF if you would like QMPLE access as a care home staff member.
Student care home placement case studies
In order that students make the most of their Care home, or Non-NHS placements the CHEFs have devised these case studies – Case Study 1 and Case Study 2 to help give an overview of how your placement might work.
Example placement timetable
This example timetable will help you and your Practice Supervisors plan for learning and development opportunities. You can download a copy and modify for your own placement. We also have a blank copy of 8-week timetable for students available.
Care home workbook
Nationally, the CHEFs created a Care Homes Workbook which we advise all students to print off and complete during their placements, as this may provide evidence to practice supervisors and practice assessors of achieve proficiencies and skills.
Expectations of student and supervisors on care home placements
The below 3 links will indicate to you examples of care, nursing activities and behaviours expected of 1st, 2nd, and 3rd year students on placement, as well as a reminder of what to expect from supervisors and assessors
Lastly, these “Grab bag” activities were created so that if clinical activity is really busy or your supervisor (usually the only nurse or senior carer on duty) is called away to an urgent task which wouldn’t be appropriate for student learning; students can complete one of these activities, using evidence, research and local policy, and I relate it directly to the care of the residents in the clinical area.
Aside from facilitating student nurse education in care homes, we also provide bespoke education sessions for care home staff in a number of NHS Education for Scotland (NES) initiatives and useful development sessions.
At present we offer:
Flying Start NHS® – support for newly qualified nurses, or internationally educated nurses with a new NMC PIN.
Revalidation – requirements, planning, and using the Turas portfolio
The above links will provide general information on these programmes, but please contact your CHEF if you would like more information on bespoke provision within your care home or clinical environment.
Lastly, we wish to provide links to many other resources for care home staff to help in your own CPD, but also for the education of students and learners in practice:
The New electronic Practice Assessment Document will be rolled out to new students enrolling in the pre-registration nursing programme from September 2025.
The NMC Standards for Education and Training (updated 2023) replaced the NMC Standards to Support Learning and Assessment and students on pre and post registration programmes are now supervised and assessed whilst in practice learning environments. As a result of this change, the roles of mentor, sign-off mentor, practice teacher and teacher have been replaced with three new roles: the practice supervisor, practice assessor and academic assessor.
As a practice supervisor of student nurses and midwives you will:
Serve as a role model for safe and effective practice in line with the NMC (2018) Code of Conduct.
Support learning in line with your scope of practice, enabling students to meet their skills and proficiencies.
Keep your own knowledge and practice up to date in the areas where you provide support, supervision and feedback.
Provide timely feedback on student progress towards achieving their skills and proficiencies.
Contribute to the student’s record of achievement by recording relevant observation of their practice.
Have sufficient opportunity to engage with practice assessors and academic assessors to share relevant observations on student performance in practice.
Appropriately raise and respond to student conduct and competency concerns and seek support when doing so.
Practice Assessors
As practice assessor of student nurses and midwives you will:
Have previous working knowledge of supporting and assessing students’ performance in practice
Are suitably prepared in supporting learning and assessment in practice and have a working knowledge of the students learning and achievement in theory.
Conduct assessments to confirm student achievement of proficiencies and programme outcomes for practice learning, including periodic observation of the student across a range of environments.
Make assessment decisions informed by feedback provided by the students practice supervisors and academic assessor.
Record objective, evidence based assessment on student performance from a range of sources.
Keep your own knowledge and practice up-to-date in the areas where you are providing support, supervision, feedback and assessment.
Work in partnership with the nominated academic assessor to review the student performance prior to recommending progression in the programme.
Academic Assessors
The academic assessor works with a nominated practice assessor to make recommendations for progression for the student they are assigned to. They collate and confirm the student’s academic and practice learning outcomes for the part of the part of the programme they are assigned to the student, before recommending them for progression on to the next part of the programme.
The three roles undertaking the supervision and assessment of student nurses and midwives
The NHSGGC Practice Education Team can also support your continuing professional development in the PS and PA roles. Not only do we offer different topics as listed below, but also we offer them in a variety of different teaching and learning styles to meet your needs. In addition, your local PEF/CHEF can provide bespoke updates in your area so please get in touch with them. Also, remember that effective practice learning should be a focus of discussion within your annual appraisal and revalidation and that reflection on the supervisory or assessor role, feedback from students and CPD hours focusing on the PS or PA role may form part of the evidence for your NMC revalidation.
Pre-Registration Nursing Programme Proficiencies, Skills and Procedures
As a practice supervisor or practice assessor you are required by the NMC to have an understanding of proficiencies and programme outcomes you are supporting students to achieve or the student you are assessing is aiming to achieve. Use our resources below to support your continuing professional development.
Online Awareness Session
During this session we aim to increase your awareness of the theory student nurses learn at university and the skills and procedures they must demonstrate to enter the NMC register. In addition, this session will provide an outline of governance processes and resources available to guide Practice Supervisor / Practice Assessor in their role of supporting students to demonstrate specific skills and procedures. This session will provide you with one hour of continuing professional development participatory time for NMC revalidation requirements.
Listen at a time and place convenient to you, our audio podcast featuring your PEF colleagues discussing the role of the practice supervisor and practice assessor in supporting nursing students to demonstrate the proficiencies, skills and procedures required to enter the NMC register.
Staff guide to new NMC Skills and Procedures for student nurses undertaking pre-registration 2020 programmes
The NMC (2018) Future Nurse Standards contain some nursing skills and procedures that were not previously taught or assessed in practice. The Staff Guide to the new NMC skills and procedures (NHSGGC, 2023) will assist you when supporting these students and give you detail of when and how students will be provided with the theoretical underpinning to the skills and procedures and when they are able to undertake them in practice and/or simulation.
Having an awareness of how you can support students with a disability to achieve proficiency is important in your role as their practice supervisor or assessor. Use our resources below to support your continuing professional development.
Online Session
During this session we aim to increase your awareness of reasonable adjustments. We will provide examples of situations that may require reasonable adjustments, the impact these may have on students, and how you as their practice supervisor or assessor can support them within the practice learning environment.
Furthermore, the session also provides you with opportunity to discuss what constitutes a reasonable adjustment, learning development support plans, interim feedback meetings and additional supports available and will provide you with one hour of continuing professional development participatory time for NMC revalidation requirements.
Please note this is a generic session and if you required information on specific topics such as anxiety, dyslexia or religion and culture, please contact your PEF or CHEF.
Reasonable Adjustments in the Practice Setting – NHS Education for Scotland Learning Resource
The aim of this three part, NHS Education for Scotland learning resource is to guide you in your role as PS or PA when you are, or will be, working with a student where reasonable adjustments should be considered to allow the student to safely perform during their practice placement or learning experience with you.
Reasonable adjustments are changes that organisations and people providing services must make if someone’s physical or mental disability puts them at a disadvantage compared with others who aren’t disabled (GOV.UK)
How do reasonable adjustments relate to students?
At the application stage of the programme for the student, the HEI will determine if a student is able to meet the requirements of the programme. That is, will they be able to satisfactorily achieve all NMC proficiencies, skills and procedures taking into account their disability and what, if any, reasonable adjustments can be put in place.
However it is important to note that students may only disclose or be aware that they require a reasonable adjustments once they have already started their training.
Students represent our diverse society and therefore equality and diversity needs for all students must be considered.
What are examples of reasonable adjustments?
Changing the recruitment process so a candidate can be considered for a job
Doing things another way, such as allowing someone with social anxiety disorder to have their own desk instead of hot desking.
Making physical changes to the workplace, like installing a ramp for a wheelchair user or audio-visual fire alarm for a deaf person.
Letting a disabled person work somewhere else, such as on the ground floor for a wheelchair user.
Changing their equipment, for instance providing a special keyboard if they have arthritis.
(Above examples provided by GOV.UK)
What are the legal requirements of reasonable adjustments?
The general definition of disability for the purposes of the Equality Act 2010 is “a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to day activities”. The Act defines long-term in this context as having lasted, or being likely to last for at least 12 months or the rest of the person’s life. Substantial is defined as more than minor or trivial.
What types of reasonable adjustments considerations could we have to manage in practice?
Student with dyslexia. One example could be a student that requires some extra time to complete documentation.
Student with religious or cultural needs. One example could be a Muslim student who requests use of a private area to pray.
Student with carer commitments. On example could be a student that has an elderly parent and has carer duties.
Student with anxiety. One example could be a student that suffers from anxiety and finds delivering handovers particularly challenging.
Student who requests flexible working due to childcare commitments. One example could be a single parent who struggles to work nightshift.
Please note that for such examples there are no hard and fast rules. Each request needs to be carefully considered at an individual level and impact on students learning or the areas ability to accommodate have to be carefully considered.
Who can support staff with students requiring reasonable adjustments?
In the first instance your local PEF can support. If you are unsure of who your local PEF is, please check via the NHS GGC Practice Education website.
Link Academic Assessor for your area can also assist.
When would I be made aware that a student has a reasonable adjustment in place?
Students may have a RAP in place before starting their placement. This may have been part of their induction university or put in place during their course. Occasionally a pre placement meeting is required to discuss the student and their reasonable adjustments request.
There is also an opportunity to discuss at the Initial meeting with your student. This should take place within the first 48 hours of starting placement.
Please see the students Practice Education Document.
What if I think my student may require a reasonable adjustment, for example, dyslexia and they are not disclosing?
It is the student’s decision to disclose, however the NMC does recommend that students disclose.
If a student has not disclosed an individual learning requirement/disability and you have a concern about their knowledge or practice, you would follow the same process outlined in the Practice Learning Support Protocol to ensure a fair support and assessment to your students.
What can I do to support my student with a reasonable adjustment?
This would be dependent on what the reasonable adjustment was. It is a good idea to have a learning development support plan in place and review throughout the placement.
The students can link in with their personal tutor to access support services offered by their university.
What about assessing students with a reasonable adjustment in place?
Reasonable adjustments can allow a student with an individual requirement to achieve a competency or meet a standard. However professional standards and competencies must be maintained (NMC, 2019)
It is the students decision and responsibility to disclose they have a specific learning need.
The student can still fail even if they have reasonable adjustments in place if they don’t meet the required standard. There remains a duty to safeguard and protect the public.
What if my student requests flexible working?
Employers must deal with requests in a ‘reasonable manner’
Examples of handling requests in a reasonable manner include:
Assessing the advantages and disadvantages of the application
During this session we aim to provide a general overview of the PAD. In addition to discussing the role of the Practice Supervisor and Practice Assessor, this session will provide information and encourage discussion on the topics of student assessment, grading and the proficiencies, skills and procedures that students must achieve, as well as the principles of learning development support planning.
This session will provide you with one hour of continuing professional development participatory time for NMC revalidation requirements.
PAD Resources
Designed by the Practice Education Team, this interactive PAD resource will provide you with information and guidance on how to complete the different sections of the Practice Assessment Document. From recommended timelines for each stage of the student journey, who completes the different sections, to clear and simple examples of evidence needed for each platform.
You might find it useful to access the relevant university/field specific Practice Assessment Document to review a particular section or if you require additional PAD pages these can be printed from the relevant Practice Assessment Document (Please note that NHS Scotland log-in required).
Our grading rubric calculator with worked example demonstrates how to use Glasgow Caledonian University’s grading rubric (Please note that Desktop MS Excel App required).
If you’re unsure about the terms used in the PAD when it comes to student assessment, we’ve created a helpful guide just for you. the PAD Terminology for Practice Supervisors and Practice Assessors explains key terms (called level outcomes) and gives examples to help you understand what’s expected of your student by the end of their placement.
Learning Development Support Plans are used to support students to meet specific objectives, particularly if they face challenges in achieving level of knowledge and/or skills required by their educational programme or if there are concerns regarding their professional practice. We have compiled a number of sample plans that you can use to help you to write an effective Learning Development Support Plan to support your students to progress in their practice learning environment.
**Coming Soon** Our Learning Development Planning Resource will give you useful information on how to write a LDSP, whose responsibility it is and how to implement them. Use this in conjunction with our PAD Terminology for Practice Supervisors and Practice Assessors which explains key terms (called level outcomes) and gives examples to help you understand what’s expected of your student by the end of their placement.
Supporting a student with additional competency requirements
This 10 minute narrated presentation on Strengthening Student Nurse and Midwife Practice will give you an insight and awareness in ways you can support student nurses and midwives with additional competency requirements and provide robust assessment (NHS Scotland log in required).
Audio Podcast
** Coming soon**
Listen to our podcast featuring a practice assessor sharing their experience of supporting a student with additional competency requirements.
Introduction to the Facilitation of Learning Toolkit
This toolkit is a suite of resources designed to assist experienced educators and facilitators, with expert knowledge and skills in facilitating work-based learning, to deliver the NES Facilitation of Learning programme. Ideally, facilitators should have a qualification and experience in healthcare education, for example, those with a post-graduate certificate in education or professionals who work in continuing practice and professional development departments, or in a practice education role, or learning and development roles.
This toolkit provides information and practical guidance on preparing healthcare professionals and service users or carers, who may be involved in facilitating interprofessional learning, uni-professional learning, or service user/carer education in the workplace.
The toolkit is intended to be a flexible resource. Sections of the toolkit can be used to support existing learning programmes or activities or used in its entirety to plan specific programmes depending on local or individual needs. Specific considerations for online delivery of education are not covered in this toolkit. Information in relation to developing and delivering online learning can be found on the Guidance for education page in TURAS Learn.
The Facilitation of Learning Programme
Facilitation of Learning Programme aims to support health and social care workers with a role in facilitating learning in the workplace. It has been developed to support those involved in facilitating learning as part of their role in the workplace, who wish to develop or refresh their knowledge and skills in the delivery of education and training. Its purpose is to support the development of knowledge and skills in relation to the design and delivery of education and training and is relevant for both clinical and non-clinical roles.
Participants of the programme will be offered the opportunity to use a blended learning approach consisting of two parts. The first part is the completion of Units 1- 4 of the NES Facilitation of Learning programme (approximately eight hours) accessed via TURAS Learn. The second part is engagement in interactive workshops, either online or in-person (approximately eleven hours), arranged by your local facilitator. These workshops can be delivered in a variety of ways either four online workshops or two full day workshops. The programme aims to help them plan, deliver and evaluate their own learning programmes. The content is focused on the theory and principles which underpin effective adult teaching and learning. Facilitated development workshops can be delivered locally. All the resources required for facilitation of the programme and further information can be accessed via TURAS Learn.
“Clinical Supervision provides nurses with space to reflect on and discuss aspects of their role that are motivating and inspiring them, and also those elements that are frustrating or concerning them. Nurses and their supervisors can then jointly work through how the former can be promoted and the latter addressed” (Scottish Government, 2017).
NHS Education for Scotland short animation giving an overview of clinical supervision
What is restorative clinical supervision?
The restorative model of clinical supervision is recognised as an approach to support reflective practice that can help build practitioners’ resilience by focusing on the individual’s (supervisee’s) experience, aiming to sustain their wellbeing and their motivation at work.
This is achieved through guided reflection, exploratory questioning and supportive challenge, enabling a focus on action planning and goal setting. Restorative clinical supervision offers practitioners the opportunity to regularly discuss the positive aspects of their work which is as important as exploring those issues they find more challenging (NHS Education for Scotland, 2021).
Why is restorative clinical supervision important?
Restorative clinical supervision is considered essential to support the nursing and midwifery workforce with the emotional challenges of their role, develop their reflective capabilities, and enable them to address professional challenges in new and innovative ways, thus contributing towards a healthy workplace culture (NHS Education for Scotland, 2022).
Why is clinical supervision important?
NHS Scotland is committed to enabling the nursing and midwifery workforce access to regular clinical supervision and support. This includes non-registered staff such as health and care support workers.
This commitment is required to ensure that safe, effective and high-quality person-centred care is provided to patients and support families and carers. In line with the Chief Nursing Officer for Scotland’s vision (Scottish Government, 2017), the aspiration is for all nurses and midwives to participate in clinical supervision appropriate to their role by 2030.
We recommend that all practitioners preparing to participate in restorative clinical supervision as supervisees, undertake Clinical supervision unit 1: fundamentals of supervision. Unit 1 is designed to provide you with an introduction to clinical supervision; what it is, the purpose, processes and potential benefits.
How do I become a clinical supervisor?
One of the ways in which to develop the skills to become a clinical supervisor is to participate in the Clinical Supervisor Preparation Programme. This programme is managed and facilitated by the practice education team in collaboration with the NHS Education for Scotland (NES) Nursing and Midwifery Practice Educators.
The programme will offer you an opportunity to participate in a programme using a blended learning approach which builds on the theoretical foundation provided by the self-directed online learning units. Completion of the units is undertaken in conjunction with the online skills development workshops. The programme will also provide you with an opportunity to practice and develop the knowledge and skills for the role of clinical supervisor.
What is the programme structure?
Participants are asked to engage with and complete the four self-directed online learning units (approx. 6hrs). They can be accessed on TURAS Learn and are part of the NES Clinical supervision resource. You will then be offered five facilitated skills development workshops accessed using MS Teams (approx.11hrs) or two in person study days held centrally within the board area.
How do I apply for the clinical supervisor preparation programme?
The enrolment process is managed and facilitated by the PE team. There is a current timetable for this year and the programme runs on Tuesdays and Wednesdays. Participants are requested to choose a cohort when booking for example, all Tuesdays or all Wednesdays. The enrolment form has a list of all the cohort dates and times you should complete this with your preferred dates.
IENs and staff who support them should utilise these resources in order to facilitate a learning environment which allows them to consolidate their clinical skills and OSCE preparation course.
To support learning and preparation for OSCEs, all IENs shall receive a copy of the book. If IEN has commenced within your area and has not yet received this, then please contact the PEF or email: practiceeducation@ggc.scot.nhs.uk
We are thrilled to announce the launch of our first-ever Nursing and Midwifery Strategy, ‘Leading the Way’! To congratulate and thank all of you who helped shape this incredible strategy, we’ve created virtual party bags for all our Nursing and Midwifery colleagues. You can access the contents of your party bag by clicking the link and then the squares.
What’s Inside your Party Bag?:
Leading the Way Logo: Add this to your email signature to help raise awareness of our strategy. (Instructions included below)
Printable Leading the Way Z-Fold Card: Print, fold, and carry it in your pocket for an easy and accessible way to stay familiar with the strategy.
Full Version of Our Leading the Way Strategy.
Printable Leading the Way Poster: Featuring a QR code that staff can scan with their mobile phones to access the strategy. Print and hang it in your staff room.
Leading the Way Teams Background: Use this during your team calls to promote and raise awareness of our strategy. (Instructions included below)
NHS GGC Education Learning and Career Development Framework for Nursing and Midwifery – Aligning with Strategic Priority 2 ‘How we develop our professions’, this framework joins together existing frameworks and provides examples of education opportunities that are currently available within NHSGGC.
Please share these party bags widely with your colleagues or use the resources to hold your own celebratory event within your team. Don’t forget to share your pictures with us at ggc.bigconversationsfeedback@nhs.scot.
Also, look out for our NHSGGC Nursing and Midwifery Strategy Promo Video, which is now available on our sharepoint site and can be accessed Here.
Let’s celebrate together and lead the way! 🎉
NES Cultural Humility Learning Resource
The NES Equality, Diversity and Human Right Team developed this digital learning resource to consider how our backgrounds and the backgrounds of others can impact our relationships. Subsequently launched by @NHSScotAcademy, it provides leaners with tools to develop their cultural humility values, attitudes and behaviours. What’s more, learners will benefit from the range of videos, reflective activities, scenarios and a resource pack.
Specifically, the NES Cultural Humility Learning Resource will enable learners to:
Understand the concepts that underpin cultural humility
Identify the key behaviours for supporting an inclusive workplace
Apply a reflective approach aimed at transforming practice in health and social care
Mark Brooke, NMC Principal Regulation Adviser, Professional Practice and Linda Martin, Regulation Adviser, Professional Practice will deliver two ‘Welcome to the UK’ workshops to accommodate 120 of NHSGGC’s IENs. This interactive workshop is designed to support international nurses who have joined the NMC register in the last 12-18 months, to transition to their UK- based role, however, doesn’t preclude any who are waiting to join the register. This workshop is not for OSCE preparation.
The next sessions will run on Friday, 15th August 2025 in QEUH, TLC, Room L0-007 9.00am-12.30pm and 1.30pm-5.00pm 60 IENs at morning session and 60 IENs at afternoon session.
IENs MUST register to attend – the first 120 IENs registered will be aligned to either the morning or afternoon session at QEUH. You will receive a confirmation email confirming which session you will attend, with your SCN copied in. PLEASE NOTE: IENs must attend at the venue, date and time confirmed, there is no option to turn up at another session without prior booking.
The Black And Minority Ethnic (BME) Staff Network was established in 2018. This followed a consultation with key stakeholders about their lived experience. The Network is working closely with the Workforce Equality Group to continuously improve the workplace experience of BME staff. Please click above link for further information.
Presentation for staff supporting IENs (UK based cohort)
LNs/SCNs/DCNs and staff who support IENs (UK based cohort) within the clinical area are invited to the next Internationally Educated Nurse information presentation. Afterward, there will be time for Q & A’s. Both the presentation and Q & A’s will take approximately 1 hr.
These preceptorship resources will support nurses, midwives and Specialist Community Public Health Nurses (SCPHN) in their transition to new roles and in practice settings. Not only from the point of registration, but also as they progress through their career. Furthermore, they aim to promote consistency in the provision and support offered by preceptorship programmes across Scotland.
Scotland’s Preceptorship Framework
This preceptorship resource has been developed to support nurses, midwives and Specialist Community Public Health Nurses (SCPHN) in their transition to new roles and practice settings from the point of registration and as they progress through their career. Not only does this national resource aim to promote consistency in the provision and support offered by preceptorship programmes across Scotland. It also builds on the NMC Principles for Preceptorship and offers guidance to preceptees, preceptors, managers and the wider organisation.
This NHS Education for Scotland PowerPoint presentation is a preceptorship resource that not only defines preceptorship and outlines why it is needed, but also describes the roles and responsibilities of the preceptee, preceptor and line manager.
Recorded in 2021 to support the launch of the NES Preceptorship resource.
NMC Principles of Preceptorship
The NMC developed the Principles of Preceptorship in recognition of the benefits that a supported, structured period of preceptorship brings to employers, preceptees, and people who use services.
Click here to return to Practice Education’s main page
Welcome to NHSGGC Practice Supervisor and Practice Assessor Portal. This portal has been designed to provide information and support for those who supervise and assess learners in our practice learning environments.
NHSGGC Practice Supervisor and Practice Assessor Portal – Feedback and Suggestions
If you would like to make a suggestion or provide the Practice Education Team with feedback as to how we could improve the PS/PA Portal, please email: ggc.practiceeducation@nhs.scot
This section provides practice supervision / assessment related documents and resources for all those involved in the supervision and assessment of student nurses and midwives within NHSGGC. If you can’t find what you are looking for here, our FAQs might help.
Enjoy our audio podcasts at a time that suits you. We offer a series of 5 podcasts giving information on the new NMC standards and a variety of topics to support your CPD in the practice supervisor or practice assessor role.
Communication and relationship management skills – Examples from practice
This resource has been developed to assist you in your role as practice supervisors and practice assessors to support students to achieve Annexe A: Communication and relationship management skills.
Can’t find an answer to your question. Our FAQs might be able to help.
Roles in student assessment
Does a student need both PS/PA?
Yes, The roles of mentor, sign-off mentor, practice teacher and teacher have been withdrawn, and three new roles introduced to undertake the supervision and assessment of students; the practice supervisor, practice assessor and academic assessor.
Can I be a PS and/or PA to two students at once?
You cannot be the PS and PA for the same student – each student must have two different people assigned – one as PS and another as PA – this cannot be the same person. However, you may carry out both roles at the same time for different students, for example, you may be the PS for one student whilst also being the PA for another student. You may also be the PS or PA for two different students at the same time.
How much time do I need to spend with my student before signing them off?
There is no set time a student needs to spend with their PS/PA. However, we would recommend that students work alongside their assigned PS/PA as much as possible for continuity.
The Practice Supervisor and Practice Assessor are responsible for gathering feedback from other staff in their area that have worked alongside their assigned student to deliver a fair and objective assessment.
How do I access student feedback?
Student feedback for Practice Learning Environments is submitted via “QMPLE”. Each area has an assigned member of staff (e.g. charge nurse, SCN or Educator) who will have access to view feedback submitted by students. All feedback via QMPLE is anonymous and is released after review from both Practice Education Facilitator and the link lecturer for the area. Practice Education would encourage PS/PAs to obtain individual feedback in their role from students (if they are willing to do so) which can then be used for their revalidation and to help improve upon their practice.
Student documentation and assessment
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What does a student Practice Assessment Document (PAD) look like?
Also, this interactive PAD resource will provide you with information and guidance on how to complete the different sections of the Practice Assessment Document. From recommended timelines for each stage of the student journey, who completes the different sections, to clear and simple examples of evidence needed for each platform.
Who can sign what in the PAD?
Orientation and intial meeting – PA or PS (to be completed within first 48 hours)
Learning Development Plan – PA or PA
Record of signatories – PA and PS (individual records for each role)
Interim review – PA or PS
Service user/carer feedback – PA or PS (one required per PART)
Proficiencies – PA or PS
Skills and procedures – PA or PS
Final assessment – PA only
Attendance record – PA or PS (complete after each week)
End of part confirmation – PA only (discussion between PA and AA to agree on student progression)
How do I complete an interim assessment?
The interim assessment is usually completed mid-way through the placement. It is recommended that a date is set for the interim assessment during the first 48 hours of placement.
The interim assessment can be completed by either the Practice Supervisor (PS) or Practice Assessor (PA). It may be that the PS completes the interim assessment to allow the PA to complete an objective final assessment at the end of the placement, but this is not essential.
If there are concerns surrounding a student’s performance the interim assessment can be completed early or alternatively, you may wish to complete several interim assessments throughout the placement to reflect and document the student’s progress.
The NMC agreed the new standards for student supervision and assessment in 2018. They have structured the standards into 7 platforms – the interim and final assessments are structured around these 7 platforms and, additionally, any progress made within Annexes A and B. Further information on the standards can be found here: NMC Standards for Supervision and Assessment
It can be helpful to look at the language used within the proficiencies (blue pages of the PAD) relating to each platform as an aid to structure your feedback.
The interim assessment is also a good opportunity to ask the student if they have any feedback that they would like to provide regarding their placement.
If any issues are raised during the interim assessment (or at any point throughout the placement) please contact your PEF/CHEF. You can find their details here: Who is my PEF/CHEF?
How do I grade my student?
Glasgow Caledonian University (GCU), University of Glasgow (UoG), Open University (OU), and University of West of Scotland (UWS) all utilise different grading for their students.
UWS: Pass or Fail
OU: Pass or Fail
UoG: Graded A-H using a specific grading rubric per PART
GCU: Graded A-F using a specific grading rubric per PART. Each platform is graded individually and then an overall grade is calculated using a percentage,
My Colleague and I disagree on a student’s performance, what should we do?
If there is a disagreement between a Practice Supervisor and Practice Assessor, Practice Education would advise having a discussion around the differences between each other’s observations. It would also be useful to look back at previous assessments (if appropriate) to look for common themes.
We would also advise reviewing the grading rubric for the specific learning stage of the student using the participation in care framework.
Another tip would be to ask other staff who have worked alongside the student. What are their observations? Are there any differences? For further information or advice, reach out to the PEF/CHEF for your area. Who is my PEF/CHEF?
Our Student’s PA is on annual leave for the student’s last week, who signs them off?
The student should be assigned another Practice Assessor as soon as possible.
The new Practice Assessor should gather feedback from the original Practice Assessor if appropriate and from Practice Supervisors/ other staff in the area in order to complete a fair and objective assessment.
My student has forgotten their PAD on multiple occasions, what can I do?
Students are expected to bring their PAD with them on their first day of placement
and if they do not bring it on the first day then must bring it on their second day. If they then do not bring it you can send them home to retrieve it as it is there responsibility to make it available to their PS/PA throughout the placement.
The student should bring the full document with no pages/sections missing. If the student is continually forgetting to bring their PAD despite being prompted to do so then contact your PEF/CHEF for further advice and support.
I have some concerns regarding my student’s performance, what should I do?
Both the student and Practice Supervisor/ Assessor have access to a Practice Learning Support Protocol which details the steps to follow should there be any concerns. It is important to highlight these concerns as soon as possible. A copy of this can also be found in the student PAD.
How do I complete a Learning Development Support Plan?
You may have a student who requires some additional support to achieve a specific learning outcome/proficiency for example, time keeping, assessment skills, improving communication. In this situation it may be helpful to create a Learning Development Support Plan (LDSP) to support and guide the student to meet the outcomes required.
These sample Learning Development Support Plans will to help you to write an effective plan to support students to progress in their practice learning environment. There is also an example LDSP within the PAD.
You will also find an example Learning Development Support Plan within the PAD and further examples are available through this link:
If you are implementing a LDSP you may wish to contact your PEF/CHEF for support and guidance.
Attendance and Rostering
My student has said they have a part-time job and cannot work certain shifts, how should this be approached?
All students are made aware of the Working Time Directive prior to undertaking their placement. By law, the Maximum weekly working hours state they can only work a maximum of 48 hours per week (on average) which includes placement hours.
How many hours does a student get credited with per shift? Are breaks included?
Students should be credited with full shift hours, including breaks. For example, 7am-7.30pm shifts would be credited as 12.5 hours.
9am-5pm shifts would be credited as 8 hours.
**Reduced working week does not apply to student nurses
My student is requesting specific/ adjusted hours. How can we accommodate this?
Students are made aware that they have a requirement to be flexible to accommodate their placement hours. However, this is not always possible.
Practice Education would advise that any adjustments (within reason) are made at the area’s discretion. Students should NOT be credited with any hours they have not worked.
My student has an organised study day at university, are they credited hours for this?
Credited study days are usually highlighted within the original placement allocation email which is sent out to the student link for your area. This may be your SCN/ CN or Educator. However, sometimes study days can be arranged following these emails and the university may advise students to make their placement aware. Some of these are credited and some are not. If you are unsure, reach out to your local PEF/CHEF who will be able to find out for you.
My student has an appointment during shift time, what is the policy for this?
There is not a specific policy in relation to allowing time for appointments. However, it is encouraged by both Practice Education and Educational Institutions that students inform their PLE manager of any scheduled appointments at their earliest convenience so accommodations such as shift changes can be made.
My student hasn’t turned up for their shift or called in sick, what do I do?
All students must adhere to the NHS GGC/ local absence reporting policy. This is explained to them prior to placement and detailed within their student documentation. They also have a duty to report any absences to the university. The way of doing this differs between universities but this information is readily available within the guidance pages of the students Practice Assessment Document.
The PEF/ CHEF for your area will be able to contact the student’s PT if there are any concerns regarding absence.
Reasonable Adjustments
My student has disclosed a disability/learning need, how do I approach this?
Firstly, it is at the student’s discretion whether they disclose any additional learning needs or disabilities. This can sometimes make our roles as Practice Supervisors and Assessors a bit more challenging but there are resources available to support you. Students can often have a Reasonable Adjustment Plan or a “RAP” in place from the university. Should the student wish to share this with their PS/PA it should remain confidential and should be accommodated where possible.
Your local PEF/ CHEF will be on hand to support you with this.
Can my student take part in venepuncture and cannulation/ IV medication?
Yes, they can, however, this depends on the stage of training the student is at and whether they have had the relevant theory within University. It is important to note that when this theory is delivery may differ between different fields of nursing which is detailed in the skills statement linked below. When undertaking these skills student nurses and midwives must do so under the direct supervision of a registered healthcare professional who is competent in the skill.
Responsibility ultimately lies with the administrator of the drug unless a student nurse is involved. Therefore, it is the responsibility of the registered practitioner.
Other common questions
How does my student get an ID badge?
All students should have photographic ID in the form of their student card from their university.
Swipe cards for student nurses are only available for students on placement at QEUH/ RHC at this time. This does not apply to other sites within NHSGGC.
Students about to commence their first placement within QEUH/ RHC will receive an email from university advising how to obtain a swipe card. However, they can also contact their PLE’s local PEF who can pass on a form to obtain a swipe card. They need to complete and print this form and take it to the sites facilities open sessions which are held between 9am-10am
Learning Development Support Planning
Learning Development Support Plans are used to support students to meet specific objectives, particularly if they face challenges in achieving the level of knowledge and/or skills required by their educational programme or if there are concerns regarding their professional practice. These sample plans can be used to help you to write an effective Learning Development Support Plan to support students to progress in their practice learning environment.
This resource will supplement practice supervision / assessment in the workplace for student nurses and midwives. Additionally, it is practice supervisor and practice assessor facing and provides information and guidance on Pharmacology.
PAD Terminology for Practice Supervisors and Assessors
If you’re unsure about the terms used in the PAD when it comes to student assessment, we’ve created a helpful guide just for you. the PAD Terminology for Practice Supervisors and Practice Assessors explains key terms (called level outcomes) and gives examples to help you understand what’s expected of your student by the end of their placement.
These flowcharts illustrate guidance for student nurses and midwives, as well as PS / PAs, on dealing with concerns, although not care concerns, we come across in Practice Learning Environments.
Raising concerns in practice – a national approach for nursing and midwifery students, non-NHS practice learning experience providers and higher education institutions in Scotland.
‘Speaking up’ – National Whistleblowing Guidance for Nursing and Midwifery Students in Scotland
This guidance details the process for raising a concern and intends for nursing and midwifery students in Scotland to use it while undertaking PLEs during their pre-registration nursing and midwifery programmes.
This 10 minute narrated presentation on Strengthening Student Nurse and Midwife Practice will help practice supervisors and practice assessors to develop increased insight and awareness around supporting student nurses and midwives with additional competency requirements (NHS Scotland log in required).
Students must have active NHSGGGC accounts to access our healthcare systems needed to participate in Practice Learning Environments. In order to get started with our main hospital systems, guides have been created and these are available on the Learn section of the student external eHealth portal. A downloadable poster outlining the process for student access to eHealth systems is also available. This additional guide outlines the process for students to register for the student eHealth portal in order to report IT issues and to change their student account to NQP status.
Supplementary factsheets about specific eHealth programmes
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