Learnings from Gosport: Accountability
Last Updated 29/10/2026
What went wrong at Gosport?
The Gosport Independent Panel highlighted a lack of accountability by nurses for the care given and the consequence of that care. This was evident in:
- record keeping
- decision making
- lack of challenge to the system, others and the management of the service
- lack of understanding of the Code.
What our Code says
Our Code of Conduct says that as a professional you must, ‘Be accountable for your decisions to delegate tasks and duties to other people'. To achieve this, you must:
- only delegate tasks and duties that are within the other person’s scope of competence, making sure that they fully understand your instructions
- make sure that everyone you delegate tasks to is adequately supervised and supported so they can provide safe and compassionate care
- confirm that the outcome of any task you have delegated to someone else meets the required standard
What our standards say
Our current nursing standards say patients and the public can be confident that all registered nurses will:
"act to protect the public, and be responsible and accountable for safe, person-centred, evidence-based nursing practice".
They also say nurses must be:
"responsible and accountable for safe, compassionate, person-centred, evidence-based nursing".
Our current midwifery standards say:
"Patients and the public can be confident that all registered midwives will assume full responsibility and accountability for their practice as midwives".
Our current nursing associate standards say:
"Nursing associates act in the best interests of people, putting them first and providing nursing care that is person-centred, safe and compassionate. They act professionally at all times and use their knowledge and experience to make evidence based decisions and solve problems. They recognise and work within the limits of their competence and are responsible for their actions".
Accountability today
Registered nurses, midwives and nursing associates must uphold, as part of their registration, professional standards set out in the Code.
These standards must be applied across all practice settings.
The process of Revalidation, introduced in 2016, encourages reflective practice and raises awareness of the Code and professional standards expected of nursing and midwifery professionals.
Guidance published in 2018 sets out more details for nurses, midwives and nursing associates about delegation and accountability.
Activities for nurses, midwives and nursing associates
For nurses
- Read Platform 1 of our new Standards of proficiency for registered nurses: Being an accountable professional
For nursing associates
For midwives
- Revisit the ‘About the standards for competence’ section of our Standards for competence for registered midwives
For all
- Read and reflect on the NMC’s supplementary information on delegation and accountability
- Read and reflect on the NMC and GMC’s joint guidance on the professional duty of candour
- Read the NMC’s toolkit on enabling professionalism in nursing and midwifery practice
-
Print
-
Download
-
Email Page
- Last Updated: 29/10/2026
Standards (new)
-
The Standards of Proficiency
-
Standards of proficiency for nurses
- Standards of proficiency for nurses - overview
- Introduction
- How the Standards of Proficiency for Nursing are structured
- Platform 1: Being an accountable professional
- Platform 2: Promoting health and preventing ill health
- Platform 3: Assessing needs and planning care
- Platform 4: Providing and evaluating care
- Platform 5: Leading and managing nursing care and working in teams
- Platform 6: Improving safety and quality of care
- Platform 7: Coordinating care
- Annexe A: Communication and relationship management skills
- Annexe B: Nursing procedures
- Glossary for proficiency in Nursing
-
Standards of proficiency for nursing associates
- Standards of proficiency for nursing associates - overview
- About our Standards
- Platform 1: Being an accountable professional
- Platform 2: Promoting health and preventing ill health
- Platform 3: Provide and monitor care
- Platform 4: Working in teams
- Platform 5: Improving safety and quality of care
- Platform 6: Contributing to integrated care
- Annexe A: Communication and relationship management skills
- Annexe B: Procedures to be undertaken by the nursing associate
- Glossary
-
Standards of proficiency for midwives
- Standards of proficiency for midwives - overview
- Introduction to the Standards of Proficiency for Midwives
- About our Standards
- How to read these standards of proficiency
- Domain 1: Being an accountable, autonomous, professional midwife
- Domain 2: Safe and effective midwifery care: promoting and providing continuity of care and carer
- Domain 3: Universal care for all women and newborn infants
- Domain 4: Additional care for women and newborn infants with complications
- Domain 5: Promoting excellence: the midwife as colleague, scholar and leader
- Domain 6: The midwife as skilled practitioner
-
Standards of proficiency for specialist community public health nurses (SCPHN)
- Standards of proficiency for specialist community public health nurses (SCPHN) - overview
- Introduction
- Sphere of influence A: Autonomous specialist community public health nursing practice
- Sphere of Influence B: Transforming specialist community public health nursing practice
- Sphere of influence C: Promoting human rights and addressing inequalities:
- Sphere of influence D: Population health
- Sphere of influence E: Advancing public health services
- Sphere of influence F: Leading and collaborating
- Glossary
-
Standards of proficiency for community nursing specialist practice qualifications (SPQ)
- Standards of proficiency for community nursing specialist practice qualifications (SPQ) - overview
- Introduction
- Platform 1: Being an accountable, autonomous professional and partner in care
- Platform 2: Promoting health and wellbeing and preventing ill health
- Platform 3: Assessing people’s abilities and needs, and planning care
- Platform 4: Providing and evaluating evidence-based care
- Platform 5: Leading, supporting and managing teams
- Platform 6: Leading improvements in safety and quality of care
- Platform 7: Care coordination and system leadership
- Glossary for community nursing specialist practice qualifications (SPQ)
-
Standards of proficiency for nurses
-
The Standards for Education
- Standards for post-registration programmes
-
Standards for prescribing programmes
- Standards for prescribing programmes - overview
- Introduction
- About our standards
- The Royal Pharmaceutical Society Competency Framework
- Titles, qualifications and formularies
- The student journey
- Selection, admission and progression
- Curriculum
- Practice learning
- Supervision and assessment
- Qualification to be awarded
- Glossary
- Standards framework for nursing and midwifery education
- Standards for student supervision and assessment
- Standards for pre-registration nursing associate programmes
-
Principles and Guidance
- Guidance on raising concerns for nurses, midwives and nursing associates
- Guidance on Whistleblowing to the NMC
- Guidance on the professional duty of candour
- Enabling Professionalism
- Principles for supporting women's choices in maternity care
- Principles of Advanced Practice
- Principles of Preceptorship
- Principles to support anti-racism in midwifery and nursing education and practice
- Guidance for nurse assessors
- Guidance on Indirect Supervision
- Supporting information for our education and training standards
- Guidance on using Social Media
-
Case studies
-
Practice learning experience case studies: for nursing programmes
- Practice learning experience case studies: for nursing programmes - overview
- Hospital setting - Adult: First year student nurse, Emma - case study
- Hospital setting - Adult: Second year student nurse, Saima
- Hospital setting - Adult: Third year student nurse, Darren
- Community Mental Health Team
- Community Adolescence Mental Health Services (CAMHS)
- Hospital: Learning Disability Liaison Service and Rheumatology Outpatients
- Haematology Ward
- Hyponatraemia nursing case scenario
- Community Children’s Nursing
- Community based Learning Disability Case study
- Acute care (children’s high dependency unit)
- Practice learning experience case studies: for midwifery programmes
-
Principles to support anti-racism in midwifery and nursing education and practice - anti racism case studies
- Principles to support anti-racism in midwifery and nursing education and practice - anti racism case studies - overview
- anti-racism case study: Samuel: resident-to-staff racism in adult social care 2
- anti-racism case study: Danielle: racial bias in academic assessment
- anti-racism case study: Michael: racialised perceptions of risk in mental health crisis
- anti-racism case study: Jane: responding to racist requests in maternity care
- anti-racism case study: Fatima: language access, cultural safety and clinical risk
- anti-racism case study: Aisha and David: microaggressions and workplace racism
- anti-racism case study: Adebisi: dignity, consent and assumptions in maternity care
- anti-racism case study: Manjula: racialised stereotypes about pain in labour
- anti-racism case study: Speaking up and organisational response
- anti-racism case study: Promotion, readiness and racialised career progression
- Learning from Gosport
- Good teamwork means better maternity care
- Holistic care
- The best midwifery care happens in partnership
-
Practice learning experience case studies: for nursing programmes