The continued learning opportunities of our AHP workforce is of vital importance, in consolidating the services we deliver today, and ensuring our teams are enabled to deliver the services and roles we aspire to in the future.
The NHSGGC AHP Learning and Development Strategic Framework has been designed to support all AHP staff in NHSGGC to access educational opportunities. This being at all levels of practice across the career framework, from Health Care Support Worker to Advanced and Consultant level of practice.
The framework highlights that all staff will have equal access to ongoing learning, training and development within their role. Recognising that AHP capabilities are required of all staff across the four pillars of practice. These being clinical practice, facilitation of learning, leadership and evidence, research and development (including service improvement).
Professional and Service Leads developed the framework following an AHP staff communication exercise. The framework is underpinned by the four pillars of practice and it is aligned to local and national policy drivers. The framework is accessible, easy to understand and key in supporting AHPs to take ownership of their learning and development. It is a live resource to support meaningful role and career conversations.
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
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.
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.
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.
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.
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?
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,
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.
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.
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.
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.
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.
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.
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.
This 10 minute narrated presentation on Strengthening Student Nurse and Midwife Practice will help practice supervisors and practice assessors to develop increased insight and awareness around supporting student nurses and midwives with additional competency requirements (NHS Scotland log in required).
The West of Scotland Specialist Virology Centre (WoSSVC) is a United Kingdom Accreditation Service (UKAS) accredited medical laboratory No. 9319. A full list of accredited tests can be found on our schedule of accreditation.
Please note users will be informed if an assay/result lies outside the laboratory’s scope of accreditation.
WoSSVC islocated at Glasgow Royal Infirmary (GRI) and is part of NHS Greater Glasgow and Clyde (NHSGGC).
Clinical advice and urgent testing: email west.ssvc2@nhs.scot during opening times or phone: 0141 242 9656 (internal 29656). Please note during busy times it is easier to email and a member of the clinical team will respond.
To add on tests please email west.ssvc2@nhs.scot with clinical details and tests required. The email is monitored during laboratory opening hours (we aim to reply to your email within 1 hour, however, at busy times this may not be possible).
Results are available on clinical portal, SCI Store, TrakCare and GPICE for NHSGGC patients if a patient’s CHI has been provided on the request form.
For out of hours clinical advice call the Switchboard on 0141 211 1000 (1000 internal) and ask for the on-call virologist.
Leadership is an integral component of all Allied Health Professional (AHP) and AHP 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.
Offers a range of leadership development programmes, opportunities and support for health, social care and social work leaders to help you make a difference.
Please find attached Interim National Arrangements for Adverse Weather. This has been designed to ensure that in periods of adverse weather NHS Scotland adopts an approach that is consistent at a national level, ensuring that fair and equitable treatment is prioritised and that we remain able to effectively deliver essential services. The guidance has been developed in partnership with NHS Scotland through consultation between Scottish Government Officials, NHS Scotland employers and Trade Unions.
Please contact the HR Support and Advice Unit if you wish clarification on the application of this policy.
Business Travel
NHSGGC is committed to reducing the financial and environmental impact arising from its business travel. Where possible, the aim of this policy is to encourage employees to reduce unnecessary travel and encourage the use of more sustainable forms of transport. However, the Board recognises that sometimes there is no alternative to using a car for business travel and this policy is not intended to impede business travel where it is required nor to restrict car use where it is the most appropriate mode of transport for business purposes. Neither is this policy intended to be applied to the detriment of those employees with restricted mobility. This policy applies to all staff employed by NHSGGC.
Top Tips on using the Business Travel Policy…….
Before undertaking any journey, staff should consider the Business Travel Hierarchy.
Reflect on the need to travel for business purposes.
Walking and cycling are healthy, sustainable and very low cost travel options. Staff should be encouraged to consider alternative travel options if their role can facilitate this approach.
Bus, train and SPT subway travel provide an alternative to car-based business travel for short, medium and long distances.
Many car trips could be avoided if staff coordinated travel plans and shared cars, for example, when attending the same meeting. An additional mileage rate for each passenger is paid.
Please contact the HR Support and Advice Unit if you wish clarification on the use or application of this policy.
Car Parking
Car Parking on Hospital Sites
This policy outlines the arrangements for car parking on hospital sites. These arrangements are designed to balance the needs of staff, patients and visitors and ensure car parks continue to be fairly and effectively managed.
The policy details arrangements for visitor and patient parking, staff with parking permits and other staff parking.
Please contact the HR Support and Advice Unit if you wish clarification on the application of this policy.
Vascular Access Service. Who are we?
We are a nurse led team. Our service provides the insertion of Peripherally Inserted Central Catheters (PICC lines), Midline Catheters, Non-tunnelled Central Venous Catheters and the insertion and removal of Tunnelled Central Venous Catheters (TCVCs). We also provide advice and support on the care and maintenance of vascular access devices.
Nicola Wyllie – Senior Charge Nurse
Maren Hunter – Advanced Clinical Nurse Specialist
David McGrath – Advanced Clinical Nurse Specialist
If your clinical area requires training on the care and maintenance of vascular access devices – please identify a device champion(s) and VAS will provide them with a workshop and simulated practice sign off. VAS can then assist with care and maintenance sessions for staff whose competency can then be assessed by the device champion.
Prior to training please ensure staff have completed learnpro modules –
GGC: 002 Health and Safety, an introduction
GGC: 007 Standard Infection Control Precautions
NES: Prevention and Management of Occupational Exposure (within SIPCEP)
GGC: 329 Vascular Access Devices
For queries regarding support and training on the care and maintenance of vascular access devices please email -ggc.nurseled.piccandhickteam@nhs.scot
When accessing any vascular access device you must always use ANTT®
Always wash hands effectively
Never contaminate key parts/key areas
Touch non-key parts with confidence
Take appropriate infection control precautions
The key principle to preventing infection is to maintain the asepsis of key parts/sites.
Key parts – any part of the device which will come into direct contact with the patients bloodstream.
Key sites – insertion and exit sites
The key parts can be protected by the use of micro fields such as syringe wrappers.
There is no need for the use of sterile dressing packs or sterile gloves, unless you are performing a dressing change when it is impossible to apply the new dressings without touching them and sterile gloves are required.
Advice and Links – Vascular Access Device Care & Maintenance
Dressing changes for all central venous vascular access devices must be done weekly (unless visibly contaminated). The dressing, stabilisation device (if PICC line), CHG impregnated foam dressing and needle-free device must all be changed weekly using an adapted ANTT®. Please see page 17 of the NHSGGC ANTT® Clinical Guideline for step by step guidance.
When accessing a vascular access device to flush, aspirate or change the needle-free device you must always ‘scrub the hub’ for 30 seconds. Whilst scrubbing the hub you should concentrate on the flat connective surface but also scrub around the side using wipes that contain Chlorhexidine 2% and Alcohol 70%.
Preventing catheter blockages
Flush immediately after use, use an ANTT® and scrub the hub for 30 seconds before accessing the device.
When flushing a vascular access device, routinely use Nacl 0.9% in a 10ml luer lock syringe and a brisk ‘push/pause’ technique. This creates a turbulent pulsatile flow which clears the lumen of debris. Ensure that you finish the flush by clamping on positive pressure (whilst you are administering the last push) to prevent blood re-entering the device and thus maintaining patency. Flush before, between and immediately after each use.
Routinely move clamp on PICC and Midline to prevent damage.
Difficultly aspirating catheter
Valsalva Manoeuvre – ask the patient to take a deep breath, hold and attempt to force out air through closed mouth.
Change needle-free device using ANTT
Check the clamp on PICC line, move clamp and massage lumen underneath if crushed. Check to see if the dressing has kinked the catheter near the insertion site.
Please do not remove a blocked PICC until you have spoken to a member of the Vascular Access Team as it may be salvageable.
Quick Guide To Vascular Access Devices
Peripherally Inserted Central Catheter (PICC)
Suitable for the duration of therapy.
No preparation required, no exclusion criteria (although patient must be able to position arm to enable insertion).
Suitable for all IV medications and short term parenteral nutrition (PN)
CT compatible and Non CT compatible depending on the device.
Tunnelled Central Venous Catheter (TCVC)
Suitable for the duration of therapy.
Not all patients are suitable to attend the Nurse led service as we have an exclusion criteria – (please see referrals section).
The TCVCs we insert are cuffed so they require to be removed by an appropriately trained individual under local anaesthetic.
Midline Catheters
4F 12cm Smart Midline peripheral catheter – last up to 29 days. CT Compatible. Please be aware – blood sampling from midline catheters may result in device failure.
Vascular access referrals
We encourage early referral for a suitable vascular access device to improve patient experience, preserve vessel health and effectively facilitate IV therapy.
Please be aware that this is an extremely busy elective service, covering multiple sites within NHSGGC. We will endeavour to facilitate all referrals as soon as possible. We are not an emergency service, however we will expedite urgent cases if we are able to do so. To discuss referrals please email us on the group email address above.
The Vascular Access Service work Mon-Fri 08:30 – 16:30 and some weekends staff permitting.
Please note : Vascular access is a nurse led service, not all patients are suitable for referral.
Catheter Peripheral Central Venous Catheter (PICC) / Midline Catheter
There is no restrictive exclusion criteria for PICC or midline catheter insertion.
Cuffed Tunnelled Central Venous Catheter (TCVC)
APTT ratio must be equal to or lower than 1.6
PT no higher than 16
Platelets must be above 40 (if platelets between 30-40 VAS will consider placing a catheter with platelets running following discussion with medical staff)
Low molecular weight heparin (LMWH) must be omitted 24 hours prior to procedure if it is a treatment dose, 12 hours for a prophylactic dose.
Patient is able to lie flat
Patients not suitable for Nurse led service
Known venous stenosis, SVC obstruction or central venous stent in situ
Significant mediastinal disease
Recent myocardial infarction (within 2 days)
Pacemaker in situ
Current pneumothorax
If patient has these symptoms please refer to interventional radiology service.
Patient Referral to the Vascular Access Service
All patient referrals are made via TrakCare.
Please follow the process below:
Input the patients community health index (CHI) into trak
Click on Episode Tree
Select current episode
Click on ‘New Request’
Under Imaging:
For PICC line insertion : Input ‘IPICCI’ into item box
For TCVC insertion input ‘ITCVCI’
For TCVC removal ‘ITCVCX’
For TCVC exchange ‘ITCVCG
For Haemo-dialysis insertion ‘ ITUNDI’
For insertion of TCVC – all patients must have a recent Coagulation (Coag) and Full Blood Count (FBC) (within 2 weeks provided they have received no treatment)
Consent / AWI for Vascular Access Service
Patients will be consented by a vascular access nurse.
All patients must have capacity to consent ( i.e. not given a sedative pre-procedure unless already consented by a member of the vascular access team).
If the patient has impaired capacity, they must have a separate Adults with Incapacity (AWI) form specifically for the procedure completed before being transferred to the department.
These pages provide information on food, fluid and nutritional care within NHS Greater Glasgow & Clyde Health & Social Care Partnerships and Mental Health Services.
Food Fluid and Nutrition is fundamental to health and wellbeing and therefore to quality and safety in healthcare (Healthcare Improvement Scotland 2014). It has been well reported that malnutrition (over and under nutrition) is a public health issue with recent UK figures suggesting malnutrition costs the NHS £23.5 billion (BAPEN 2018). Malnutrition is common in those who access health and social care services, it continues to be under-identified and under treated leading to poorer clinical outcomes and greater healthcare costs.
Food Fluid and Nutrition Oversight Group
The purpose of the Food, Fluid and Nutrition Oversight Group is to provide a strategic, co-ordinated and multidisciplinary approach to drive the quality of and improvements in the nutritional care of the Greater Glasgow and Clyde Population. Specifically addressing the needs of the most nutritionally vulnerable groups who access healthcare through co-operative and collaborative action across the entire Health Board
Health and Social Care Partnerships Group
The Health and Social Care Partnership Group for Food Fluid and Nutrition is established to provide leadership and co-ordination of all aspects of Food, Fluid and Nutrition across the Health and Social Care Partnership, ensuring the process leads to the delivery of excellent nutritional care and a better patient experience. The HSCP groups include representation from District Nursing, Rehabilitation Services, Older People’s Mental Health, Learning Disability, Care at Home, Care Homes, Dietitians, Speech and Language Therapy and Health Improvement.
Mental Health FFN Group
The NHSGGC Mental Health Food, Fluid and Nutritional Group (MH FFN) is a sub group of the NHSGGC Community Food, Fluid and Nutrition Operational Group and is established to provide strategic leadership and co- ordination of all aspects of Food, Fluid and Nutrition across all NHSGGC Mental Health services – Ensuring the process leads to the delivery of excellent nutritional care and an improved patient experience Representation from NHSGGC Mental Health Services includes both mental health in-patient and community services from the Older Adult Mental Health, Adult Mental Health, Forensic, Adolescent, Addictions, the Adult Eating Disorder Service and Learning Disabilities (in patient only)
Acute FFN Operational Group
The Acute Food, Fluid and Nutritional Operational Group (FFNOG) is established to provide strategic leadership and coordination to all aspects of Food, Fluid and Nutrition across adult and paediatric acute inpatient services. This ensures that the process leads to the delivery of safe, effective and person-centred nutritional care and a better patient experience.
Please use the drop downs below to navigate the information related to food, fluid and nutritional care within NHS Greater Glasgow and Clyde Health and Social Care Partnerships, Mental Health and Acute Services:
This manual is pertinent to all NHSGGC mental healthcare workers with a duty of care to provide optimal nutrition for patients within NHSGGC. The purpose of the nutritional manual is to assist all healthcare workers who work within NHSGGC mental health in patient and HSCP services. The delivery of this role is supported by a number of FFN policies and procedures which are explained within this manual.
Section 1 Introduction to Nutritional Care in NHSGGC Mental Health Services
Five short e-learning modules relating to Food, Fluid and Nutrition are available to staff across NHS Greater Glasgow and Clyde on the LearnPro platform. These modules are essential learning for all staff and should be revisited every two years
To support accurate reporting on compliance with learnPro module completion, it is essential that staff profiles are kept up to date.
Over 50% of Scotland’s population are women and there are 32,344 women working for NHSGGC. Throughout her life course, women and girls experience various health needs and risks which are not the same as men
[While we have used the term ‘woman/women’, it is important to note that some transgender men, non-binary people, intersex people and those with variations in sex characteristics may also experience issues and require access to women’s health services]
The Scottish Government Women’s Health Plan (2021-2024) underpins actions to improve women’s health inequalities by raising awareness around women’s health, improving access to health care and reducing inequalities in health outcomes for girls and women, both for sex-specific conditions and in women’s general health.
The ALLIANCE is working with the Scottish Government to create opportunities for women to engage with the Women’s Health Plan. For more information visit:
This final report provides a summary of the progress made on delivering the Plan over the past three years.
A ‘Women’s Health Plan: Review of the Data Landscape’ has been published as an accompaniment to the final report. This document sets out a range of publicly available data on the health of women in Scotland and highlights where there appear to be gaps.
‘Supporting the Women’s Health Plan: Highlights Report’ brings to life some of the work The Alliance have carried out with women, and third sector organisations, through their Women’s Health Plan Lived Experience Programme
To support the implementation of the plan, NHS Inform has a dedicated Women’s Health Platform, which sets out information on women’s health at key stages of life, from puberty to later years.
To explore the full range of topics covered visit:
Sometimes it can feel embarrassing talking about periods – but periods are normal. You are entitled to ask for the help that you need to experience good menstrual health and wellbeing.
Everyone experiences periods differently, but it’s important to know what isn’t ‘normal’. If you have any concerns, pain or discomfort during your period, there’s lots of help available. You don’t have to suffer.
This webinar covers the basics of menstruation, focusing on what is ‘normal’ in terms of periods and examples of period stigma, as well as common symptoms such as heavy bleeding, irregularity and how to manage symptoms. Panel: Dr Jackie Maybin (the University of Edinburgh) Alice Brooks (Women’s Health Plan Lived Experience Group)
Everything you need to know about PMS
This webinar focuses on Premenstrual Syndrome (PMS) and includes advice on managing both the physical and emotional symptoms that many experience on the run up to their period. Panel: Dr Ellie Golightly (NHS Lothian), Gill Meens (Mental Health Foundation Scotland)
PCOS mythbusting
This webinar busts some common myths about the condition Polycystic Ovary Syndrome (PCOS), explains more about the common symptoms associated with the condition as well as when and how to discuss with healthcare professionals. Panel: Professor Colin Duncan (the University of Edinburgh), Professor Anna Glasier (Scotland’s Women’s Health Champion)
Endometriosis
Endometriosis is a long-term (chronic) condition where tissue similar to the lining of the womb is found elsewhere in the body. It’s very common, affecting around 1 in 10 of those who menstruate. For some people, it can have a significant impact on their physical health, emotional well-being, and daily routine.
Endometriosis UK is the national charity committed to providing support services, reliable information and a community for those affected by endometriosis
A recent webinar from EXPPECT Edinburgh on being newly diagnosed in Scotland, what is endometriosis, the diagnosis journey and pain management is available to view below:
This webinar offers the opportunity to learn more about endometriosis, the common symptoms associated with the condition, when and how to discuss with healthcare professional and how to manage symptoms. Panel: Professor Andrew Horne (the University of Edinburgh), Julie Burns (Endometriosis Support Group Ayrshire), Vicky Chapman (Endometriosis Support Group Dundee)
This Conversation Café toolkit provides resources to facilitate conversations, and encourage information sharing and peer support on areas within women’s health. The toolkit is a guide for delivery, which can be used flexibly by organisations, community groups, employee groups or with friends to set up, host and evaluate an independent Café.
For more information on how to access and use the toolkit, and the accompanying resource hub:
For any questions about this or additional information on the Conversation Café toolkit please email: whp@alliance-scotland.org.uk
Heart Health
Mythbusting women’s heart health – Webinar recording
The Health and Social Care Alliance Scotland (the ALLIANCE) in partnership with the Scottish Government, hosted a webinar exploring women’s heart health.
Heart disease is a major cause of ill health and death for women in Scotland, and certain risk factors may have more of an impact on women’s risk of heart disease than men’s. Despite this, the awareness of women’s experience of heart conditions is limited and heart disease in women is not commonly represented.
Menopause
Menopause is when a woman stops having periods. Menopause means ‘the last menstrual period’ and around 400,000 women in Scotland are of menopausal age. While it is a natural and inevitable part of the life course, the timing and symptoms are different for everyone.
NHS Inform has a range of information – including 7 ‘Menopause Myths’ videos – on perimenopause (the period leading up to menopause when women can also start to notice changes and experience symptoms), menopause and post menopause including what to expect, available treatments and where to get support and help.
For a quick overview please see the following short videos and recorded webinar produced by The Alliance:
Menopause Wellbeing Webinar
Further Information on Menopause
Menopause at work
Menopausal women are the fastest-growing demographic in the workforce, so it’s important to be able to speak openly about menopause at work.
NHS Greater Glasgow and Clyde recognises that for some the menopause is not always an easy transition. Some employees may need additional considerations to support and improve their experience at work.
Some people find it hard to manage menopause symptoms at work. It’s important to remember that the menopause is a normal time in women’s lives and that support is available to help you feel comfortable at work.
Changes in your hormones during menopause can impact your mental health as well as your physical health. You may experience feelings of anxiety, stress or even depression.
Further information and support is available from NHS Inform:
The National Wellbeing Hub Menopause resource provides you with guidance and support for managing your menopausal symptoms and helping your colleagues manage theirs.
Anyone can use the Healthy Minds sessions to raise awareness of mental health. Each session has a PowerPoint presentation and facilitator’s notes to guide you through delivering the session
NHS Greater Glasgow and Clyde (NHSGGC) enforces a zero tolerance policy on sexual harassment, with the “Cut It Out” program rolling out in 2025 to promote awareness, support and appropriate reporting. The program also ensures managers are equipped to handle concerns effectively. Staff can contact the Bullying and Harassment helpline at 0141 201 8545 or the HR Support & Advice Unit for confidential advice and support.
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