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:
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.
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.
The New electronic Practice Assessment Document will be rolled out to new students enrolling in the pre-registration nursing programme from September 2025. Information sessions in person and teams from March – April
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.
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.
This page contains information on funding opportunities and access to live alcohol and drug related consultations for comment.
These will be removed when the funding application or consultation period ends.
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There are many different routes which enable people to start a career within the NHS. In NHS Greater Glasgow and Clyde we aim to offer a variety of opportunities. Some will help individuals make career choices by providing an insight into the various roles within our organisation and others will support people to develop knowledge and skills that may assist them into future employment.
Get Ready For…
Medicine 2026 Programme – Window for booking for Jan- March 2026 Programmes now closed
The programme of activity for Get Ready for Medicine will take place as follows: January to March – S2- S4 – Online evening lecture events January to March – S5, S6, gap year and access students and postgraduate applicants planning October applications – half day careers insight workshops. February to June – S2- S4 – NHSGGC will support delivery of Medic Insight Glasgow Programme (please make sure you are following Medic Insight Glasgow social media platforms as we don’t administer this programme)
NHS Greater Glasgow & Clyde will be running Get Ready for Medicine events for senior phase school pupils, living or studying in our catchment area and planning to apply to medical school through UCAS in October 2026. These events have been designed in collaboration with the University of Glasgow and have replaced traditional “shadowing” for work experience.
This will include: – In-person workshop events at the NHS Scotland Skills and Simulation Centre in Glasgow.
These will give experience of medical school style tutorials, ethics discussions and some practical sessions such as blood-taking on manikins and basic life support.
– An online lecture evening “Is medicine for me?”
– Face-to-Face Work Experience Workshops: Get Ready for Medicine
This event open to senior phase pupils who are applying to medical school next October who hasn’t previously attended a GRfM workshop event.
We would also advise to make sure you have a look at the information below for the Reach Programme and Medic Insight Glasgow Programme. Also make sure are following Medic Insight Glasgow social media platforms (i.e. Facebook) for the Medic Insight Glasgow Programme and some Guidance for aspiring doctors from current medical students.
This event is open to anyone who is applying to medical school next October who hasn’t previously attended a GRfM workshop event.
We would also advise you to look at the information below for the Reach Programme and Medic Insight Glasgow Programme. Also make sure you are following Medic Insight Glasgow social media platforms ( ie Facebook) for the Medic Insight Glasgow Programme and some Guidance for aspiring doctors from current medical students. See more details below:
Read what the Medical Schools Council advises on the type of work experience needed to support your application to study Medicine. You should also visit the entry requirement pages of the university you wish to apply to for detailed information about the application process.
Please Click Here for more information regarding Get Ready For Medicine Programme.
***Please note that NHSGGC does not host “Shadowing” within a number of professions including Medicine. All requests for careers insight, to source placements or support self found placements for Medicine will be re directed to the Get Ready for Medicine Programme.***
The NHSGGC Get Ready for Nursing Programme is a 1 day face to face programme delivered by NHS and Educational Professionals to support your UCAS application to study Nursing or Midwifery.
This is only open to senior phase pupils (S5/S6) on track and with an intention to pursue a career in Nursing. Priority for places to those submitting an application via UCAS for enrolment in the next academic year.
Get Ready for Nursing – Registerion list opened
The Get Ready for Nursing Programme has been postponed until later in the year.
Physiotherapy 2026 Programme – Dates for 2026 now opened
Are you considering a career in Physiotherapy?
The NHSGGC Get Ready for Physiotherapy programme offers a valuable opportunity to gain firsthand experience. You will spend a day shadowing professionals in a busy hospital environment and observe two different clinical areas—ideal for those interested in seeing the range of places physiotherapists work.
What’s in it for you?
Learn about the varied workplaces where physiotherapists are employed.
Understand patient needs and become familiar with different therapy approaches.
Observe the daily responsibilities of physiotherapists.
This opportunity is available if you are in S5/6 or an adult who:
Is on track to achieve the qualifications required for university
Resides in Glasgow, West/East Dunbartonshire, Renfrewshire, East Renfrewshire, or Inverclyde
Has not previously completed a Physio work experience placement
Please note: Places fill quickly and are allocated on a first come, first served basis.
2026 Dates:
Wednesday 3rd June
Wednesday 2nd September
Wednesday 2nd December
Locations available:
Glasgow Royal Infirmary
Gartnavel General Hospital
Queen Elizabeth University Hospital
Royal Alexandra Hospital
Inverclyde Royal Hospital
If you are interested, make sure not to miss this opportunity! See flyer for booking info
Click Hereto find out more about the profession or visit https://www.careers.nhs.scot/careers/explore-our-careers/allied-health-professions/physiotherapist/
Click Here to find out more about other careers in NHS Allied Health Professions or visit https://www.careers.nhs.scot/careers/explore-our-careers/allied-health-professions/
Podiatry 2026 Programme – Dates for 2026 now closed
NHS Greater Glasgow and Clyde Get Ready for Podiatry Programme
Ready to consider the future? Could Podiatry be the career for you?
Stay curious and join us on the NHS Greater Glasgow and Clyde Get Ready for Podiatry programme to find out more.
The NHS Greater Glasgow and Clyde Get Ready for Podiatry programme is a timetabled opportunity delivered by the NHS Greater Glasgow and Clyde Podiatry Service in collaboration with Higher Education Institutions and offers a hybrid experience to explore Podiatry as a profession.
This programme will offer a unique work experience opportunity for all who are considering Podiatry as a career option whether this be as a qualified podiatrist returning to practice, a school leaver or mature student
The programme will be delivered in 2 parts with the online element & the in-person element (successful candidates will be allocated a half day slot on one of the dates for the in-person session)
Within this opportunity we will offer a virtual session to explore the following:
The podiatry profession
Podiatry in NHS Greater Glasgow and Clyde
Guidance on routes of access to Podiatry courses
We will also offer in person work experience in NHS Greater Glasgow and Clyde including the following:
Get Ready for Podiatry – Dates March to April 2026
NHS Greater Glasgow & Clyde will be running Get Ready for Podiatry events for all school pupils, school leavers, gap year students, people returning to the working environment and postgraduates keen to explore podiatry as a possible career choice.
Could Podiatry be the career for you? Stay curious and join us on the Get Ready for Podiatry programme to find out more.
To register your interest and be notified when tickets are available, please complete this
Dietetics 2026 Programme – NEW DATES OPENED FOR APPLICATIONS
NHS Greater Glasgow and Clyde Get Ready for Dietetics Programme
Your Future Starts Here! NHS Greater Glasgow & Clyde, in collaboration with Scottish Higher Education Institutions, invites you to Get Ready for Dietetics – a virtual experience designed to ignite your passion and prepare you for a career in dietetics. Whether you’re a school pupil, school leaver, gap year student, or postgraduate planning to apply for a dietetic degree in Scotland via UCAS, this is your chance to explore the profession in a meaningful and accessible way.
What to expect:
A live online session (1.5–2.5 hours) via MS Teams A comprehensive overview of the dietetic profession and our services.
A glimpse into a ‘typical day’ in the life of a Dietitian Signposting to valuable resources and guidance
A chance to ask questions and hear from newly qualified and experienced Dietitians
A certificate of attendance to support your UCAS application Sessions are held twice per year, aligned with UCAS application and university clearing timelines.
Get ready for Dietetics 2026 – 10th June 2026/5th Nov 2026
There are 2 virtual dates running we will do our best to accommodate your first choice but please be advised this isn’t always possible.. Please see deals below
Orthotics 2026 Programme – NEW DATES OPENED FOR APPLICATIONS
NHS Greater Glasgow and Clyde Get Ready for Orthotics Programme
Your Future Starts here … Are you curious about a career that transforms lives? NHS Greater Glasgow & Clyde invites you to Get Ready for Orthotics – an experience designed to inspire and inform your journey into this rewarding profession
These events have replaced traditional “shadowing” work experience
Whether you’re a school pupil, school leaver, gap year student, or postgraduate planning to apply for a degree in Prosthetics and Orthotics, this is your chance to explore the profession in a meaningful and accessible way.
Get ready for Orthotics – S5/S6/Adults apply for a degree in Prosthetics and Orthotics Oct 2026
Speech and Language 2026 Programme – 2026 Programme now closed
NHS Greater Glasgow and Clyde Get Ready for Speech and Language Programme
Your Future Starts here … Are you curious about a career that transforms lives through communication? NHS Greater Glasgow & Clyde, in partnership with Scottish Higher Education Institutions, invites you to Get Ready for Speech and Language Therapy – an interactive virtual experience designed to inspire and inform your journey into this rewarding profession.
Whether you’re a school pupil, school leaver, gap year student, mature student or postgraduate planning to apply for a Speech and Language Therapy degree in Scotland via UCAS, this is your chance to explore the profession in a meaningful and accessible way.
Get Ready for Speech and Language Programme – Programme March 2026 is now closed
Medical Physics / Clinical Engineering 2026 Programme – Programme now closed
Get Ready for Clinical Physics and Bioengineering will be holding an open day on Saturday 24 January 2026
NHS Greater Glasgow and Clyde’s Department of Clinical Physics and Bioengineering will be holding an open day on Saturday 24 January 2026 10:00 – 15:30 on the Gartnavel Campus (1053 Great Western Road, Glasgow, G12 0YN).
This open day will be aimed at anyone interested in learning more about the role that medical physics and clinical engineering plays in healthcare, but in particular those thinking about a career in those areas. It will give you insight into the day-to-day workings of a medical physics / clinical engineering department, as well as giving you an opportunity to tour some of our facilities which aren’t usually open to the public.
Invites to Register have now been sent to those on the interest list.
Get Ready for Medical Physics and Clinical Engineering – Virtual open day – Monday 9th February
This online information session will be held on Monday 9 February (09:00 – 13:00) is aimed at graduates who are considering applying to the 2024 intake of the Scottish Medical Physics and Clinical Engineering Training Scheme (SMPCETS).The Scottish training scheme is run by a consortium of 5 centres (NHS Greater Glasgow and Clyde, NHS Lothian, NHS Tayside, NHS Grampian and NHS Highlands and Islands). It’s a 3.5 year programme of academic work (an MSc in Medical Physics or Bioengineering plus 2.5 years of work-based training) and provides a pathway to registration as a Clinical Scientist with HCPC via the Academy of Healthcare Sciences. For more information on the Scottish scheme see https://www.smpcets.scot.nhs.uk
An e-mail will be sent to those who register with a link to the job advert as soon as it’s published (likely end of January).
The open day is hosted by all 5 training centres and is intended to give you an opportunity to gain insight into the day-to-day work of a physicist / engineer in the NHS in Scotland, to speak to current trainees and staff, and to virtually tour some of our facilities. The draft agenda is as follows:
09:00 – 11:00 Introduction to SMPCETS and introductions to the main physics and engineering modalities 11:00 – 11:10 Break 11:10 – 11:40 Talks on Trainee Experience 11:40 – 12:00 Break 12:00 – 12:30 Breakout sessions – an opportunity to network with current trainees
Please use this LINK or QR code below to register for the event. Closing Date 05/02/2026 at 13.00
My World of Work – My World of Work | – information and job profiles on AHP careers as well as access to course searches
NHS Education for Scotland/NHS Careers Scotland have developed a series of careers resources to highlight the range of careers available as an Allied Health Professional which were launched on the 14th of October.
The below downloadable poster also includes a career routes infographic.
You will find information about what Occupational Therapists do and how to become one, as well as stories and videos from Occupational Therapists about why they love their career. The Choose OT website is the resource that we share with people interested in becoming an Occupational Therapist, including school pupils.
Resources for careers talks
RCOT: We also have resources on our website for people wanting to promote occupational therapy careers. These include guides and presentations for giving careers talks in schools and videos of occupational therapists sharing their career stories.
Is your team interested is setting up a Careers insight programme if so please complete Careers insight Creation form 2026 – Fill in form and we will be in touch to support your team as best we can.
Senior Phase Pupils/Adults – Self Found if no Get Ready Programme
If there is no Get Ready Programme covering your field of interest then applicants are required to source placements by themselves i.e. we do not match applicants to host supervisors. A request for this type of placement should be made directly to the department of interest who will negotiate the content and length of the placement. If a placement can be accommodated the host department will contact the Learning and Education team to confirm the arrangements.
In order to access a placement within NHSGGC (even if you have identified a host department by yourself) pupils must complete the Self-Found Placement Request.
The NHS GGC supervisor will then confirm the placement by complete the Supervisor Confirmation Form. By completing these form you are agreeing that the placement will commence.
Please use the links for more information on these areas.
Administration Career pathway Toolkit
The Career & Education Pathway Toolkit is a visual guide that help identify the relevant requirements for each admin post within PAT (Professional Administration Transformation) admin family. Covering from modern apprentice through each of the bandings up to senior management levels. It can help with career progression or upskilling in your current role.
NHSGGC promotes good mental health and the wellbeing of our staff. We treat our people fairly regardless of their mental health status and we don’t discriminate. We also provide a safe and healthy workplace.
Mental health problems like stress, depression or anxiety cause a significant proportion of sickness absence across Scotland. We know that getting support at an early stage can prevent absence from work and help recovery.
To achieve this, our staff will be managed in a way that is not detrimental to their mental health and positively promotes mental health and wellbeing, following our policies in this area.
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Mental health problems are a common cause of long term sickness absence and have major resource implications for NHSGGC. Promoting positive mental health and wellbeing helps improve physical health, social inclusion and productivity
NHSGGC has a duty of care under our Staff Governance Standard to protect the mental health and wellbeing of our staff whilst they are at work. We are also committed to tackling disability discrimination, including discrimination relating to people who experience mental health problems.
Beyond our legal obligations, we promote good mental health and wellbeing by providing healthy working environments to help develop and nurture staff.
Policy
NHSGGC aim to promote and protect the mental health and wellbeing of staff. A range of policies and practices exist to help us do this and this policy guidance brings these together for easy reference: Board Mental Health and Wellbeing Policy.
The NHS Scotland Workforce Attendance Policy came into effect on the 1st March 2020. This policy aims to encourage and support employee attendance, where health impacts their ability to be at work.
The aim of Attendance Management is to help the Board make the most of the employee attendance by reducing both short and long-term absence through promoting positive attitudes to work and effectively working in partnerships with all parties to reduce employee absence to the minimum levels as possible. This policy ensures that NHSGGC adopt a fair, consistent and supportive approach to staff with health problems, resolving long term or on-going absences through the most appropriate means available and ensuring they provide a healthy and safe workplace.
COVID Special Leave will end on Sunday 31st March 2024. Therefore, from 1st April 2024 any employee absent due to COVID symptoms will be recorded as sick leave. Please see DL(2024)03 – Removal of Temporary COVID Special Leave for further information.
The introduction of the Workplace Adjustment Passport aims to support employees with a disability, health condition or diversity in the workplace to have a great experience at work. This can be used to support employees within their current workplace or when moving between departments and / or roles. This is in accordance with the Equality Act 2010.
Further guidance on attendance management specific to staff working in Glasgow City HSCP can be found here.
NHSGGC Menopause Policy
NHSGGC is committed to ensuring the health, safety and wellbeing of our employees and ensuring everyone is treated with dignity and respect.
The menopause is a natural process and for many can be positively managed through lifestyle adjustments. However, NHS Greater Glasgow and Clyde recognises that for some the menopause is not always an easy transition. Some employees may need additional considerations to support and improve their experience at work.
NHS Greater Glasgow and Clyde is committed to supporting employees who are affected in any way by the menopause and to support and inform managers so that employees reporting issues are treated fairly and given appropriate support.
Following long term absence the arrangements are that an employee who returns to work on a phased return as recommended by Occupational Health will be entitled to be paid for a period of up to 4 weeks at their normal contractual pay.
If the phased return needs to extend beyond 4 weeks, the employee will be expected to contribute any accrued annual leave. However, if an employee does not wish to use their annual leave they can opt to be paid according to the actual hours worked during the phased return period.
Phased returns should not normally last for periods of longer than 8 weeks.
NHSGGC have a zero tolerance approach to smoking on all NHS grounds and premises. NHS Greater Glasgow and Clyde is committed to providing a safe and healthy environment for all staff, patients and visitors.
Our Smokefree Policy aims to work towards a tobacco-free environment. This policy applies to all staff, patients and visitors.
This course is designed to help our senior managers to promote and achieve the highest ED&I standards and getting the best performance from their teams by valuing the diversity across the workforce.
It aims to ensure a consistent understanding about how best to lead teams in a way that respects diversity, promotes an inclusive workplace and treats all staff equitably by Integrating EDI into a broader people centred approach to people management.
Course Provider: Learning and Education in partnership with City of Glasgow College
Duration; 3.5 hours
Method of Delivery; Online (MS Teams)
Who should attend
Any senior manager (Band 7 and above) in NHSGGC who has responsibility for managing NHSGGC staff in their teams. This includes managers employed in integrated Health and Social Care Partnerships who are not directly employed by NHSGGC.
Pre-requisites
Familiarity with the following resources will be useful:
Click here to see the available dates and book a place. If dates do not appear on link then they are fully booked. In this case please add your name to the waiting list and you will be offered first when new dates become available.
If you need any information on specific course content or booking process, please do not hesitate to contact Learning and Education Support Service on 0141 278 2700 (Option 3).
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