Giving patients information they need in a clear, appropriate format is one of the key roles of the Graphic Design & Print Team. We maintain and supply over 1000 patient information leaflets across the service. We support health improvement campaigns and well-being initiatives including exhibition/display designs, brochures, posters, branding, and promotional ideas, and offer a bespoke solution to every situation.
Supporting the Organisation
We provide signage and wayfinding, design and print forms, ensuring that through quality of design, all standards are adhered to – governance, branding, and accessibility.
Supporting Staff
NHSGGC relies on its staff to deliver the best quality healthcare, and we help you deliver that care. You’ll receive the best advice on how to deliver essential information in the most appropriate and cost-effective way.
Supporting the Environment
Despite a commitment to paper-light practices, there is still a huge volume of print undertaken within GGC. We have the biggest in-house NHS print facility in Scotland, to match our print on demand requirement. We provide a robust professional print-buying service ensuring best value for money and quality assurance, using the Government Procurement Tender (Quick Quote) and PECOS systems.
Medical Illustration Services provide a professional and clinical photography, video and graphic design service to healthcare professionals within NHS Greater Glasgow and Clyde, and to external organisations and private clients. We promote best practice for clinical care and documentation, and support teaching and research. Our staff are qualified healthcare scientists, who work to the highest standards with the latest technology available.
NHS Greater Glasgow and Clyde has a range of ways that we listen to staff and use their feedback to improve our services to patients and to make NHSGGC a better place to work. Key mechanisms include iMatter, Investors in People, via Area and Local Partnership Forums and through team meetings, one-to-ones and other engagement activities with leaders and managers locally.
You can read below examples of how staff feedback from our annual iMatter staff satisfaction survey has been used to inform improvements across teams, services, Directorates and Health and Social Care Partnerships (HSCPs), within NHS Greater Glasgow and Clyde.
Advance Nurse Practitioner Team – East Dunbartonshire HSCP
The Advance Nurse Practitioner (ANP) team in East Dunbartonshire HSCP, is a small of team of 6, supporting GP clinics as well as carrying out home visits, all across the Partnership. During our most recent iMatter action planning discussion, we reflected on the agile nature of our roles, and the need for lots of equipment to be transported when out and about at home visits.
We didn’t have a space to call our own for storing equipment, or dedicated desk space, as we’re fully agile. This means that equipment is often stored in our cars as we go back and forth to homes and clinics, which is not ideal for staff as we’re already taking other things, such as our laptops, out and about, so it’s a lot to consider for each trip.
So, we had a discussion with the Facilities Manager at Kirkintilloch Health & Care Centre to see what we could do to improve our experience.
Amazingly, we’ve secured a large double cupboard at the Centre, which is solely for our team, and we can easily access it to pick up just the bits and pieces we need, and store the rest. This is only a small thing but has gone a long way to making the team feel that they are valued, visible and that their needs are being met by the HSCP.
We’re now working with colleagues to look at ways we can use the space at Milngavie Health Clinic too, ensuring that our team can continue to have the same successful, positive experience, across all our sites.
Clyde Sector
Across the Clyde sector, we have seen real benefits of using feedback from iMatter to improve our staff’s experience. The big improvements in iMatter outcomes throughout 2022 demonstrate this, with an increased response to the questionnaire, an improved Employee Engagement score and a 7% increase in action planning.
We achieved this in a range of different ways. We took action before and during the questionnaire stage, to discuss iMatter at key management and partnership meetings, embedding it in business as usual. IMatter is always a key part of our thinking around how we engage with our workforce and use their experiences to improve services and make Clyde Sector a better workplace.
Alongside this, we shared ‘top tips’ during the team confirmation stage to ensure managers felt supported with each step, and staff were aware of the range of ways they could respond, to maximise participation. Maintaining a good working relationship with the iMatter team in HR meant we could quickly identify and resolve any action needed to support teams.
Once we received our results, we quickly shared the information with staff, managers and partnership colleagues, and ensured two-way communication was at the heart of improvement.
We now hold weekly partnership calls in Clyde sector to discuss emerging and live issues to identify solutions together. We’ve also introduced HR ‘Walk rounds’ across all three sites, meaning there are regular opportunities to meet with staff, be visible and discuss any concerns. Similarly, the Senior Charge Nurse (SCN) engagement sessions with senior management give staff the opportunity to discuss ways of improving services, staff morale, health and wellbeing. These allow us to hear directly from staff about how we shape support and drive improvement on an ongoing basis.
In addition to this, Partnership colleagues and HR now have access to daily safety briefings for all sites to keep everyone informed on hospital pressures and staffing. This means that appropriate action and support is given efficiently and based on feedback.
Taking this approach has achieved some really positive outcomes this year, leading to positive action, and we look to replicate and build on this into 2023, to realise continuous improvement for our staff.
Counselling Team (Human Resources and Organisational Development)
Our team always finds the feedback from iMatter a really useful tool to create discussions about how we do more for our staff and also for our clients. This year, the report has allowed us to identify service improvements that we think will deliver excellent performance.
Initially during COVID we were keen to explore the experience of clients using the counselling service, particularly as we moved from face to face to telephone appointments. We did this through a short survey, which we circulated to clients. The feedback was positive, and gave us reassurance that we were still providing a supportive and person-centre service during COVID.
As we moved into 2022 and back to more face to face consultations, our team suggested we expand the survey to allow us to explore ways in which we could celebrate great work, review the service we provide and identify any opportunities for improvement.
This has been going really well, and at our team meetings we always allocate time to look at the feedback together. The comments from the responses we get helps us to build a picture of progress and improvement themes. The information we gather also supports our accreditation with Safe Effective Quality Occupational Health Service (SEQOHS) standards, the benchmark for occupational health services.
One particular benefit of this approach has been helping us to celebrate the successes of the team through the positive experiences of our clients. When we see really great comments in relation to the service provided by an individual staff member, this is highlighted at the team meetings, as well as at TURAS review discussions.
In the team, we’ve used the iMatter process to help keep us on track when it comes to our commitment to positive staff engagement, celebrating success and working as a team. We know that doing this has really helped us to continue to deliver a great service for the people using our service.
COVID Safety and Wellbeing Engagement in Estates and Facilities
Like all services across NHS, the COVID pandemic raised a number of significant challenge for us in Estates and Facilities. One of those challenges was that guidance, including changes to Standard Operating Procedures (SOPs) and Safety instructions, was changing on a regular basis. For us, there was no reliable way to ensure that this information was appropriately circulated across all of our staff because of limited IT access for many staff in our service and the limitations on in-person meetings.
This meant that we were struggling to ensure that the staff on the floor were getting key information timeously, including COVID safety information and resources to support and improve staff wellbeing.
As a consequence, the Senior Management Team and partnership colleagues worked together to identify the best ways to get this essential information to staff reliably. This took the form of a Team Brief, which was initially issued on a weekly basis, and which we now issue on a monthly basis. We developed this based on the positive feedback and the recognition of an ongoing need for supportive engagement and communication with staff.
The detailed Brief is shared verbally with all staff, along with being circulated electronically and displayed on staff noticeboards. This very simple approach has been welcomed by staff, and has been adopted by others throughout the organisation too.
William Hunter, Deputy Director (Facilities & Corporate), says “there has been a positive response to this brief. In very difficult circumstances, we have been able to increase direct communication with our staff, including the provision of key work, wellbeing and safety related information, which I know that staff have found very reassuring and supportive.”
We can see from our 2022 iMatter results that one of the areas which saw the biggest improvement from 2021, was in relation to well-being support from line managers. In addition, improvements were seen around the themes of role clarity, effective team working and seeing the value and contribution made by the roles that staff hold.
This improved engagement and communication with staff, really focussing on well-being and experiences at work, has made a positive impact amongst teams, which we’ll continue to build on and celebrate.
East Renfrewshire HSCP
We were delighted with the iMatter results in East Renfrewshire HSCP, where we saw an increase in response rates and action planning engagement, whilst also maintaining a really positive engagement score.
We were particularly pleased to see that we’d had good feedback from staff against the iMatter wellbeing questions. This was due to the big effort we’ve made in the HSCP in ensuring staff are aware of the wide range of options available to them to support good mental health and overall wellbeing at work.
One way we’ve been showcasing our wellbeing activity is through our regular Staff Wellbeing newsletter with targeted articles on key issues e.g. alcohol awareness, stress at work, financial advice. These kept staff updated on any upcoming classes and sessions, as well as providing access to information and resources which covered a wide range of topics.
During the summer months, we rolled out a programme under our “Summer of Wellness” brand. Creating this brand allowed us to bring together a whole range of opportunities for staff in one place, including yoga, fitness classes, 121 wellbeing conversations etc. The uptake for these was fantastic and feedback from staff was extremely positive. We’re now building on that success and are rolling out a new “Winter of Wellness” programme during November and December.
Something that really helped us maintain the focus on wellbeing over this period has been our newly appointed Wellbeing Officer, Gerry Mitchell, who has led on promoting and improving the mental health and physical wellbeing of our workforce.
Gerry says:
“My role as Health and Wellbeing Lead Officer has been to build a proactive and preventative wellbeing offer across the HSCP for all our staff.
“It’s important for staff to have access to resources that supports holistic wellbeing, with a particular focus on mitigating the effects of work-related stress.
“Recent years have been particularly challenging for health and social care staff and volunteers. During this time, it has been more important than ever that we continue to offer an effective and sustainable approach to staff/volunteer wellbeing so that they feel valued and supported at work.”
Gerry Mitchell, Health and Wellbeing Lead Officer East Renfrewshire HSCP
Accordion item 1
Accordion item 1
Hybrid Working in the Clinical Governance Support Unit
Our 2022 iMatter report showed some really encouraging results, and we were particularly delighted to see positive outcomes relating to engagement, well-being support and leadership. We always aim to apply a person-centred, continuous improvement approach, which focuses on our staff’s experience, as we know this has a positive impact on the work we do.
That person centred approach could clearly be seen through our recent implementation of hybrid working. NHS Greater Glasgow and Clyde (NHSGGC) introduced a Blended Working Guide early in 2022, to support staff to work flexibly and to provide a healthy work and life balance.
The Clinical Governance Support Unit (CGSU) implemented this approach across all teams during Spring/Summer 2022. To do this, working together with staff, we developed a project plan with six key steps for implementation:
A key part of our plan was working with staff to develop an Etiquette Guide. This provided some key principles and supporting guidance and aimed to give consistency to staff in terms of how hybrid working would actually work in our team.
Almost as soon as we had implemented the approach, we held a short workshop at the CGSU Team Session, to gather feedback from staff on their initial experience of hybrid working. Feedback showed us that staff liked the flexibility to choose when it’s appropriate to work from home and when to be working on site. The staff told us they continue to see the benefit of meeting together in person where it’s appropriate. We were really pleased to hear that they found the room booking system really clear and easy to access, allowing them to arrange all the practical requirements when coming into the office.
To keep the focus on staff having a positive experience, we also sought improvement themes from staff, and have taken these forward quickly. An ongoing evaluation is planned on a quarterly basis to continue engagement with staff and determine if the actions are resulting in real improvements, and to consider if there are any new actions we need to take forward.
Pharmacy Services
Hear from Gail Caldwell, Director of Pharmacy for NHS Greater Glasgow and Clyde, talking about the Pharmacy Strategy, which focusses on a culture of empowerment and enablement for all their staff.
Pharmacy Services Celebrates Staff Successes and the Employee Voice
Pharmacy Services celebrated their staff awards on Wednesday 20th of March at the Teaching and Learning Centre, QEUH. While the event was themed around the many successes of our staff, the event also recognised the challenges along the way, a theme reflected by our keynote speaker, Cor Hutton.
“As a pharmacy team, what makes us strong are our people, and our people know how things can change and improve, we are always looking for ways to obtain feedback and empower our teams to make local changes that makes it better for them and our patients.” Andrea Healey, Business Performance & Review Manager, Pharmacy Services
One way Pharmacy Services do this is through the annual iMatter survey. The team has always had a high engagement rate and one they are keen to continue. They took the opportunity to promote iMatter at their staff awards, including highlighting the improvements made locally based on the annual staff feedback. To support the event, the NHSGGC Staff Experience team were on hand to share good practice and give out a pen or two!!
“We were thrilled to be invited along to be able to promote the upcoming iMatter questionnaire at the Pharmacy Services staff awards, and engage with staff at this exciting event. Moreover, it allowed us to encourage colleagues to consider staff experience more widely, and understand how iMatter can be an important enabler for person-centred discussions that explore and improve the experience of everyone at work” Diana Hudson, Staff Experience Adviser and Sabine Bunte, Staff Experience Assistant
Alongside iMatter, the event also showcased the Peer Support service:
“Delighted to have attended the awards ceremony representing Peer support and as part of the Pharmacy Culture Collaborative Group.Peer support simply put is to look after oneself and others and this was very much to the fore in our pharmacy ‘family’ awards ceremony.Our speakers at the event spoke with compassion, empathy and a steadfast commitment to our health service and the patients we serve.It was a privilege to be part of the day and hear the amazing testimony of Dr Corrine Hutton” Donald MacPhail, Controlled Drug Inspection Officer and Peer Supporter NHSGGC
The 2024 iMatter Survey starts from 13 May 2024 and you can find out more information about how to get the best of this for your team on our iMatter page or by contacting the iMatter team on iMatter@ggc.scot.nhs.uk
If you have a positive Staff Experience or Engagement story you would like to share, please get in touch with the team at iMatter@ggc.scot.nhs.uk
During the Action Planning phase of iMatter, we want to share some of the ways in which teams have approached this discussion and how they have used iMatter to support key activity over the next 12 months. Below you’ll see details of stories shared via StaffNet.
Complex Trauma Pathway team
We hear from Lesley Hunter – Nurse Team Lead within the Complex Trauma Pathway team (Specialist Children’s Services), who talks about their approach to iMatter action planning:
“As a team we utilise our business meeting and team away days to discuss and review our iMatter report each year. These take place in June and November so work well in relation to the timing of the reports and allow for a six-monthly review. Following the completed reports, I review the comments and we discuss as a team the outcome and consider what our focus is for the year.
The focus is often on service development i.e. what we do well and need to focus on for our patients in the next year, as well as team cohesion and wellbeing/staff retention. From this, I write it up and we agree it finally as a team.
The pathway is a small team where the ongoing clinical task of working with young people, families with traumatic histories and experiences can be emotionally taxing, therefore team wellbeing, supervision and peer support needs to be central to what we do. The iMatter process allows us to look at this more specifically as a service.”
The most important bit of iMatter is the discussion you now have in your team based on the feedback. This is your chance to discuss and agree as a team how you want to work together to make things better. Please visit HR Connect for more information.
Primary Care Dental Services
This week, we hear from Karen Gallacher, Clinical Services Manager within Primary Care Dental Services:
“Looking at the action planning process with a new team has made me reflect on a number of matters, most significantly that I was, in recent years, part of this team and now, due to promotion, I am in a leadership position with the team and would look to maximise the benefits of the iMatter process.
In the past, in the team I previously led, we would have added iMatter to the agenda of group meetings and had a round table discussion to review our report, looking at what areas we should celebrate and those areas we should seek to develop further.
My previous team were predominantly involved in the management of clinical dental care, therefore would focus their efforts on analysing how to improve patient care while supporting the needs of staff. My new team involves health improvement managers, clinical managers and support services to the wider dental community.
As a consequence of being an original member of the above named group it was easy to identify the commitment of my colleagues to examine our report at our monthly operational meeting and to develop an action plan that would support learning, communication and, as an area for further discussion, review of equality and diversity issues to ensure that we are inclusive as we have a multi-disciplinary roles and responsibilities.
As a result, we will now have iMatter as a standing item on our agenda (an approach I used in my previous position) and ensure that all members have an opportunity to review and reflect on our action plan to support success as we move forward this year.”
The most important part of iMatter is the discussion you now have in your team based on the feedback. This is your chance to discuss and agree as a team how you want to work together to make things better. Please visit HR Connect for more information.
North AHP Team Leads
This week, we hear from Alison Leiper, Interim Chief AHP:
“The North AHP Team Lead group discussed the iMatter report and action plan at one of our monthly team meetings. We set aside approximately 1 hour to discuss the report and to decide on our action plan going forward.
As a group we have started to meet again in person rather than via Teams and we all agreed that this face to face approach led to better engagement, interaction and discussion. We started the process by reviewing this year’s iMatter report as well as looking at the previous year. This gave us some indication of where we have made changes that have had a positive impact and the areas we need to focus on going forward.
We recognised that we hadn’t achieved everything we had hoped to do last year and this led to a very open, honest and meaningful conversation about the reasons why and more importantly what we need to do differently this year. With this in mind our action plan focused on what are our priorities and what we can realistically achieve.
One of our actions concentrated on improving engagement between AHP Team Leads and North senior leader’s team, therefore to support this, we’ve planned a lunch, hosted by Team leads, inviting along members of the North SLT. This will allow an opportunity to provide more information on the key role of the AHP within each clinical area, and help promote the AHP role more generally.”
The most important part of iMatter is the discussion you now have in your team based on the feedback. This is your chance to discuss and agree as a team how you want to work together to make things better. Please visit HR Connect for more information.
The continued learning opportunities of our AHP workforce is of vital importance, in consolidating the services we deliver today, and ensuring our teams are enabled to deliver the services and roles we aspire to in the future.
The NHSGGC AHP Learning and Development Strategic Framework has been designed to support all AHP staff in NHSGGC to access educational opportunities. This being at all levels of practice across the career framework, from Health Care Support Worker to Advanced and Consultant level of practice.
The framework highlights that all staff will have equal access to ongoing learning, training and development within their role. Recognising that AHP capabilities are required of all staff across the four pillars of practice. These being clinical practice, facilitation of learning, leadership and evidence, research and development (including service improvement).
Professional and Service Leads developed the framework following an AHP staff communication exercise. The framework is underpinned by the four pillars of practice and it is aligned to local and national policy drivers. The framework is accessible, easy to understand and key in supporting AHPs to take ownership of their learning and development. It is a live resource to support meaningful role and career conversations.
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).
The West of Scotland Specialist Virology Centre (WoSSVC) is a United Kingdom Accreditation Service (UKAS) accredited medical laboratory No. 9319. A full list of accredited tests can be found on our schedule of accreditation.
Please note users will be informed if an assay/result lies outside the laboratory’s scope of accreditation.
WoSSVC islocated at Glasgow Royal Infirmary (GRI) and is part of NHS Greater Glasgow and Clyde (NHSGGC).
Clinical advice and urgent testing: email west.ssvc2@nhs.scot during opening times or phone: 0141 242 9656 (internal 29656). Please note during busy times it is easier to email and a member of the clinical team will respond.
To add on tests please email west.ssvc2@nhs.scot with clinical details and tests required. The email is monitored during laboratory opening hours (we aim to reply to your email within 1 hour, however, at busy times this may not be possible).
Results are available on clinical portal, SCI Store, TrakCare and GPICE for NHSGGC patients if a patient’s CHI has been provided on the request form.
For out of hours clinical advice call the Switchboard on 0141 211 1000 (1000 internal) and ask for the on-call virologist.
Leadership is an integral component of all Allied Health Professional (AHP) and AHP Healthcare Support Worker (HCSW) roles across the whole career pathway.
Whatever your role or level of practice, there is information and resources available to support your leadership development.
Offers a range of leadership development programmes, opportunities and support for health, social care and social work leaders to help you make a difference.
Please find attached Interim National Arrangements for Adverse Weather. This has been designed to ensure that in periods of adverse weather NHS Scotland adopts an approach that is consistent at a national level, ensuring that fair and equitable treatment is prioritised and that we remain able to effectively deliver essential services. The guidance has been developed in partnership with NHS Scotland through consultation between Scottish Government Officials, NHS Scotland employers and Trade Unions.
The Adverse Weather Policy applies to all employees of NHS Greater Glasgow and Clyde including Bank staff.
Please also see our Frequently Asked Questions, that provides further advice for staff and managers regarding Adverse Weather
Please contact the HR Support and Advice Unit if you wish clarification on the application of this policy.
Business Travel
NHSGGC is committed to reducing the financial and environmental impact arising from its business travel. Where possible, the aim of this policy is to encourage employees to reduce unnecessary travel and encourage the use of more sustainable forms of transport. However, the Board recognises that sometimes there is no alternative to using a car for business travel and this policy is not intended to impede business travel where it is required nor to restrict car use where it is the most appropriate mode of transport for business purposes. Neither is this policy intended to be applied to the detriment of those employees with restricted mobility. This policy applies to all staff employed by NHSGGC.
Top Tips on using the Business Travel Policy…….
Before undertaking any journey, staff should consider the Business Travel Hierarchy.
Reflect on the need to travel for business purposes.
Walking and cycling are healthy, sustainable and very low cost travel options. Staff should be encouraged to consider alternative travel options if their role can facilitate this approach.
Bus, train and SPT subway travel provide an alternative to car-based business travel for short, medium and long distances.
Many car trips could be avoided if staff coordinated travel plans and shared cars, for example, when attending the same meeting. An additional mileage rate for each passenger is paid.
Please contact the HR Support and Advice Unit if you wish clarification on the use or application of this policy.
Car Parking
Car Parking on Hospital Sites
This policy outlines the arrangements for car parking on hospital sites. These arrangements are designed to balance the needs of staff, patients and visitors and ensure car parks continue to be fairly and effectively managed.
The policy details arrangements for visitor and patient parking, staff with parking permits and other staff parking.
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