Learning Enhancement and Development
  1. About & Contacts
  2. Events
  3. Learning spaces
  4. Qualifications & accreditation
  5. Establishing a Teaching Persona
  6. Learning & teaching
  7. Learning Success
  8. LEaDER Centre
  9. LEaD projects
  1. Past Events
  2. Learning at City Conference 2016
Learning Enhancement and Development

Session 1D - Paper 1

Cracking the Code: Does Nursing and Midwifery Council revalidation promote teaching excellence in Higher Education? A report of collaborative implementation at City, University of London

Julie Attenborough - City, University of London, School of Health Sciences, Nursing (encompassing Adult, Mental Health & Child Nursing and Biology)

Neha Mistry -  City, University of London, Human Resources

Listen to the podcast

This paper focuses on a collaborative project between the Lead Nurse for Education and Human Resources to support the revalidation of nurses and midwives employed by the Institution, and was implemented in 2015/16. This process revealed both the challenges and potential of combining educational and professional identity in a Institutional context.

There is an assumption among service users, members of the public, employers and our students that all nurses and midwives keep their skills and knowledge up-to-date and are of good character and conduct. (Kolyva, 2013). The Nursing and Midwifery Council (NMC) introduced a system of revalidation that requires nurses and midwives to provide evidence of their CPD and current practice with reference to the Code of Professional Standards of Conduct and Practice (NMC 2015).

For nurses and midwives employed by Institution, this represents demonstrating competence and adherence to the Code, with their defined area of practice as education, research or education and research. Much of the literature and guidance focusses on nurses and midwives in clinical practice (Beach and Oates 2015), with emphasis on human resources support for revalidation.

This paper describes the implementation of revalidation at City, University of London, a joint project undertaken between registrants with support from human resources. The institution employs a range of professionals reflecting the courses offered, who have similar requirements and challenges and this paper will cover the shared experience and suggest a model for future development across the institution.

The session will include the themes and issues addressed during workshops attended by registrants from across the Institution. Key issues to be addressed are:

  • The identity of nurses and midwives as educators and how professional identity is experienced in other parts of the Institution.
  • The importance and influence of institutional buy-in to the revalidation process by Universities as employers.
  • The specific challenge of developing a professional portfolio as an educationalist
  • The link between professional revalidation and changing role profiles at City, University of London (education/education and research).
  • Support for Continuing Professional Development for professional groups at City, University of London that is also associated with excellence in teaching.

At the end of this session participants will be able to:

  • Discuss the implications of professional revalidation in a Institutional context.
  • Identify the key areas across the Institution where the education of professionals is key
  • Identify the potential for support for enhanced teaching excellence through the revalidation process.
  • Assess the merits of a collaborative approach to implementing revalidation.
  • Determine the advantages of shared practices and approaches in a Institution and professional context.


Beach, J., Oates, J 2015. Revalidation: The professional development discussion. Community Practitioner, 88(9), p.22.

Kolyva, K., 2013. The NMC model for revalidation. British Journal of Midwifery, 21(11), pp.820-820.

NMC, 2015 The Code: Professional standards of practice and behaviour for nurses and midwives