The Royal College of Nursing (RCN) is a registered trade union in the United Kingdom for those in the profession of nursing. It was founded in 1916, receiving its royal charter in 1928. Queen Elizabeth II is the patron. The majority of members are registered nurses; however student nurses and healthcare assistants are also members. There is also a category of membership, at a reduced cost, for retired people.The RCN describes its mission as representing nurses and nursing, promoting excellence in practice and shaping health policies. It has a network of stewards, safety representatives and union learning representatives as well as advice services for members. Services include a main library in London and regional libraries around the country. The RCN Institute also provides courses for nurses.
Aims To design a national competency framework supporting the training of healthcare professionals (HCP) in the care and management of people with diabetes using diabetes technologies.Methods Following the release of the NICE [TA943] guidance1 and the NHS England 5-year implementation strategy2, a working group was formed to design a four-level training framework for HCPs, identifying specific knowledge and competencies required for different roles in supporting people living with diabetes using continuous glucose monitoring (CGM) or hybrid closed-loop systems.Results We developed a four-level training and competency framework using the 'Novice to Expert' framework and identified skills and competencies for each of those levels. We then sought endorsement from leading national organisations to create this consensus document. This framework complements the delivery recommendations of the 5-year NHS implementation plan for HCL by helping HCPs develop competence and confidence to support HCL users.Conclusions We anticipate that the national adoption of this training and competency framework will allow healthcare providers to assess and improve the care they provide. This in turn will improve access to therapies, care standards and improve clinical outcomes.
Acute oncology e-learning for staff who treat and care for people with cancer in the United Kingdom exists; however standardised, acute oncology competence assessment does not. This study reports the development and evaluation of a standardised acute oncology competence assessment integrated within an existing e-learning resource, which ultimately aims to improve cancer patient safety outcomes across the UK. The e-learning and assessment were developed for multidisciplinary staff working in any clinical setting where patients with cancer may present with urgent or emergency symptoms. For example, acute medical units, accident and emergency, same day emergency care, primary care and pre-hospital settings, such as paramedic services and general practice, as well an introductory resource for staff new to working in oncology. The study team, multidisciplinary professionals and cancer-specialist educators from across the UK co-designed a Digital Competence Assessment for ‘practice Level 1’. An existing ‘Introduction to Acute Oncology E-learning Module’ was revised to include the novel Digital Competence Assessment (together the e-learning and competence assessment were termed: The Level 1 Acute Oncology Passport). This was piloted and evaluated across the UK during Phase 2. Quantitative data from pre (n = 376) and post (n = 176) Level 1 Acute Oncology Passport responses were analysed using descriptive and inferential statistics. Free-text responses were analysed using content analysis. There was a significant increase in learners’ level of confidence about their acute oncology knowledge and skills pre and post e-learning and digital competence assessment. The Level 1 Acute Oncology Passport was evaluated as relevant, pitched at the correct level and an appropriate measure for assessing acute oncology knowledge and skills competencies. The main challenge reported was lack of study time. There was also a desire for support of acute oncology knowledge and skills development in the workplace, alongside or following e-learning. Acute oncology is an important area of practice for improving outcomes for people with cancer, but for acute oncology to be effective it requires a knowledgeable and skilled workforce. The acute oncology learning needs of staff caring for people with cancer in other countries are likely to be similar to the UK. Although respondents were staff who opted to complete the online learning, assessment and evaluation survey, our e-learning and digital assessment of competence Passport was found to be engaging, relevant and acceptable, demonstrating the value of co-design. It also increased learners’ confidence and knowledge about acute oncology. However, dedicated time and support are needed for healthcare staff to develop knowledge and skills to ensure safe outcomes for people with cancer. We suggest that similar education and competence assessment resources are needed to address acute oncology learning needs among the broader cancer care workforce.
BACKGROUND:The Health and Care (Staffing) (Scotland) Act 2019, which came into force on 1 April 2024, aims to address workforce challenges during a global nurse staffing crisis. This Act is innovative in that it does not specify staffing ratios; rather, it provides guiding principles, duties and a mandated common staffing method. AIM:To evaluate Scottish nurses' baseline perceptions of the Health and Care (Staffing) (Scotland) Act 2019 and to inform implementation efforts. METHOD:Data were taken from responses to a free-text question that was part of a survey conducted between May and July 2024. A total of 391 nurses and nursing support workers throughout Scotland provided free-text responses. The data were coded using thematic analysis. FINDINGS:Three themes were identified from the data: the implementation context; concerns and anxieties about the Act; and hopeful outlook about the Act. These themes highlighted the suboptimal context for implementation of the Act - consisting of inadequate staffing, low morale and a lack of attentive leadership - which undermined respondents' confidence in the ability of the Act to achieve its goals. Respondents also expressed hope that the Act would provide a foundation for legislation to address significant concerns, particularly around retention due to burnout and intention to leave the profession. CONCLUSION:The findings of this study indicate that many nurses are unsure if the goals of the Act can be achieved amid sustained staffing pressures. Therefore, the context should be an essential consideration when implementing legislation and organisational changes.
This article provides an overview of research ethics and governance within the NHS, exploring how the history of research ethics has shaped today's safeguards. It outlines the current approvals process and offers practical guidance for healthcare professionals planning and undertaking research.
