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- Advancing dental care
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- Future proofing the podiatry workforce
- Background
- Consultation analysis - Standards for the foot health workforce
- Consultation analysis - draft standards for the foot health workforce - amendments to the standardss
- Consultation analysis - draft standards for the foot health workforce - discussion and recomendations
- Consultation analysis - draft standards for the foot health workforce - executive summary
- Consultation analysis - draft standards for the foot health workforce - responses
- Consultation analysis - draft standards for the foot health workforce - results
- Consultation analysis - draft standards for the foot health workforce - summary and recommendations arising from the thematic analysis
- Consultation for draft Standards for the Foot Health Workforce
- International Podiatrists Programme
- Podiatry Support Workforce Toolkit
- Standards for the Foot Health Workforce
- Support Resources
- The Case for Change and developing new ways of working
- National Allied Health Professionals Preceptorship and Foundation Support Programme
- Allied Health Professional (AHP) Preceptorship Standards and Framework
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- Growing Your AHP Career
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- Pre-preceptorship – supporting transition to the workforce
- Preceptorship
- Future proofing the podiatry workforce
- Enable the workforce
- AHP Faculties
- AHPs Supporting Integration
- Allied Health Professions’ Research and Innovation Strategy for England
- Developing the role of AHP Support Workers
- First Contact Practice - Self Declaration for Education Providers
- Roadmaps to Practice
- The National Allied Health Professionals Workforce Supply Project
- AHP Practice Based Learning
- Developing Practice-Based Learning
- Benefits of placements in mental health and learning disability settings for AHP students
- Definitions, Background and Scope
- Examples of placement innovations
- Film and Short clips
- Reflective Questions, References and Useful Resources
- Tips for Embracing New Placements in Mental Health and Learning Disability Services
- What constitutes Practice-based Learning?
- Developing Practice-Based Learning
- AHP Superpowers
- Allied Health Professional Education Workforce Capability and Career Framework
- Equality diversity and inclusion in AHP
- Practice placements: challenges and solutions
- Supporting International Recruitment of AHP’s
- AHP Quick Guide to International Recruitment
- Building understanding of international recruitment through lived experience
- Collaborative approaches to AHP international recruitment
- Further essential supportive information
- Resources supporting transition of AHP international recruits into the NHS workforce
- Supporting International Recruitment of AHP’s
- Resources and reports
- Return to Practice: allied health professionals, healthcare scientists and practising psychologists
- Case studies
- Eligibility criteria
- Overview
- Resources
- Return to Practice - Mythbusters
- Can I assess and treat patients, even in the community?
- Can I be in a paid employment role or volunteering post as evidence of Return to Practice days?
- Can I get funding?
- Can I go on a virtual supervised practice placement or use simulation for updating?
- Can I go on an honorary contract? What about a DBS and Occ Health Check
- Can I use support worker or equivalent grade teaching assistant roles to Return to Practice?
- Can the whole team support me? Including newly qualified professionals and support workers?
- Do I need my notes counter signing or what do I sign as?
- I don’t know where start?!
- I have been out of practice for over 20 years, I can't return, can I?
- I need to be assessed to be competent by my supporting organisation, supervisor or counter signatory, right?
- What band will I be on if I'm offered an employment option?
- Will HEE find me relevant courses, a placement or employment?
- Will HEE fund my HCPC re-registration and professional body membership?
- Supporting your study and financing
- Updating your skills
- Apprenticeships
- Armed forces champions
- Autism
- Better training better care
- Blended Learning
- Building our future digital workforce
- Data Driven Healthcare in 2030: Transformation Requirements of the NHS Digital Technology and Health Informatics Workforce
- Digital and Informatics workforce planning and modelling
- Experience and retention study - NHS Graduate Management Training Scheme (GMTS) health informatics and health analysis
- Supply and Capacity December 2019 workshop follow up report: You said, we did…
- The Future of Clinical Bioinformaticians in the NHS
- Bursaries
- Cancer and diagnostics
- Aspirant Cancer Career and Education Development programme
- Cancer communications resource hub
- Cancer workforce plan
- Clinical Endoscopist Training Programme
- Community Diagnostic Centres (CDC)
- Imaging
- Pathology
- Training academies
- Endoscopy Training Academies
- Imaging Training Academies
- CapitalAHP
- CapitalMidwife
- CapitalNurse
- Care certificate
- Care navigation
- Carers, self-care and volunteers reviews
- Clinical academic careers
- Clinical scholar awards
- Community nursing
- Continued professional and personal development
- Dementia awareness
- Developing the NHS 111 workforce
- Digital Readiness Education Programme
- Diversity and Inclusion
- Diversity and Inclusion - Our Strategic Framework 2018-2022
- Diversity and Inclusion Annual report 2021-22
- HEE Dean Equality, Diversity and Inclusion
- Inclusive recruitment
- Joint Ambition: Improving the Transition of Disabled Health Learners & Trainees into the NHS Regulated Workforce
- Our public duty
- Stonewall diversity champions programme
- Doctors in training
- Addressing Health Inequalities: Distribution of Medical Specialty Training Programme
- Case study from a post graduate doctor in training
- Distribution of Specialty Training: Postgraduate Doctors in Training Webinar
- Frequently Asked Questions (FAQ)
- Anaesthetics
- Bottlenecks in training
- Ensuring the Quality of Medical Education and Training
- Expansion
- Funding (background)
- Has an Equality Impact Assessment been completed?
- Have you considered the health economic impact of distribution?
- How will trainees be incentivised to apply in less-desirable areas?
- Is this a cost saving exercise?
- What are the funding implications?
- What does HEE funding pay for?
- What is the difference between funded training posts?
- Further Information and Engagement
- Have the Royal Colleges been engaged with?
- How are ICBs being engaged with to support the programme?
- How are you engaging with interested stakeholders?
- How are you ensuring the communication is effective and reaching the relevant parties?
- How can I get involved in the programme?
- Whilst the modelling indicates trainee patterns, have trainees been engaged with throughout the programme?
- Modelling
- Are hospital SHMI scores considered?
- Have consultant posts been modelled using the same methods?
- Have you taken highly specialised services into account in the modelling?
- How can I access the specific modelling data for my specialty and / or locality?
- How does the modelling work?
- How has the data accuracy been verified?
- How were the final numbers/pace of change agreed if Task and Finish Groups are still being established?
- What adjustments are in the modelling to indicate population need over age?
- What is the definition of ‘specialist’ in this model?
- What patient safety considerations have been undertaken?
- Overview
- Are you redistributing all trainee posts across England?
- Are you saying some areas have too many doctors?
- Are you still looking to expand posts during this process and what about intra-regional distribution?
- Does this mean you are going to cut posts in some areas?
- Does this modelling cover all smaller programmes and sub-specialties?
- Has the Foundation Programme been consulted in this process?
- Has using recently retired clinicians as educational supervisors been considered?
- How are the flexibility models being considered in the programme, i.e. LTFT, OOP-P
- How will HEE ensure proportionate representation of the workforce is dedicated to education?
- How will it help local populations?
- How will the curriculum needs of specialties be met?
- How will the merger of HEE and NHSE impact the distribution?
- How will trainees with protected characteristics be supported and how has widening participation been considered in the programme?
- How will trusts be supported when posts are decommissioned from their sites?
- How will you ensure recipient areas can provide a quality training environment?
- Is this happening straight away?
- Models of supervision are changing, will there be investment in training to support this?
- What is the distribution programme?
- What is the review process of the programme?
- What provision will be in place for the newly commissioned medical training programme posts?
- What’s wrong with the current way?
- Which phase is my specialty in?
- Why can HEE not just increase training numbers?
- Why will it be better for doctors in postgraduate training?
- Will recruitment be monitored during this process and change implemented if affected?
- Will there be remuneration for the additional pressures on educators?
- Will this mean any trainees have to move?
- Rational of Programme and Ensuring Training Opportunities
- Recent questions raised by speciality trainees
- Modelling
- Past events and webinars
- Annual review of competency progression
- Coroners’ Inquests
- Credentials
- Delivering greater flexibility
- Enhancing Doctors' Working Lives
- Enhancing supervision for postgraduate doctors in training
- Extended Surgical Team (EST) pilot
- Flexibility in the Medical Training Pathway – COVID-19 Interventions
- Flexible Portfolio Training
- Funding arrangements for the payment of relocation and expenses
- Future Doctor
- Guidance for Placement of Doctors in Training in the Independent Sector
- Improving surgical training
- Internal medicine training
- Medical revalidation
- National Trainee Engagement Forum
- Raising concerns about training and revalidation (including complaints)
- Remote, Rural and Coastal Training Locations
- Study leave online management system
- Sudden death of doctors in training
- Supporting SAS doctors
- Supporting doctors returning to training after time out
- Supporting locally employed doctors (LEDs): Blueprint for Change
- Addressing Health Inequalities: Distribution of Medical Specialty Training Programme
- Education Funding Reform
- Education Funding Reviews
- DHSC Healthcare Education & Training Tariff
- Clinical Placements Expansion Programme (nursing, midwifery and allied health professionals AHPs)
- HEE’s approach to student activity funding through the Covid response
- ICS Education Funding Statements
- NHS Education Funding Guide
- Tri-Partite Agreement (Undergraduate Medical Education)
- Education and training placement funding
- Education outcomes framework
- End of life care
- England-KSA International Post-Graduate Medical Training Scheme
- Equality, Diversity and Inclusion
- HEE Deans' Equality, Diversity and Inclusion Annual Report 2023
- 2nd National Annual Learner Assembly
- Acknowledgements and Membership
- Annual Review of Competency Progression and Fairer Training Cultures (Differential Attainment)
- Conclusion and Actions
- Examples of Good Practice
- Gender and Disability Pay Gap
- Quality Improvement Plan
- Recruitment Data Analysis
- Specialty and Associate Specialist Doctors
- Sudden Deaths of Doctors in Training
- HEE’s anti-racist approach
- Trans Inclusion Statement
- NHS England Deans’ Equality, Diversity and Inclusion (EDI) Committee Summary 2024
- HEE Deans' Equality, Diversity and Inclusion Annual Report 2023
- Five year forward view
- Florence Nightingale Fellows
- Foundation Medical Training
- Freedom to Speak Up Guardians
- Future Nurse Future Midwife
- GP assistant
- GP fellowships
- General practice workforce model insight tool
- Genomics education
- Global Health Partnerships
- Activities by region
- Consultant Medical Oncologists International Pathway Programme
- Consultant Psychiatrists International Pathway Programme
- Diagnostic imaging project volunteers
- International Occupational Therapists Programme
- International Paramedics Programme
- Refugee & Asylum Seeker Healthcare Professionals’ Transitions into & Experiences of Working in the NHS
- The Global Fellows – Emergency Medicine Programme
- Anaesthesia Associates
- Clinical supervision
- Enabling Staff Movement
- Induction
- NEY Hub
- Safe Learning Environment Charter
- CEO Stakeholder Briefing
- Dentists in training
- Enhanced clinical practice apprenticeships
- Infection management at HEE
- Patient Safety
- Quality
- Quality Assurance
- Good practice
- Education Quality Strategy and Framework
- Equality Diversity and Inclusion
- Raising Concerns
- The National Education and Training Survey (NETS)
- NETS 2022 Reporting
- NETS 2023 - Marketing Assets and Materials
- NETS 2023
- NETS 2024
- NETS for Educators
- Why is the NETS important?
- You said, We listened
- 49% of all learners did not know who their local Freedom to Speak Up Guardian was in 2021
- 55% of student midwives considered leaving their course in 2021
- 78% of all learners were encouraged to suggest how patient care could be improved in 2021
- COVID-19 has impacted Postgraduate Medical Education
- Inequalities in the clinical/practice learning environment
- NETS 2020 Reporting
- NETS June 2021 Reporting
- NETS November 2021 Reporting
- You said you wanted more space to discuss key issues, inform and advise our work
- Patient safety
- Enhancing Generalist Skills
- Background
- enhance for the Foundation Programme
- enhance learning resources
- enhance stories
- Anna Sage, South-West enhance trailblazer celebration event
- DEMEC 2023
- Dr Alison Sheppard
- Dr Nikhita Joglekar
- Enhance Regional Trailblazers - East of England
- Hear from our enhance champions
- Humber Generalist School presents at RCS engagement event
- Insight from Professor Jo Szram
- Learner Stories: North East and Yorkshire
- Lucy Aldrich
- Medical Education Leaders Foundation sharing event blog
- Medical Education Leaders Multi-Specialty conference blog
- Reflecting on London’s enhance programme one year on
- Ruth Silverton
- enhance regional trailblazers - Midlands
- enhance regional trailblazers - The Humber Generalist School
- enhance: spotlight on transformative reflection
- enhance: spotlight on wellbeing
- How to get involved
- News
- Upcoming Events
- Medical and Dental Careers Strategy
- Physician Associates
- Stakeholder Pulse Survey 2021-2022
- HEAT Awards
- M-Care
- Choices College - Supported internships
- For Students
- Our College
- For Employers and Choices College Partners
- For Local Authorities
- Our Locations and How to Contact us
- Our News and Success Stories
- Ben’s story: believe in yourself
- Bethany and the Hilton Hotel
- Born and Bred in the NHS
- Creating accessible opportunities through the success of virtual SEND work experience
- Dom’s story
- HEE and NTW Solutions receive award for Supported Internship Programme at CNTW NHS Trust
- Hazifa and Ebony
- Helping young people thrive at the Royal Free London
- Intern marketing team interviews
- Isaac’s story
- Jack’s Story
- Jenna’s story
- North Tees NHS Foundation Trust
- Ross’ Story
- St Luke’s Hospice
- The Rewarding Experience of Having an Intern
- What inclusion means to me? By Amba, Project Choice Alumni
- HEE National Data Service
- health and care academies
- Health Careers
- Health Informatics Career Pathways Project
- Health coaching
- Healthcare science
- Human factors
- Improving care by volunteering abroad
- Induction and refresher scheme
- Innovation, Digital and Transformation
- Integrated care
- Intellectual Disabilities
- Knowledge and Library Services
- Knowledge for healthcare
- Leadership
- Learner health and wellbeing
- Learning disability
- Current projects
- Approved Trainers: The Oliver McGowan Mandatory Training on Learning Disability and Autism
- Sensory health services training
- Share and Learn Event
- The Oliver McGowan Mandatory Training on Learning Disability and Autism
- About the training
- Background
- Changing Hearts and Minds at NHS Confed Expo with Oliver’s Training
- Contact us
- Easy read information
- Employer resources
- Expression of interest
- Expression of interest for Oliver's Training
- FAQs - The Oliver McGowan Mandatory Training
- FAQs: The Oliver McGowan Mandatory Training on Learning Disability and Autism
- News, updates and events
- Oliver McGowan Mandatory Training on Learning Disability and Autism - Champions
- Part 2 - Tier 1 and Tier 2
- The Oliver McGowan Mandatory Training Celebration Event - 7 August 2023
- Training Providers and Approved Trainers
- Winners announced for The Oliver McGowan Trainer Award
- Training Programme to Meet the Medical Needs of Adults with a Learning Disability
- Education and skills development
- Leadership and new ways of working
- Learning Disability Workforce
- Learning Disability and Autism
- Commitment 1: Develop and Deliver Multi-professional learning disability and autism credentials mapped to the learning disability and autism core capabilities frameworks
- Commitment 2 - Offer advance practice MSc development to staff working in specialist teams
- Commitment 3 Make development packages available for non-medical consultants undertaking the portfolio route to recognition through the Centre for Advancing Practice
- Events
- Current projects
- Learning to be safer
- Library and Knowledge Services
- Local workforce action boards
- Long term conditions
- Maternity
- Medical Associate Professions
- Medicines optimisation
- Mental health
- Children and young people's mental health
- Drug and Alcohol Treatment and Recovery Workforce Programme
- Mental health learning and education
- Mental health resources and guides
- NHS Talking Therapies for Anxiety and Depression
- New ways of working in mental health
- Perinatal mental health
- Psychological therapies for severe mental health problems
- Self-harm and suicide prevention
- Psychological Professions
- Mental wellbeing review
- Musculoskeletal (MSK) First Contact Practitioners
- NHS Digital Academy
- NHS Nightingale Educators Resources
- NHS ambassadors
- National Wound Care Core Capabilities Framework for England
- New NHS Education Contract
- Non-surgical cosmetic procedures
- Nursing associates
- Nursing in Social Care
- Occupational health
- Older person's fellowship
- Oral health
- Paramedics workforce
- Patient and public involvement in nurse education
- People's advisory forum
- Person-centred care
- Pharmacy
- A career in pharmacy
- Transforming pharmacy education and training
- Initial education and training of pharmacists - reform programme
- Undergraduate Clinical Placements
- The Foundation Trainee Pharmacist Programme
- Bradford Sandwich E-portfolio resources
- Designated Supervisor Information and Resources
- E-Portfolio and downloadable resources
- Trainee Pharmacist Learning Resources
- Centre for Pharmacy Postgraduate Education (CPPE)
- Clinical and Patient Facing Resources
- Creating an nhs.net email account
- General Resources and Calculations
- Healthcare Quality and Improvement Resources
- Mandatory Training and Specific Learning Outcomes Resources
- OpenAthens
- Personal Development and Progression Resources
- SCRIPT
- Supplying Medicines Resources
- Trainee Pharmacists EDI Hub
- e-Learning for Healthcare (elfh)
- Multi-Sector Foundation Practice
- Newly Qualified Pharmacist pathway
- Pharmacy Integration Programme
- Indicative Curricula for the MPharm and Foundation Training Year
- Adult Critical Care training for Pharmacy professionals
- Building diversity and inclusion into trainee pharmacist recruitment
- Designated Prescribing Practitioner Novel Intervention Case studies
- East of England: Awaken the dormant prescriber (secondary care)
- East of England: Two-year triple recognition postgraduate pharmacy education (secondary care)
- Improving prescribing supervision access and capacity: Teach and Treat clinics pilot
- Midlands: Increasing community pharmacists' access to DMP and DPP supervision (community pharmacy)
- North East and Yorkshire: Multi-professional Supervision: Growing educator capability and confidence (primary care)
- North West and North East: Preparation support for Designated Prescribing Practitioners (all sectors)
- East of England: Matching Community Pharmacists with DPPs (community pharmacy)
- Emerging routes to early career prescribing in pharmacy
- Mapping post-registration education and training pathways study
- Initial education and training of pharmacists - reform programme
- Initial education and training of pharmacists - reform programme
- Foundation Trainee Pharmacist Programme
- Multi-sector foundation practice
- Background to the programme
- Being better prepared for practice as a pharmacist in all sectors
- How do I apply for foundation training in general practice?
- Information for employers
- Trainee pharmacists in general practice - hear from our first cohort
- Trainee pharmacists in general practice
- Training year structure
- What support is available?
- Pharmacy Technician Workforce Expansion Project
- Trainee support guide
- Independent Prescribing
- Consultant pharmacist guidance
- Pharmacy Integration Programme
- Community Pharmacy Training
- Community pharmacy workforce survey
- National training offers
- Implementing the foundation pharmacist training year 2025/26
- Population health
- Postgraduate medical and dental education
- Primary care
- Professional Support for Postgraduate Medical and Dental Trainees
- Prosthetics and orthotics
- Raising and responding to concerns
- Reducing Pre-registration Attrition and Improving Retention
- Research and innovation strategy
- Research governance
- Retaining doctors within general practice
- Return to practice
- Return to practice: nursing
- Review bodies
- Sexual health, reproductive health and HIV workforce
- Shape of caring review
- Shape of training
- Simulation
- Specialist health visitors
- Star awards
- Strategic Support Fund
- Student hub
- Blogs
- Find out about the nursing & midwifery in your region
- What inspired me?
- Meet your peers
- Emmie Hopkinson
- Abdulasis Mohamed
- Adele Taylor
- Ahmed Omar Mahmoud
- Ajirioghene Joyce Akpoviri
- Amy Crowle
- Amy Macauley
- Brian Jelley
- Bryony Prentice
- Charlene Smith
- Claire Snelling
- Cynthia K Dhliwayo
- Ella Woods
- Georgia Darbyshire
- Hana Musilova (Hanicka)
- Jenna Sanders
- Jess Lancaster
- Kar Wai Tse, Gary
- Karolyn McLaren
- Katie Wilmshurst
- Kerry Taylor
- Laura Carragher
- Lynn Gibbons
- Matt Coles
- Megan Buckler
- Mike Goulding
- Rosanna Miller
- Tara Moynihan
- Miles Cooper
- Tanisha Wynter
- Supporting Your Mental Health and Wellbeing
- Supporting our Digital Experts
- Supporting our armed forces
- Talent for Care and Widening Participation
- Technology enhanced learning
- Topol review
- Trainee information system
- Transforming nursing for community and primary care
- Urgent and emergency care
- Values based recruitment
- Whistleblowing
- Widening Participation Call For Evidence
- Winter pressures guidance
- Work experience and pre-employment activity
- Workforce Transformation
- HEE Star: Accelerating workforce redesign
- HEE Star training success
- HEE Star: The proven value
- Clinically-Led workforcE and Activity Redesign (CLEAR)
- HEE Roles Explorer
- Health Psychology Workforce Transformation Programme
- Medical Distribution – Workforce Transformation Toolkit
- Multidisciplinary Team (MDT) Toolkit
- Spread and adoption
- News from Workforce Transformation
- Workforce planning and intelligence
- Workforce strategy
- Workforce streamlining
- Online learning
- Health careers
- News, blogs and events
- Covid-19
- About us