Qualification to be awarded
Last Updated 05/11/2026
Approved education institutions together with practice learning partners must:
5.1ensure that the minimum award for a nursing associate programme is a Foundation Degree of the Regulated Qualifications Framework (England), which is typically two years in length, and
5.2notify students during the programme that they have five years in which to register their award with the NMC. In the event of a student failing to register their qualification within five years they will have to undertake additional education and training or gain such experience as is specified in our standards to register their award.
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- Last Updated: 05/11/2026
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