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Statutory and Mandatory Training Courses & Programs for Healthcare Providers

The Skills for Health's UK Core Skills Training Framework (CSTF) set out ten statutory and mandatory training topics for all staff working in health and social care settings, including NHS Trusts and private sector providers. The CSTF includes nationally agreed learning outcomes and training delivery standards for statutory and mandatory training.

Health Education England e-Learning for Healthcare (HEE e-LfH) also worked with a range of subject matter experts to develop high quality, national e-learning training sessions for NHS providers. These statutory and mandatory training courses address all the health & social care professionals' knowledge outcomes at level 1 and 2 and at level 3, where appropriate for e-learning in line with current guidance. 

The Mandatory Training Group has also developed a wide range of health and social care mandatory training courses for NHS Trusts, NHS Clinical Commissioning Groups (CCGs), nursing and care homes, locum agencies,nursing agencies and care agencies, including those who supply healthcare professionals to the NHS. The Mandatory Training Group provides some statutory/mandatory courses for free to all health and social care staff across all UK towns, cities and regions. Click on the link below to access free online statutory and mandatory training course:

FREE Healthcare & Social Care Statutory/Mandatory Training Courses 

Which mandatory training courses should be completed by healthcare & social care workers?

Each healthcare or social care organisation should carry out a needs' assessment to establish the training required by their staff to deliver the best patient outcomes. The Care Quality Commission (CQC) has said that it is the responsibility of individual health care and social care employer organisations to ensure that their staff complete the appropriate training courses to comply with their statutory and mandatory requirements.

In addition,each health and social care employer has a responsibility to determine the best way of delivering the training, whether that is face-to-face, e-learning or a blended approach to mandatory/statutory training. The Skills for Health CSTF provides further guidance on how statutory and mandatory training packages should be structured. 

How does The Mandatory Training Group structure statutory/mandatory training?

The Mandatory Training Group's statutory and mandatory training courses and packages/bundles have been designed as short and interactive e-learning sessions that include simulations and scenarios, case studies and knowledge checks based on clinical practice. Each of the statutory/mandatory training courses/modules takes about 20-30 minutes to complete.

How do I access accessed statutory/mandatory courses for NHS staff?

All our online health & social care mandatory training courses can be accessed via desktop computers, laptops, tablets and even mobile phones. v

Mandatory Training Courses for Nurses and NHS Care Staff

The Mandatory Training Group has developed a wide range of mandatory training courses that are available for NHS staff, including nurses, doctors, dentists, allied health professionals and healthcare assistants. We have also developed tailored statutory and mandatory training courses for health and social care staff working in the adult social care settings, including CQC registered nursing homes, care homes, residential care homes and domiciliary care providers.

Is there a difference between mandatory and statutory training?

Here at The Mandatory Training Group, healthcare and social care providers often ask us “What is the difference between statutory and mandatory training?”. Mandatory training is the training that is usually made compulsory by the health care organisation to ensure their employees are competent to reduce risks to patients/service users, follow UK national guidelines and comply with their local policies and procedures. On the other hand, statutory training is the training that is required by law or a statutory body such as the Care Quality Commission (CQC) has instructed the healthcare/social care organisation to carry out to meet legislative requirements.

Click here to find out more about the differences between statutory and mandatory training

What do medical and nursing bodies say about mandatory training?

Organisations such as the General Medical Council (GMC) and the Nursing & Midwifery Council (NMC) are the regulators in the healthcare sector for doctors and nurses. The Royal College of Nursing (RCN) has provided guidance on the differences between mandatory and statutory training. Mandatory training requirements may vary depending on the job role and specific responsibilities of the employee.

The Care Quality Commission (CQC) guidance on mandatory training

The Care Quality Commission (CQC) can take regulatory action if health and social care providers do not meet the Regulation 18requirements. It states that staff must receive support, training and personal development necessary for them to carry out their job role. Employees that have completed mandatory training course previously should undertake annual updates or refresher training to ensure they have the knowledge and understanding of changes in legislation and directives. Annual refresher training intervals will vary depending on the organisational requirements.

Skills for Health's UK Core Skills Training Framework explained

Skills for Health have created the Core Skills Training Framework (CSTF) for healthcare employers which provides guidance, mapping tools and learning outcomes to improve quality, reduce costs, track progress, consistency and standardisation of training.

With a highly mobile workforce, employers often need to assess the quality of new recruits’ previous training. Where information is lacking, people can repeat training unnecessarily, wasting time and money.

The Core Skills Training Framework addresses this issue. It allows employers to recognise training to a standard, trust that information and reduce duplication of training.

The original Core Skills Framework for statutory/mandatory subjects has now been extended to include selected clinical/care subjects.

For each subject, detailed learning outcomes, standards and guidance are available in a number of Framework documents (e.g. Subject Guides and Mapping Tools).

To register and access the Statutory/Mandatory and Clinical/Care documents clickhere.

    CSTF alignment and commercial training suppliers

    The CSTF is available for any organisation or individual to access. Commercial training suppliers may choose to complete a self-assessment of alignment to the CSTF by completing the CSTF mapping tool. When such organisations have identified that their training aligns with the CSTF then they may describe their training provision as ‘aligned to the CSTF’ - as required by various staff agency procurement frameworks. However, such organisations are not required to submit their declaration of alignment to Skills for Health and are not permitted to state or imply any assurance or endorsement from Skills for Health.

    During 2016, Skills for Health is also developing a new CSTF Directory of Commercial Training Suppliers. This represents an additional and optional level of quality assurance beyond the standard CSTF alignment by self-assessment and is for commercial organisations which have had their course content verified by Skills for Health as aligning to the CSTF.

    See the CSTF Directory of Commercial Training Suppliers here

      For further information about the process and costs for verification of CSTF alignment, please contact the Skills Framework Manager (see contact details below).

      CSTF alignment and healthcare providers

      Healthcare providers which have mapped their in-house training to the Framework are eligible to submit a Declaration of Alignment, confirming which of their training programmes are aligned to the Framework subjects. Aligned healthcare provider organisations may also be listed on a Directory; by sharing this information, employer organisations can recognise where training delivered in other organisations is in compliance with the Framework and thereby help to prevent unnecessary duplication of training as staff move between roles and organisations.

      See the CSTF Directory of Aligned Healthcare Providers here

        NB. The Directory of Aligned Healthcare Providers is open to healthcare provider organisations in ‘not for profit’ sectors, for example NHS Trusts delivering in-house staff training and public sector education institutions which have incorporated the requirements of the Framework within curricula. This Directory is not intended as a list of ‘approved’ training providers and it does not include commercial suppliers.

        Statutory/Mandatory subjects in the UK Core Skills Training Framework

        1 Equality, diversity and human rights

        2 Equality, diversity and human rights (Scotland)

        3 Health, safety and welfare

        4 NHS conflict resolution (England)

        5 Fire safety

        6 Infection prevention and control

        7 Moving and handling

        8 Safeguarding adults

        8a Preventing Radicalisation

        9 Safeguarding children

        10 Resuscitation

        11 Information governance

        12 Information governance (Scotland)

        13 Information governance (Wales)

        14 Violence and aggression (Wales)

        Clinical/Care subjects in the UK Core Skills Training Framework

        1. Your healthcare career
        2. Duty of care
        3. Person-centred care
        4. Communication
        5. Consent
        6. Privacy and dignity
        7. Fluids and nutrition
        8. Dementia awareness
        9. Blood component transfusion

        Other Core Skills Frameworks

        • Dementia

        • Learning Disabilities

        • Mental Health

        • End of Life Care

        • Person-Centred Approaches

        Mandatory training can be delivered to a group in a classroom environment such as a training centre by an experienced trainer which will cover both the theory and practical elements. Alternatively, you can purchase an online eLearning bundle which starts from around £50 per person, this would be suitable for individuals that need to learn the theory elements. You should always assess your employees including their training needs, learning styles and identify skills gaps which will help you choose the most suitable delivery method.

        In most cases these courses provide an all in one solution, providing an overview of all the core essentials such as health and safety,, safeguarding trainingequality and diversitymoving & handlingfire safety and conflict resolution.

        Training: statutory and mandatory

        The Royal College of Nursing (RCN) provide guidance for their members (NMC registered nurses) about statutory and mandatory training.

        1. Statutory training
        2. Mandatory training
        3. Equality and diversity considerations
        4. Agency and bank worker essential training
        5. Other training for agency and bank workers
        6. Further information

        Statutory training

        This type of training is usually required by law or where a statutory body has instructed an organisation to provide training on the basis of specific legislation (i.e. the Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999). Employers often describe this as ‘essential’ or ‘compulsory’ training and it ensures staff have the knowledge to maintain a healthy and safe working environment for themselves and their colleagues. 

        What this can include

        In the NHS, all new employees are required to undertake core health and safety awareness and training. This usually includes:

        • awareness of the local health and safety policy
        • awareness of the control of substances hazardous to health (COSHH)
        • when and how to report injuries, diseases and dangerous occurrences (RIDDOR)
        • fire safety awareness training  
        • manual handling training
        • basic risk assessment training
        • annual updates in essential areas of fire safety and manual handling. 

        Starting a new job

        When you start a new job you attend an induction programme, usually within the first month of starting work. During your first year you are usually required to complete the statutory and mandatory training sessions that were not covered in your induction. Attendance at statutory and mandatory training usually forms part of your terms and conditions. 

        Mandatory training

        Mandatory training is compulsory training that is determined essential by an organisation for the safe and efficient delivery of services. This type of training is designed to reduce organisational risks and comply with local or national policies and government guidelines. Some organisations use the terms essential or compulsory training as a ‘catch all’ to cover both mandatory and statutory training.

        Mandatory training might include: 

        • blood transfusion processes
        • child protection
        • clinical record keeping
        • complaints handling
        • conflict resolution (managing violence and aggression)
        • consent
        • display and screen equipment
        • equality awareness and eliminating bullying and harassment
        • incident reporting
        • hand hygiene
        • hazardous substances
        • infection prevention and control
        • information governance
        • mental capacity and safeguarding adults
        • medicines handling and management
        • medical devices
        • patient slips, trips and falls
        • personal protective equipment
        • resuscitation
        • venous thromboembolism
        • raising concerns and whistleblowing.

        Attending mandatory training

        We believe mandatory training should be undertaken during work time. Your employer may require you to attend training or updates on your off duty - you should, however, be given the equivalent time off to compensate. If you work regular night shifts your employer should take this into account to ensure you can attend any regular training updates.

        Any work related training is counted as 'working time' under the Working Time Regulations 1998 and as such count as work when weekly hours are being calculated.

        Read more on working time and breaks.

        Training and updates

        Mandatory training usually requires attending annual updates, dependent on the role and organisational requirements.

        The Nursing and Midwifery Council (NMC) does not set specific requirements stating how often mandatory training must be undertaken or completed. However, the NMC does require that registrants remain trained and competent. Your employer is free to set their own protocols and policies on training which all staff are contractually obliged to follow.

        Employer obligations 

        There are many frameworks under which employers should be delivering mandatory training. The NHS for example is required to meet the standards for better health, NHS Resolution risk management standards and the Care Quality Commission inspection criteria. Frameworks will vary depending on:

        • the risks encountered in the working environment
        • the needs of the workforce
        • insurers' standards
        • governance and legal frameworks in place
        • country-specific requirements
        • equality and diversity.

        Equality and diversity considerations

        The Equality Act 2010 places a responsibility on employers to eliminate discrimination, harassment and victimisation, and promote equal opportunities. This means employers should consider those protected under the Act when designing and delivering statutory and mandatory training. The employer should consider what adjustments can be made for staff with a disability. This this could be to ensure the times and locations and delivery of the training is suitable and accessible. The employer should remove any physical barriers, or provide extra equipment or aids where required.       

        The Equality Act 2010 places a responsibility on employers to ensure any training policy and practice does not disadvantage or negatively impact protected groups. For example: arranging mandatory training sessions/updates only on certain days of the week which might prevent employees with a religious belief or faith from attending.

        If you share a protected characteristic under the Equality Act 2010 and are experiencing discrimination please call us for advice and to discuss local support arrangements.

        For more information please see the Equalities and Human Rights Commission (EHRC) publication, Your rights to equality at work: training, development, promotion and transfer (EHRC, 2011). 

        If you are based in Northern Ireland, see Equality Commission Northern Ireland

        Agency and bank worker essential training

        Your contract with the temporary work agency should outline your right to access essential/ mandatory training to ensure you work in a safe manner. Common training areas covered should include:

        • data protection
        • health and safety at work
        • control of substances hazardous to health (COSHH)
        • fire safety awareness
        • infection control
        • manual handling
        • lone working
        • safeguarding vulnerable adults
        • safeguarding children.

        Agency and bank workers do not have the statutory right to request ‘time to train’ or paid time off to study.

        Other training for agency and bank workers

        Generally, agency and bank nurses should receive mandatory training, but usually need to self-fund any further career development. NHS Professionals (bank only flexible workers) can access the majority of their online training courses.

        We can provide careers advice to help with your development.

        We also be running local study days, workshops, short courses and seminars in your area. Please go to the RCN events and conferences page for further information.

        Risks from a lack of mandatory training:

        • Nurses unable to respond in a timely and appropriate fashion to a fire, with patient confidence lost as a result

        • Nurses not familiar with the latest evidence-based guidance on resuscitation, for example, leading to patients receiving suboptimal care

        • Nurses using poor or out-of-date lifting techniques, putting themselves and their patients at risk of injury

        • Effects on nurses’ home lives when they find themselves doing mandatory training in their own time

        • Low morale for nurses

        Time out for training: campaign aims

        • To persuade trusts to guarantee sufficient training time is set aside for both career progression and patient safety

        • To compel the government to bring back ringfencing of training budgets

        • To persuade SHAs to guarantee that education funds are spent only on training

        • To raise awareness of the importance for the profession, those in the NHS and the wider public of post-registration training for nurses

        • To secure guarantees for sufficient backfill to cover the training requirements of nurses

        • To support nurses in lobbying trusts and government on their training needs

        Using OSCE for mandatory training

        Nursing Practice Innovation Professional development - “Health workers’ voices should be heard and inform the way forward for the health service”

        In this article... The importance of mandatory training How the OSCE approach can be adapted for it Benefits of this approach

        Authors Phil Jevon is medical education multiprofessional skills manager; Debra Davis is learning and development manager; Sue Hartley is director of nursing; all at Manor Hospital, Walsall Healthcare Trust, Walsall. Abstract Jevon P et al (2012) Using OSCE for mandatory training. Nursing Times; 108: 8, 18-19. Mandatory training for nursing staff is vital to ensure the safety of patients, staff and visitors. This article discusses using objective structured clinical examination to structure this training. Mandatory training can be defined as that deemed essential by an organisation for it to run safely and efficiently, to reduce organisational risks and to comply with policies and government guidelines (Royal College of Nursing, 2009). Most trusts include statutory training, such as fire safety, on mandatory training days. This can be defined as training that organisations are legally required to provide or training that they have been instructed by a statutory body to provide (RCN, 2009). Trusts must demonstrate that they meet certain statutory/mandatory training obligations set out by, for example, the: » Health and Safety Executive; » NHS Litigation Authority; » Standards for Better Health; » Knowledge and Skills Framework; » Information Governance Toolkit.

        5 key points 1 Mandatory training is provided on subjects that are essential for safety and efficiency 2Trusts need to provide high-quality mandatory training that all staff can attend 3The objective structured clinical examination approach promotes interprofessional learning 4Positive feedback, encouragement and guidance are key when learning practical skills 5OSCE can increase staff engagement in mandatory training

        Practising skills and sharing knowledge is the most effective way for adults to learn

        No government guidelines specify what mandatory training for nurses should comprise; it is for employers to decide (Taylor, 2008). Typically, it incorporates key themes including cardiopulmonary resuscitation, infection control, risk management, medicines management, safeguarding adults/children, and moving and handling. A survey has shown that almost a third (32%) of UK nurses cannot access mandatory training (RCN, 2010). The main reasons given were staff shortages and lack of cover on wards; even when study leave was approved it was often cancelled at short notice to cover wards (RCN, 2010). The challenge for trusts is to provide highquality mandatory training that all relevant staff can attend and are enthusiastic about. It must be appropriate to their level and workplace responsibilities. 

        The trust’s former approach Since 1993, Walsall Healthcare Trust’s mandatory training had been delivered over one day. All sessions took a lecture format except the CPR component. Roughly 50 training days (40 places on each) were held each year; annual attendance was mandatory. Participants were formally assessed on the day using a written evaluation form. This approach, conducted mainly using PowerPoint, was poorly evaluated by participants and speakers. Feedback from participants included: “same old boring day” and “just a ticking-the-boxes exercise”. Speakers found it hard to target content to meet the needs of multidisciplinary audiences and to participants’ competency, knowledge and understanding. Theories of adult learning Adults learn best when they are treated as adults and their skills, experience and knowledge are used (Jevon, 2009). Trainers can facilitate adult learning by: » Acting as a resource person and helper; » Explaining points that have not been understood; » Demonstrating principles, concepts and skills; » Challenging learners’ values when appropriate; » Being a taskmaster and evaluator; » Encouraging learner self-evaluation; » Managing groups of learners effectively and facilitating the pursuit of intellectual questions (Fuszard, 1995). Any new approach would need to incorporate the principles of how to motivate adults to learn. The objective structured clinical examination (OSCE) approach seemed a perfect solution. 

        The OSCE approach First described in 1979, the OSCE approach comprises a series of stations around which learners rotate and perform set tasks within a set time (Harden and Gleeson, 1979). It has gained wide popularity in the assessment of clinical competency, particularly for medical and nursing undergraduates. We adapted the terminology slightly for mandatory training, calling it objective structured competency examination. The stations include: » Infection control: practical skills including handwashing, and waste and sharps disposal; » Health and safety: one scenario involving a needlestick injury and another involving a slips/trips/falls incident – after reading each one, participants discuss with the trainer the trust’s procedures for managing them; » Resuscitation: CPR/defibrillation practical scenarios are run, with participants assuming relevant roles; » Fire safety: skills including activating the “break glass” alarm, calling 2222, using fire extinguishers, and evacuation procedures are discussed and demonstrated, and the fire officer outlines various fire-related scenarios; » Medicines management: participants read a scenario about a patient who has been admitted to hospital, then discuss some issues with the pharmacist, including discharge; » Learning disability: learners read a scenario about a patient with severe learning disabilities admitted for routine surgery, then discuss nursing care and preparation for discharge with the learning disability nurse specialist; » Safeguarding adults and children: the leads for safeguarding take trainees through two safeguarding scenarios; » Nasogastric tube placement: correct placement is shown and practised; » Medical devices training: participants demonstrate the correct use of three commonly used medical devices; » Blood transfusion: the transfusion practitioner leads a scenario from prescription to administration of a transfusion, including correct collection from the blood bank; » EWS/SBAR: participants are given an early warning score (EWS) chart of a deteriorating patient; after discussing the significance of vital signs and score, they have to contact “scenario help” following situation, background, assessment, recommendation (SBAR) principles. Other key topics, including moving and handling, are covered in separate sessions. The Resuscitation Council (UK)’s (2001) set/dialogue/closure approach to teaching resuscitation has also been incorporated: » Set: the environment (lighting, heating, seating, audiovisual aids) should be adequate for training. Instructions about the OSCE station are displayed on the door – these set the mood, raise motivation, state session objectives and clarify the roles of the trainer and participants. Participants read the instructions then enter the station and perform the task; » Dialogue: this is when participants perform the task (main teaching part); » Closure: this includes time for questions, after which the trainer provides a concise summary and ends the session (RCUK), 2001. Two stations with five 20-minute OSCEs are in separate rooms, while clinical and fire safety stations are run in the clinical skills laboratory. Participants (usually four per group) rotate through the OSCE stations. Strict timekeeping is important so a bell is rung at the start and end of each station, and a whistle blown at “five minutes to go” to prompt speakers to finish. Benefits of the OSCE approach The OSCE approach promotes interprofessional learning, improves teamworking and enhances a collaborative approach (Mohanna et al, 2011); shared aspects of teaching, learning and experience promote positive regard and mutual respect. It also enables trainers to consider and build on participants’ experience and knowledge. OSCE stations can promote group discussions; this is how adults learn best, as it is an active means of acquiring information (Bullock et al, 2008). Group learning promotes practice in thinking and explaining; it exposes learners to multiprofessional viewpoints, often leading them to teach each other and share goals; this can give a greater sense of responsibility and self-efficacy (Jaques and Salmon, 2007). Constructive feedback is provided at each station, incorporating participants’ strengths and weaknesses and any deficiencies that need to be addressed. Evaluation A successful pilot was run in August 2011. The day was restricted to 20 participants, comprising a combination of nurses, healthcare assistants and allied health professionals. It was evaluated extremely positively by participants and speakers via: » Oral and written participant feedback; » Feedback from trainers; » Trust staff attendance rates; » Reviews by the NHSLA; » Standards for Better Health monitoring; » External assessment; » Reduction in near misses, never events and indefensible claims. The OSCE approach to mandatory training has been fully implemented and continues to receive positive evaluations. Conclusion Nurses should attend regular mandatory training. This novel approach has been well received by nursing staff and AHPs and is being adopted for other groups including consultants. NT References Bullock I et al (2008) Pocket Guide to Teaching for Medical Instructors. Oxford: Blackwell Publishing. Fuszard B (1995) Innovative Teaching Strategies in Nursing. Gaithersburg, MD: Aspen. Harden R, Gleeson F (1979) Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education; 13: 39-54. Jaques D, Salmon G (2007) Learning in Groups. New York, NY: Routledge. Jevon P (2009) Advanced Cardiac Life Support. Oxford: Wiley Blackwell. Mohanna K et al (2011) Teaching Made Easy: a Manual for Health Professionals. Oxford: Radcliffe Publishing. Royal College of Nursing (2010) Nurses Missing Out on Core Safety Training as Cutbacks Start to Bite. London: RCN. tinyurl.com/RCN-cutbacks Royal College of Nursing (2009) Mandatory and Statutory Training Resource. London: RCN. tinyurl. com/RCN-statutory-training Resuscitation Council (UK) (2001) Generic Instructor Course Manual. London: RCUK. Taylor J (2008) Why mandatory training needs resuscitating. Nursing Times; 104: 10, 16-17. tinyurl. com/NT-mandatory

        Why Mandatory training needs resuscitating

        When is mandatory training not mandatory?

        Either the dictionary got it wrong and mandatory no longer means compulsory, or the NHS has its own definition. Over the last few months, NT has outlined the problems of time and funding that nurses face trying to fulfil their post-registration training needs. Surely mandatory training can’t have been cut too?

        Unfortunately, cut it has been. And where it hasn’t been axed, some nurses can’t attend – because there isn’t enough backfill, because new recruits take priority, or because they are not prepared to do it in their own time.

        There are no government guidelines that state what comprises mandatory training for all nurses. It’s up to employers. But, broadly speaking, it refers to resuscitation, fire safety and moving and handling.

        ‘Mandatory training is absolutely essential,’ says Gail Adams, Unison’s head of nursing. ‘You only have to look at the fire that engulfed the Royal Marsden to see how vital simple fire awareness and evacuation training can be.’

        But Ms Adams says last year there were reports of areas where all mandatory training was being put on hold for a period of time. She believes it came down to the dire financial situation in the NHS.

        But she adds: ‘It has to be a one-off. You cannot afford to become lax with mandatory training. It’s the thin end of the wedge in terms of staff confidence as well. If you’re not providing what you actually have to legally, then where does it stop?’

        Budget pressures have also led trusts to give priority to certain staff. ‘If someone needs an update or a refresher, they might be put back because the trust is still trying to prioritise new staff or new appointments,’ says RCN head of policy Howard Catton.

        He adds that healthcare providers have been at pains to point out that this is not a permanent measure. ‘I think they’re taking care to choose words which don’t suggest that the courses are no longer available or that they won’t be reviewing them later.’

        Constraints on staffing and time are making it difficult for some nurses to attend mandatory training, according to Janet Marsden, a senior lecturer at Manchester Metropolitan University.

        ‘The training is there but unfortunately [trusts are] not necessarily quite as committed to allowing their staff to get away from their clinical areas to access it,’ she says. ‘Work priorities will mean you don’t get to go on your mandatory training.’

        Ms Marsden gives the example of one trust she has clinical links with where each nurse should have two days of mandatory training each year. She says this study leave is being cut so managers can find the cash-releasing efficiency savings (CRES) demanded of them by their trusts.

        ‘Two days doesn’t sound much but, when you’ve got a huge number of staff, it adds up to an enormous number of whole-time equivalents which, these days, just aren’t in people’s budgets,’ she says.

        And, while some trusts are becoming more creative in the way they provide mandatory training, for example by having learning modules that nurses can access online at the workplace, the question remains – whose time do they do it in? ‘I think people probably end up doing it in their own time,’ Ms Marsden says.

        Nurses in the community do mandatory training in their own time, says Dave Munday, professional officer for Unite/CPHVA, and a nurse and health visitor himself.

        ‘There wouldn’t be staff backfill for those times when staff go on mandatory training,’ he says, ‘but, at the same time, if nurses don’t do the work, it doesn’t get done.

        ‘Staff appreciate that doing this mandatory training is important but they also appreciate that doing the job is important, so they [let it interrupt] their home life by covering both,’ he says. ‘When I was in practice, if I did training over three days, that would be three days out of my week but I would still have to do the week’s work in two days.’

        It comes down to a balancing act, which involves juggling the priorities of training and work. In some cases, nurses have to pick one because it’s impossible to do both. Mr Munday explains: ‘If members are faced, for example, with going to mandatory training around infection control, or having to go to a case conference around a child protection issue, what you’ll find is that they’ll more than likely cancel the mandatory training to do the more important issue there.

        ‘They have to reschedule that training into another slot in their diaries, and that puts further pressure on their future workload.’

        All of which, he adds, has an effect on morale, with staff being pushed to the limit in order to cover services.

        Public confidence is important too, says Ms Adams, since it’s often when the worst case scenario happens – such as a hospital fire – that health workers come to the fore.

        She adds that mandatory training is also about making sure nurses are conversant with the most up-to-date techniques. With resuscitation, for example, the European Resuscitation Council periodically alters its guidelines on the number of compressions to breaths. ‘If you’re out of sync with something as fundamentally simple as that, it could have an implication on you acting in accordance with the most up-to-date guidance based on research,’ she says.

        Cancelling mandatory training will have a knock-on effect on future training, with trusts playing catch-up to ensure all nurses have access to the training they require.

        When nurses miss out on lifting updates and carry on using a poor or out-of-date technique, both they and their patients are at risk of injury. And, as Ms Marsden points out, trusts could be liable for compensation. ‘Moving and handling training is supposed to show people how to do it properly, so that they avoid injuries. If people injure themselves and haven’t had their training, then they’ve got a really good case against the trust,’ she says.

        Even more worrying than the immediate risks, according to Mr Catton, is the issue of training budgets being seen as targets for savings because the clinical implications of cutting or reducing those budgets haven’t been thought through.

        But what of the future? Will mandatory training return to its compulsory status, or will it continue to be a soft target?

        Ms Adams is optimistic that mandatory training could get back on track but says trusts still need to look at the bigger picture in terms of workforce planning.

        ‘I genuinely think that last year, in terms of [cuts to] mandatory training, was a blip,’ she says. ‘But I still don’t feel that we’re very good at workforce planning and therefore ensuring that we’re matching the knowledge and skills of our existing workforce and developing them at a pace that we need to deliver healthcare.’  

        How are other UK health & social care training providers currently delivering mandatory training? 

        'All in One Day' Mandatory Training

        WHICH TYPE OF MANDATORY TRAINING DO I NEED?

        Trusts, nursing agencies and purchasing organisations now often insist on Mandatory Training aligned to the 'Skills for Health' Core Skills Training Framework (NOT All in One Day Mandatory Training) which can be found at this link: -

        Mandatory + Statutory Training - Skills for Health Aligned

        Please ask your agency which type of mandatory training you need. The Health and Safety Group will not be held responsible if you select the incorrect training course.

        HOW DO I BOOK?

        To secure your place, you will need to book online. Start by selecting the venue and date on the right-hand side of this page and click the 'book now' button to be taken to the booking form. Please be aware, many of these courses fill up quickly!

        WHO IS MANDATORY TRAINING FOR?

        All healthcare professionals whether part time or full time or agency workers. Mandatory + Statutory Training is a yearly refresher training and is not suitable for candidates who have no prior healthcare experience.

        COURSE CONTENT (REQUIRED EACH YEAR): -

        The Health and Safety Group has developed this Mandatory Training for 'off framework' agencies and private organisations.  This Statutory and Mandatory Training Course covers the following modules:

        • Equality and Diversity
        • Health and Safety at Work
        • Control of Substances Hazardous to Health
        • Information Governance (Includes Caldicott Principles)
        • Fire Safety Awareness
        • Infection Control (Includes RIDDOR & COSHH)
        • Food Hygiene
        • Manual Handling - (Includes Practical Session)
        • Basic Life Support including CPR - (Includes Practical Session)
        • Safeguarding Vulnerable Adults (Level 1 & 2)
        • Safeguarding Children (Level 1 & 2)
        • Conflict Management
        • Lone Working

        WHY TRAIN WITH THE HEALTH AND SAFETY GROUP?

        • The Health and Safety Group are an Aligned Organisation on The Skills for Health Commercial Trainers register
        • CPD Accredited Training Provider
        • Our professional trainers have approved qualifications and experience
        • We deliver proven traditional classroom training providing healthcare professionals with relevant practical involvement and assessments.

        The Health and Safety Group are the only classroom provider on The Skills for Health Directory of Commercial Training Suppliers.

        This Directory also shows The Health & Safety Group as the only training provider verified to deliver the practical Resuscitation:- Skills for Health Commercial Trainers Directory

        Independent verification of alignment can also be found on the following web page of the CPD Standards Office website:- The CPD Standards Office. The CPD Standards Office have audited and fully accredited The Health and Safety Group Skills for Health aligned CSTF Mandatory and Statutory Training Course.

        A WORD ABOUT REVALIDATION

        The nursing regulator, the Nursing and Midwifery Council (NMC) is proposing that nurses and midwives renew their registration under a new system called 'revalidation'. This process is likely to start in April 2016. One of the requirements is for nurses to show evidence of 40 hours of CPD required over a three year period.

        The Health and Safety Group mandatory training course could contribute to your individual Continual Professional Development and any delegate attending HSG classroom Mandatory Training Course has our full permission to submit this training as evidence for CPD achievements for Nurses and Midwives revalidation requirements.

        NHS Mandatory Training Online - Statutory & Mandatory Training for NHS Professionals - E-Learning for Healthcare & NHS Professionals - The Mandatory Training Group UK -

        NHS Mandatory Training Online - Statutory & Mandatory Training for NHS Professionals - E-Learning for Healthcare & NHS Professionals - 

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