Induction
As a manager or educator, your role is vital in shaping the early experiences of new support workers, helping them to feel confident, competent, and connected from day one.
Here you’ll find practical tools, guidance, and best practices to deliver consistent, high-quality inductions that ensure support workers deliver safe and effective person-centred care.
Benefits of a planned induction
Time spent by managers and teams preparing a good induction for new healthcare support workers (HCSWs) will be well worth it. Joining any new organisation or team can be stressful, particularly if it is an unfamiliar setting. HCSWs work in diverse roles as the new definition set out in CEL 23 describes, they may be staff providing direct or indirect patient care, handling patient sensitive data, or providing a service to patients.
If induction can be seen as a process of learning new facts, systems and relationships, it will act as a secure building block for future learning. As a new employee, a HCSW will feel supported and in a better place to learn the new job routines, meet new colleagues and understand their role in relation to patient experience.
Benefits of a good induction experience include:
- A new HCSW will feel valued and welcomed
- They will understand quickly how their role fits into the wider team / organisation
- Appreciation of the role boundaries - what can and cannot be done safely
- Public protection and patient safety is built in from day one
- A strong foundation is built for developing the person's future capability within the role, and within the organisation
- Team members can share their knowledge by playing an active part in supporting their new colleague
As a statutory requirement for all new HCSWs joining NHS Scotland, the mandatory Induction Standards provide a framework to deal with induction more consistently, and we would argue, more effectively by making sure it is integrated and located "on the job" as much as possible.
Signposting to HCSW resources
There are a range of people who can help and support HCSWs, see the Who can help? page for more information.
As part of induction, remember to signpost HCSWs to resources which will support them on their continuing learning and development journey.
For example:
- Development and Education Framework for level 2-4 NMAHP HCSWs - clarifying knowledge, skills and behaviours required at each level of practice and offering opportunities to identify learning needs across the four pillars of practice
- Turas Professional Portfolio - provides opportunities to record reflections and evidence of learning, as well as seek feedback from others
- Events - short online events specifically for HCSWs on a wide range of topics with recordings available post event to watch at a time to suit
- Newsletter - quarterly news updates and announcements on learning and development activities and opportunities
- Self-directed learning resources on a variety of topics providing opportunities for ongoing development
Induction Standards and Codes
The Healthcare Support Worker Induction Standards and Codes provide the building blocks for new healthcare support worker's learning and development. They are a means for ensuring all HCSW staff have the knowledge and skills needed to contribute effectively to the delivery of healthcare and to protect the public from harm.
HCSW Workbook
The Workbook supports new HCSWs in meeting the Induction Standards. It provides a structured way to learn, reflect, demonstrate, and record evidence of essential skills and knowledge. The workbook ensures consistent training, promotes safe and person-centred care, and helps managers assess HCSW competence during induction.
Role of the reviewer
The induction workbook process is a collaborative effort between the Healthcare Support Worker (HCSW) and the reviewer. The HCSW is responsible for engaging with the workbook, completing each section thoughtfully, and reflecting on how the standards apply to their role. The reviewer oversees the process by checking for completeness, assessing the quality of responses, and providing feedback to support learning. Together, they ensure the workbook is used effectively to build competence, confidence, and readiness for practice, with the reviewer signing off once all standards are met.
Who can be a reviewer?
A reviewer might be:
- The individual's workplace supervisor
- The individual's colleague
- An individual who has been delegated by the employer to carry out the review (this does not have to be a registered member of staff, it could be an experienced Support Worker)
To find out more about the role and responsibilities of the reviewer visit the role of the reviewer page.