Below you’ll find links to various NHS Scotland/NHSGGC brand resources. They must be used responsibly and in line with the NHS Scotland Brand Guidelines. If you have any question or you’re unsure, email the Corporate Communications Senior Graphic Designer.
Text messages play an important role in keeping patients informed about appointments, waiting lists and services.
More than 47 million patient text messages were sent across NHS Greater Glasgow and Clyde during 2025/26. With SMS now used so widely, it is important that every message is clear, concise and easy to understand.
Our ‘K.I.S.S. – Keep It Short and Sweet‘ campaign encourages everyone who writes or sends patient text messages to ask:
Shorter text messages are often clearer and easier for patients to understand, helping them quickly find the key information and any actions required. Keeping messages to 320 GSM-7 characters or fewer could also save around £250,000 each year.
Long or complicated text messages can make it harder for patients to understand:
If the original message is unclear, patients may need to contact the service for an explanation. A short, well-structured message can help avoid confusion and unnecessary follow-up.
Short does not mean leaving out essential information. It means prioritising what the patient needs to know and presenting it clearly.
Before sending an SMS, consider whether another channel would work better. For example:
The aim is not to stop using text messages. SMS remains a valuable communication tool. The aim is to use it consistently and appropriately while making every message count.
If a text message is the right option, here some examples you can use that meet the Keep it Short and Sweet criteria:
Please note that [Practice Name] will be closed on Monday [date] due to the bank holiday. If you need urgent medical advice when we are closed, contact NHS 24 on 111. In an emergency, call 999.
Due to staff training, the practice will be closed on [date] between [times]. For urgent medical advice during this period, call NHS 24 on 111. Thank you for your understanding.
[Practice Name] is temporarily closed today. If your issue is urgent, please contact NHS 24 on 111. We will share further information as soon as possible.
We are currently experiencing problems with our telephone system and may be unable to answer calls. Please use online services where available or try again later. We apologise for the inconvenience.
We are experiencing technical issues which may affect appointments and enquiries today. Please bear with us while we work to resolve this issue. Thank you for your patience.
From [date], [service name] will no longer be available at [Practice Name]. Further information and alternative arrangements can be found at [website] or by contacting the practice.
From [date], there will be changes to how [service name] is delivered. Please visit [website] or contact the practice for more information.
Flu vaccinations are now available at [Practice Name]. If you are eligible and have not yet booked, please contact the practice or use our online booking service.
We are currently experiencing high demand and response times may be longer than usual. Please be kind to our staff as they work to support patients as quickly as possible.
Approved AI tools such as Microsoft 365 Copilot can help you shorten and simplify draft messages.
Try this prompt:
Rewrite this patient text message in clear, plain English. Keep the essential information and required action. Use a supportive NHS tone and limit the message to 320 320 GSM-7 characters:
[Insert draft message]
You can also ask:
Check whether this text clearly explains who is contacting the patient, why they are being contacted and what they need to do next.
Always:
NHSGGC guidance says only approved AI tools should be used on NHSGGC devices and with organisational information, including administrative, staff and patient data.
Patients should not have to read several sentences before discovering why they have been contacted.
Instead of:
We are writing to advise you that an appointment has now been arranged for you to attend the clinic on Tuesday 15 September at 10am.
Try:
Your clinic appointment is at 10am on Tuesday 15 September.
If the patient needs to reply, call, attend or complete a form, say so directly.
Instead of:
If this appointment is no longer suitable, we would appreciate it if you could make contact with the department using the telephone number below.
Try:
If you cannot attend, please call [number].
Check whether the message repeats information already included in an appointment letter, email or link.
Avoid jargon, unfamiliar abbreviations and overly formal wording. Write for the patient, not the service.
Aim to keep messages to 320 GSM-7 characters or fewer. Include only the information the patient needs immediately.
Click here to download campaign materials.
Before sending your next patient text, ask:
K.I.S.S. – Keep It Short and Sweet. Every character counts.
This page provides information about drug stigma including how you can help tackle it, resources, further reading and learning.
The information on this website may affect some readers. Please take care when reading. If you feel affected by what you have read, support is available.
NHSGGC Alcohol and Drugs Health Improvement
Mental Health Improvement – NHSGGC
If you, or someone you know are in distress and need an immediate response call the emergency services on 999 or NHS24 on 111.
People who use drugs, people in recovery from drug use, families and communities can experience stigma.
Stigma is the social process of devaluing a person beginning with marking or labelling someone’s differences then attributing negative values to those differences. Stigma is closely linked to prejudice, stereotyping and discrimination. Stigma intersects with other ways people are disempowered and marginalised (ethnicity, gender and sexual identity among others) often increasing risk and harm.
Tackling drug stigma is a national priority and it is recognised in the Preventing Harm, Promoting Recovery: Scotland’s Alcohol & Drugs Strategic Plan 2026 – 2035 that it continues to be a barrier to accessing help and support which is the biggest protective factor for reducing harm, drug overdose and death.
Tackling stigma and understanding how it connects to other ways people are disadvantaged, is vital to addressing drug related harm, including deaths.
Tackling drug stigma at all levels is essential to fostering an inclusive and supportive environment for people who use drugs and helps people feel a greater connection to society, more included and more likely to access treatment and support for recovery.
Recognising stigma is the first step to tackling it. When you witness stigmatising behaviour, you have a choice about the action you take. Taking action shows that stigmatising behaviour is not acceptable. We don’t all need to be experts, but we all have a role in tackling drug stigma. Understanding stigma and approaching interactions with kindness and compassion is the key.
The GGC Drug Stigma Action Group is a multi-agency partnership, established in 2023, bringing together statutory and third sector organisations to deliver a coordinated approach to tackling drug related stigma across Greater Glasgow and Clyde. Group membership includes:
The group works alongside local Alcohol and Drug Partnerships (ADPs) and has links to the National Stigma Action Plan. Its work is guided by people with lived and living experience, strengthening collective action to reduce drug stigma, promote social inclusion and social justice for people who are affected by drugs.
If you are interested in joining the GGC Drug Stigma Action Group please contact ggc.mhead@nhs.scot*.
*Please note that this is a generic admin inbox and not monitored immediately. If you, or someone you know are in distress and need an immediate response call the emergency services on 999 or NHS24 on 111.
The Drug Stigma Toolkit has been designed by the GGC Drug Stigma Action Group as a cascading and capacity building resource that aims to support partners, groups and organisations to tackle drug stigma.
Everyone who uses the toolkit is encouraged to reflect on their own attitudes and language and use this resource to start meaningful conversations within teams, services, across communities and to tackle drug stigma wherever it is encountered. By taking action together, we can help create a more compassionate and supportive response to drug harm.
Licence Information:
Copyright © NHS Greater Glasgow and Clyde 2026
Tackling Drug Stigma is Everyone’s Business Toolkit © 2026 by NHSGGC is licensed under CC BY-NC-ND 4.0. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/.
Toolkit Evaluation
The evaluation questions will help identify who is using the “Tackling Drug Stigma is Everyone’s Business” toolkit and in what settings it is being used. This will help us assess its reach, highlight any gaps, and identify which groups or settings may benefit from additional support or engagement. By collecting this feedback, we can continue to learn, improve the resources, and ensure the toolkit remains relevant, accessible, and effective in tackling drug stigma.
“Tackling Drug Stigma is Everyone’s Business” Toolkit Evaluation
Thank you for taking the time to share your views.
Evaluation responses are reviewed periodically at set points throughout the year. If you have any additional feedback on the toolkit or wish to discuss anything further, please contact ggc.mhead@nhs.scot*.
*Please note that this is a generic admin inbox and not monitored immediately. If you, or someone you know are in distress and need an immediate response call the emergency services on 999 or NHS24 on 111.
“Tackling Drug Stigma is Everyone’s Business” Framing Document.
This resource has been developed as a tool to:
The workshop is not training but is designed to raise awareness of drug stigma, the impact it can have, and what action can be taken to tackle this.
The workshop can be delivered by anyone who has an interest in tackling drug stigma. No prior experience or qualifications are required to deliver the workshop, although facilitators are encouraged to review the “Tackling Drug Stigma Is Everyone’s Business” Framing Document before delivery.
The workshop is best delivered in person but can be delivered online, if required. For those who are looking to deliver the workshop online, using a virtual learning space such as Microsoft Teams or Zoom, please ensure you follow your own organisational guidance for online delivery.
The films below have been created by people with lived and living experience across Greater Glasgow and Clyde, sharing personal perspectives on drug stigma and its impact on individuals affected by drugs.
All language and views expressed within the videos are participants own views.
‘Stigma Kills’ – This film shares how drug stigma affects both men and women, explores its impact, and highlights actions that can tackle it.
‘Stigma is a Barrier to Good Health and Quality of Life’ – This film shares how drug stigma affects women, explores its impact on women and highlights actions that can tackle it.
‘Everyone Knows Someone’ – This film shares how drug stigma affects families when a loved one uses drugs, the impact on their lives, and highlights actions that can tackle it.
‘It’s Everyone’s Business to Tackle Stigma’ – This film highlights why tackling drug stigma is essential to support people affected by drugs to access services, including actions that can tackle drug stigma in practice.
‘Words Matter’ – This film shares how drug stigma can affect people living in prison, explores its impact and highlights actions that can tac
The Conversation Cards have been designed as a tool encourage conversations about drug stigma, challenge assumptions and reflect in a safe and respectful way.
Prior to using the conversation cards, you are encouraged to review the “Tackling Drug Stigma Is Everyone’s Business” Framing Document.
Each Conversation Card links to the Framing Document, where you can explore more information to help inform your discussions – Drug Stigma Conversation Cards.
Thank you for supporting the ‘Tackling Drug Stigma Is Everyone’s Business’ Toolkit. Please use our communications pack, social media assets and suggested posts to spread the word across your channels.
An independent advocacy service/advocate can:
If you or someone you know is affected by alcohol or drugs you can access independent advocacy in your local area:
Access further learning on drugs and how to tackle drug stigma.
We have gathered a range of papers which will provide you with helpful background reading into drug stigma.
Preventing Harm, Promoting Recovery: Scotland’s Alcohol & Drugs Strategic Plan 2026 – 2035: The Alcohol & Drugs Strategic Plan sets out the Scottish Government and COSLA’s long-term approach to addressing alcohol and drug harms.
Charter of Rights for People Affected by Substance Use in Scotland | WithYou: In December 2024 The National Collaborative published a Charter of Rights for People Affected by Substance Use contributing to Scotland’s National Mission to reduce deaths and improve the lives of those impacted by substances.
National Mission on Drug Deaths: The aim of the National Mission is to reduce drug deaths and improve the lives of those impacted by drugs. This document shows how this will be done.
National Stigma Action Plan: Cross government response to the Drug Deaths Taskforce report, Changing Lives. It contains a cross government action plan, response to Taskforce recommendations and a stigma action plan.
A Strategy to Address the Stigmatisation of People and Communities Affected by Drug Use: The aim of this strategy is to lead a more informed and compassionate approach across society toward people with a drug problem, lived experience of drug use and their families.
We acknowledge that stigma does not exist in isolation. There are many overlapping factors that influence a person’s individual experience of stigma.
These resources provide further guidance on how best to frame our language and communication to tackle stigma when discussing these topics.
How To Talk About Alcohol – Framing recommendations to deepen understanding of harm and build support for action.
Talking About Poverty – A framing toolkit to challenge and change the story about we tell about poverty.
Talking About Community Justice – A framing toolkit that aims to transform the current public narrative and perceptions around community justice
End Mental Health Discrimination – See Me is Scotland’s national programme to end mental health stigma and discrimination.
National Trauma Transformation Programme – This website provides access to evidence-based training, tools and guidance to support trauma-informed and responsive systems, organisations and workforces in Scotland
Please find below a selection of resources for staff use within Primary Care.
To help us improve this service for you and your colleagues, please feel free to provide feedback by clicking here.
Use the Primary Care Visual Identity Guidelines to ensure your work meets the set guidelines.
Use these posters to promote Primary Care and the new Hub on the NHSGGC website. There are different sizes for both professional and internal printing, as well as digital versions with and without a QR code.
Use these graphics across social media to promote Primary Care and the new Hub on the NHSGGC website. There are different sizes for each platform.
Use for informal documents, forms, guidelines etc.
Use for longer or more formal documents.
This video can be downloaded and used on public screens and TVs. Alternatively, YouTube can be used to easily share with the public and colleagues.
This video can be used internally to give colleagues more information and understanding about the Primary Care Strategy.
This video can be downloaded and used on public screens and TVs. Alternatively, YouTube can be used to easily share with the public and colleagues.
These videos can be downloaded and used on public screens and TVs. Alternatively, YouTube can be used to easily share with the public and colleagues.
Please find below materials produced for NHSGGC.
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.
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.
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:
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
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:
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
Additional training and information videos from NHSGGC
Reasonable adjustments and support for underperforming students in practice setting (NHS Education for Scotland)
Facilitation of Learning Programme (NHS Education for Scotland)
Care Homes as Learning Environments for Student Nurse (The Queen’s Nursing Institute Scotland)
Promoting care home practice placements to student nurses (NHS Education for Scotland)
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 on teams from August – October
ePAD TEAMS Information Sessions August – October
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.
As a practice supervisor of student nurses and midwives you will:
As practice assessor of student nurses and midwives you will:
The academic assessor works with a nominated practice assessor to make recommendations for progression for the student they are assigned to. They collate and confirm the student’s academic and practice learning outcomes for the part of the part of the programme they are assigned to the student, before recommending them for progression on to the next part of the programme.
The three roles undertaking the supervision and assessment of student nurses and midwives
