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Death in Service

Dealing with a death of an employee can be a difficult and emotionally demanding experience. As the line manager, you will most likely be involved in communicating with partners and/or family members during this time with regards to death in service benefits, pensions and final salary arrangements.

To help ensure that our Payroll service and Human Resources are provided with sufficient and accurate information relating to employees who die in service, please review the below guidance which includes a checklist of what is required and a flowchart of the process to follow. This helps Human Resources and Payroll when notifying the Scottish Public Pensions Agency (SPPA) and enables the efficient administration of death-in-service benefits to surviving partners and dependants. 

Please also note the template letters that you may wish to use to confirm details with the partner/family members.

We appreciate that this is a very sensitive subject and if you require any further advice or guidance, please do not hesitate to contact the HR Support and Advice Unit on 0141 278 2700 (option 2) or through the HR Portal at https://nhsnss.service-now.com/ggc_hr.

Documentation

Employee Exit Process

Exit Interview

When a member of staff is leaving NHS Greater Glasgow and Clyde, we would ask that all managers ensure appropriate steps are taken to assist their exit and to ensure the relevant paperwork and Board belongings are returned. The leavers checklist below will ensure you follow all relevant steps required when an employee is leaving.

eESS has been the main mechanism for employees to complete an exit interview questionnaire. However, this provides challenges in obtaining relevant data and trends and has not been widely used within NHS Greater Glasgow and Clyde.

Therefore, a refreshed exit interview process has been introduced within NHS Greater Glasgow and Clyde which will allow an opportunity for employees and managers to have a meaningful discussion and complete an exit interview questionnaire. The refreshed process will also include the ability to transfer exit interview data in to eESS to allow reporting and analysis.

An electronic form, mirroring eESS exit interview questionnaire, is available for managers and employees to complete together and to enable a meaningful discussion regarding the employees experience. A paper form, mirroring eESS exit interview questionnaire is also available as a contingency and for any services with limited access to PCs and/ or laptops.

An employee can still choose to complete an exit interview through eESS employee self service or the electronic form without a manager, if they wish.

Fixed Term Contracts

The Fixed Term Policy applies to all individuals who work under a fixed term contract of employment. The purpose of the policy is to provide clear principles and values which will govern the appropriate use of fixed-term contracts ensuring compliance with legislation governing fixed-term employees.

The policy provides a procedure for dealing with fixed-term contracts which is fair and equitable and has both the interests of the employee and the effective operation of the service as its goals.

Top Tips on using the policy:

  1. All fixed-term contracts should have a start and end date or specified duration.
  2. Fixed-Term contracts should have no more than two renewals within any one year period (unless this can be objectively justified).
  3. Fixed-Term employees should not be treated any less favourably than permanent employees.
  4. All fixed-term contract employees should have their position reviewed mid-term.

Policy

NHSGGC is committed to using permanent contracts of employment as the norm, with fixed term contracts only being used where necessary and appropriate.  This policy applies to all individuals who work under a fixed term contract.  The policy has been developed in partnership, and  meets the minimum standards set out in the Fixed Term Contracts Partnership Information Network (PIN) Policy and reflects current employment legislation.

Board Fixed Term Contracts Policy

Please contact the HR Support and Advice Unit if you wish clarification on the application of this policy.

Fixed Term Contracts Policy Guidance

What is a fixed term contract?

A fixed-term contract of employment is defined as a contract of employment which: has a definite start and end date, or terminates automatically when a particular task is completed, or terminates after a specific event or project is concluded. NHS Greater Glasgow and Clyde is committed to using permanent contracts of employment as the norm, with fixed-term contracts only being used where necessary and appropriate. Furthermore, NHS Greater Glasgow and Clyde is committed to treating those employed on fixed-term contracts no less favourably than its permanent employees (unless this can be objectively justified).

Who does the Fixed Term Contract Policy apply to?

The policy applies to all individuals who work under a fixed term contract of employment (i.e. for a specific time that is fixed in advance; or terminates on the completion of a particular task; or terminates on upon the occurrence or non-occurrence of any other specified event).

When should Fixed Term Contracts be used?

In certain exceptional circumstances, fixed-term contracts may be a valuable tool to enable managers to cover short-term gaps in essential services, enabling consistent standards of service to be maintained. Fixed Term Contracts should only be used for a time limited, short term option of less than 2 years (unless objectively justified). Examples of where Fixed Term Contracts may be used are:

  • Protecting posts for staff due to organisational change
  • Covering leave (e.g. sickness, maternity leave)
  • Project or research posts
  • Posts which are not funded on a recurring basis
  • Backfill for short-term secondment

Useful information when advertising for a Fixed Term Contract

The duration of the contract must be clearly defined and the reason for the fixed-term nature of the post.The fixed-term nature of the post should be clearly evident in the advertisement, job information pack, letter offering employment and subsequent contract of employment. It should also be discussed at interview.

Where existing permanent employees apply for a fixed-term contract, and where NHS GG&C does permit such an appointment, it must be made clear (in writing) to the employee that in doing so their existing permanent contract has come to an end, and their new contract is fixed-term.

Where there is a need to make the post permanent

Where there is a requirement to make the post permanent the post should be advertised in the normal way. Where successive fixed-term contacts apply staff may be automatically appointed to the post in line with the criteria in Section 6.2 of the policy.

Process to be followed for non-renewals of Fixed Term Contracts

Where it is known that an employee’s fixed term contract will not be renewed upon expiry, the relevant manager with the authority to dismiss must meet with the employee, ideally three months prior to the expiry date of the contract to discuss the following:

  • Confirm that the fixed term contract will not be renewed and to confirm the grounds for non renewal
  • To serve the employee with notice in line with their contract of employment and that their contract will be terminated on its expiry date
  • To advise the employee that they will be placed on the redeployment register, and to discuss the redeployment process. The employee should be advised that they will remain on the register until date of the fixed-term contract
  • To confirm where appropriate, any redundancy payment which will apply should suitable alternative employment not be obtained.
  • To discuss any other matters in preparation for the termination date.
  • For those with service under 2 years, or where it is known that the contract will not be renewed within 3 months of the date achieving 2 years service, if the employee had not secured an alternative post prior to the end of their notice period, their employment will be terminated at the end of their contract period.
  • Employees in excess of 2 years service (with successive Fixed Term Contracts) will be appointed onto a permanent contract where the following criteria is met in full:
  • The employee has held fixed term contracts consecutively which were used to protect posts for permanent staff due to planned organisational change, service reconfiguration or redeployment, and
  • The member of staff has been employed for more than 2 years, and
  • Recurring funds for the post beyond the two-year period exist, which can be used to retain the member of staff, or a positive risk assessment has been carried out to establish the impact on the organisation should it be non-recurring funding.
  • (In situations where an employee achieves two years’ service, and it is known that the contract will not be renewed within three months of the date of achieving two years’ service, the individual’s contract of employment will remain fixed term).

The material contained in this section is management guidance, rather than guidance that has been agreed in partnership.

The HR Support and Advice Unit can be contacted on 0141 278 2700 if you have any further questions or need advice on this policy area.

Fixed Term Contracts Tools and Templates

To support the application of the use of Fixed Term Contacts a number of templates are available. Please contact the HR Support and Advice Unit who will guide you accordingly.

Student Fixed Term Contracts

We would like to welcome all students who have started or are about to start employment with NHSGGC. You will find a number of FAQ’s below that will hopefully be helpful to you in the initial stages of joining NHS GGC as an employee. For more general information about your terms and conditions, including the NHS Scotland Workforce Polices, you will find this on HR Connect.

Please take the time to review the following documents and our frequently asked questions.

Preparing to start as a clinical Health Care Support Worker Document

Retirement

This guidance applies to all substantive employees who wish to retire and facilitates a smooth transition from work to leisure. 

The Once for Scotland Workforce Retirement Policy can be found here.

Thinking of Retiring? Please read Important Changes to SPPA application dates.

Phased Retiral Policy

Employees are entitled to Phased Retiral if they are applying for their State Pension or Occupational Pension (SPPA) and terminating their employment with the Organisation

A gradual reduction in hours may be introduced three months before retiring, for example:

Third month before retiral: work 4 days per week

Second month: work 3 days p/w

Last month: work 2 days p/w

* Pro-rata for part time staff

Employees will have the opportunity to attend a pre-retirement course to prepare them for their retirement.

For employees with 20 years or more continuous service with NHS GG&C, line managers can apply for a Retiral Gift Voucher.

Please contact the HR Support and Advice Unit if you have any questions in relation to this policy.

Guidance

Employees are entitled to Phased Retiral is they are applying for their State Pension or Occupational Pension (SPPA) and terminating their employment with the Organisation.

How does Phased Retiral work?

For a full time employee working 5 days per week for example, a gradual reduction in hours would be as follows:

  • Third month before retiral: 4 days per week
  • Two months before retiral: 3 days per week
  • One month before retiral: 2 days per week

For part time staff, this is calculated on a pro rata basis. 

Will I receive my normal pay during a phased retiral?

Yes. Employees will receive their normal pay during a phased retiral – this being their standard hours. This does not include unearned overtime or on-call payments out with standard hours.

How do I arrange a phased retiral?

Employees should inform their line manager of their intentions to retire and whether they wish a phased retiral at the earliest opportunity in order to benefit from this. They should then agree a phased retiral plan with their line manager. A retiral plan can be drawn up and should take into account any annual leave remaining to be used on leading up to retirement. 

For employees who are members of the SPPA pension scheme:

  • Pension applications and notification of termination should be completed 4-6 months before the date of retiral in order to ensure that pensions are paid timeously. Pension application forms can be downloaded here.
  • Termination forms should be completed by line managers.
  • Completed applications and termination forms should be and returned to Payroll:

NHSGG&C Payroll Department
Caledonia House
140 Fifty Pitches Road
Cardonald Park
Glasgow
G51 4ED

If you require advice on completing your pension application form, please contact the SPPA directly on 01896 893 000

Retiral Gift Voucher

Employees with more than 20 years continuous service with NHS Greater Glasgow and Clyde will be entitled to a Retiral Gift Voucher as detailed below:

  • With more than 20 years continuous service with NHSGGC but less than 30 years: £100
  • With 30 or more years continuous service with NHSGGC but less than 40 years: £150
  • With 40 or more years continuous service with NHSGGC: £250

Line Managers must take responsibility to make arrangements for employees’ long service to be recognised by completing the Retiral Gift Voucher form.

Pre-Retirement Courses

Employees have the opportunity to attend a pre-retirement course where they will have access to a wide range of information to help them prepare for their retirement.

Course information and booking forms are available from Learning and Education.

Health check from Occupational Health

To encourage a long and healthy retiral, employees will have access to a health check and advice from the Occupational Health Service. To arrange a health check contact OH on 0141 201 0600.

The HR Support and Advice Unit can be contacted on 0141 278 2700 if you have any further questions or need advice on this policy area.

Retiral Gift Vouchers

Application Process

Line managers should complete all sections of the Retiral Gift Voucher Application Form found below, including providing (or obtaining) a relevant management signature.

Retiral Gift Voucher Application Form – PDF
Retiral Gift Voucher Application Form – EXCEL

Endowments cannot process any application sent directly to them before it has been countersigned by HR. In order for HR do the requisite checks and countersign the form, line managers can send it to the HR Support and Advice Unit by submitting a HR enquiry via HR Portal (the original form can then be placed in the employee’s personal file).

Completed forms will then be checked, counter-signed and automatically sent by HR straight to Endowments on the line manager’s behalf.

Endowments Section process vouchers and contact the line manager to arrange collection from Endowments Section, Finance Department, Caledonia House 140 Fifty Pitches Road, Cardonald Glasgow G51 4ED for presentation to the employee.

Should the employee choose not to have a presentation, the line manager must arrange for the vouchers to be delivered to the employee before the retirement date accompanied by a suitable letter.

For more information please see Board Retiral Gift Guidance. 

SPPA Age Retirement Form

Scottish Public Pensions Agency – Changes to our retirement application forms February 2022

Based on feedback from you, we have made some changes to our retirement forms, modifying the NHS RET form into two separate forms, one for Practitioner members called the PRAC:RET and one for all other NHS workers called the NHS:RET.

This process will make things simpler for you, allowing a smoother process from application to calculation.

PRAC:RET Form

The new Practitioner retirement form should be used by any member that has held Practitioner service at any time during their career.

The PRAC:RET form has undergone cosmetic changes and the priority of the Practitioner elements have been re-ordered. Further explanations have been added regarding Practitioner terminology, to make filling in the form easier.

There are no changes to the retirement process for our Practitioner members or employers, this form simply replaces the old one.

NHS:RET Form

Members who have only had their service reported as Officer service will continue to use the standard retirement form, NHS:RET

The NHS:RET form has undergone cosmetic changes including the removal of the Practitioner sections.

What you need to do

Please start using the new forms. We realise there may be members who are actively filling in the older form or have an older version saved to complete at a later date. Please continue to complete this form, we expect to see a gradual transition to the use of the new forms.

You can access the new forms here.

If you or any of your colleagues have any questions regarding this change, please contact us at sppacontactus@gov.scot and we will try our best to help.

SPPA Guidance for Active Members:

http://www.sppa.gov.uk/index.php?option=com_content&view=article&id=36&Itemid=19

SPPA Partial Retirement

Partial Retirement is a flexible option that enables NHS Pension Scheme members to continue working while receiving some or all of their pension benefits. Members can apply for partial retirement twice and after that they will need to fully retire to access their remaining pension.

If you are applying for Partial Retirement, you must submit a Flexible Working Application Form to your line manager. Once agreed, your line manager should issue a Flexible Working Agreement. Once approved by your line manager, the completed form should be sent to HR by submitting a ticket via HR Portal.

The NHS Greater Glasgow & Clyde guidance on Partial Retirement can be found here.

Career Grade Medics can use the Notional PA Calculator when looking to reduce their overall PA commitment.

Further information can be found on SPPA Website. SPPA can be contacted directly at sppacontactus@gov.scot.

Voluntary Retirement and Re-Employment

NHS Greater Glasgow and Clyde values diversity and recognises the significant experience and knowledge that our staff with long service contribute to NHS Greater Glasgow and Clyde. The Board works within a changing demography and as the population grows older, NHS Greater Glasgow and Clyde’s employment practices need to adapt to reflect the increasing age of our workforce and provide staff with flexibility in managing their financial future by creating options to work post retirement.

NHS Greater Glasgow and Clyde has Voluntary Retirement and Re-employment Guidance in place (Retire and Return) and this is being accessed across the Board by staff members and managers. Work has been ongoing to review this nationally and a new NHS Scotland Interim Arrangement on Retire and Return has been issued for implementation across all NHS Scotland Boards.

Please note this is an interim position, active from 30th August 2022, pending consultation on a full Once for Scotland NHS Scotland Retirement Policy.

Addendum for Medical and Dental Staff : Consultant and Associate Specialist Grades

Any Medical and Dental Consultant returning to work following retirement can only be re-employed on a Locum Consultant basis (part-time) and will be paid on their former seniority point excluding any distinction awards/discretionary points. Their appointment will be in line with the National Terms and Conditions of Service for a locum appointment and the balance of their job plan should be towards direct clinical care sessions.

An Associate Specialist returning to work following retirement should be aware that this is now a closed grade and as such they can be re-employed on a Locum Consultant basis (part-time), subject to the Terms and Conditions for a locum appointment.

Purpose

The purpose of this Interim Arrangement is to:

  • Make it easier to for employees to take their pension and return to work in the NHS. 
  • Retain skills and experience in the NHS.  Allow employees to continue to contribute to the NHS, ensuring it continues to provide high quality care to the people of Scotland

The new arrangement means that the usual recruitment process is not required for an employee to return on a part-time basis to:

  • the same job
    • a different role within the same job family at the same or a lower grade.

Process for Applying

  • Employees should complete the Retire and Return application form for consideration. 
  • This should be submitted at the same time as they apply for their pension. 
  • The employee has the right of appeal within 14 calendar days against a decision to refuse a request for retire and return.

Other Options

In addition to the Retire and Return process, employees can also: 

  • Retire and apply through normal recruitment process for a different role.
    • Retire and apply to join the staff bank.
    • Discuss flexible working options with their manager as an alternative to retirement. 

Key Points to Note

  • Retire and return arrangements can now be substantive.
  • The individual will be re-employed on the most recent pay point on their basic salary scale if returning to their current, or an equivalent, post. This rate of pay will not include any protection of earnings applicable to their previous role or any allowances, unless they relate to the new part time role.
  • If placed in a lower banded post then consideration will be given to salary placement in the band as a result of experience.
  • Contractual NHS benefits (sickness and annual leave entitlements) will be applied as per Section 12 of Agenda for Change Terms and Conditions. Unless the employee has previously been made redundant and then the provisions of Section 16 apply.
  • A break of more than 1 full week will impact on an individual’s Continuity of Employment (for the purpose of statutory entitlements).
  • Introduction of appeal process.
  • Re-employment to another job family or promoted posts must be advertised and recruited as per normal recruitment processes.
  • Medical and Dental Consultants will only be re-employed on a Locum Contract and this will be considered on a case by case basis, dependent on service demands.
  • The Coronavirus Act 2020 contained temporary measures that suspended the 16-hour rule which prevented staff who return to work from working more than 16-hours per week in the first month following retirement. This is due to end on 31 October 2022 and individuals should seek personal pension advice before applying.

DL (2022) 30 provides further information regarding NHS Scotland’s Interim Arrangements for Retire & Return.

In the first instance please discuss the options with your line manager and you may also wish to contact SPPA on 01896 893000 (if a member) to establish and understand impact on pension benefits and obtain an Application Form.

If you wish to apply for Retire and Return please complete the Retire and Return Application Form.

If you would like like to discuss any part of the guidance in more detail, please contact the HR Support and Advice Enquiry Team on 0141 278 2700 option 2. 

NHS Pension Schemes 2023/11

NHS Pension Scheme 2023/11

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

Staff Neurodivergent Sub-group
Reasonable Adjustment Guidance
Occupational Health
Peer support
Shqiptare – Albanian
አማርኛ – Amharic
عربي – Arabic

كيفية إجراء مكالمة إلى خدماتنا باستخدام مترجم – How to Make a Call Using an Interpreter in Arabic

বাংলা – Bengali
български – Bulgarian
廣東話 – Cantonese
ČEŠTINA – CZECH
دری – Dari

چگونه با استفاده از ترجمان با خدمات خود تماس بگیریم – How to Make a Call Using an Interpreter in Dari

English
فارسی – Farsi

چگونه با استفاده از مترجم با ما تماس بگیرید. – How to Make a Call Using an Interpreter in Farsi

Français – French
ქართული – Georgian
Ελληνικά – Greek
हिंदी – Hindi
Magyar – Hungarian
Italiano – Italian
Krio
latviski – Latvian
Lingala
lietuvių – Lithuanian
普通话 – Mandarin
Afaan Oromoo – Oromo
پښتو – Pashto

څنګه د ژباړونکي په کارولو سره موږ خپل خدماتو ته زنګ ووهو. – How to Make a Call Using an Interpreter in Pashto

Polski – Polish
Português – Portuguese
ਪੰਜਾਬੀ – Punjabi
Română – Romanian
Русский – Russian
සිංහල – Sinhalese
SLOVENCINA – SLOVAK
Soomaali – Somali
Sorani (Kurdish)

چۆن تەلەفۆن دەکەیت بۆ خزمەتگوزاریەکەمان لەڕێی بەکارهێنانی وەرگێڕێکەوە – How to Make a Call Using an Interpreter in Sorani

Español – Spanish
kiswahili – Swahili
தமிழ் – Tamil
ትግሪኛ – Tigrinya
Türkçe – Turkish
українська – Ukrainian
اردو – Urdu

ایک مترجم کا استعمال کرکے ہماری خدمات پر کال کیسے کریں۔ – How to Make a Call Using an Interpreter in Urdu

Tiếng Việt – Vietnamese
Yorùbá – Yoruba

This page is intended to assist AHPs in finding out more information about Quality Improvement methodology as part of the  AHP Quality Improvement Workstream.

The Aim of this workstream is that:

By Dec 2026 50% more AHPs will feel able to put QI methodology into practice as aligned to the AHP Learning and Development Strategic Framework. 

The Lead for this workstream is Nikki Munro who is Professional Lead and Service Manager for Orthotics.

If you have any questions on the NHSGGC AHP QI workstream please get in touch with Nikki directly at nikki.munro@ggc.scot.nhs.uk

NHSGGC Quality Improvement Team

NHS GGC have an amazing Quality Improvement Team who are here to help with all things QI including supporting projects and compiling tools and information for those who are already carrying out QI projects.

There are loads of useful tools hosted on the NHSGGC Clinical Effectiveness QI page, however as this is hosted on staffnet, its only accessible to NHSGGC staff when logged into the NHSGGC network.

NHSGGC Clinical Effectiveness QI Network Hub

AHP Project Repository

Would you like to see existing, finished and ongoing AHP Projects? Including Quality Improvement projects, service development, audit and research?

If so click here to view all projects and add your own to share the learning with others and encourage collaboration.

AHP Project Repository
I know nothing about QI

Here are the main policies which give the background as to why Quality is important and what we should do to achieve the highest quality possible within Healthcare in Scotland.

As a very quick introduction to the fundamentals of Quality Improvement, click on the link below to complete the NHSGGC module. A great way to start your QI journey.

LearnPro – GGC:109 Quality Improvement Fundamentals

log in to the learnPro system as normal and search for the module below

LearnPro

If you have completed the LearnPro module and would like to know more, click on the link below to complete the NES TURAS Learn introductory QI modules. A great way to continue your QI journey.

TURAS Learn QI Modules

Link to TURAS QI Zone elearning

The modules available are: 

1) Measurement for improvement

2) Understanding your system 

3) Developing your aims and change ideas

4) Testing your change ideas

5) Implementation and Spread

6) Introduction to demand, capacity, activity and queue

7) Introduction to Value Management

I know something about QI but want to know more

The Q Community is a connected community working together to improve health and care quality across the UK and Ireland. They have lots of useful resources.

Suggested Resource

Description: Improving planned care pathways toolkit

Reducing waiting times has been a key priority for NHS Scotland for over a decade, typically waiting times initiatives have been used to reduce the backlog of patients waiting for planned care. This toolkit has been developed, using learning from across Scotland, to support NHS boards in taking a quality improvement (QI) approach to sustainably reduce waiting times.

Planned care services can reduce the time patients wait by improving their pathways to balance the workload associated with referrals to the demand for care.

By using this toolkit, planned care teams will be able to:

  • establish an effective project team to test and implement changes
  • identify the constraints in their pathway contributing to the longest waits
  • understand service user needs
  • use learning from others to increase the pace of change, and
  • use data to demonstrate a sustainable improvement has occurred.

Description: Improving planned care pathways toolkit

Reducing waiting times has been a key priority for NHS Scotland for over a decade, typically waiting times initiatives have been used to reduce the backlog of patients waiting for planned care. This toolkit has been developed, using learning from across Scotland, to support NHS boards in taking a quality improvement (QI) approach to sustainably reduce waiting times.

Planned care services can reduce the time patients wait by improving their pathways to balance the workload associated with referrals to the demand for care.

By using this toolkit, planned care teams will be able to:

  • establish an effective project team to test and implement changes
  • identify the constraints in their pathway contributing to the longest waits
  • understand service user needs
  • use learning from others to increase the pace of change, and
  • use data to demonstrate a sustainable improvement has occurred.
QI Learning and Education
QI Mentoring and Support
QI Tools and Resources
GGC QI Network

Policies A to Z

A
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Adoption, Fostering and Kinship
Annual Leave Policy
Attendance Management
Adverse Weather Policy
Alcohol and Substance
B
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Bullying and Harrassment
(Dignity at Work)
Breastfeeding
Policy
Business Travel Policy
Blended Working Guide
C
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Code of Conduct for Staff
Conduct Policy
Career Break
Clinical Attachment Policy
Capability Policy
Corporate Use of Social Media Policy
Car Parking Policy
D
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Dying to Work Charter Policy
Death in Service Policy
E
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Equal Pay Statement
Equality, Diversity and Human Rights
Employment of Statutory
Registered Professionals
Employee Exit Process
Guidance and Policy
F
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Flexible Working Policy
Fixed Term Contracts
Fair Warning Policy
Facilities Agreement Policy
G
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Grievance
Gender Based Violence Policy
H
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Home Working Policy
I
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Injury Allowance Procedure and Guidance
J
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Job Share Policy
K
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L
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Lone Working
M
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Maternity Leave Policy
Mental Health and Wellbeing Policy
Menopause Policy
Medical and Dental Policies
N
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Nursing and Midwifery Rostering Policy
New and Expectant Mothers
New Parent Support (Paternity) Leave
O
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P
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Parental leave Policy
Phased Return Guidance and Policy
Payroll Documentation Guidance
Personal Use of Social Media
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Partnership Agreement Policy
Public Holidays
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R
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Reduced Working Year Policy
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Special Leave Policy
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Staff Uniform Policy
Secondments
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Temporary Promotion to a Higher Pay Band
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Uniform Policy
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W
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Whistleblowing Policy
Workplace Relationships Policy
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Workforce Organisational Change Pay Protection
Work Time Regulations

Policy Families

Conduct and
Complaints
Equality, Diversity and Gender Based Policies
Family Leave and Work
Life Balance
Health and
Wellbeing
Illness and Injury
at Work
Registration, Education, Training and Clinical Attachment
Retirement and
Leaving Employment
Rostering, Job Share
and Uniform
Salary and
Payroll Related
Security and
Data Handling
Social Media and Personal Workplace Relationships
Trade Union and Professional Organisations
Travel and Car Parking
Health and Safety

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.

Narrated Presentation on the ePAD for PS and PAs

Frequently Asked Questions about the ePAD

National practice assessment document resources

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 of practice supervisor, practice assessor and academic assessor required for the supervision and assessment of student nurses and midwives

The three roles undertaking the supervision and assessment of student nurses and midwives

It is important that you continue to develop your knowledge and skill in practice supervision and practice assessment. A National Framework for Practice Supervisors, Practice Assessors and Academic Assessors in Scotland (NES, 2019) offers suggestions on where you could develop in each role and resources that are available. Also, consider revisiting TURAS Self-Assessment and the NES CPD pathway to access useful resources for your ongoing continuing professional development (CPD).

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.

Continuing Professional Development Topics

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.

Monday, 27th October 2025, 2pm – 3pm via MS Team

Download the Pre-Registration Nursing Proficiencies, Skills and Procedures slide set

Audio Podcast

**coming soon**

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.

Back to topics

Reasonable Adjustments

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.

Wednesday, 5th November 2025, 1.30pm – 3pm

Download the Practice Supervisor Practice Assessor Reasonable Adjustments slide set

Audio Podcast

Listen to our audio podcast on reasonable adjustment and supporting student with dyslexia in the practice learning environment.

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.

  1. Identifying and Evidencing Issues
  2. Implementing Action
  3. Resolution and Debrief
Reasonable Adjustments – Frequently Asked Questions

Download your own copy of our Reasonable Adjustments FAQ or see the list below.
What are reasonable adjustments?

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?

Equality Act 2010: Duty on employers to make reasonable adjustments for their staff

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.

The advice would be to have a chat with your local PEF or CHEF.

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. 

What resources are available?

British Dyslexia Association 

Dyslexia Scotland 

National Wellbeing Hub 

Multi Faith Resource (TURAS log-in required)

How can the university help?

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
    • discussing possible alternatives to the request
    • Offering an appeal process
  • GOV.UK – Flexible Working
What are the key messages?
  • Discuss with all students if they have any individual requirements
  • Always seek advice from the University and or PEF if you are unsure how to best support a student​​
  • Never lower the standard of competence required when implementing reasonable adjustments​​​ 
  • Seek regular feedback on whether reasonable adjustments are meeting the needs of the student and record within student documentation​​
  • Complete a fair assessment​ 
Other Learning Resources Related to Reasonable Adjustments
Back to topics

Practice Assessment Document (PAD)

Online Session

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.

Thursday, 23rd October 2025, 2pm – 3pm via MS Teams

Wednesday, 12th November 2025, 2pm – 3pm via MS Teams

PAD Resources

Designed by the Practice Education Team, this interactive PAD resource will provide you with information and guidance on how to complete the different sections of the Practice Assessment Document. From recommended timelines for each stage of the student journey, who completes the different sections, to clear and simple examples of evidence needed for each platform.

You might find it useful to access the relevant university/field specific Practice Assessment Document to review a particular section or if you require additional PAD pages these can be printed from the relevant Practice Assessment Document (Please note that NHS Scotland log-in required).

Our grading rubric calculator with worked example demonstrates how to use Glasgow Caledonian University’s grading rubric (Please note that Desktop MS Excel App required).

If you’re unsure about the terms used in the PAD when it comes to student assessment, we’ve created a helpful guide just for you. the PAD Terminology for Practice Supervisors and Practice Assessors explains key terms (called level outcomes) and gives examples to help you understand what’s expected of your student by the end of their placement.

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Addressing Student Competency Requirements

Learning Development Support Planning

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.

Back to topics

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.

Working in our team means you can also access a wide range of other information that may help you and your families to stay healthy, active and connected. Below are some links to a wide range of additional resources on topics like energy at home, travel, sustainability and healthy living.

Staff Mindfulness Programme 2025

NHSGGC is committed to supporting Mindfulness approaches with staff to enable them to gain skills and knowledge about Mindfulness.

To access the eight week Mindfulness Based Stress Reduction course we are asking staff to join the three week Mindfulness Tiny Habits course to get a taste of mindfulness and see if it is for you.

Staff Shuttle Bus

There are Shuttle Buses available for staff traveling between hospitals.

Public Transport Information

Search door-to-door public transport journey options to NHS healthcare facilities with Public Transport Information

Travel Information For Staff

Travel Information for Staff helps find information, links and various initiatives that makes it cheaper, easier and more environmentally sustainable for staff to travel to and from their place of work and between sites.

Home Energy Scotland

Home Energy Scotland offers free, impartial advice on energy saving, keeping warm at home, renewable energy, greener travel, cutting water waste and more. 

If you’re struggling to heat your home, you could be eligible for support from the Scottish Government funded Warmer Homes Scotland programme to help make your home warmer and cosier.

Sustainability

Zero Waste Scotland has the facts to help everyone end the climate crisis by wasting less and making things last instead.

Stop Smoking Support

Stop Smoking Support – Quit Your Way services offer free information, advice and support, including nicotine replacement therapy, to those who want to stop smoking.

Manage Your Weight

Manage Your Weight

Maintaining a healthy weight or losing some weight has real health benefits.

Active Staff

The Active Staff Programme was set up to protect and promote health in the workplace by providing a range of free opportunities for all NHSGGC/HSCP staff to engage in activities that support good mental and physical health.

Women’s Health

Over 50% of Scotland’s population are women and there are 32,344 women working for NHSGGC. Throughout her life course, women and girls experience various health needs and risks which are not the same as men.

The Scottish Government Women’s Health Plan (2021-2024) underpins actions to improve women’s health inequalities by raising awareness around women’s health, improving access to health care and reducing inequalities in health outcomes for girls and women, both for sex-specific conditions and in women’s general health.