NHS Patient

Safety Syllabus
Training for every member of staff across the NHS

Making Safety Active:

• Preventing harm before it occurs
• Identifying risks and making them safe
• It is time to change what we do and
how we think about patient safety

V 2.1 (June 2022)

 Contents

3 Foreword

4 Introduction

5 Key domains and underpinning knowledge

7 Domain 1: Systems approach to patient safety

10 Domain 2: Learning from incidents

13 Domain 3: Human factors, human performance and safety management

15 Domain 4: Creating safe systems

17 Domain 5: Being sure about safety

19 Glossary

22 Acknowledgements

NHS Patient Safety Syllabus v2.1 2

 Foreword

Patient safety is more vital than ever as we emerge from the

Covid19 pandemic, with NHS resources under pressure
The first NHS England Patient Safety Strategy was launched at the Patient
Safety Congress in July 2019 to describe ways in which the NHS will
continuously improve patient safety, building on the foundations of a safer
culture and safer systems. 
The Academy of Medical Royal Colleges has worked with colleagues
from the University of Warwick to develop this new NHS Patient Safety
syllabus to complement it as the basis for education and training for staff
throughout the NHS.
This syllabus represents an exciting new approach to patient safety,
incorporating an emphasis on a proactive approach to identifying risks to
safe care and including systems thinking and human factors. This sets the
scene for a step change in thinking about patient safety which should lead
to significant gains as it reaches a critical mass of trained practitioners.
We look forward to continuing our work with NHS England as specific
curricula are developed for all staff groups.
Everyone stands to benefit from improved patient safety.
Professor Dame Helen Stokes-Lampard
Chair of the Academy of Medical Royal Colleges

“
CQC welcomes the
development of the patient
safety syllabus and its
curriculum guidance which
represents an opportunity to
“Developing an NHS patient safety syllabus for the NHS is a core
part of the NHS Patient Safety Strategy. The initial training
material (Levels 1 and 2) are now available online and early
evaluations have been extremely positive.
The team at the Academy of Medical Royal Colleges has now
understand the factors that
transformed the remainder of the syllabus into a full set of
are essential foundations of
educational modules (levels 3,4 and 5). This will allow delivery
safety, and will help everyone
to begin in earnest which, alongside an accreditation process,
think differently about how to
will ensure consistent, high-quality patient safety education
provide the consistently safe
and training is provided to the NHS.
care that must underpin all
services in the NHS.” This material, which focusses on both proactive and reactive
approaches to patient safety, alongside key areas like systems-
Victoria Vallance, CQC’s
thinking and human factors, will provide staff with a common
Director of Secondary
set of concepts, helping to create a positive culture of patient
and Specialist Healthcare
safety, and ultimately lead to safer care.”
Dr Aidan Fowler, National Director of Patient Safety,
NHS England and NHS Improvement

NHS Patient Safety Syllabus v2.1 3

 Introduction

Patient safety continues to be a significant These are industries where the use of a systems-
issue in healthcare and a focus of both based approach and the recognition of human
quality improvement and academic research. performance variability have brought safety to
high-risk areas. These industries have long been
The NHS published its first Patient Safety upheld as learning opportunities for healthcare.
Strategy in July 2019 with the development Secondly, and in line with best practices from
of the first NHS-wide Patient Safety Syllabus safer sectors, the syllabus adopts an approach
to support a transformation in patient safety that brings a systems perspective to reactive
education and training in the NHS. The safety methods and – perhaps most importantly
Patient Safety Strategy included ambitions – uses a systems approach to enhance patient
to develop training in the fundamentals of safety proactively. Thirdly, this is the first NHS-
patient safety that would be relevant to all wide patient safety syllabus. The syllabus
NHS staff – clinical and non-clinical – as well consists of five sequential domains, drawn from
as more detailed training and education that developing themes in patient safety, which are
could be incorporated into clinical and outlined in the next section.
non-clinical undergraduate and postgraduate
healthcare education and continuing
professional development.

Version 2 of the syllabus was agreed and

finalised following extensive review of version 1.
This version 2.1 simply includes minor updating
to reflect the fact that the two e-learning
modules for levels 1 and 2, and the curriculum
guidance modules, are now complete. The
syllabus will next be reviewed in Q4 2024.

This syllabus is designed for all NHS staff

and is structured to provide both a technical
understanding of safety in complex systems and
a suite of tools and approaches that will: Any syllabus is descriptive rather than
prescriptive, providing a set of concepts and
• Build safety for patients subjects that are to be covered, rather than a
tightly defined programme for a specific course.
• Reduce the risks created by systems
This is appropriate since the concepts and tools
and practices
of patient safety must be taught across many
• Develop a genuine culture of patient safety. professions and many levels of seniority and
responsibility. The syllabus is, therefore, the
Although there are a number of well-known basis for the preparation of detailed curricula
safety procedures in healthcare – including the and training modules, designed for specific
intention to learn from incidents and national levels of the NHS; the guidance for creating
safety regulations – this syllabus is distinct these curricula has been completed and training
in three ways. Firstly, it draws explicitly from providers will now be creating/adapting their
widely used safety methodologies applied courses in line with the syllabus. The training
routinely in other safety-critical industries such will need to be accredited to confirm that it
as the nuclear industry and process engineering. adheres to the syllabus.

NHS Patient Safety Syllabus v2.1 4

 Key domains and underpinning knowledge

The domains of this syllabus are presented below as a linear sequence

although there are inevitable dependencies and synergies between them.
To understand this and to support the structure and content of each
domain, the syllabus sets out the key outcomes for each domain and the
underpinning knowledge and expertise required at each stage.

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

Figure 1. Five domains in the patient safety syllabus

The rationale used in developing the domains of the four key themes of the syllabus for those
embodies a spiral of learning, with each domain who choose to develop their expertise further.
building on and deepening the work carried
out in previous domains. The elements of The four key themes of underpinning
underpinning knowledge and expertise fall into knowledge and expertise are:
four key themes that run through each of the
• Systems thinking
domains and, through the unfolding of further
knowledge within each domain, will build to a • Human factors
comprehensive understanding in each area.
• Risk expertise
The syllabus has now been translated into
guidance for training providers to create discrete • Safety culture.
learning modules to form a curriculum. These
will be discrete for the purposes of educational
design, but inevitably the skills in different
domains will integrate in different ways in a
behavioural context depending on the demands
of each situation. From the curriculum, staff
will be able to select those modules of most
significance to their work – perhaps focusing
on systems-based incident review, or on human
factors. The design of the learning modules, and
the incorporation of an ‘Essentials for patient
safety’ module for all staff, will enable staff and
patients to benefit quickly from the clear focus
on patient safety, and inclusion of an ‘Access
to practice’ module provides essential elements

NHS Patient Safety Syllabus v2.1 5

 Key domains and underpinning knowledge

Although elements of each area will be used The following sections take the domains above
in each domain, some domains have a strong and specify the capabilities. Each domain
focus on two or three areas. For example, contains a number of subsections describing
Domain 2 (learning from incidents) draws most key elements and within each subsection are
deeply on expertise in risk and human factors; more detailed capabilities to be attained in
Domain 4 (creating safe systems) draws more building expertise in the area. In addition to the
from systems thinking and safety culture. detailed capabilities, examples are provided of
generic learning and development activities,
The overall structure of the syllabus also focuses themselves divided into those to be delivered
on knowledge, action, and consolidation. in the early part of training and those to be
Domain 1 provides the systems knowledge mastered at a higher level.
which is critical to carrying out the necessary
actions in reactive approaches in Domain 2.
Domain 3 provides the knowledge base for
actions in proactive approaches to patient safety
in Domain 4. Domain 5 draws on all previous
domains to provide the knowledge and tools
that consolidate and maintain patient safety.

NHS Patient Safety Syllabus v2.1 6

 Domain 1

Systems approach to patient safety

This key introductory and context-setting domain includes two streams:

• The systems approach to safety

• Patient safety in its public context

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

The systems approach to safety Patient safety and its public context

Patient and public

The safety landscape
involvement in safety

Systems approach Medico-legal and

to patient safety professional responsibilities

Patient safety regulations

Safety II and resilience
and improvement

Organisational culture Learning from and

and learning managing complaints*

Figure 2. The eight key elements in Domain 1

* This is likely to be included in future versions of the syllabus. In particular, complaints
management and learning is an area open for consultation.

NHS Patient Safety Syllabus v2.1 7

 Systems approach to patient safety

1. The safety landscape

1.1 Has knowledge of national learning reports and can describe key findings

1.2 Has knowledge of essential safety procedures, including reporting, safety alerts and regulatory requirements

1.3 Applies lessons from key case studies in patient safety

1.4 Analyses patient harm levels to evaluate the safety of the area

2. Systems approach to patient safety

2.1 Recognises and describes the effect of systems design on risk and safety

2.2 Outlines the principles of direct and latent failures and of performance-influencing factors

2.3 Describes safety approaches used in other safety-critical industries

2.4 Explains the fundamentals of human factors and human performance

2.5 Acts to break the link between error and blame by describing system-induced error in all incident
responses and reports

3. Safety II and resilience

3.1 Recognises the key principles of Safety-II theory and how they may complement Safety-I

3.2 Encourages anticipation, adaptation, monitoring, and responding, to address existing and developing risks

3.3 Has detailed knowledge of evidence-based interventions in Safety-II and how they apply to
improving patient safety

3.4 Is able to integrate and apply the principles and practices of Safety-II in making direct improvements
in patient safety

4. Organisational culture and learning

4.1 Recognises organisational culture and the principles of safety culture

4.2 Explains the effect of blame culture on organisational learning

4.3 Analyses and evaluates safety culture and organisational learning

4.4 Contributes to sharing lessons learned in patient safety and promotes a learning culture

NHS Patient Safety Syllabus v2.1 8

 Systems approach to patient safety

5. Patient and public involvement in patient safety

5.1 Recognises and adopts the 2021 NHS Framework for involving patients in patient safety

5.2 Supports organisation-wide protocols for listening, responding to, and sharing patient-centred information
including those regarding current priorities in patient safety

5.3 W
 orks in partnership with patients and carers in key areas of safety where public and patient involvement
improve patient safety, including medication safety, service design, incident reporting and investigations,
and communication

5.4 S upports a culture of patient safety through identifying and sharing examples and evidence of patient safety
improvement through public, patient, and carer involvement

6. Medico-legal and professional responsibilities

6.1 Aware of, and understands, key concepts and definitions in medical ethics and law and the provisions of
significant legislation including the Health and Social Care Act (2012) and further instruments, Deprivation
of Liberty Safeguards (DOLS), Mental Capacity Act (2005), the Mental Health Act (2007), and equivalent
provisions from devolved legislations

6.2 Explains the ethical and clinical issues involved with patient care, including
the withholding or withdrawal of care, and with the rights of the patient to refuse care

6.3 Complies with legal requirements in patient confidentiality and information governance

6.4 Recognises the legal issues surrounding clinical negligence, compensation, and the accountability of
individual practitioners

6.5 U
 nderstands the legal basis of, and requirements relating to, the activities of Coroners, Coroners’ inquests,
medical examiners and related law

7. Patient safety regulations and improvement

7.1 O
 utlines and explains key safety recommendations from professional bodies and regulators, including
mandated safety practices

7.2 Ensures that recommendations such as national patient safety alerts are complied with

7.3 Is aware of all indications of patient harm and risk, including incident reporting, complaints and
mortality reviews

7.4 Has full knowledge of the Duty of Candour regulations and how they are to be applied

NHS Patient Safety Syllabus v2.1 9

 Domain 2

Learning from incidents

Reporting and learning from incidents identifying systems-induced error and
is an essential element in patient safety. changing the way work is carried out in
This is the reactive element of safety order to create safety for patients.
management, complemented by the
proactive approach of later domains. This domain provides a methodological
Incident analysis has the first responsibility approach, describes systems-based
of preventing further harm to patients interventions, guidance for managing human
in similar contexts and therefore must performance and its variations, and essential
take a systems-based approach, carefully systems for avoiding blame.

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

Investigating patient
safety incidents

Designing system-based
interventions

Managing human performance

variability in patient safety

Avoiding blame and creating a

learning culture through a just
culture approach

Figure 3. The four key elements in Domain 2

NHS Patient Safety Syllabus v2.1 10

 Learning from incidents

1. Investigating patient safety incidents

1.1 Ensures that a multidisciplinary team with a qualified leader manages the incident investigation

1.2 Involves patients and carers in the investigation process

1.3 Creates an evidenced timeline for the patient journey through document review and unbiased data collection

1.4 Uses a systematic approach to identifying causal and contributory factors in analysing incidents

1.5 Where appropriate, uses an understanding of human performance and its variability to describe discrete
care and service delivery problems

2. Designing systems-based interventions

2.1 Uses the wider system and context to respond to incident investigations

2.2 U
 ses an understanding of each separate care delivery problem to bring about changes in the system which
will prevent future harm

2.3 Uses an awareness of stronger and weaker interventions when developing safety interventions

2.4 Checks the robustness of interventions for the impact on future risk and safety

3. Managing human performance variability in patient safety

3.1 E nsures that incident investigations recognise and highlight human contributions to risk and
patient safety incidents

3.2 Applies an understanding of human performance variability as a consequence of systems rather than an
explanation of safety failures

3.3 Evaluates system-induced human error to design effective safety interventions

3.4 Builds human performance management explicitly into incident investigation reports

NHS Patient Safety Syllabus v2.1 11

 Learning from incidents

4. Avoiding blame and creating a learning culture through a just culture approach

4.1 Explains how to distinguish between systems-based failures in safety and the contribution of individual staff

4.2 Uses the ‘Just Culture Guide’ (JCG) with each individual failure in a systematic way to challenge and validate
individual behaviours

4.3 Documents and shares the outputs from the JCG with those involved in the incident and the investigation to
ensure complete transparency

4.4 Demonstrates that systems failures identified by the JCG are addressed in the response to the incident
or near-miss

4.5 Uses a knowledge of systems and systems-induced failures to prevent inappropriate blame of staff following
a patient safety incident

NHS Patient Safety Syllabus v2.1 12

 Domain 3

Human factors, human performance, and safety management

In this domain, human factors is introduced with special relevance to patient
safety. There is a focus on task management, the role of humans in safety
systems, communication and other non-technical skills, process reliability in
clinical practice and safety assurance.

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

Human factors and

clinical practice

Task analysis and support

Non-technical skills in
clinical practice

Process reliability and

safety assurance

Figure 4. The four key elements in Domain 3

NHS Patient Safety Syllabus v2.1 13

 Human factors, human performance, and safety management

1. Human factors and clinical practice

1.1 Outlines and explains the role and effect of humans in complex systems and the fundamentals
of human factors

1.2 Reflects performance to explain human factors in practice

1.3 Evaluates the key factors that affect human performance and relate them to local work systems

1.4 Demonstrates knowledge of the effect of human factors management in safety-critical industries

2. Task analysis and support

2.1 Outlines and explains the psychology of human performance variability and error modes

2.2 Analyses the range of tasks in the work area and evaluates task types as skill, rule, and knowledge-based or
applies other cognitive framework

2.3 Applies a knowledge of performance influencing factors and their effect on human performance

2.4 Evaluates safety-critical tasks where support is required to minimise error and improve quality of patient safety

3. Non-technical skills in clinical practice

3.1 Uses case studies to understand the effect of non-technical skills on working practice

3.2 C
 arries out evaluation of personal non-technical skills (communication, situational awareness, stress
management teamwork and leadership)

3.3 Outlines and explains the hierarchy gradient and its effects

3.4 Applies strategies to improve non-technical skills

4. Process reliability and safety assurance

4.1 Has knowledge of the key principles and methodologies of quality improvement as they relate to healthcare
and evaluates their effect on patient safety

4.2 Can access and apply the evidence-base for quality improvement as it relates to patient safety in healthcare

4.3 Explains the relationship between clinical outcomes and process reliability

4.4 Identifies, maps and monitors safety-critical processes against clinical goals

NHS Patient Safety Syllabus v2.1 14

 Domain 4

Creating safe systems

This domain describes proactive safety techniques to prevent
harm to patients, builds an understanding of the strengths and
weaknesses of safety interventions and the effect of contextual
factors on safety and promotes a focus on safety culture.

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

Risk evaluation in
clinical practice

Mapping techniques to identity

risks to patients

Designing for systems safety

Evaluating safety culture

Figure 5. The four key elements in Domain 4

NHS Patient Safety Syllabus v2.1 15

 Creating safe systems

1. Risk evaluation in clinical practice

1.1 Adopts a consensus-based approach to identifying risk, with multi-professional involvement

1.2 Has knowledge of hazards and risks and uses standard methodology to assess risks to patients

1.3 Applies formal risk analysis using Failure Mode and Effect Analysis (FMEA)

1.4 Identifies proximal and systemic causes of potential failures and develops strategies to address
immediate risks

2. Mapping techniques to identify risks to patients

2.1 Understands and applies process mapping to understand systems and to identify high-level risks to patients

2.2 Applies Hierarchical Task Analysis (HTA) to decompose safety-critical tasks and identify specific task risks

2.3 Takes outputs from mapping techniques to structure improvement programmes in safety and quality

2.4 Uses Hierarchical Task Analysis as a tool to design goal-oriented safe clinical systems

3. Designing for systems safety

3.1 Leads on consensus-based evaluation of why things go wrong for patients

3.2 Outlines and explains checklist design and uses safety checklists appropriately

3.3 Outlines and explains weak and strong interventions in building safety

3.4 Applies the Hierarchy of Control to design and implement effective barriers to patient harm

4. Evaluating safety culture

4.1 Explains the key dimensions of reporting culture, just culture, flexible culture and learning culture

4.2 Applies a safety culture discussion instrument to create dialogue about risk, safety, reporting and learning

4.3 Identifies and applies formal safety culture evaluation instruments

4.4 Encourages and supports staff involved in safety incidents

NHS Patient Safety Syllabus v2.1 16

 Domain 5

Being sure about safety

Continues the application of proactive safety techniques to prevent
harm to patients; understands the strengths and weaknesses of
safety interventions and the effect of contextual factors on safety;
evaluates dimensions of safety culture.

Human
Systems
Learning factors, human Creating Being
approach
from performance safe sure about
to patient
incidents and safety systems safety
safety
management

Integrating human factors

Risk, escalation, and governance

in patient safety

Creating a culture of
patient safety

The safety case

Figure 6. The four key elements in Domain 5

NHS Patient Safety Syllabus v2.1 17

 Being sure about safety

1. Integrating human factors

1.1 Evaluates human factors integration through regular assessment against a formal system review checklist

1.2 Checks safety-critical tasks and provides task support and usable, effective procedures for all staff

1.3 Identifies, supports, and contributes to the design and implementation of safety-critical handovers
and communications

1.4 Applies continuous monitoring of key risks and process reliabilities

2. Risk, escalation, and governance in patient safety

2.1 Understands and uses clinical governance meetings to review risks and identify residual (uncontrolled) risks

2.2 Justifies and applies the risk management strategies of eliminate, avoid, transfer, mitigate, contain, or accept

2.3 Populates the risk register with current and residual risks

2.4 Escalates uncontrolled risks to the next level of the risk hierarchy and monitors response

3. Creating a culture of patient safety

3.1 Fosters an open, multi-professional approach to patient safety using both reactive and proactive methods

3.2 Develops or adopts techniques such as Proactive Risk Management in Healthcare (PRIMO), sharing lessons
learned or the use of huddles as cultural interventions

3.3 Uses case studies from healthcare and other industries to ensure a continuing focus on safety management

3.4 Promotes the principle of measuring and monitoring patient safety, such as the Health Foundation’s
Measurement and Monitoring of Safety

4. The safety case

4.1 B
 uilds a safety case with defined scope, an evaluation of safety level, description of risks, risk control
measures and residual risks

4.2 Applies the safety case as a tool to measure and monitor safety

4.3 Uses the safety case to address residual risks through improvement activities

4.4 Develops the use of safety case as a tool in governance and regulatory compliance

NHS Patient Safety Syllabus v2.1 18

 Glossary

Glossary
Capability Hierarchy gradient
The ability and confidence to use and Perceived difference in authority between
develop skills and attributes in complex junior and senior staff; often responsible for
and changing circumstances lack of communication in safety

Cognitive interviews Hierarchy of control

A technique intended to enhance retrieval A methodology structured to select the most
of information by helping the witness to effective control measures to eliminate or
reconstruct the original context of the reduce the risk of hazards
incident or near-miss
Hierarchical Task Analysis (HTA)
Curriculum (see also syllabus) A detailed examination of the tasks
A detailed description of the content users must do to achieve particular aims,
and delivery accompanied by a planned breaking down large tasks into sub-tasks
sequence of training by analysing task goals

Error modes Human error

Taxonomy of human error or human A label used (often in hindsight) to characterise
performance variability an action or omission that leads to an
unintended increased risk of harm
Failure Modes and Effects Analysis (FMEA)
The process of reviewing systems and Human factors/ergonomics
sub-systems to identify potential failure The scientific discipline concerned with the
modes in a system, their relative risks and understanding of interactions among humans
their causes and effects and other elements of a system, and the
profession that applies theory, principles,
Flexible culture data, and methods to design in order to
A culture which respects the skills and abilities optimize human well-being and overall system
of ‘front line’ staff and which allows control to performance (International Ergonomics
pass to task experts Association, 2000)
Harm Human factors: person-based/
Physical or psychological damage or injury, or non-technical skills
damage to the culture of an organisation Non-technical skills (NTS): The cognitive
and social skills that complement workers’
Hazard
technical skills*
A source of danger or harm, which gives
rise to risk *(Flin et al., 2003, cited in Flin, O’Connor and
Crichton, 2008)

NHS Patient Safety Syllabus v2.1 19

 Glossary

Just culture Process mapping

A concept in systems thinking which The creation of an accurate visual
emphasises that safety incidents are the representation of a system, showing
consequence of working systems, rather work-flow and agency
person or persons directly involved
Process reliability
A Just Culture Guide The reliability of the processes (usually
Developed from James Reason’s “Incident sub-systems) that are required to assure
Decision Tree” to help distinguish individual stated health outcomes. For example, the
actions and conditions from systems factors frequency of unaddressed patient deterioration
is affected by the reliability of processes
Learning culture (sub-systems) including physical observations,
A culture with the capability to draw the early warning score recording and interpretation
appropriate conclusions from safety events escalation and response
and information and the will to change
Quality Improvement (QI)
Manchester Patient Safety Framework A systematic, formal approach to the analysis of
A framework developed to understand patient work systems in order to improve performance
safety in several key dimensions, used as an
assessment and discussion tool Reporting culture
An organisational climate in which people are
Near-miss prepared to report their errors or near-misses
Unsafe acts or events that could have harmful
outcomes in other circumstances; learning Residual risk
opportunity for the organisation A known risk in a system for which incomplete
or absent risk control measures are recorded
Non-technical skills
See Human factors Risk
The potential for harm as a consequence
Organisational culture of a hazard, usually derived as a product of
The assumptions, values and artefacts probability and level of harm
that contribute to the unique social and
psychological environment of an organisation Root Cause Analysis (RCA)
A process used to identify the primary sources
Performance-influencing factors of a near-miss or patient safety incident
Factors that combine with human psychology
to affect human performance, variability Safety case
and error. In general, these include personal A structured argument, supported by evidence,
factors, environmental factors, equipment and intended to justify that a system is acceptably
procedural factors safe for a specific application, or to specify a
level of safety
Proactive Risk Monitoring in
Healthcare (PRIMO) Safety culture
A tool for risk management that aimed A set of beliefs, perceptions and values
to complement existing methods by that employees possess with regard to risk
plugging the gaps in risk management and safety
strategies and procedures

NHS Patient Safety Syllabus v2.1 20

 Glossary

Situational awareness
The perception of environmental elements and
events, the comprehension of their meaning,
and the projection of their future status.
Or, ‘knowing what is going on around you’

Syllabus (see also curriculum)

A high-level specification of a course of study

Systems approach
Recognition that the performance of an
enterprise depends on a dynamic and inter-
related set of parts; the focus on systems as
a route to safety and productivity

Systems expertise
An understanding and application of systems
thinking when applied to improvement in an
organisation

Task analysis
Analysis of how a task is accomplished,
including any sub-tasks, preconditions and the
range of factors affecting each step or element
in the system

Task support
Provision of systematic help for the user in
carrying out tasks, often taking the form of
visual guides, flowcharts etc

NHS Patient Safety Syllabus v2.1 21

 Acknowledgements

We would like to acknowledge the support and guidance offered by members of the
following organisations represented on our Advisory Group.

• Allied Health Professions Federation • Medical Schools’ Council

• Academic Health Science Network • National Association of Clinical Tutors

• Chartered Institute for Ergonomics • NHS Clinical Commissioners

and Human Factors
• NHS Education for Scotland
• Clinical Human Factors Group
• NHS Employers
• Care Quality Commission
• NHS England and Improvement
• Council of Postgraduate Medical Deans
• Nursing and Midwifery Council
• Council of Deans of Health
• Royal College of General Practitioners
• Department of Health Northern Ireland
• Royal College of Midwives
• General Medical Council
• Royal College of Nursing
• Health and Care Professions Council
• Royal College of Physicians including
• Healthcare Safety Investigation Branch its Chief Registrar Programme

• Health Education England • Royal Pharmaceutical Society

• Health Education and Improvement Wales • Society & College of Radiographers

• Lay representatives • UK Foundation Programme

Academy of Medical Royal Colleges Registered Charity Number: 1056565

10 Dallington Street
© Academy of Medical Royal Colleges 2022
London
EC1V 0DB The syllabus will be reviewed in early 2024,
United Kingdom three years after v2.1 was agreed

Telephone: +44 (0)20 7490 6810 Authors: Professor Peter Spurgeon and
Dr Stephen Cross on behalf of the Academy
Website: aomrc.org.uk of Medical Royal Colleges

NHS Patient Safety Syllabus v2.1 22