Benefits and experience

“Before starting my employment within NHS Highland, I didn’t have a good understanding of what the Flying Start Programme involved but I knew it was a requirement to complete this within my first year of qualifying which panicked me a lot. I discussed with the clinical educators on the ward, I attended sessions on the modules with the Practice Education Facilitators and spoke with a colleague on my ward that had made a portfolio guide.  The portfolio guide provided information on how to undertake each module of the Flying Start programme and how it could then be used for revalidation purposes by using the templates provided. I felt this helped me as there wasn’t a portal that I was personally aware of for me to access information more easily, and with having a colleague that had undertaken it a couple of years ago, I could ask them for guidance when needed. I was then able to complete my Flying Start by relating my experiences in clinical practice to the learning outcomes of the Flying Start Programme and have received all of my certificates of completion of the programme on Turas.  I have now made a new portfolio for the upcoming NQNs to access, and I feel more informed to give support if they require it. Also, in making this portfolio I have recorded my NMC templates with my completed continued professional development that I can use for revalidation in 2025, as well as my written reflective accounts. Completing the Flying Start Programme has been a rewarding experience for me and has helped me identify how the outcomes of the programme have been applied throughout my working practice. This will help consolidate my own self-development going forward in my career and help future students and nurses.”

“Initially, I was a bit overwhelmed commencing Flying Start, the last thing I wanted after 3 years of studying, was more studying. However, the first online group session was informative, the information that was provided during these sessions directly related to day-to-day practice. The following sessions were equally as informative, and it was nice to still attend sessions with my cohort. I felt very supported during Flying Start, I had the support of my team lead and I was also provided with a one-on-one session with a Flying Start facilitator when I was struggling with a piece of work. It's helpful to continue to have access to the recordings that are available from Flying Start, it also got me into the habit of writing reflective accounts which will come in handy when I complete my revalidation.”

“The Flying Start programme initially felt like another thing that had to be completed in an already overwhelmed mind, full of other important things to remember. I will admit I was initially sceptical about the importance of completing this. In reality, it seamlessly fits into the reflections I was already doing as part of my ‘unwind’ process after shifts that had been particularly busy, poignant or where I had learned something new. Knowing the reflective accounts can also be used towards revalidation is also a bonus as it feels like it will pay off in the long run. My general understanding of the Flying Start programme wasn’t great and it took me a while to get my head around what exactly was expected of me. After a session with the clinical educator explaining the completion and submission process, it became clearer to me. I found looking through the programme online myself helped, and once I understood that it was a self-directed portfolio of reflective accounts, I found it easier to complete.”

“The Flying Start Programme facilitates many ways in which your competencies can be achieved and encourages reflective practice and continuous learning from the start of your career. Developing an ability to reflect on patient care and conditions, helps the development of life-long learning skills and develops a positive frame of mind to support revalidation and meet the requirements of the NMC. The Flying Start Portal is very helpful and provides knowledge and understanding about how best to use the Flying Start programme and how it can be of benefit throughout your career. It is also a very good way of creating a portfolio on Turas, keeping reflective accounts and a record of training hours to facilitate the revalidation process.”

“Following the advice from the clinical educators, I began my Flying Start as soon as I could and started completing small amounts of it when I had a quiet spell during a shift. Initially, the thought of Flying Start was overwhelming and it felt as though there was a lot to complete, however the proficiencies booklet the CEs made for myself and the other NQMs detailed what each ‘pillar’ of Flying Start was about. I then broke it down into smaller tasks for myself so it didn’t feel as overwhelming - for example I would aim to write a small amount of a reflection when able rather than challenging myself to write an entire reflection in one sitting as this made it feel more manageable. I found these reflections helpful, and they flowed easily as they were similar to the supported conversations the CEs would have with the NQMs: what happened? What went well? What could you do to improve for next time?”

“I was made aware of the Flying Start programme through my university course, so anticipated completing it when starting my job. Initially I felt unsure on how to gather evidence of my learning, however a colleague who had previously completed Flying Start had recommended the NHS GGC Flying Start website. The website provided example portfolios and learning tasks, which helped me to develop a better understanding of the requirements and how to meet the learning outcomes. Through discussions with my facilitators, we were able to identify a variety of learning experiences that I had already completed through everyday opportunities and was able link these to the pillars of practice. I was able to evidence my learning through reflections, records of learning and questionnaires and uploaded this evidence to my Turas learning portfolio. I planned out in advance all my protected Flying Start study time and supervision with facilitators following the completion of each pillar. This enabled me to keep on track with my progress and seek support during contact with facilitators. Flying Start has enabled me to reflect and evidence my learning experiences during my first year of practice. I have enjoyed creating my portfolio and sharing this with my facilitators.”

“I have recently finished mentoring a NQP through the Flying Start program within my profession, and an AHP from a different profession. I was apprehensive about supporting a NQP from a different AHP profession, but this went well. The Flying Start Turas portal was helpful to support me as a Facilitator and I felt confident supporting both NQPs as Facilitator. It was fulfilling to support NQPs through this program and during their first year of work. Being a Facilitator was manageable and involved meeting up with NQPs in person and corresponding via email. The Flying Start program helps support NQPs with their reflective practice and it was interesting for me to be part of these discussions. Flying Start is routinely completed within the team but I am keen to support other members of my team to become a Facilitator for future NQPs.”