University of York, York

What is it like to be a learner with this provider?

Apprentices demonstrate positive attitudes to learning and are acutely aware of how the apprenticeship programme will aid them in their career development. They have high levels of engagement and motivation to succeed. Apprentices enjoy their sessions and take part in tasks enthusiastically. Level 7 advanced clinical practitioner apprentices speak confidently, professionally and expertly on how their projects will improve patients' experience and lead to service improvements.

Apprentices benefit from effective careers guidance and support. They are made aware from early in their programme of the different career paths available to them. As a result, apprentices feel ready for the next stage of their careers, including the different specialisms in which they can work. For example, level 3 team leader apprentices are encouraged to take on additional professional development to support them in their career journey, such as recruitment and selection training and activities to enhance their coaching skills.

What does the provider do well and what does it need to do better?

Staff successfully encourage apprentices to learn from each other and from the work that they carry out in their settings. Apprentices share their experiences from their different environments, which helps them to develop a greater understanding of patient care and how to manage challenging situations. For example, apprentices from care settings are encouraged to share experiences on how their setting would respond to clinical assessment of wound care, and apprentices debate the pros and cons of different approaches. Apprentices value the opportunity to hear from visiting guest speakers, who provide expert insight into additional subjects such as haematology.

Leaders and managers provide a curriculum that is well planned and improves apprentices' knowledge and skills over time. For example, on the level 7 advanced clinical practitioner standard, they sequence the curriculum well to integrate the development of the required knowledge, skills and behaviours with the NHS Capabilities Framework, setting out clearly what is expected of apprentices at each stage of the programme. At the start of the programme, there is a focus on key attributes of the clinical practitioner role before apprentices move on to developing their clinical practice in the second year. In the final year, apprentices receive less supervision and develop the autonomy that they need in their roles.

Bus Stops