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Staff Resources & Support

Please find below a selection of resources for the use of staff within Primary Care.

General information

Templates

Document templates without covers

Use for informal documents, forms, guidelines etc.

Document templates with covers

Use for longer or more formal documents.

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Please find below materials produced for NHSGGC.

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Who can be seen at the Genetics Clinic

Conditions Genetics will not usually need to see

Common Questions at the Genetic Clinic

Information on Specific Genetic Conditions

See the following sites for A-Z lists of information on specific genetic conditions, and their associated support organisations 

Genetic Alliance

Contact: Conditions

MedlinePlus

Depending on the reason for the consultation, some of the questions the doctor may answer are:

What is the diagnosis? Is there a name for the condition?

It is unfortunately not always possible to answer this question, but if a diagnosis is reached the doctor will be able to give you further information about the condition and its management.

What is the chance of transmitting or developing genetic disease?

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Is there a blood test available? Presymptomatic tests: –

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Symptomatic tests: –

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Carrier tests:-

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Is there a test available in pregnancy?

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Important information to bring along to your genetic appointment

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How to find the Genetics Department at QEUH

Patient Information Leaflet

Map to Department

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1: Referral Guidance

2: Common referrals and related info

3: Patients NOT likely to need a referral
Cystic Fibrosis

Cystic Fibrosis (CF) is an autosomal recessive condition (https://www.genomicseducation.hee.nhs.uk/genotes/knowledge-hub/autosomal-recessive-inheritance/) with an estimated prevalence of ~1 in 3,000.  The most common associated complications are chronic lung disease, exocrine pancreatic insufficiency and male infertility.  It is estimated that ~1 in 20 to 1 in 25 of us are carriers of CF.  Being a carrier of CF is not expected to have any implications for your health, but it may have reproductive implications if both partners are found to carry CF variants.

Referral to Clinical Genetics:

We no longer see patients for CF carrier testing in the genetics clinic, unless there are additional concerns.  A couple who are both carriers of CF can be referred to Clinical Genetics if they are family planning and would like to discuss reproductive risks and options (e.g. preimplantation genetic testing and prenatal testing). If a patient has a family history of CF and is pregnant, they should be referred to Clinical Genetics to review their options.

Requesting CF Carrier Testing:

Non-genetic specialists (including GPs) can request CF carrier testing (5-10ml EDTA sample, sent to the Genetics lab).  It is imperative to state the name and details of the patient’s known affected relative. Further information on how to arrange carrier testing and interpretation of results can be found in this document – Cystic Fibrosis information sheet for GPs (link) or in the Scottish Genomic test directory ( NSD611-003.20-SSNGM-Test-Directory-Rare-Inherited-Disease-V5.pdf)

Genetic test request form can be found here: https://www.nhsggc.scot/downloads/routine-genetic-testing-request-form-2/. Alternatively, testing can be requested on Trakcare in ‘Lab – Adult’ using the request item ‘Germline molecular genetic analysis or storage’. Within the request, for ‘Testing Required’, select ‘Cystic Fibrosis/CFTR related condition’.  If ordering electronically please make sure to include the information about the relative known to be affected/a carrier as outlined above, as well as our reference/pedigree number if known.

Haemoglobinopathies

Haemoglobinopathies are a group of inherited blood conditions caused by alterations in the genes that produce haemoglobin. Haemoglobin is the substance inside our red blood cells which picks up oxygen as blood passes through the lungs and carries it to the rest of the body. How an individual is affected by a haemoglobinopathy condition can vary, with some conditions causes mild to moderate anaemia and others causing significant health issues, such as sickle cell anaemia and beta thalassemia major. Typically haemoglobinopathies are inherited in an autosomal recessive pattern (https://www.genomicseducation.hee.nhs.uk/genotes/knowledge-hub/autosomal-recessive-inheritance/). Carriers of alterations in the haemoglobin genes are typically well and do not experience and health problems because of being a carrier.

Genetics clinic referrals:

We no longer see carriers of haemoglobinopathies in the genetics clinic, unless a couple are both carriers of a haemoglobinopathy and are family planning. These couples can be referred to Clinical Genetics to review their reproductive risks and options.

Requesting haemoglobinopathy screening:

Non-genetic specialists (including GPs) can request a haemoglobinopathy screen which is a haematological blood test that can determine haemoglobinopathy carrier status. Testing can be requested via TrakCare and a 4ml EDTA (purple topped) sample should be collected.

If a patient is found to be a carrier of a haemoglobinopathy condition and they are considering pregnancy testing should also be arranged for their partner. As above, carrier couples can be referred to Clinical Genetics.

Further information about haemoglobinopathies can be found at – https://www.gov.uk/government/publications/handbook-for-sickle-cell-and-thalassaemia-screening/understanding-haemoglobinopathies.

Hereditary Haemochromatosis

We do not routinely see patients for Haemochromatosis diagnostic or carrier testing in the genetics clinic, unless there are additional concerns.  Further useful information about the condition can be found via the NHS Conditions website: Haemochromatosis – NHS (www.nhs.uk)

Requesting genetic testing:

Non-genetic specialists (including GPs) can request haemochromatosis carrier testing (5-10ml EDTA sample, sent to Laboratory Genetics). Guidance for testing and management of Haemochromatosis have been produced by the British Society for Haematology (BSH).

Acceptance criteria must be met and stated on the request form (see  The Scottish Genomic test directory, NSD611-003.20-SSNGM-Test-Directory-Rare-Inherited-Disease-V5.pdf)

Genetic test request form can be found here: https://www.nhsggc.scot/downloads/routine-genetic-testing-request-form-2/

*Before requesting this test, please check clinical portal to ensure that the patient has not been tested before. The results of these genetic tests will not change over time, and so repetition is of no value.

Non-healthcare professionals are not permitted to request genetic testing.

Hereditary Haemochromatosis information for clinicians

Haemochromatosis is a common inherited condition that affects how the body absorbs iron from your diet. It is more common in those with Northern European ancestry. 

Individuals with hereditary haemochromatosis experience a slow build-up of iron in the body over a number of years. Too much iron in the body is known as iron overload.  The excess iron can be stored in organs and tissues and lead to symptoms such as fatigue, joint pain, abdominal pain, shortness of breath and weight loss.  The condition can also affect the organs in the body such as the pancreas and the liver, which can lead to diabetes, liver cirrhosis, arthritis, cardiac problems and skin discolouration.

Treatments can include iron monitoring, chelation therapy, venesection to remove blood and reduce iron levels and changes to diet and lifestyle.

The genetics of Hereditary Haemochromatosis

Haemochromatosis is caused by variants in a gene called HFE gene.  We all have two copies of this gene as we inherit one from each of our parents.  For an individual to be affected with hereditary haemochromatosis, they must have alterations on both copies of the HFE gene. Carriers have an alteration on only one of their copies of the HFE gene. Therefore, for an individual to be affected by the condition, both parents must be carriers.

When both parents are carriers of Hereditary Haemochromatosis, in every pregnancy there is a:

  • 1 in 4 (25%) chance of having a baby who is not affected and not a carrier
  • 2 in 4 (50%) chance of having a baby who is a healthy carrier
  • 1 in 4 (25%) chance of having a baby who is affected by the condition

This is known as autosomal recessive inheritance.

Genetic testing for Hereditary Haemochromatosis 

Individuals who meet the testing criteria outlined the Scottish Genomic test directory (link can be found on the website) or who have a first-degree family member who is known to carry an HFE variant can have genetic testing arranged by non-genetics specialists (including GPs). Testing requires a 5-10ml EDTA sample sent to Laboratory Genetics with a genetic test request form (see website for link). Testing covers common alterations C282Y and H63D.

Genetic test results interpretation

No Variants detected

If a patient’s results showed they do not have the C282Y or H63D alterations in the HFE gene they are not likely to have hereditary haemochromatosis. We would not offer any further genetic testing or clinical follow up. If an individual is experiencing iron overload symptoms they should be investigated and treated as appropriate, but these are not likely to be caused by hereditary haemochromatosis.

Heterozygous for C282Y or H63D

If a patient has been found to be a carrier of HFE-related haemochromatosis they have an alteration on one copy of their HFE gene. Carriers of the condition are generally well and are unaffected with the condition. To be affected an individual must have genetic alterations on both their copies of the HFE gene, which leads to iron overload.

As carriers are generally well, they do not require any treatment or follow up therefore there is no further genetic testing that we would offer to your patient. If an individual is experiencing iron overload symptoms they should be investigated and treated as appropriate. However, these symptoms are not likely to be caused by HFE-carrier status.

Homozygous C282Y

Individuals who are found to be homozygous for the C282Y alteration in the HFE gene are generally affected by haemochromatosis and experience iron overload. Symptoms can be variable but generally include fatigue, joint paint, abdominal pain and weight loss. If left untreated it can lead to worsening symptoms including liver disease and diabetes. If an individual has raised iron levels, they should be referred to gastroenterology for management and follow up (see full management guidelines via link on website).

Compound Heterozygous C282Y/H63D

Individuals who are found to be compound heterozygous for the C282Y and H63D alterations in the HFE gene can experience iron overload. However, iron overload in these individuals happens at a slower rate than those homozygous for C282Y. Individuals can experience symptoms but are at a lower risk of serious complications such as organ failure. If ferritin and transferrin saturations levels are normal it is recommended that individuals have these check every 3 years. This can be done through the GP. If levels are raised individuals should be referred to Gastroenterology for management and follow up. 

Homozygous H63D

Individuals who are found to be homozygous for the H63D alteration in the HFE gene are unlikely to experience iron overload. Some individuals can experience iron overload and should have any symptoms investigated. This result does not confirm or exclude a diagnosis of haemochromatosis. If homozygous individuals do not have a raised iron level regular iron monitoring is not required. Genetic testing is not recommended for family members of homozygous individuals who do not have symptoms.

Implications for children

Testing Children – Carriers

If a patient is a carrier of haemochromatosis (heterozygous for H63D or C282Y) any children have a 1 in 2 (50%) chance of also being a carrier. Genetic testing can be carried out from the age of 16 via the GP practice. As mentioned, Carriers are generally well and do not experience any symptoms. If both parents are carriers there is a 1 in 4 (25%) chance any children will be affected. If any children are found to be affected, they should be referred to gastroenterology for follow up and management.

Testing Children – Affected

If a patient is affected with haemochromatosis any children that they have will be a carrier of the condition. This is because affected individuals have alterations in both copies of their HFE gene. We always pass on one copy of each of our genes to our children, so children of affected individuals will always inherit an altered copy of the HFE gene making them a carrier of haemochromatosis. If an affected individual’s partner is a carrier of haemochromatosis there is a 1 in 2 (50%) chance any children will be affected with the condition. Children can be tested from the age of 16 through their GP practice. If they are found to be affected, they should be referred to gastroenterology for management and follow up.

Implications for first degree family members

Parents and siblings of individuals who are carriers or affected by Hereditary Haemochromatosis can request genetic testing via their GP to clarify their carrier status. Partners of individuals who are affected or carriers can also seek testing via the GP. Results interpretation and management guidance as above.

Reproductive implications

If an individual is affected with Hereditary Haemochromatosis and their partner is a carrier, there is a 1 in 2 chance any children they have will be affected by the condition. If their partner is not a carrier any children, they have will all be carriers of the condition. Since Hereditary Haemochromatosis is an adult-onset condition with a number of management options genetic testing during pregnancy (prenatal testing) is unlikely to be offered. See above section about testing children.

If a couple are both carriers of Hereditary Haemochromatosis any children have a 1 in 4 chance of being affected and a 1 in 2 chance of being a carrier. As above prenatal testing is unlikely to be offered, and children can consider testing from the age of 16 via their GP.

Patient resources

Further information for patients can be found at the following links:

4: Types of Genetic Tests

5: Mainstreaming – Cancer Genetics

6: Prenatal Care and Testing

7: Patient Support and Information

8: Key documents and leaflets

9: Patient registries

10: Research Studies

11: Tumour profiling in cancers

12: Mutation Analysis

13: Family Linkage Studies

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Supervision provides a safe place for reflection for all AHPs, regardless of band or role (registered staff and health care support workers).

For further information and support contact, Jane Dudgeon, NHSGGC AHP Practice Education Manager

Email: jane.dudgeon@ggc.scot.nhs.uk

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Introduction

The Care Home Education Facilitators (CHEFs) provide support to current and potential Practice Learning Environments (PLEs, clinical placements) for undergraduate student nurses. Non-NHS placements work with different governance and legislative system from the NHS and the CHEFs, therefore provide a more bespoke way of supporting nursing and care teams. Download our poster outlining the role of Care Home Education Facilitators, or visit NES Care Home Education Facilitator site for more details about the role.

Care homes can provide excellent learning opportunities for nursing students and students from a variety of other healthcare professions. In providing these learning experiences, they also expose these students to the possibility of a valued career in the care home sector and non-NHS settings on completion of their studies. 

NHS Education England mapped all the NMC proficiencies and skills that students must achieve to various non-NHS placements. They created the guide below so students and practice supervisors can easily see all that they can achieve in a care home or similar placement. 

Resources for care home Practice Supervisors and Practice Assessors

There are usually fewer Practice Supervisors (PS) and Practice Assessors (PA) in care homes than in NHS PLEs, and many PS are senior carers / nursing assistants rather than nurses. Our experience and feedback is that bespoke tools and resources are required to help and support these staff members in this role, as many don’t have other PS/PAs for immediate support. We offer additional support to non nurse PS on aspects of the NMC code, NMC role and the content of a nursing degree as many will be unfamiliar with this. 

Further support for staff

There are many other group and 1-to-1 sessions that CHEFs can support staff with in line with the national CHEF role descriptor and the Practice Education priorities: 

  • General updates and support visits  
  • PAD (completing the student paperwork)  
  • An introduction to Future Nurse (proficiencies for ALL nurses) and SSSA (student supervision and assessment guidelines)  
  • Registering and using the free Turas Learn online learning system & CHEF Turas learning catalogue.  
  • The NMC Practice supervisor and Practice assessor roles – flexibility in practice examples.  
  • Using the Turas professional portfolio for CPL, CPD and revalidation.  
  • NMC Revalidation workshops  
  • Working with students with competency or professionalism difficulties including creating development support plans DSP 
  • Updating and using QMPLE  (quality management system for practice learning environments) 
  • The open university degree – awareness session  
  • Signing off platform proficiencies and skills annexes in the PAD
  • Exploring complex proficiencies and skills for students 
  • Supporting PS / PA to make reasonable adjustments for students (religion, disabilities, mental ill health etc.)  
  • Completing the student final assessment and grading matrix.  
  • Using the student activity “grab bags” as a resource  
  • Creating a student welcome pack  
  • Using the national pharmacology workbook with students 
  • Using the Care Home placement workbook with students 
  • Clinical supervision – CHEFs delivering guided reflection for staff (short term)  
  • Teaching of the entire practice supervisor / assessor content rather than it being self-directed – small 1-hour sessions over 6 weeks. (a quality improvement trial 2024-2025)
Placement resources that students should access

All information about individual care homes and similar placements is stored and accessible in the online platform QMPLE – the quality management of the practice learning environment website. The “suggested reading” section on QMPLE contains links to videos and resources that students should access prior to, and during their non-NHS placement. Please discuss with your CHEF if you would like QMPLE access as a care home staff member.

Podcast

The Student Experience – Care Homes | The Practice Education Learning Lounge

Student care home placement case studies

In order that students make the most of their Care home, or Non-NHS placements the CHEFs have devised these case studies – Case Study 1 and Case Study 2 to help give an overview of how your placement might work.

Example placement timetable

This example timetable will help you and your Practice Supervisors plan for learning and development opportunities. You can download a copy and modify for your own placement. We also have a blank copy of 8-week timetable for students available.

Care home workbook 

Nationally, the CHEFs created a Care Homes Workbook which we advise all students to print off and complete during their placements, as this may provide evidence to practice supervisors and practice assessors of achieve proficiencies and skills.   

Expectations of student and supervisors on care home placements 

The below 3 links will indicate to you examples of care, nursing activities and behaviours expected of 1st, 2nd, and 3rd year students on placement, as well as a reminder of what to expect from supervisors and assessors 

Expectations for 1st year (part 1) students 
Expectations for 2nd year (part 2) students 
Expectations for 3rd year (part 3) students 
Activities 3rd year students should be undertaking

Pharmacology workbook 

This NES Pharmacology Learning Resources Toolkit is also very helpful especially as many care activities around medicines management are very different in care homes.

“Grab bag” activities 

Lastly, these “Grab bag” activities were created so that if clinical activity is really busy or your supervisor (usually the only nurse or senior carer on duty) is called away to an urgent task which wouldn’t be appropriate for student learning; students can complete one of these activities, using evidence, research and local policy, and I relate it directly to the care of the residents in the clinical area. 

Grab Bag instructions
Continence
Prescribing
Pressure ulcer prevention and management
Respiratory Care
Stress and Distress
Urinary Tract Infection

Raising concerns about care or practice on clinical placements
Turas protocol and templates

Frequently Asked Questions for non-NHS placements

Other CHEF educational support

Aside from facilitating student nurse education in care homes, we also provide bespoke education sessions for care home staff in a number of NHS Education for Scotland (NES) initiatives and useful development sessions.  

At present we offer: 

The above links will provide general information on these programmes, but please contact your CHEF if you would like more information on bespoke provision within your care home or clinical environment. 

Lastly, we wish to provide links to many other resources for care home staff to help in your own CPD, but also for the education of students and learners in practice:

CHEF contact details

East and West Glasgow City and East Dunbartonshire  
Allan Dickins RNA 
allan.dickins@nhs.scot 
07789 271 460 

Glasgow City South, Inverclyde, Renfrew and West Dunbartonshire 
Jamie Gillies RNA 
jamie.gillies2@nhs.scot 
07901 587 862

Fiona McCartney RNA
fiona.mccartney@nhs.scot
07971 966 784

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Leadership is an integral component of all Healthcare Scientists (HCS) and HCS Healthcare Support Worker (HCSW) roles across the whole career pathway.

Whatever your role or level of practice, there is information and resources available to support your leadership development.

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Our AHP Quality Improvement Steering Group is chaired by Nikki Munro and our purpose is:
 
“to provide a strategic, co-ordinated, and multidisciplinary approach to ensure all AHPs in NHSGGC are able to use QI tools and theory in routine practice.”

We hope this page will help anyone who wants to know more about Quality Improvement methodology, and how to use this in routine practice. Further information, resources and contact details for profession specific QI Leads can be found in the NHSGGC AHP Quality Improvement Sharepoint page.

If you have any questions on the NHSGGC AHP Quality Improvement workstream please email Nikki at nikki.munro@nhs.scot.

Quality Improvement Learning

Are you interested in developing QI knowledge? We recommend you start learnpro module (109) Quality Improvement Fundamentals which will give you an awareness and basic understanding of the importance, methods and successes of Quality Improvement in NHS GGC.

There are also a suite of learner pathways by NES on TURAS:

  • Kickstart QI – to give everyone an introduction to Quality Improvement
  • QI Essentials – to provide knowledge of core quality improvement methods and tools
  • Practical QI – to provide the opportunity to practise using QI tools, frameworks and methodologies in the workplace
  • Managing QI – to enable managers and team leaders to create and sustain the conditions for improvement
Quality Improvement Training

There are also formal courses run by the clinical effectiveness team at NHSGGC and by NES. These can be great at learning with others and gaining practical QI skills along the way.

Quality Improvement training provides learning and development opportunities to build skills, knowledge and confidence to use QI methodology to deliver better care, services and outcomes for staff working across NHS Greater Glasgow and Clyde. 

QI training is available to staff in any role, working as part of NHSGGC, including those working within Health and Social Care Partnerships (HSCPs), third sector, volunteer sector as well as others who support the delivery of quality care for patients. 

For further information, please contact: ggc.qitraining@nhs.scot

NHSGGC Quality Improvement Network

Are you interested in AHP Quality Improvement (QI) and want to know more?
Do you want to meet up with like-minded colleagues to discuss QI projects and find out what others are doing?
If so, join the NHSGGC Quality Improvement Network! Colleagues from all professions and working areas are welcome.

There’s lots of useful information:

  • Sharing of Projects
  • Space to chat
  • QI resources
  • Upcoming courses and events

There are 4 virtual network meetings a year, everyone is welcome. The aim of these meetings is to Network, Share and Learn about all things QI. 

You can also join the NHSGGC Quality Improvement Network on Microsoft Teams

AHP Project Repository

We have a registry of AHP Quality Improvement projects across NHS GGC. The registry is really useful to share current and completed projects (big and small). Projects to register include:

  • Clinical Audit
  • Service Development
  • Quality Improvement
  • Research

Find out more in the Repository Sharepoint page

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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. Information sessions in person and teams from March – April

ePAD MS Teams sessions March – April 2026

ePAD MS Teams sessions May – July 2026

Narrated Presentation on the ePAD for PS and PAs

Frequently Asked Questions about the ePAD

National Practice Assessment Document resources

Practice Supervisor and Assessor Support Guide

Information and guidance on student supervision and assessment in practice including completion of the ePAD.

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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

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