IENs and staff who support them should utilise these resources in order to facilitate a learning environment which allows them to consolidate their clinical skills and OSCE preparation course.
Internationally Educated Nurses resources
TURAS Unit for Learners
TURAS Unit for Educators
NHSGGC IEN recruitment programme handbook
International Recruitment Toolkit
Royal Marsden Manual of Clinical and Cancer Nursing Procedures
To support learning and preparation for OSCEs, all IENs shall receive a copy of the book. If IEN has commenced within your area and has not yet received this, then please contact the PEF or email: practiceeducation@ggc.scot.nhs.uk
FAQ International Internationally Educated Nurse
Nursing and Midwifery Strategy: ‘Leading the Way’!
We are thrilled to announce the launch of our first-ever Nursing and Midwifery Strategy, ‘Leading the Way’! To congratulate and thank all of you who helped shape this incredible strategy, we’ve created virtual party bags for all our Nursing and Midwifery colleagues. You can access the contents of your party bag by clicking the link and then the squares.
What’s Inside your Party Bag?:
- Leading the Way Logo: Add this to your email signature to help raise awareness of our strategy. (Instructions included below)
- Printable Leading the Way Z-Fold Card: Print, fold, and carry it in your pocket for an easy and accessible way to stay familiar with the strategy.
- Full Version of Our Leading the Way Strategy.
- Printable Leading the Way Poster: Featuring a QR code that staff can scan with their mobile phones to access the strategy. Print and hang it in your staff room.
- Leading the Way Teams Background: Use this during your team calls to promote and raise awareness of our strategy. (Instructions included below)
- NHS GGC Education Learning and Career Development Framework for Nursing and Midwifery – Aligning with Strategic Priority 2 ‘How we develop our professions’, this framework joins together existing frameworks and provides examples of education opportunities that are currently available within NHSGGC.
Please share these party bags widely with your colleagues or use the resources to hold your own celebratory event within your team. Don’t forget to share your pictures with us at ggc.bigconversationsfeedback@nhs.scot.
Also, look out for our NHSGGC Nursing and Midwifery Strategy Promo Video, which is now available on our sharepoint site and can be accessed Here.
Let’s celebrate together and lead the way! 🎉
NES Cultural Humility Learning Resource
The NES Equality, Diversity and Human Right Team developed this digital learning resource to consider how our backgrounds and the backgrounds of others can impact our relationships. Subsequently launched by @NHSScotAcademy, it provides leaners with tools to develop their cultural humility values, attitudes and behaviours. What’s more, learners will benefit from the range of videos, reflective activities, scenarios and a resource pack.
Specifically, the NES Cultural Humility Learning Resource will enable learners to:
- Understand the concepts that underpin cultural humility
- Identify the key behaviours for supporting an inclusive workplace
- Apply a reflective approach aimed at transforming practice in health and social care
Both health and social care staff can easily access the Cultural Humility online training programme, from any laptop, computer or smart device through their TURAS account.
NMC Resources and Welcome to the UK workshops
Test of Competence 2021 – The Nursing and Midwifery Council (nmc.org.uk)
Adult Nursing – NMC Competence Test Centre – Northumbria University
NMC launches forum to support international nursing and midwifery workforce – The Nursing and Midwifery Council
NMC Welcome to the UK workshops
Mark Brooke, NMC Principal Regulation Adviser, Professional Practice and Linda Martin, Regulation Adviser, Professional Practice will deliver two ‘Welcome to the UK’ workshops to accommodate 120 of NHSGGC’s IENs. This interactive workshop is designed to support international nurses who have joined the NMC register in the last 12-18 months, to transition to their UK- based role, however, doesn’t preclude any who are waiting to join the register. This workshop is not for OSCE preparation.
The next sessions will run on Friday, 15th August 2025 in QEUH, TLC, Room L0-007 9.00am-12.30pm and 1.30pm-5.00pm 60 IENs at morning session and 60 IENs at afternoon session.
IENs MUST register to attend – the first 120 IENs registered will be aligned to either the morning or afternoon session at QEUH. You will receive a confirmation email confirming which session you will attend, with your SCN copied in. PLEASE NOTE: IENs must attend at the venue, date and time confirmed, there is no option to turn up at another session without prior booking.
Register here: https://link.webropolsurveys.com/EP/D8BDAD521EA5C8F5
If you have previously attended the NMC “Welcome to the UK” workshop please do not register to attend.
Other resources
RCN: Journey of an Internationally educated nurse short film series
The RCN launched a series of short films detailing first-hand accounts from IENs on their experience of moving to the UK.
NHSGGC BME Staff Network
The Black And Minority Ethnic (BME) Staff Network was established in 2018. This followed a consultation with key stakeholders about their lived experience. The Network is working closely with the Workforce Equality Group to continuously improve the workplace experience of BME staff. Please click above link for further information.
Presentation for staff supporting IENs (UK based cohort)
LNs/SCNs/DCNs and staff who support IENs (UK based cohort) within the clinical area are invited to the next Internationally Educated Nurse information presentation. Afterward, there will be time for Q & A’s. Both the presentation and Q & A’s will take approximately 1 hr.
Review presentation
There are strong links between poverty, trauma, mental health, substance use and experience of the criminal justice system.
This page provides information and resources about drug stigma including how you can tackle it, helpful resources, and further reading.
What is drug stigma?
People who use drugs, people in recovery from drug use, families and communities 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.
Why should we focus on tackling drug stigma?
Tackling stigma and understanding how it connects to other ways people are disadvantaged, is vital to addressing drug related harm, including deaths.
Stigma is one of the biggest barriers people who use drugs can face when accessing any form of treatment and care. That matters a lot because engaging in treatment and care is the biggest protective factor from drug overdose and death.
Tackling 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.
A National Priority
In 2020, the Drug Deaths Taskforce published A Strategy to Address the Stigmatisation of People and Communities Affected by Drug Use with the aim of helping to achieve a more informed and compassionate approach towards people with lived experience of drug use problems and their families.
In 2022, the Scottish Government recognised tackling drug Stigma as a cross cutting priority in the National Mission on Drug Deaths and further to this published a cross government National Stigma Action Plan in January 2023.
Greater Glasgow and Clyde (GGC) Stigma Action Group
A GGC Stigma Action Group was established in July 2023. The multi-agency group provides a coordinated approach to tackling the stigma associated with drugs across Greater Glasgow and Clyde. This group has links into the development of a National Stigma Action Plan and is working with local Alcohol and Drug Partnerships to:
- Encourage and facilitate open conversations across society to speak about drugs and stigma
- Co- produce anti-stigma work and campaigns with people with lived experience
- Provide opportunities for training and education including how to challenge stigma
- Underpin anti stigma engagement work with human rights and equalities approach
- Prevent stigma by addressing its perpetuation
How can you get involved in tackling drug stigma?
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 stigma. Understanding stigma and approaching interactions with kindness and compassion is the key.
Resources
Please ensure that prior to using these resources that you have the most recent version downloaded.
Framing Document – Coming Soon
“Tackling stigma is everyone’s business” – A tool for talking about drugs and tackling stigma
This framing document has been developed to:
- Support staff across all sectors to frame conversations about drugs and stigma
- Support staff to reflect on their own practice, knowledge and attitudes
- Provide practical tools to manage difficult conversations and challenge stigma
- Provide education and raise public awareness of the devastating effects of stigma
Workshop – Coming Soon
This workshop has been designed to:
- Increase awareness of Drug Related Stigma and signposting to further resources, learning and tools.
Lived Experience Videos
Other Resources
Moving beyond people first language: A glossary of contested terms in Substance use developed by the Scottish Drugs Forum.
Drug and alcohol workforce: learning directory : Learning opportunities for those working with people affected by substance use
Further Reading
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.
Charter of Rights for people affected by substance use: 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.
Advocacy Services
An independent advocacy service/advocate can:
- Listen to you
- Find information to help you make decisions
- Help you say what you think about your health care or treatment
- Help you understand the care and support process
- Challenge decisions about your care and support if you do not agree with them
- Stand up for your rights
- Write letters for you and attend meetings/appointments with you
If you or someone you know is affected by alcohol or drugs you can access independent advocacy in your local area:
Intersectionality
We acknowledge 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 –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.
National Campaigns
Tackling the stigma of addiction – gov.scot (www.gov.scot)
Challenging drug and alcohol stigma | NHS inform
Please email the team at ggc.mhead@nhs.scot* with any questions about tackling drug related stigma.
*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 NHS 24 on 111.
Alcohol and Drug Snapshot
Our team produces and circulates a monthly Alcohol and Drug Snapshot that provides a range of information including resources, research articles, reports, events, learning and funding opportunities.
If you would like to sign up to receive our Snapshot, 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.
Latest Snapshot
Previous Editions
Communications
In addition to our core work plan, members of our team provide supplementary support functions including
- representation on local and Board wide dedicated alcohol and drug structures and allied topic structures, funding and recruitment panels,
- strategic policy development,
- workforce development and networking opportunities,
- resource development and training development, delivery and evaluation,
- consultation, advice and report writing,
- research, monitoring and evaluation,
- commissioning and contract management,
- budget and project management,
- staff recruitment panels, staff induction and on going support
The NHSGGC Alcohol and Drugs Health Improvement Team are a Greater Glasgow and Clyde wide team who support our colleagues and partners across the six Alcohol and Drug Partnerships to promote alcohol and drug public health and equalities across the six Integrated Health and Social Care partnerships in Greater Glasgow and Clyde – East Dunbartonshire, East Renfrewshire, Glasgow City, Inverclyde, Renfrewshire, and West Dunbartonshire.
We share updates about the work we are undertaking with partners across key priority areas, share useful resources, research and policy information to help you deliver on the alcohol and drug harms agenda. We are part of the wider Mental Health, Alcohol and Drugs Health Improvement Team.
Contact the NHSGGC Alcohol & Drugs Health Improvement Team
- Trevor Lakey, Health Improvement and Inequalities Manager – Mental Health, Alcohol and Drugs
- Jo McManus, Health Improvement Lead, Drug Prevention and Harm Reduction
- Graeme Mathew, Health Improvement Senior, Alcohol Brief Intervention
- Claire Marie Blair, Health Improvement Senior – Drugs
- Business Support, Owen Breen and Donald Boyle
- Please note that these inboxes are 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.
Address
- Glasgow City Health and Social Care Partnership Headquarters – Commonwealth House, 32 Albion Street, Glasgow, G1 1LH
Get in touch
If you have any questions about our team or our work, please get in touch with us by emailing 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.
These preceptorship resources will support nurses, midwives and Specialist Community Public Health Nurses (SCPHN) in their transition to new roles and in practice settings. Not only from the point of registration, but also as they progress through their career. Furthermore, they aim to promote consistency in the provision and support offered by preceptorship programmes across Scotland.
Scotland’s Preceptorship Framework
This preceptorship resource has been developed to support nurses, midwives and Specialist Community Public Health Nurses (SCPHN) in their transition to new roles and practice settings from the point of registration and as they progress through their career. Not only does this national resource aim to promote consistency in the provision and support offered by preceptorship programmes across Scotland. It also builds on the NMC Principles for Preceptorship and offers guidance to preceptees, preceptors, managers and the wider organisation.
Preceptorship | Turas | Learn (nhs.scot)
The Midwifery Preceptorship Framework for Scotland 2023
This framework provides guidance on how midwifery preceptorship should be planned, delivered and evaluated within an enabling environment.
The Midwifery Preceptorship Framework for Scotland 2023 | Turas | Learn (nhs.scot)
Scotland’s Preceptorship Framework (NES Presentation)
This NHS Education for Scotland PowerPoint presentation is a preceptorship resource that not only defines preceptorship and outlines why it is needed, but also describes the roles and responsibilities of the preceptee, preceptor and line manager.
NES Preceptorship Presentation
Principles for Preceptorship (NES Webinar)
NES Principles for Preceptorship Webinar
Recorded in 2021 to support the launch of the NES Preceptorship resource.
NMC Principles of Preceptorship
The NMC developed the Principles of Preceptorship in recognition of the benefits that a supported, structured period of preceptorship brings to employers, preceptees, and people who use services.
Principles of preceptorship – The Nursing and Midwifery Council
NHSGGC Resources/NES Templates
Click here to return to Practice Education’s main page
Welcome to NHSGGC Practice Supervisor and Practice Assessor Portal. This portal has been designed to provide information and support for those who supervise and assess learners in our practice learning environments.
NHSGGC Practice Supervisor and Practice Assessor Portal – Feedback and Suggestions
If you would like to make a suggestion or provide the Practice Education Team with feedback as to how we could improve the PS/PA Portal, please email: ggc.practiceeducation@nhs.scot
Return to Practice Education’s main page
This section provides practice supervision / assessment related documents and resources for all those involved in the supervision and assessment of student nurses and midwives within NHSGGC. If you can’t find what you are looking for here, our FAQs might help.
Audio Podcast
Enjoy our audio podcasts at a time that suits you. We offer a series of 5 podcasts giving information on the new NMC standards and a variety of topics to support your CPD in the practice supervisor or practice assessor role.
Blood Glucose Monitoring for Student Nurses and Midwives
NHSGGC Pre-Reg Student Nurse and Midwife Blood Glucose Monitoring Process outlines the process to allow student nurses (all fields) and midwives to obtain their own unique barcode to operate the Abbot FreeStyle Precision Pro System, blood glucose monitor.
Blood transfusion
Please refer to page 9 of the GGC Clinical Transfusion Policy for information on the involvement of students in the transfusion process.
Communication and relationship management skills – Examples from practice
This resource has been developed to assist you in your role as practice supervisors and practice assessors to support students to achieve Annexe A: Communication and relationship management skills.
FAQs
Can’t find an answer to your question. Our FAQs might be able to help.
Roles in student assessment
Does a student need both PS/PA?
Yes, The roles of mentor, sign-off mentor, practice teacher and teacher have been withdrawn, and three new roles introduced to undertake the supervision and assessment of students; the practice supervisor, practice assessor and academic assessor.
Can I be a PS and/or PA to two students at once?
You cannot be the PS and PA for the same student – each student must have two different people assigned – one as PS and another as PA – this cannot be the same person. However, you may carry out both roles at the same time for different students, for example, you may be the PS for one student whilst also being the PA for another student. You may also be the PS or PA for two different students at the same time.
Can I be both roles for the same student?
No, you cannot be both PS and PA for the same student. However, you can be PS for two different students, PA for two different students or PS for one and PA for another as guidance contained in A National Framework for Practice Supervisors, Practice Assessors and Academic Assessors in Scotland
How much time do I need to spend with my student before signing them off?
There is no set time a student needs to spend with their PS/PA. However, we would recommend that students work alongside their assigned PS/PA as much as possible for continuity.
The Practice Supervisor and Practice Assessor are responsible for gathering feedback from other staff in their area that have worked alongside their assigned student to deliver a fair and objective assessment.
How do I access student feedback?
Student feedback for Practice Learning Environments is submitted via “QMPLE”. Each area has an assigned member of staff (e.g. charge nurse, SCN or Educator) who will have access to view feedback submitted by students. All feedback via QMPLE is anonymous and is released after review from both Practice Education Facilitator and the link lecturer for the area. Practice Education would encourage PS/PAs to obtain individual feedback in their role from students (if they are willing to do so) which can then be used for their revalidation and to help improve upon their practice.
Student documentation and assessment
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What does a student Practice Assessment Document (PAD) look like?
Examples of PADs from different universities.
Also, 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.
Who can sign what in the PAD?
- Orientation and intial meeting – PA or PS (to be completed within first 48 hours)
- Learning Development Plan – PA or PA
- Record of signatories – PA and PS (individual records for each role)
- Interim review – PA or PS
- Service user/carer feedback – PA or PS (one required per PART)
- Proficiencies – PA or PS
- Skills and procedures – PA or PS
- Final assessment – PA only
- Attendance record – PA or PS (complete after each week)
- End of part confirmation – PA only (discussion between PA and AA to agree on student progression)
How do I complete an interim assessment?
The interim assessment is usually completed mid-way through the placement. It is recommended that a date is set for the interim assessment during the first 48 hours of placement.
The interim assessment can be completed by either the Practice Supervisor (PS) or Practice Assessor (PA). It may be that the PS completes the interim assessment to allow the PA to complete an objective final assessment at the end of the placement, but this is not essential.
If there are concerns surrounding a student’s performance the interim assessment can be completed early or alternatively, you may wish to complete several interim assessments throughout the placement to reflect and document the student’s progress.
The NMC agreed the new standards for student supervision and assessment in 2018. They have structured the standards into 7 platforms – the interim and final assessments are structured around these 7 platforms and, additionally, any progress made within Annexes A and B. Further information on the standards can be found here: NMC Standards for Supervision and Assessment
It can be helpful to look at the language used within the proficiencies (blue pages of the PAD) relating to each platform as an aid to structure your feedback.
The interim assessment is also a good opportunity to ask the student if they have any feedback that they would like to provide regarding their placement.
If any issues are raised during the interim assessment (or at any point throughout the placement) please contact your PEF/CHEF. You can find their details here: Who is my PEF/CHEF?
How do I grade my student?
Glasgow Caledonian University (GCU), University of Glasgow (UoG), Open University (OU), and University of West of Scotland (UWS) all utilise different grading for their students.
UWS: Pass or Fail
OU: Pass or Fail
UoG: Graded A-H using a specific grading rubric per PART
GCU: Graded A-F using a specific grading rubric per PART. Each platform is graded individually and then an overall grade is calculated using a percentage,
Please see example using link:
Grading Rubric Calculator – NHSGGC
My Colleague and I disagree on a student’s performance, what should we do?
If there is a disagreement between a Practice Supervisor and Practice Assessor, Practice Education would advise having a discussion around the differences between each other’s observations. It would also be useful to look back at previous assessments (if appropriate) to look for common themes.
We would also advise reviewing the grading rubric for the specific learning stage of the student using the participation in care framework.
Another tip would be to ask other staff who have worked alongside the student. What are their observations? Are there any differences? For further information or advice, reach out to the PEF/CHEF for your area. Who is my PEF/CHEF?
Our Student’s PA is on annual leave for the student’s last week, who signs them off?
The student should be assigned another Practice Assessor as soon as possible.
The new Practice Assessor should gather feedback from the original Practice Assessor if appropriate and from Practice Supervisors/ other staff in the area in order to complete a fair and objective assessment.
My student has forgotten their PAD on multiple occasions, what can I do?
Students are expected to bring their PAD with them on their first day of placement
and if they do not bring it on the first day then must bring it on their second day. If they then do not bring it you can send them home to retrieve it as it is there responsibility to make it available to their PS/PA throughout the placement.
The student should bring the full document with no pages/sections missing. If the student is continually forgetting to bring their PAD despite being prompted to do so then contact your PEF/CHEF for further advice and support.
I have some concerns regarding my student’s performance, what should I do?
Both the student and Practice Supervisor/ Assessor have access to a Practice Learning Support Protocol which details the steps to follow should there be any concerns. It is important to highlight these concerns as soon as possible. A copy of this can also be found in the student PAD.
How do I complete a Learning Development Support Plan?
You may have a student who requires some additional support to achieve a specific learning outcome/proficiency for example, time keeping, assessment skills, improving communication. In this situation it may be helpful to create a Learning Development Support Plan (LDSP) to support and guide the student to meet the outcomes required.
These sample Learning Development Support Plans will to help you to write an effective plan to support students to progress in their practice learning environment. There is also an example LDSP within the PAD.
You will also find an example Learning Development Support Plan within the PAD and further examples are available through this link:
If you are implementing a LDSP you may wish to contact your PEF/CHEF for support and guidance.
Attendance and Rostering
My student has said they have a part-time job and cannot work certain shifts, how should this be approached?
All students are made aware of the Working Time Directive prior to undertaking their placement. By law, the Maximum weekly working hours state they can only work a maximum of 48 hours per week (on average) which includes placement hours.
How many hours does a student get credited with per shift? Are breaks included?
Students should be credited with full shift hours, including breaks. For example, 7am-7.30pm shifts would be credited as 12.5 hours.
9am-5pm shifts would be credited as 8 hours.
**Reduced working week does not apply to student nurses
My student is requesting specific/ adjusted hours. How can we accommodate this?
Students are made aware that they have a requirement to be flexible to accommodate their placement hours. However, this is not always possible.
Practice Education would advise that any adjustments (within reason) are made at the area’s discretion. Students should NOT be credited with any hours they have not worked.
My student has an organised study day at university, are they credited hours for this?
Credited study days are usually highlighted within the original placement allocation email which is sent out to the student link for your area. This may be your SCN/ CN or Educator. However, sometimes study days can be arranged following these emails and the university may advise students to make their placement aware. Some of these are credited and some are not. If you are unsure, reach out to your local PEF/CHEF who will be able to find out for you.
My student has an appointment during shift time, what is the policy for this?
There is not a specific policy in relation to allowing time for appointments. However, it is encouraged by both Practice Education and Educational Institutions that students inform their PLE manager of any scheduled appointments at their earliest convenience so accommodations such as shift changes can be made.
My student hasn’t turned up for their shift or called in sick, what do I do?
All students must adhere to the NHS GGC/ local absence reporting policy. This is explained to them prior to placement and detailed within their student documentation. They also have a duty to report any absences to the university. The way of doing this differs between universities but this information is readily available within the guidance pages of the students Practice Assessment Document.
The PEF/ CHEF for your area will be able to contact the student’s PT if there are any concerns regarding absence.
Reasonable Adjustments
My student has disclosed a disability/learning need, how do I approach this?
Firstly, it is at the student’s discretion whether they disclose any additional learning needs or disabilities. This can sometimes make our roles as Practice Supervisors and Assessors a bit more challenging but there are resources available to support you. Students can often have a Reasonable Adjustment Plan or a “RAP” in place from the university. Should the student wish to share this with their PS/PA it should remain confidential and should be accommodated where possible.
Your local PEF/ CHEF will be on hand to support you with this.
Additional information and support can be accessed via our Practice Supervisor/Practice Assessor Portal
Practical Skills
Can my student take part in venepuncture and cannulation/ IV medication?
Yes, they can, however, this depends on the stage of training the student is at and whether they have had the relevant theory within University. It is important to note that when this theory is delivery may differ between different fields of nursing which is detailed in the skills statement linked below. When undertaking these skills student nurses and midwives must do so under the direct supervision of a registered healthcare professional who is competent in the skill.
Please see the staff guide for new NMC Skills and Procedures for student nurses.
Can students countersign and administer controlled medication?
Yes, Students can be involved in controlled medication administration as per NHSGGC Administration of intravenous (IV medicines and flush policy.
Responsibility ultimately lies with the administrator of the drug unless a student nurse is involved. Therefore, it is the responsibility of the registered practitioner.
Other common questions
How does my student get an ID badge?
All students should have photographic ID in the form of their student card from their university.
Swipe cards for student nurses are only available for students on placement at QEUH/ RHC at this time. This does not apply to other sites within NHSGGC.
Students about to commence their first placement within QEUH/ RHC will receive an email from university advising how to obtain a swipe card. However, they can also contact their PLE’s local PEF who can pass on a form to obtain a swipe card. They need to complete and print this form and take it to the sites facilities open sessions which are held between 9am-10am
Learning Development Support Planning
Learning Development Support Plans are used to support students to meet specific objectives, particularly if they face challenges in achieving the level of knowledge and/or skills required by their educational programme or if there are concerns regarding their professional practice. These sample plans can be used to help you to write an effective Learning Development Support Plan to support students to progress in their practice learning environment.
**Coming Soon** Learning and Development Support planning resource and Assessment and Grading Terminology document.
This resource will supplement practice supervision / assessment in the workplace for student nurses and midwives. Additionally, it is practice supervisor and practice assessor facing and provides information and guidance on Pharmacology.
New skills and procedures for student nurses
Guide for staff regarding the supervision and assessment of new skills and procedures for student nurses undertaking pre-registration 2020 programmes.
Practice Assessment Documents
(NHS Scotland sign in may be required)
If additional PAD pages are required, please refer to the relevant PAD and print the individual page(s).
PAD Learning Resources
PAD Terminology for Practice Supervisors and Assessors
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.
Practice Learning Support Protocol
These flowcharts illustrate guidance for student nurses and midwives, as well as PS / PAs, on dealing with concerns, although not care concerns, we come across in Practice Learning Environments.
Practice Supervisor Practice Assessor Checklist
Use our Practice Supervisor Practice Assessor Checklist to identify key areas will ensure your student has a smooth journey throughout their practice learning experience.
Raising concerns in practice
Raising concerns in practice – a national approach for nursing and midwifery students, non-NHS practice learning experience providers and higher education institutions in Scotland.
‘Speaking up’ – National Whistleblowing Guidance for Nursing and Midwifery Students in Scotland
This guidance details the process for raising a concern and intends for nursing and midwifery students in Scotland to use it while undertaking PLEs during their pre-registration nursing and midwifery programmes.
Students must have active NHSGGGC accounts to access our healthcare systems needed to participate in Practice Learning Environments. In order to get started with our main hospital systems, guides have been created and these are available on the Learn section of the student external eHealth portal. A downloadable poster outlining the process for student access to eHealth systems is also available. This additional guide outlines the process for students to register for the student eHealth portal in order to report IT issues and to change their student account to NQP status.
Supplementary factsheets about specific eHealth programmes
Hospital Electronic Prescribing and Medicine Administration (HEPMA)
Student nurse Digital Clinical Notes module on TURAS Learn
Return to our Practice Supervisor / Practice Assessor Portal
The West of Scotland Research Ethics Service forms part of the UK wide NHS research ethics service (https://www.hra.nhs.uk/) and applications can be reviewed from across the UK. Applicants are free to apply to any suitably flagged REC in the UK although a local REC is advised. The applicant should book a slot that they are able to attend. The meetings are generally held remotely and instructions for joining the meeting are sent out ahead of time.
The central West of Scotland office is manned by four Research Ethics Committee Managers and Assistants who cover the four West of Scotland Research Ethics Committees.
A list of all contact details and the meeting and submission dates can be found here: https://www.hra.nhs.uk/about-us/committees-and-services/res-and-recs/search-research-ethics-committees/
In Scotland the REC Service is managed regionally across four Health Boards. The Health Board is the appointing authority for each REC. All NHS RECs in the UK work within the guidelines detailed in Governance Arrangements for Research Ethics Committees (20th July 2021) https://www.hra.nhs.uk/planning-and-improving-research/policies-standards-legislation/governance-arrangement-research-ethics-committees/
The role of RECs
The Role of NHS Research Ethics Committees (RECs)
NHS RECs safeguard the rights, safety, dignity and well-being of people participating in research in the National Health Service. They review applications for research and give an opinion about the proposed participant involvement and whether the research is ethical. NHS RECs are entirely independent of research sponsors (that is, the organisations funding and hosting the research) and investigators. This enables them to put participants at the centre of their research. Each year, NHS RECs review around 6,000 research applications. On average, they give an opinion in less than 30 days: well within the maximum allowance of 60 days. Proportionate Review studies are reviewed within a maximum of 21 days.
REC Membership
Each Research Ethics Committee (REC) consists of between seven and 18 volunteer members. At least one-third of the members must be ‘lay’. Lay members are people whose main personal or professional interest is not in a medical research area. The remainder of the committee are expert members, who are specialists including doctors, other healthcare professionals and academics. Membership also includes a category known as ‘lay plus’. This category excludes anyone who has been involved in clinical research other than as a participant. REC members often have the sort of experience which will be useful in scrutinising the ethical aspects of a research proposal. For example, they might be patients, members of the public, nurses, GPs, hospital doctors, statisticians, pharmacists and academics, as well as people with specific ethical expertise gained through a legal, philosophical or theological background.
Interested in becoming a member of an NHS REC?
Please get in touch with us and we can send you further details and let you know of any local vacancies available. All NHS RECs are established by the UK Health Departments for the purpose of reviewing research applications that fall within our remit as set out in GAfREC.
Different types of REC
There are two main types of RECs:
Recognised RECs
These are recognised by the United Kingdom Ethics Committee Authority (UKECA) for the review of clinical trials of investigational medicinal products (CTIMPs), in accordance with The Medicines for Human Use (Clinical Trials) Regulations.
Authorised RECs
Established under GAfREC but not recognised by UKECA. Authorised RECs can review most research that is not a CTIMP.
Many RECs are fagged to look at particular types of research and these flags can be seen here; https://www.hra.nhs.uk/about-us/committees-and-services/res-and-recs/search-research-ethics-committees/
During the online booking process you will be directed to an appropriately flagged REC if this is required; https://www.hra.nhs.uk/about-us/committees-and-services/online-booking-service/
In the West of Scotland we have one Recognised REC and three Authorised RECs
Information for applicants
Information to help you define if your research project requires review by a Research Ethics Committee can be found here
Research Application Submission
All researchers wishing to undertake a piece of research within the NHS are required to complete an IRAS form. All guidance and information is contained within the site to allow completion of the IRAS form.
Once the application is ready for submission i.e. complete with electronic authorisations etc. Please follow the current guidance on online submission; https://www.hra.nhs.uk/about-us/committees-and-services/online-booking-service/
Once you have uploaded all of the study documentation the REC Manager will check and validate the submission. The REC Manager will then issue a validation letter indicating the date and time of the Ethics Meeting and inviting the investigator to attend. The dates and times of all ethics meetings can be found here: https://www.hra.nhs.uk/about-us/committees-and-services/res-and-recs/search-research-ethics-committees/
After the meeting the investigator will receive a letter within 10 working days stating the outcome which will be one of four possible decisions:
- Final opinion – favourable or unfavourable
- Provisional opinion – with request for further information, clarification or revision
- No opinion – gone to referee for consultation before opinion given
The national ethics service allows 60 days from the submission of the application to final opinion. Clear guidance is given within the IRAS website for researchers who wish to make an amendment to their application after approval or add extra sites.
Contacts and committee details
Contacts and committee details (dates can vary due to public holidays always check on HRA website)
Any queries regarding the service or whether an application requires ethical review should be directed to the Scientific Officer / Ethics Manager – Dr Judith Godden
We wanted to inform you that all Scottish recruitment data relating to your study/studies from the 1st April 2019 onwards is now visible on the UK Central Portfolio Management System (CPMS).
The benefit of reviewing your Scottish recruitment data within CPMS is for you to be able to confirm your local site data as accurate or not accurate and provide you with the benefits of tracking your recruitment data at all sites across the UK. This will also help provide NHS Research Scotland and the Chief Scientist Office with accurate recruitment data for Scotland.
What is CPMS?
CPMS is a UK platform which collates local study site recruitment information from local portfolio management systems (LPMS). Since the 1st April 2019 our Scottish R&D offices have been collating recruitment information from your local study teams across Scotland and uploading this to our LPMS. We have now established links between our LPMS and CPMS which means you will be able to login, track and view all Scottish recruitment data to your study at each site since the 1st April 2019. You are kindly requested to confirm if this data is accurate or not accurate using the below attached guides. England, Northern Ireland and Wales have already been live with their recruitment data in CPMS since 1st April 2019.
My study has sites only in Scotland
To reduce the burden of confirming a backlog of recruitment since the 1st April 2019, the Chief Scientist Office has agreed for the NIHR to automatically confirm recruitment data on CPMS for your study during the FY 19/20. Any studies which recruited from the 1st April 2020 we would like to request that you access CPMS and confirm recruitment from this date onward on a monthly basis. You can do this using the attached guides.
Recruitment data for your study will continue to upload into CPMS (including zeros for months where a site did not recruit) and we would request that you access, review and confirm or reject the data on a monthly basis as long as your study is open to recruitment. Once your study halts recruitment please inform your lead R&D office so that they can update the study records.
My study has sites in other UK Nations as well as Scotland
If your study has sites in other nations you will be requested to also confirm recruitment from sites in other nations as well as recruitment from Scotland, if you are not already doing so.
To reduce the burden of confirming a backlog of recruitment since the 1st April 2019, the Chief Scientist Office and Health and Care Research Wales have allowed portions of recruitment data to be automatically confirmed. Scottish and Welsh recruitment data for FY 19/20 will be automatically confirmed on your behalf. If you have sites in England you will be asked to complete the backlog of recruitment from 1st April 2019 or when your study opened if this is later.
Recruitment data for your study will continue to upload into CPMS (including zeros for months where a site did not recruit) and we would request that you access, review and confirm or reject the data on a monthly basis as long as your study is open to recruitment. Once your study halts recruitment please inform your lead R&D office so that they can update the study records.
Training and Help
Individuals who can confirm recruitment must be associated with your CPMS study record. Those individuals who are copied in on this email all have associations with the CPMS record to confirm recruitment. If you wish to add another member of your team to perform this function you must contact your local R&D office and inform them that you require a name added to the CPMS record. You can access your study record here https://cpms.nihr.ac.uk/ and use the email which has been used to contact you in this email to login. Attached is also guidance to help you login.
Attached are a quick start guide which provides an overview of how to confirm recruitment and the full Research Activity Confirmation Guidance which provides more detailed information to help you navigate the confirmation process including help on viewing your recruitment and explanations of the differences between nations where they exist.
There are short videos and guidance which can be found by logging into NIHR learn using your CPMS login details.
