Introduction
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.
Further support for staff
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
- Clinical supervision – CHEFs delivering guided reflection for staff (short term)
- 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
Expectations for 1st year (part 1) students
Expectations for 2nd year (part 2) students
Expectations for 3rd year (part 3) students
Activities 3rd year students should be undertaking
Pharmacology workbook
This NES Pharmacology Learning Resources Toolkit is also very helpful especially as many care activities around medicines management are very different in care homes.
“Grab bag” activities
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.
Grab Bag instructions
Continence
Prescribing
Pressure ulcer prevention and management
Respiratory Care
Stress and Distress
Urinary Tract Infection
Raising concerns about care or practice on clinical placements
– Turas protocol and templates
Frequently Asked Questions for non-NHS placements
Other CHEF educational support
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:
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:
Update March 2022
This resource is being redeveloped. More training will be added when it is confirmed new sessions are scheduled in 2022.
Communications training currently available can be accessed from the headings below:
Anticipatory Care Planning (ACP) Communication Skills Training
We have developed a training session to help staff reflect on the best way to incorporate ACP conversations into their everyday practice.
Provider: Macmillan ACP Programme Team
Duration: 2 hours
Bereavement Awareness Sessions for Staff
These brief sessions aim to increase your understanding, and help you feel better informed and more confident in communicating with and supporting grieving families.
Provider: Child Bereavement UK/NHSGGC Bereavement Service
Duration: 1 hour
Communication Skills – Foundation
This Workshop is licensed and is appropriate for all staff groups. The Sage and Thyme Workshop is based upon evidence relating to core communication skills, psychological assessment and support.
The three hour workshop, run by three facilitators, teaches up to 30 delegates on how to use a structured approach for getting in and out of a conversation with someone who is upset or distressed, while providing basic psychological support. The workshop uses a mix of small group work, lectures and interactive rehearsals based on participant’s scenarios to teach and demonstrate a structure approach to noticing distress, hearing concerns and responding helpfully.
NB. In addition to the calendar sessions this training can also be delivered on request to teams or groups.
Provider: Acute Palliative Care Practice Development Team
Duration: 3 hours
Communication Skills – Realistic Conversations: Skills To Support TEP Conversations
A Treatment Escalation Plan (TEP) is a communication tool which is helpful in hospital when a person with serious illness has the potential for acute deterioration or may be coming towards the end of their life. Sometimes doing everything possible may actually lead to harm – to more suffering and distress rather than less – and without any particular gain. What can be done and what should be done may not necessarily be the same thing. Treatment Escalation Plans should be discussed and made based on personalised realistic goals rather than ‘one size fits all’ treatment.
Provider: EC4H
Duration: 75 minutes
GGC 28: Anticipatory Care Planning
The aim of this module is to provide staff with a general understanding of the Anticipatory Care Planning process. The module is in 6 sections, each covering a different aspect:
- What do we mean by Anticipatory Care Planning?
- Who needs an Anticipatory Care Plan
- Why is Anticipatory Care Planning required?
- When should an Anticipatory Care Plan be discussed?
- How do we have good Anticipatory Care Planning conversations?
- Where can we store and access Anticipatory Care Planning information?
Provider: LearnPro
Duration: 1 hour
Assertiveness
This course is designed to help delegates to understand what assertiveness is, and when to use it. Assertiveness can improve performance and help with the management of difficult people and situations.
Provider: LearnPro
Duration: 45 minutes
British Sign Language – Booking Interpreters
There are over 4000 Deaf people using British Sign Language (BSL) in the NHSGGC area. By law, we must provide an interpreter for our Deaf patients, both at health appointments and when they are in hospital. This new video has been produced to show staff how and when to book a British Sign Language Interpreter for patients. It explains why it is so essential to provide interpreting support for our Deaf patients and looks at additional methods of communication.
Provider: LearnPro – Equality and Human Rights Team (CIT)
Duration: 1-2 hours
Conflict and Challenging Behaviour
This course is suitable for staff who have minimal direct contact with patients or members of the public but may be exposed to occasional verbal abuse e.g. in reception areas where staff work behind desks or screens. This course focuses on risk assessment, self awareness, proactive service delivery and good communication skills. Access this training in the Specialist Subject section of LearnPro.
Provider: LearnPro
Duration: 1-2 hours
Conflict Management
In order to manage conflict you will need to learn about the causes of conflict and how you can minimise the effects or prevent conflict from occurring. It is also important to know what do if conflict does occur in order to support your team and deal with any adverse effects.
Provider: LearnPro
Duration: 1-2 hours
Managing Effective Meetings
An increasingly important communication skill for anyone involved in supervisory management is that of managing effective meetings. Whether the meetings are low key or of great significance, the principles and issues are the same when it comes to chairing them successfully and this module will guide delegates through the skills and tasks required to master.
Provider: LearnPro
Duration: 1-2 hours
GC231: Carer Awareness Training Core Information
This module offers you the opportunity to explore the principles and practices of the NHSGGC Carers Pathway, how carers are identified, provided with relevant information and signposted to support.
Provider: Health Improvement
Duration: 30 minutes
Imagine the brilliance of a mind that can see patterns others miss, the dedication that fuels relentless focus, the empathy that provides a unique perspective in shaping patient care. Now, consider these strengths facing tough barriers – sensory overload in a busy ward, struggling with communication styles that feel misunderstood, or feeling out of place in a work environment that doesn’t quite fit.
Neurodivergent colleagues – those with autism, ADHD, dyslexia, and other conditions – bring these very strengths to the NHS and our commitment in return is clear:
- to provide a safe and inclusive environment for all our neurodivergent staff members. To ensure our workforce is supported and valued, we aim to:
- Appreciate the unique skills, strengths, and perspectives each individual brings to the organization.
- Create accommodating and comfortable environments for individual needs whenever possible.
- Foster an environment that promotes staff well-being.
- Remove barriers to full participation for our neurodivergent staff.
This is a step towards unlocking their full potential, fostering a truly inclusive environment where everyone thrives. Ensuring neurodivergent colleagues feel supported at work not only promotes fairness it strengthens the incredible team we are.
What is neurodiversity?
Neurodiversity is the term that explains the natural variation in everyone’s brain including thinking processes, information processing, and learning approaches.
This definition highlights that each individual has their own neurodiversity – as all our brains are different. However, statistics suggest that over 15% of people in the UK, or roughly 1 in 7 individuals, are neurodivergent.
Dyslexia, dyspraxia, autism, attention deficit disorders (ADHD), tourette syndrome, are some examples of the most widely recognised neurodivergent conditions.
Understanding neurodivergent colleagues or employee
Most neurodivergent conditions are experienced within a spectrum – meaning that the experience of each will differ between individuals and a person can also identify with more than one neurodivergent condition. However, can commonly include differences in cognitive functions including attention, executive function (task planning), sensory processing, learning, sociability, and mood. The impact and presentation of any or all of these traits can vary over time and can be impacted by multiple factors.
Neurodivergent conditions tend to be invisible, which can create barriers for individuals in accessing the support and accommodations that would help them thrive in the workplace and the wider society. As each individual’s experience varies, so too will the accommodations that may best meet their needs. Some examples of accommodations include providing clear communication strategies, offering sensory-friendly spaces, and providing the structure of activities ahead of time.
It is important to use inclusive language when discussing neurodiversity, and individuals’ personal choices on how they identify should always be respected. However, identity-first language is generally preferred among neurodivergent communities, such as saying ‘autistic people’ rather than ‘people with autism’.
Examples of Challenges Experienced by Neurodivergent Colleagues
- Difficulties with social and communication skills, such as articulating ideas, making or maintaining eye contact, and engaging in social norms like office small talk.
- Sensory overload triggered by factors such as overhead fluorescent lighting, competing noises, or uncomfortable temperatures.
- Difficulty retaining information from large blocks of text.
- Challenges with spelling, grammar, or mathematics.
- Increased risk of stress, anxiety, depression, and burnout, often exacerbated by a lack of understanding, resistance to accommodations, and feelings of being unsupported or stigmatised in the workplace.
Examples of Strengths of Neurodivergent Colleagues
- Creative and innovative thinking that enables them to recognize unique solutions across a wide variety of situations.
- Specialised, detailed knowledge and skills within their areas of interest.
- High levels of empathy and emotional intelligence.
- Strong attention to detail and the ability to recognise patterns.
- Clear and direct communication style.
Terminology and Key Terms
Definitions relating to neurodiversity can be contentious and lack uniformity, they are also undergoing continual evolution as our understanding of the subject widens.
The following organisations have created glossary’s of key terminology which individuals may find helpful:
Salvesen Mindroom Research Centre: Neurodiversity Glossary of Terms
MindMate: Neurodiversity Glossary
How can managers support neurodivergent team members?
1. Embrace Open Communication and Individualised Support:
- Initiate open conversations with neurodivergent staff in a private setting, focusing on their needs and preferences. The workplace adjustment passport can be helpful for these discussions.
- Instead of assuming challenges or needs, ask how you can best support them.
- Remember, neurodiversity is a spectrum. Each person’s needs will be unique, so tailor your approach accordingly.
- The needs of neurodivergent individuals can change or fluctuate over time and can be impacted by other ongoing life events – regularly checking with neurodivergent staff is essential to ensure that adjustments are still suitable.
2. Prioritise Clear Communication and Flexibility:
- Provide clear and concise instructions, both written and verbal, with opportunities for clarification.
- Consider offering additional formats for information, like bullet points, flowcharts, or audio recordings.
- Be open to flexible work arrangements, like noise-canceling headphones or adjusted deadlines, to help them excel.
3. Celebrate Strengths and Foster an Inclusive Environment:
- Recognise and celebrate the unique strengths neurodivergent colleagues bring to the team.
- Educate the team about neurodiversity and encourage open communication to build a more inclusive and understanding work environment.
- Create an environment where they feel safe to disclose their support needs and reassured that privacy will always be respected.
It may be helpful to use the Reasonable Adjustments for staff with disabilities or long term Conditions Guidance when having discussions with neurodivergent staff and to highlight the accompanying Workplace Adjustment Passport to team members.
Another important consideration to make when engaging with neurodivergent staff is the importance and validity of self-diagnoses. Many individuals, are not diagnosed or are misdiagnosed with other conditions throughout their childhood and early adulthood. This means that as an adult when they begin to suspect that they are neurodivergent either do not have access to medical support or diagnosis or chose not to pursue this.
Good Recruitment Practice for Neurodivergent Staff
Recruiting neurodivergent staff may involve adapting practices, and providing reasonable adjustments. Some examples of good recruitment practices are:
- Reviewing job adverts and person specifications to ensure that they use clear, concise language and emphasise the essential criteria.
- Offering applicants the opportunity to disclose that they are neurodivergent or have disabilities that may require reasonable adjustments during the recruitment process.
- Provide candidates with clear, information about how to reach the interview location, ideally with visual cues. Share details about what they can expect during the interview, including who they will meet, the interview’s duration, and its format. Ensure the interview takes place in a quiet, distraction-free space.
- If requested and where appropriate – such as competency based interviews – provide questions in advance to give candidates time to process them. If this is requested, questions should be provided to all candidates – not just the person requesting them – with as much notice as possible. During the interview, ask the questions in the same sequence they were provided. This does not preclude managers from asking follow-up questions for clarification.
- Be mindful of the potential bias of ‘first impressions’ and refrain from negatively judging body language or limited social interaction.
- Provide clear guidance on what they can expect following the interview including timescales to be notified of the outcome.
Support Available to Neurodivergent Staff
Student documentation is going digital
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.
Information on the three new roles can be found in The National Framework for Practice Supervisors, Practice Assessors and Academic Assessors in Scotland (NES, 2019) and also NMC Supporting Information – What do practice supervisors do?, What do practice assessors do? and What do academic assessors do? However, you will find a summary below.
Practice Supervisors
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
