Learnings from Gosport: Speaking up
Last Updated 29/10/2026
What went wrong at Gosport?
The Gosport Independent Panel highlighted:
- a number of nurses attempted to raise concerns about poor practice, however they were not listened to and they also did not take any further action
What our Code says
Our Code of Conduct says, ‘You work within the limits of your competence, exercising your professional ‘duty of candour’ and raising concerns immediately whenever you come across situations that put patients or public safety at risk. You take necessary action to deal with any concerns where appropriate.’
What our standards say
Our current nursing standards say that nurses must:
"practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment.
"The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety."
Our current midwifery standards say midwives must:
"Provide seamless care and, where appropriate, interventions, in partnership with women and other care providers during the antenatal period which will include: discussion/negotiation with other professionals about further interventions which are appropriate for individual women, considering their wishes, context and culture"
These standards also say midwives must:
"Refer women who would benefit from the skills and knowledge of other individuals".
Our current nursing associate standards say nursing associates must:
"Take personal responsibility to ensure that relevant information is shared according to local policy and appropriate immediate action is taken to provide adequate safeguarding and that concerns are escalated"
Speaking up today
To enable the delivery of good and safe care, nursing and midwifery professionals must speak up if they have concerns or when things have gone wrong.
The Code requires registrants to:
- be open and honest about mistakes and to raise concerns about the delivery of poor care.
- act as an advocate for the vulnerable and challenge poor practice
It clearly sets out that nursing and midwifery professionals must acknowledge and act on all concerns raised to them.
Clear guidance to support all health professionals when things go wrong is available and actively promoted by professional regulators.
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.
Our guidance on whistleblowing also sets out clearly how nurses, midwives, nursing associates, students or other members of staff can raise concerns with us.
Activities for nurses, midwives and nursing associates
For all
- Revisit the 'Preserve safety' section of our Code of Conduct - in particular, section 16, which begins: ‘Act without delay if you believe that there is a risk to patient safety or public protection’
- Read Good nursing and midwifery care: What our professional Code means for you.
- Read Raising concerns: Guidance for nurses, midwives and nursing associates
- Read and reflect on the NMC and GMC’s joint guidance on the professional duty of candour
- Read and reflect on the NMC’s guidance on whistleblowing
- Read about e-learning for Healthcare’s ‘Freedom to Speak Up Guardian role
- Visit the Speak Up website
- Visit the Protect: Speak up, stop harm website
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Email Page
- Last Updated: 29/10/2026
Standards (new)
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The Standards of Proficiency
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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
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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
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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
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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
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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)
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Standards of proficiency for nurses
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The Standards for Education
- Standards for post-registration programmes
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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
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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
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Case studies
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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
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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
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Practice learning experience case studies: for nursing programmes