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Our reports provide an insight into how we approve and monitor programmes throughout the year

We recognise that many HCPC registrants are employed or work outside the NHS structures, where preceptorship is less well known and may be more difficult to access.

An update from Helen Gough, podiatrist and HCPC Council member leading the Expert Reference Group as part of our Advanced practice project. 

Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes. 

There are a wide range of different partner roles that provide the expertise we need for our decision making processes.

All hearings begin at 10am and are open to the press and public unless otherwise stated

There are a small number of circumstances where you might need to pass on information without consent, or when you have asked for consent but the service user has refused it

Our return to practice requirements are flexible, minimum requirements. They aim to protect the public by making sure you have up-to-date knowledge and skills.

Aim: We regulate, take and communicate decisions which are informed by a deep understanding of the environment within which our registrants, employers and education providers operate

Employers, including those who manage, supervise or lead the work of HCPC registered professionals, play a key role providing a number of functions, including checking their employees’ registration

Our supervision templates provide some examples of how you might want to structure your supervision sessions and the types of conversations you could have.

Learning resources on health and wellbeing, created by the 2023 student competition winners. 

Supporting colleagues during Ramadan is part of building an inclusive work environment where everyone is engaged, respected, valued and feel a sense of belonging because of all the effort from their colleagues/managers.

Blog by Head of Education Brendon Edmonds exploring the use of simulation, another key area of interest in relation to practice based learning (part 2).