nhs supporting statement examples nursing

Cookies on NHS Jobs

We've put some small files called cookies on your device to help us make improvements to our site.

To improve our site we'd also like to use cookies which will send information to Google Analytics. You can read more about our cookies before you choose.

Making successful applications

Once you have successfully found a position you wish to apply for, you need to make sure your application does you justice and provides you with the best possible chance of getting an interview. This means reading the job description and person specification and taking time over your application demonstrating your skills and experience.

How good a match are you?

All employers will be judging how well your application matches the 'person specification' for the position you are applying for. The applicants who closely match the person specification will be the ones that are shortlisted for interview.

To stand the best chance of receiving an invitation is to demonstrate that you do have the skills and experience as stipulated within the person specification and provide clear examples within the supporting information section.

Never submit the same application form twice. Always adapt it to show how you meet the person specification of the particular post you are applying for.

Complete all the parts of the form

Read the instructions within the advertisement and application form very carefully and make sure that you complete all the sections of the application form. The information you give in the 'application for employment' section will be used to decide if you should be shortlisted for interview.

The 'personal information' and 'monitoring information' sections will not be used for shortlisting, but will be kept for administrative purposes only.

Provide good supporting information

The 'supporting information' section is your opportunity to sell yourself therefore make sure you use it to your advantage. You can include any information here that has not been covered elsewhere on the form. Demonstrate why you would be suitable and how you meet the person specification. You need to convince the recruiter that you have the required skills, knowledge and experience and that they should be inviting you for an interview.

You can include, among other things, details about:

• your duties and responsibilities;
• your skills, knowledge and/or experience which is relevant to the post;
• identify any employment gaps;
• voluntary work you have accomplished;
• research, publication and/or presentation experience.

You are using an outdated browser. Please upgrade your browser to improve your experience.

You are here

• Work for us
• HEE Applicant Guide
• Making a Successful Application

Using the supporting information section to your best advantage

This section is critical to complete well. It’s your chance to really sell yourself as a suitable applicant and get that invitation to interview.

As an external applicant you have up to 1500 words for this section to persuade and influence the recruiting manager that you could do the job and that you deserve an interview.

So how do you do this?

By tailoring your application i.e., by matching your skills, knowledge, and experience to the job requirements. You need to connect your current and past work experience to the requirements of the role you are applying for. This means you can’t just cut and paste any old thing. You need to make it specific to the job in question.

In the Employment History section of your application, you will have listed your previous jobs and the main duties and responsibilities of each. This will have given you some ability to link your skill set with the job in question, by one job at a time. However, the Supporting Information section of your application is where you can sell yourself and really stand out from the crowd.

You have the freedom to organise this section how you want, so you can do this by grouping your skills and work experience into broader themes and strengths that match the job you are applying for.

Using bullet points and subheadings is good. Long paragraphs and essays are not so good. Make it as easy as possible for the recruiters to find the information you need and want them to see.

The critical thing to do here is to pay close attention to the requirements of the role you are applying for and give good examples of your achievements for each. Remember that now with NHS Jobs the shortlisting criteria are included with the advert. Recruiters will be scoring your application against these. So, make sure you cover these.

What makes a good example?

This will be covered in more detail in section 2 on Having a Successful Interview. A helpful framework to use here is the STAR example.

What is a STAR example?

STAR stands for:

• S ituation or T ask – what was the context and what were you being asked to do
• A ction – what you did to achieve this
• R esult – what was the outcome or result, e.g., money or time saved, better customer service, patient care, staff morale etc

In a good STAR example, you address all three elements concisely by writing about your previous experience.

For example:

“At Acme Ltd, as Trainee Accountant, I was asked by my manager, towards year end, to make savings from the budget. This was crucial to the business as we were overspending. I set up a team involving key people from across the business, such as department heads. I asked people to share their ideas and we then prioritised the best ones. For example, I decided to change our electricity supplier to a lower tariff and reduced our stock levels by 10% which improved our working capital. Overall, I achieved £20k in savings, almost 3% of the budget, and we hit the year-end target. My manager was really pleased, and I got a letter of recognition from the Managing Director.”

Share this article on:

Accessibility: Make adjustments to your contrast and font here

• Work With Us
• Volunteering
• Upcoming Events

Application Guidance – Supporting Statement

December 8th 2021

This guide takes you through a generic nurse application, specifically on how to write your supporting statement.

Welcome to Careers in the NHS & Care

350 careers. your nhs and care. your future..

Forgot Password?

Remember Me (30 days)

Create an account and take your first step into a career with us today.

Where to start

• Ultimate Guides
• Virtual Work Experiences
• Chat to students
• UCAS events
• Apprenticeships

Subject guides

• Subject tasters

Industry guides

Where to go.

• Universities and colleges

City guides

• Types of employment
• Write a cover letter
• Starting work
• Career quiz

Before you apply

• Campus open days
• What and where to study
• Distance learning
• Higher Technical Qualifications (HTQs)
• Studying at a college
• Pros and cons of university

Applying to university

• Dates and deadlines

Personal statement

• UCAS Tariff points
• Individual needs

After applying

• Track your application
• Decisions and offers

Results day

Clearing and results day, conservatoires.

• Fees and finance
• How to apply

Replying to offers

• Tracking your application

Postgraduate

• Choosing a course
• Fees, loans, and funding
• Teacher training
• International students
• Student finance
• Scholarships, grants, and bursaries

Additional funding

• Managing money
• Student discounts

Student life

• Starting uni or college
• Mental health and wellbeing

Accommodation

• Accommodation for apprentices
• Accommodation for disabled students
• Apply for student accommodation
• Find the right accommodation
• The ultimate packing list
• Visas and immigration
• English Language Tests (ELTs)
• Choosing the right course
• Entry requirements
• International clearing guide

Financial information

• Available finance options
• Saving money
• UK bank accounts
• Support for refugees and asylum seekers

Extra support

• Adjusting to the UK
• Application tips
• Available support
• Checklist for moving to the UK
• International FAQs
• Support organisations

Student recruitment and marketing

• Drive applications through Clearing
• Drive applications through Extra
• Exhibiting as a university or college
• Improve conversions
• Improve your competitive strategy
• Increase brand awareness
• International
• Provider pages

Data products and solutions

• Application and decision tracker
• Competitor insight dashboard
• Course feasibility
• Leaky Hosepipe solution
• Outreach Elevator
• Student decision report
• Untapped Geographies

Managing applications

• Availability of UCAS data
• Fraud and similarity
• HESA return
• Link services
• Record of Prior Acceptance (RPA)
• Results Processing Service (ABL)
• Systems and services guides

Qualification Information Services

• Qualification Information Profiles (QIPs)
• Qualification guides and resources
• UCAS Tariff

Products as part of your membership

• Recruitment, marketing and admissions services

Provider news and updates

• UCAS correspondents bulletin

Provider developments

• Upcoming developments
• Previous updates
• UCAS maintenance schedule
• Service status

Test and training environments

• HEP1 and HEP2

Link product development

• Availability of new features
• UCAS Link API strategy
• Groups and forums

Admissions guides and resources

• Conservatoire admissions guide and resources
• Provider contact types
• Undergraduate admissions guide and resources

Good practice

• Admissions policies
• Admissions processes
• Applicant experience
• Collection tool help
• Contextualised admissions
• Equality and diversity
• Supporting disadvantages and under-represented groups
• Unconditional offers
• Widening access and participation

Online learning

Provider engagement.

• Annual provider update

Adviser news

• Adviser portal
• Key dates timeline
• Newsletters
• Adviser lives
• Qualification reform

Discovery events

• Getting ready for UCAS Discovery
• Events training

Create your future events

Conferences.

• Teacher and adviser conference 2024
• International Teachers and Advisers Conference

Events calendar 2024

Cycle toolkits.

• Adviser 2025 toolkit
• Conservatoire application toolkit
• Supporting students with individual needs

Lesson activities

• Classroom resources
• Lesson plans

Develop your adviser skills

• Practical ways to guide students
• Help finding work experience
• Events and summer school
• Positive career discussions
• Advice about GCSE choices

Online training

• Personal development platform
• Adviser tips

Tools and resources

• UCAS hub guide
• Digital training
• Progression pathways

Pre application support

• Bursaries, scholarships, and financial support
• Help writing personal statements
• Student budget planner
• Alternatives to A Levels
• Higher education options

Application overview

• Application deadlines
• Application process
• Exam results process
• Monitor student progression
• Predicted grades
• Undergraduate references 2024
• Reference processes and terminology
• Conservatoire references

UCAS registered centres

• Becoming a UCAS registered centre
• Getting started
• Teachers and advisers

International advisers

• Clearing guide for international students
• Qualifications advice
• Supporting international students

Confirmation and Clearing

• ACSL guidance
• Clearing essentials
• Conservatoires confirmation
• International students guide
• Reach talent and acquisition

Apprentices with UCAS

Career finder, employer profiles, multichannel campaigns, apprentices, international guides, make the most of clearing, smart financial decisions.

• Filling in your application

Making changes to your application

How to get a reference, results process, application cancellation request form.

• Requests for personal data
• Notifications
• Preferences
• Provider Homepage
• Provider Dashboard
• Student Hub
• Adviser Homepage
• Adviser Portal
• Personal statement advice: nursing
• Calculate your UCAS Tariff points
• Amendments to the Tariff consultation
• Offer rate calculator
• How to use the offer rate calculator
• Understanding historical entry grades data
• Admissions tests
• Deferred entry
• Staying safe online
• How to write a personal statement that works for multiple courses
• The new personal statement for 2026 entry
• How To Write Your Undergraduate Personal Statement
• How to start a personal statement: The attention grabber
• How to end your personal statement
• Introducing the personal statement tool
• Personal statement dos and don'ts
• Personal statement week
• What to include in a personal statement
• Using AI and ChatGPT to help you with your personal statement
• Using your personal statement beyond a university application
• Carers, estranged students, refugees, asylum seekers, and those with limited leave to remain
• Personal statement advice: animal science
• Personal statement advice: biology
• Personal statement advice: business and management
• Personal statement advice: chemistry
• Personal statement advice and example: computer science
• Personal statement advice: dance
• Personal statement advice: dentistry
• Personal statement advice: drama
• Personal statement advice: economics
• Personal statement advice: engineering
• Personal statement advice: english
• Personal statement advice: geography
• Personal statement advice: history
• Personal statement advice: law
• Personal statement advice: maths
• Personal statement advice: media studies and journalism
• Personal statement advice: medicine
• Personal statement advice: midwifery
• Personal statement advice: modern languages
• Personal statement advice: music
• Personal statement advice: pharmacy
• Personal statement advice: physiotherapy
• Personal statement advice: politics
• Personal statement advice: psychology
• Personal statement advice: social work
• Personal statement advice: sociology
• Personal statement advice: sports science
• Personal statement advice: statistics
• Personal statement advice: teacher training and education
• Personal statement advice: veterinary medicine
• Personal statement: finance and accounting
• Personal statement advice: architecture, building and planning
• Personal statement advice: art and design
• Personal statement advice: environmental science
• Personal statement advice: marketing
• Personal statement advice: philosophy
• Personal statement advice: photography
• Personal statement advice: physics
• References for mature students

With this in mind, your personal statement should demonstrate a clear understanding of what the role involves, the challenges you’ll face, and the kind of skills, qualities, and values required.

We've asked admissions tutors to share their top dos and don'ts for nursing personal statements, and asked a careers adviser to create an example of how to write about your work experience – here's what they told us.  

Nursing personal statement basics – what to include

To structure it, try to write clearly and reflectively about:

• how you arrived at your decision to go into nursing
• why, specifically, you want to be an adult, child, mental health, or learning disabilities nurse
• how your experience and research has contributed to your understanding of the realities and challenges you'll face
• what it is about your skills, attitudes, values, and character that make the profession right for you
• anything you feel is especially relevant about your academic studies, or maybe a project you've undertaken

Some universities will score your personal statement against their specific selection criteria. Make sure you take a look at individual university websites, as these criteria may be listed for you to refer to. Look for nursing courses in our search tool .

Writing about relevant experience

Try to build up as much experience or observation as you can. Ideally this should be in a care environment, such as a hospital, clinic, GP practice, school, residential care or the voluntary sector. Any other experience of working with people is helpful too.

Back up these experiences by carrying out some relevant background reading or research –  Health Careers is a good starting point . Just talking to nurses about their work will also be valuable.  Nurse Ewout talks about his route into nursing . If possible, get to some university open days , as they’re great for picking up new insights and asking questions.

Then, when you write about all this in your statement, try to explain and reflect on:

• what you’ve learned about some of the realities of nursing, the challenges, constraints, and frustrations you’ll face (rather than the rewards), and the skills, qualities, and values you’ll need
• how you’ve demonstrated some of those skills, qualities, and values yourself through your experience, extracurricular activities, personal interests or achievements

The latter could include the responsibility and commitment you’ve shown through:  

• voluntary work
• the teamwork and interpersonal skills you’ve developed in your part-time job
• the empathy you’ve shown as a student mentor
• the leadership you’ve displayed as a guide or scout
• something specific that happened on a Duke of Edinburgh’s Award expedition, and so on

Tip:  Don’t waste space in your statement explaining what a nurse does – they know that! But if you’ve found out for yourself how nurses manage, prescribe, evaluate or critically review evidence when making decisions, do reflect on that.  

Focus on the field of nursing you're interested in

Most nursing admissions tutors expect you to apply for one specific field only, such as adult or child.

They'll expect you to choose between nursing and midwifery courses rather than apply to both at the same time. However, one university told us that you wouldn’t automatically be rejected if you are genuinely interested in the crossover between two different fields (same for nursing and midwifery), so do check first. Some universities also offer dual-field courses but you'll need to demonstrate a realistic understanding of the field(s) you’ve chosen.

For example, if you’re applying specifically for mental health nursing, you might want to reflect on your ability to understand other people’s perspectives or to advocate on their behalf. Or if you feel it’s appropriate to reflect on your own experience of mental health then, as one admissions tutor told us, the key is to explain how this has motivated you to become a nurse yourself.

For child nursing, you might wish to demonstrate your awareness of the diverse range of children you will nurse and the kind of challenges you expect to face. Similarly, for adult or learning disability, you could reflect on what you’ve learned from your interactions with elderly people, or how you’ve supported someone with a learning disability yourself.

The key words are ‘demonstrate’ and ‘reflect’. It’s not enough just to say you understand something – you need to show what it was that led to your understanding. Then, as Moira Davies, nursing admissions tutor at University of South Wales, advises, ‘highlight the skills you have that are transferable to the field of nursing you have chosen’.

If you’re interested in learning more about midwifery, read our guide .

Accuracy is vital

Nhs constitution.

For all degree courses that involve training within an NHS setting, there is likely to be some emphasis on values based selection, and how applicants' own values and behaviours align with the seven core values of the NHS Constitution . Familiarise yourself with this while writing your personal statement.

For more personal statement advice and examples, check out all our personal statement advice including how to write a personal statement and how to start yours .

Sponsored articles UCAS Media Service

Five reasons to sign up to the ucas newsletter, do you need to take an english test to study at university in the uk, take a personalised tour of our campus.

• Free Interview Course

Home > Blog > NHS Band 7 Supporting Information Example

Career Advice , Interviews , NHS

Nhs band 7 supporting information example.

When applying for a job, you will be asked to provide supporting information that essentially offers evidence to back up your application. This is particularly common in sectors like healthcare, education, and civil service, although it can appear in other sectors as well. If you’re aiming for a “Band 7” level role in the NHS, for instance, this means you’re looking at a senior clinical or managerial role, so the expectations for your supporting information are very high.

In this guide, we will breakdown the key advice on how to write a strong supporting information statement for all BAND 7 roles:

UNLOCK OVER 30 NHS SUPPORTING INFORMATION TEMPLATES + GET THE NHS ONLINE INTERVIEW MASTERCLASS COURSE FOR FREE !

• 30+ expertly written supporting information examples not found anywhere else.
• Get the edge over other candidates by enhancing your application with templates designed to help you create your own winning examples with ease.
• Don’t waste time wondering what to include – ensure you are including what the assessors want to see to make your application successful.
• Instant access to all of the examples so you can complete your NHS application fast!
• PLUS… get a 14-day free trial to our bestselling  Online NHS Interview Masterclass to elevate your interview to a whole new level! (Thereafter just £27+vat per month, no minimum term. Cancel anytime).

SPECIAL OFFER £ 39.99 TODAY’S PRICE ONLY: £ 7.00

Understand the Job Description and Person Specification

This is CRUCIAL!  

• Carefully go through the job description and the person specification .  
• Understand what the job involves and what the employer is looking for in a candidate.  
• Make a list of essential and desirable criteria for the role.

You can then use this information to TAILOR your application form to MATCH their REQUIREMENTS perfectly!

Structure Your Information

This next tip may sound simple, but many candidates use big blocky paragraphs. Instead…

• Create a structured statement that is easy to read.  
• Use headings, bullet points, and paragraphs effectively.  
• Make sure that you cover all the areas that are requested in the job application form or guidelines.

Match Experience to Criteria

• For each of the criteria listed in the person specification, explain how your experience and skills make you a good fit for this job.  
• Use real-world examples and be as specific as possible.

If one of the criteria is “Ability to lead a team,” you might write:

“In my previous role as Unit Manager at XYZ Hospital, I led a team of 20 healthcare professionals. I conducted monthly one-to-ones, initiated a team training program, and successfully increased team productivity by 25% over one year.”

Use the STAR Technique

When describing your achievements and experience, you can use the STAR technique:

• S ituation: Describe the situation.
• T ask: Explain the task you had to accomplish.
• A ction: Describe the action you took.
• R esult: Talk about the results of your action.

“In 2021, our department (Situation) was faced with a high rate of patient readmissions (Task). I analysed patient records and found a pattern related to post-discharge instructions. I initiated a new protocol for post-discharge care (Action). This resulted in a 20% decrease in readmissions over six months (Result).”

Professional Tone and Language

• Maintain a professional tone throughout. Use clear, precise language.  
• Avoid jargon unless it is industry-specific and relevant to the role.
• Once you’ve written the supporting information, read through it multiple times.  
• Check for grammatical errors, ensure it makes sense, and ask a friend or colleague to review it.
• Admin and note taking is critical to NHS roles – don’t make any errors!

Keep it Concise

• Stick to the word limit, if provided. Make every word count; be concise but comprehensive.
• Remember, your supporting information should complement your CV or resume, not duplicate it.  
• It should provide additional information and specific examples that show why you are the best candidate for the job.

Joshua Brown

Leave a reply cancel reply.

You must be logged in to post a comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

• Free Aptitude Tests

• Privacy Overview
• Strictly Necessary Cookies

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

• LOGIN / FREE TRIAL

‘Desire and innovation of nurses could shift the dial on health inequalities’

STEVE FORD, EDITOR

• You are here: Opinion

‘The NHS needs, and will continue to need, temporary workers’

30 September, 2024 By Juliette Cosgrove

On 19 August 2024, Nursing Times published an article on findings from a study entitled Temporary nurses ‘not long-term solution to staff gaps, warn researchers . As the largest provider of temporary bank staff to the NHS, we believe that research of this kind should be considered in context.

This University of Southampton study, published in the journal JAMA Network Open , is obviously not the first piece of research that has looked at the impact of the use of temporary staff on mortality rates.

“It is not the temporary workers themselves who are less efficient and effective – but the way in which they are inducted and managed”

Another piece of research cited in the NHS Long term Workforce Plan – called Temporary staffing and patient death in acute hospitals: A retrospective longitudinal study – came to similar conclusions.

Although they also suggest, like many articles they cite in their literature review, while there is sufficient evidence to point to a relative inefficiency of temporary staff, leading to higher mortality rates, the reasons why this is the case requires further statistical exploration.

Tackling the problem is not a matter of stopping the use of temporary staff. The NHS needs, and will continue to need, temporary workers to allow it to respond effectively to peaks and troughs in demand.

The long-term workforce plan determines that, at full staffing rates, the NHS should maintain a flexible bank workforce of circa 114,000 individuals. The challenge, therefore, is how we improve the performance of our temporary workforce.

Understanding why temporary staff may be perceived as less efficient and productive as their substantive peers is central to NHS Professionals’ operations.

As far back as 2006, the National Audit Office report – Improving the use of temporary nursing staff in NHS acute and foundation trusts – suggested: “The National Patient Safety Agency (NPSA) undertook an analysis of clinical incidents reported to its confidential National Reporting and Learning System to identify incidents relating to agency, bank and locum staff.

“The NPSA examined a sample of 75 incidents in depth. The analysis showed that 38% of the incidents reported related to poor clinical practice and 13% related to a lack of familiarity with the environment. The other categories were lack of experience/ training (eight per cent); concern about behaviour of staff (eight per cent); and failure to attend a shift (24%).”

Unfortunately, many of these issues are still prevalent today. NHS Professionals ’ last bank worker survey revealed that only 50% agreed or strongly agreed with the statement ‘when I start work on a new ward, I always receive a short induction/orientation to learn where things are and how things work’.

Only 52% agreed that their manager gives them a voice, and just under half suggested they are asked their opinions before decisions are made or are given feedback which encourages their professional development.

Just over 45% indicated they receive regular professional supervision. In addition, around 30% suggested they sometimes end up working in an area other than the one in which they booked their shift. These findings are similar to those from the national bank staff survey conducted in 2023.

In March 2024 the  Health Services Safety Investigations Body (HSSIB) published the results of a review of the involvement of agency and bank staff in health service patient safety investigations.

It found multiple examples of temporary staff ‘never’ being involved in these investigations, leading to a formal recommendation to include guidance on engaging temporary staff – including agency and bank workers – with learning responses and investigations after a patient incident.

Failing to gather information from flexible staff is perceived as a hazard to patient safety, as is the fact that flexible staff are not being provided with opportunities to learn from the feedback of these investigations.

On the 5 September 2024, the HSSIB published a further report that suggests that the risks to patient safety from using temporary staff arise as a result of a mix of factors including:

• Discrimination against temporary workers because of their worker status and/or their ethnicity. This can impact the support they receive and their ability to ask questions.
• Fear of losing future work opportunities if they raise concerns. This is amplified among minority ethnic cohorts.
• Poor practices in advertising roles and specifying the skills required leading to a mismatch between expectations and reality.
• Lack of knowledge in the deploying ward about the temporary workers’ skills and expertise which sometimes results in their being placed in situations they are not confident to manage.
• The redeployment of temporary workers when they turn up for a shift which often fails to take account of skills and abilities.
• Poor practice in local inductions.
• Lack of access to electronic clinical systems.

These themes are reflected in research, undertaken by staff at the University of Birmingham and published in BMJ Quality and Safety , which identifies five themes relating to how the use of locums impacts on patient quality and safety. These include:

• Familiarity with the organisation its patient and staff (often linked with induction with there also being additional work for permanent staff for inducting, training and supervising locums)
• Balance and stability of services (eg the balance of substantive to locum and the fact that locums are not involved in team and organizational development which impacts on governance and leadership)
• Discrimination and exclusion (impacting involvement, inclusion and information sharing).
• Defensive practice by locums (the fear of being scapegoated leads to defensive practice which can be perceived as poor clinical judgement)
• Falling outside of clinical governance arrangements (eg involvement in performance feedback, supervision, educational opportunities, appraisal and quality improvement is often not clearly specified)

Integration of temporary workers is often eschewed by the ‘us and them’ attitude which has formed around temporary workers (agency in particular), and the view on the part of some colleagues that agency work undermines the value of the NHS mission and ethos.

However, integrating these workers (particularly bank workers) into the core operations of the workforce has the potential to overcome all of the potential negative patient experience effects outlined above – as well as improving the overall experience of bank workers. It also has the potential to make bank employment more attractive than agency.

NHS Professionals has long understood that it is not the temporary workers themselves who are less efficient and effective – but the way in which they are inducted and managed.

We work hard with our partners to effect improvements but there is clearly some way to go to fully integrate temporary workers into the workforce.

Everyone recognises that having them available is better than being short-staffed – but we need to do more to explore and communicate the link between nurturing them and improving patient outcomes.

The conversation around this needs to be improved and we would ask publications such as yours to champion this thinking, so that we can get the best out of our valuable, temporary workforce.

Juliette Cosgrove is chief nurse and director of clinical governance, NHS Professionals

Related aricles

• Temporary nurses ‘not long-term’ solution to staff gaps, warn researchers
• ‘Does the NHS Long Term Workforce Plan make way for new bank models?’
• Relying on agency nurses carries patient safety risks – study
• Agency and bank nurses a ‘missing voice’ from safety investigations
• NHS spent £3.2bn on agency nurses in three years, says RCN
• Nursing chief vows to tackle ‘myths’ around agency staff
• Trusts turning to bank nurses over agencies to fill vacancies
• North West London trusts launch ‘collaborative bank’ of 20,000 nurses

Read more articles by Juliette Cosgrove

• Add to Bookmarks

Related articles

Earlier this week, I had the pleasure of meeting a group of inspiring nurses and midwives who are making a real difference to tackling health inequalities in their local areas.

‘In that moment, there was solace in knowing that Mum was being looked after’

Latest blog: When Andrew Swindells’ Mum moved out of hospital and into a specialised care home, the weight his family had been carrying for so long shifted.

‘With one in four school starters not toilet trained, parents need support’

With so many children starting school who have not been toilet trained, families need judgement-free support, says Juliette Rayner.

‘We must not forget the impact of the Covid-19 pandemic on nursing’

We have been jolted back to the dark days of 2020 this week, as the former chief nurses of England, Wales, Scotland and Northern Ireland gave their evidence to the Covid Inquiry.

Have your say

Sign in or Register a new account to join the discussion.