quote HEE facebook linkedin twitter bracketDetail search file-download keyboard-arrow-down keyboard-arrow-right close event-note

Talent for care - GO FURTHER

The GO FURTHER section of the Talent for Care strategy is about simplifying potential progression routes for support staff, especially for those who want to get into training for registered professions 

The strategic intentions related to this are to:

  • Simplify career progression for those who want it with innovative new roles and pathways to promotion, including more part-time higher education as a route into nursing and other registered professions.
  • Agree with employers and education providers a universal acceptance of prior learning, vocational training and qualifications.
  • Support talent development that identifies and nurtures people with the potential to go further, especially for those wanting to move into professional and registered roles.

The higher level apprenticeships, new role development, and bridging programme work undertaken by the career progression work currently feeds into the GO FURTHER strand.


The Skills for Health Bridging Programme

Skills to prepare healthcare and social care workers for entry to university

Experienced and motivated healthcare and social care workers develop skills, gain experience and achieve vocational qualifications while learning at work. They are likely however to lack the study skills they will need to enter and succeed in university health professional education programmes. The bridging programme is designed to provide them with these additional study skills, integrated into their learning at work in healthcare or social care.

Learning at university can be very different from learning at work. The bridging programme also teaches learners to understand the variety of opportunities available to them at university, and to prepare themselves personally for the experience and plan their application.

Study skills learning and assessment in the bridging programme must reflect the assessment requirements of the qualification and should either be:

  • Concurrently integrated into vocational learning programmes in healthcare or social care at level 3, providing apprentices and other vocational learners with the study skills they will need to succeed in health professional education programmes in higher education.
  • Or post hoc, developed and assessed using knowledge and skills already acquired through vocational qualification and or healthcare or social care work experience.

The bridging programme also develops:

  • Critical thinking skills - addressing the known barriers to critical thinking - contextualising learning in the personal and work lives of learners.
  • An understanding of personalised learning and the benefits of finding out and exploiting ways of learning which work most effectively for each individual learner. This will be essential, especially given that learners will come to the bridging programme with different work histories and from diverse personal backgrounds and cultures.
  • An ability to reflect on progress towards short and long term learning goals, to identify obstacles to achievement and how to address them.

The bridging programme includes a national qualification

Achievement of the bridging programme leads to national qualification, a QCF Level 3 Certificate in Bridging Skills for Higher Education.

The qualification is made up of five units which equate to 120 guided learning hours:


Nursing Degree Apprenticeship

The nursing degree apprenticeship is currently in development with an apprenticeship trailblazer group being set up with. NHS Employers will invite employers to be involved in the trailblazer group. The nursing degree apprenticeship standard is anticipated to be likely to ready for delivery in time for September 2017 university intake.

Entry routes

Entry onto the nursing degree apprenticeship is expected to be the same as current NMC requirements on to the full time nursing degree.

There will also be the option, as currently stands, of the HEIs being able to add additional requirements if they choose, e.g. NMC requirements are for functional skills whereas many HEIs require GCSEs

HEE are looking to explore more innovative entry routes into the degree apprenticeship, such as options to APEL from the current healthcare assistant practitioner foundation degree / higher apprenticeship and the new yet to be developed nursing associate higher apprenticeship.

Length of the course and delivery model

Yet to be agreed but could potentially be 3 days on the job as a HCA or AP and two days as a student. This model is likely to take 5 years to complete.


Degree apprenticeship expected to have a similar cost to the full time nursing degree, therefore may come in at around £27,000 over the 5 years.

Employers would be able to use their apprenticeship levy to cover the cost of the delivery of the degree apprenticeship.

Please contact Rob Smith for more information on Bridging Programmes and Nursing Degree Apprenticeships

New Role Development

Within health and social care there is an unprecedented demand for healthcare services to support the increasingly complex needs of our ageing population. As people are living longer with multiple long term conditions, the focus of our healthcare needs is changing with an emphasis on public health promotion.  The NHS will encourage healthier lifestyles by transforming public attitudes to wellbeing and encouraging individuals to take responsibility for their own health and prevention of ill health in order to live well for longer.

With the integration and expansion of services across health and social care new roles are emerging and developing so that services can be sustainably delivered in the future.

Traditional professional boundaries are being challenged, with an emphasis on interprofessional collaboration to provide holistic patient centred care. There will be opportunities for new staff and the existing workforce to develop their knowledge and skills to address evolving workforce demands.

We are currently working with local, regional and national stakeholders to support the development of a range of new roles e.g.

  • Nursing associate
  • Assistant practitioner
  • Nursing degree apprenticeships
  • Healthcare support workers with generic skills to work across health and social care
  • Youth health ambassadors
  • Healthcare apprentices
  • Care home apprenticeship project: to assess the impact of skill development on avoidable hospital admissions
  • Mentoring and clinical skills development pilot in care homes


For further information please contact:

If you found this content useful you can share it on your favourite social network:

Or just grab the url to share wherever you like: