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Alumni
Healthcare Science
Programmes
- Apprenticeships
- Clinical Data Science Programme
- Echocardiography Training Programme
- Haematology Genomics and Histopathology Genomics training programmes
- Higher Specialist Scientist Training programme
- NSHCS work-based assessment standards
- Practitioner Training Programme
- Respiratory and Sleep training programmes
- Scientist Training Programme
Publications
- A checklist for organising training for the STP
- Academic Appeals form
- Academic Appeals Policy
- Academy for Healthcare Science – Good Scientific Practice (2021)
- Academy for Healthcare Science – Good Scientific Practice (2025)
- Academy for Healthcare Science – Good Scientific Practice Consultation Document (2019)
- Accreditation – Guidance for HEIs on delivering the PTP
- Accreditation – Guidance for HEIs on delivering the STP
- Accreditation – HEIs expression of intent form for PTP
- Accreditation – HEIs PTP submission form
- Appeals Policy
- Appeals form
- Autism Awareness presentation – NSHCS
- Burns Night presentation – NSHCS
- Checklists for STP work-based departments
- Competition ratios for Scientist Training Programme direct entry posts
- Complaints Policy
- Complaints form
- Degree Apprenticeships – What employers need to know
- Disability Confidence Policy
- Discovery report – NSHCS Trainee Data Management System Discovery
- Earth Day presentation – NSHCS
- Echocardiography Training Programme – Module A-CS-S1 Introduction to Clinical Echocardiography
- Echocardiography Training Programme – Trainee echocardiographer person specification
- Education Quality Framework (2021)
- Educator Workforce Strategy
- Employers brief on the HCS Assistant Standard for Level 2
- Employers brief on the HCS Associate Apprenticeship Standard for Level 4
- Employment status of STP graduates
- End-point Assessment Appeals Policy
- End-point Assessment Complaints Policy
- End-point Assessment Conflicts of Interest Policy
- End-point Assessment Fair Access Policy
- End-point Assessment Malpractice and Maladministration Policy and Procedure
- End-point Assessment Malpractice and Maladministration Report Form
- End-point Assessment Mitigating Circumstances Form
- End-point Assessment Re-sit, Re-take and Cancellation Policy
- End-point Assessment Reasonable Adjustment Form
- End-point Assessment Special Considerations Form
- End-point Assessment Stage Two Complaints Form
- End-point Assessment Stage One Appeals Form
- End-point Assessment Stage Two Appeals Form
- Ending paid HCS work opportunities for year 2 PTP students and reintroducing standard placements
- Equality, diversity and inclusion presentation – NSHCS
- Ethnic demographic data for applications to the Scientist Training Programme
- ETP change notification form for HEIs
- Example ETP change notification pack
- ETP Example local work-based training plan template
- ETP Example trainee training plan template
- Example ETP initial endorsement application pack
- ETP Monthly Memo (2023)
- ETP Monthly Memo (2024)
- ETP Monthly Memo (2025)
- ETP Monthly Memo (2026)
- ETP Monthly Memos (2021)
- ETP Monthly Memos (2022)
- Echocardiography Training Programme – Sample job advertisement for employers
- Echocardiography Training Programme – Trainee echocardiographer job description
- Example evidence of meeting requirements for ETP training officer form
- Example evidence of meeting requirements for STP training officer form
- Example ETP consortium endorsement application pack
- Example HSST consortium accreditation application pack
- Example HSST consortium reaccreditation application pack
- Example HSST training plan for Life Sciences
- Example HSST training plan for Physical and Physiological Sciences
- Example of an end of first month trainee review record
- Example record of a telephone one to one with a trainee
- Example record of initial planning meeting with trainee
- Example SMART (Specific, Measurable, Achievable, Realistic, Time-based) objectives log
- Example statement of agreement for STP employers and training sites
- Example STP consortium accreditation application pack
- Example STP consortium reaccreditation application pack
- Example STP training plan
- Exceptional Extenuating Circumstances application form
- Exceptional Extenuating Circumstances Policy
- Expenses Claims Policy
- External Reviewer Policy
- Feedback about the IACC from STP final year trainees and their training officers (2020)
- Fitness to Practise Declaration form
- Getting started with OneFile
- Guidance for employers to generate specific job descriptions for Consultant Clinical Scientists
- Guidance for trainees on the Training and Assessment Misconduct Policy
- Guidance on accreditation review visits for PTP HEIs
- The Role of the Haematology/Transfusion Consultant Scientist in the Delivery of Clinical and Laboratory Haematology Services: An Education and Training Solution and a Workforce Solution
- Healthcare Science Education and Training Collaborative Terms of Reference
- Higher Specialist Scientific Training in pathology: an overview
- Higher Specialist Scientist Training programme – trainee core person specification
- How to register with Agilio Feedback
- How to respond to a submission in OneFile
- How to respond to an in-person work-based assessment
- How to review and confirm your Multi-Source Feedback
- How to set up email alerts in OneFile
- How to start a Multi-Source Feedback
- How to submit a training activity in OneFile
- How to submit an in person work-based assessment
- How to submit your Multi-Source Feedback to OneFile
- How to unlock a submission in OneFile
- Example HSST accreditation application pack
- HSST change notification form for HEIs
- Example HSST change notification pack
- HSST Life Sciences training plan example
- HSST Monthly Memos (2020)
- HSST Monthly Memos (2021)
- HSST Monthly Memo (2023)
- HSST Monthly Memo (2024)
- HSST Monthly Memo (2025)
- HSST Monthly Memo (2026)
- HSST Monthly Memos (2022)
- Example HSST reaccreditation application pack
- IAPS showcase preparation guide presentation
- Job description for Curriculum Lead Editor
- Job description for Curriculum Writer/Reviewer
- Job description for STP assessment content writer
- Job description for STP assessment lead roles
- Job description for STP assessor
- Making diversity and inclusion matter at the National School of Healthcare Science – NSHCS
- Mitigating Circumstances form
- Mitigating Circumstances Policy
- Modernising Scientific Careers: The UK Way Forward
- NSHCS CBD Mark Form – Rotations
- NSHCS CBD Mark Form – Specialty and Core
- NSHCS DOPS Mark Form – Rotations
- NSHCS DOPS Mark Form – Specialty and Core
- NSHCS Equality, Diversity and Inclusion Annual Report 2022-23
- NSHCS Equality, Diversity and Inclusion Committee 2020/2021 Report
- NSHCS Equality, Diversity and Inclusion Committee 2021/2022 Summary Report
- NSHCS OCE Mark Form – Rotations
- NSHCS OCE Mark Form – Specialty and Core
- Operating policies for the STP Independent Assessment of Clinical Competence (IACC)
- Person and role specification for an independent End-point Assessor
- PTP BSc Healthcare Science Curriculum Anatomical Pathology Technology (2016-2017)
- PTP BSc Healthcare Science Curriculum Cardiovascular, Respiratory and Sleep Sciences (2016-2017)
- PTP BSc Healthcare Science Curriculum Clinical Engineering (2016-2017)
- PTP BSc Healthcare Science Curriculum Clinical Photography (2016-2017)
- PTP BSc Healthcare Science Curriculum Life Sciences (2017-2018)
- PTP BSc Healthcare Science Curriculum Medical Physics Technology (2016-2017)
- PTP BSc Healthcare Science Curriculum Neurosensory Sciences (2016-2017)
- PTP change notification form for HEIs
- Practitioner Training Programme – Improvement Review Report
- Quality and Standards Committee – representative role descriptions
- Ramadan presentation – NSHCS
- Rationale to support the Clinical Engineering Clinical Scientist STP Curriculum revision 2022 by Dr Richard Scott
- Reasonable Adjustments form
- Reasonable Adjustments Policy
- Request for special circumstances form
- Scaling the Heights: an overview of HSST in Healthcare Science
- Scientist Training Programme – Core person specification
- Scientist Training Programme – Generic job description for trainee healthcare scientist
- Scientist Training Programme – Genomics training plan example
- Scientist Training Programme – Good competency evidence reflection grid
- Scientist Training Programme – Jargon buster
- Scientist Training Programme – Requirements for Completion (2023)
- Scientist Training Programme – Requirements for Completion 2024
- Scientist Training Programme – Trainee Clinical Scientist advert
- Shrove Tuesday presentation – NSHCS
- St Andrews Day presentation – NSHCS
- St Patricks Day presentation – NSHCS
- Example STP accreditation application pack
- STP change notification form for HEIs
- Example STP change notification pack
- STP IACC 2024 assessor briefing presentation
- STP IACC 2024 marking criteria
- STP IACC 2024 submission template
- STP IACC 2024 trainee briefing presentation
- STP Intraoperative Neuromonitoring curriculum stakeholder feedback
- STP Monthly Memos (2020)
- STP Monthly Memos (2021)
- STP Monthly Memo (2023)
- STP Monthly Memo (2024)
- STP Monthly Memo (2025)
- STP Monthly Memo (2026)
- STP Monthly Memos (2022)
- Example STP reaccreditation application pack
- Example STP training officer person specification
- Post summer IACC 2024 – support webinar presentation slides
- Supporting neurodivergent trainees in the workplace
- The School Report (2020)
- The School Report (2021)
- The School Report (2022)
- The School Report (2023)
- The School Report (2024)
- The School Report (2026)
- The STP Final Year Assessment Assessor Script
- Training allowance for the HSST programme – Letter from Health Education England
- Training and Assessment Misconduct Policy
- Training plan template for outstanding modules
- Training roles on the Scientist Training Programme (STP)
- Training Support Presentation to Trainee Representative Group (March 2021)
- Transfer of Training application form
- Transfer of Training Policy
Resources
Services
SGP Resources
- Adapting to life as an STP trainee
- AI’s impact on shaping healthcare science training
- Becoming a Consultant Clinical Scientist – is it an art, or a science?
- Beyond the bench
- Case-based discussions: creating efficiencies with OneFile marking and feedback processes
- Clinical AI: Considerations for safe adoption
- Confessions of an imposter – Developing leadership skills in healthcare
- Congratulations on completing HSST, what’s next?
- Developing a local induction for trainees
- Developing evidence for Observational Training Activities (OTAs)
- Developing evidence for S-C1 Professional Foundations of Healthcare and Clinical Science
- Developing evidence for S-C4 Individual Professional Development
- Developing evidence for specialist modules in the STP
- Do we need to worry about our trainees’ learning styles?
- Drive to Thrive: Seeking balance and engagement in training activity
- Effective reflective practice
- ETP Sharing Good Practice: Getting the best from the trainees, the South-West experience
- Evidence, wellbeing and navigating the FYA with a neurodivergent lens
- Gaining experience as evidence for OneFile – preparing for and attending a conference
- Getting involved in outreach from a trainee’s perspective
- Identifying gaps, planning progress: a framework for professional development
- Life after HSST
- Making connections and networking – developing professional relationships (Ben Johns)
- Making connections and networking – developing professional relationships (John Gallagher)
- Making connections and networking – developing professional relationships (Stephanie Hutchings)
- Making connections and networking – developing professional relationships (Stephen Kidd)
- Managing imposter feelings (Emma Chambers)
- Managing imposter feelings – Lucy Evans
- Managing imposter feelings (Rebecca Haines)
- Managing the imposter monster
- Mission impossible? Securing project sponsorship
- Need for Speed: A novel approach to reflection and assessment for first year rotations
- Networking to manage imposter syndrome
- Neuroinclusive communication
- Overview of STP training strategies
- Plagiarism in healthcare science training and the evolution of AI
- Practical applications of Generative AI (GAI) tools in Healthcare Education and Training (HEaT)
- Reflective practice and continuous improvement
- Reflective practice as a tool in enhancing learning and professional growth: Experience from a HSST Reproductive Science trainee
- Reflective practice guidance for the STP curriculum
- Running STP training in the private sector
- Setting up a trainee network
- Setting up an STP Training Officer network
- Settling into the STP and navigating clinical rotations
- Sharing Good Practice for the ETP: Supporting trainees in a small centre and the importance of network
- Social media and the STP
- Standardising expectations and evidence requirements for STP training activities: A training officer’s perspective
- Strategies to develop independent learning in work-based training
- Strength in numbers – the benefits of a Training Consortium
- Supporting and assessing reflection for Observational Training Activities (OTAs)
- Supporting neurodiversity in the workplace
- Supporting trainees in a small centre
- Supporting trainees in developing evidence for the STP module S-C1 Professional Foundations
- Supporting trainees with developing evidence for specialist training activities
- Supporting trainees with observational training activities (OTAs)
- Supporting trainees with S-C4 Individual Professional Development
- The benefits of networking during your training
- The power of reflection
- The role of the training officer as personal tutor, coach and mentor
- The STP: A firm foundation for greater impact in healthcare
- The STP experience as an in-service trainee
- The value of monthly progress review meetings
- Thinking reflectively for Observational Training Activities (OTAs)
- Transitioning from a trainee to a registered Clinical Scientist
- Using AI for the STP Final Year Assessment preparation
- Using Healthcare Science outreach to support STP Professional Foundations module
- Ways to support STP trainees across a pathology network
- You are not an imposter!
Training Support
- Accessing support or escalating concerns and issues
- Tips and advice from STP and HSST trainees and graduates
- Blogs by trainees, for trainees
- Healthcare science self-care handbook
- How the School supports you during your training
- Online resources to help with anxiety and mental health issues
- Where else can I go for help and advice?
- Statutory leave guidance for trainees and trainers
- Training support FAQs for STP trainees
- Getting support at your University
- Using the Exceptional Extenuating Circumstances policy to apply for an extension of time or change to training
- Wellbeing support for Black, Asian and Minority Ethnic NHS staff
- Who will support me at my workplace?
- What should I do if I’m feeling stressed or unwell?
- Your main sources of support during training
SGP Categories
- Training Officer
- Coach
- Mentor
- Tutor
- autonomy
- Metacognitive
- Independence
- AI
- Assessment
- Clinical Scientist
- Consultant Clinical Scientist role
- DTA
- ETAs
- ETP
- Evidence
- Final year assessment
- FYA
- HSST
- Imposter feelings
- In-service trainee
- Inclusion
- Leadership
- Learning styles
- Making connections
- Networking
- Neurodiversity
- OTA
- Outreach
- Plagiarism
- Post qualifying practice
- Postgraduate training
- Professional development
- Professional foundations
- Professional practice
- PTP
- Reflection
- Reflective practice
- Research
- Rotations
- S-C1
- S-C4
- Social media
- STP
- STP rotations
- STP trainee
- Supernumerary
- Trainee
- Training
- Training officer network
- Work-based assessment