Portfolio Mapping
What the programme can help you evidence for advanced practice, the nursing and midwifery educator framework, and NMC revalidation, and what it can't.
For participants recording the programme in a portfolio, appraisal or revalidation. Facilitators: point people here in Session 3.
Overview: what you’ll have
Completing the programme doesn’t sign you off against any framework. A capability is shown by what you do in practice, over time (Miller’s pyramid). But the three sessions leave you with real pieces of work, and those make good evidence once you write them up.
| Evidence | From | |
|---|---|---|
| E1 | A slide before and after your redesign, with the reasons for each change | Session 1 and its ask |
| E2 | The active learning thing you made, and what happened when you used it | Session 2’s ask, Session 3’s opener |
| E3 | Your completed design canvas: outcomes, the evidence for each, and your follow-through plan | Session 3 |
| E4 | Notes from your 30-day conversation with your named person, and what you did next | After the programme |
Time: 4.5 hours of participatory learning in the sessions, plus your own time on the tasks between them.
The strongest evidence is E2 and E4: things you did with real learners, not just planned.
Advanced practice: Multi-professional Framework (2025)
Mostly the education pillar, with two capabilities from other pillars. Wording below is quoted or closely summarised from NHS England’s Multi-professional framework for advanced practice in England (2025).
| Capability | What the programme can contribute | How strong |
|---|---|---|
| 3.2 Self-directed learning and critical reflection | The asks, plus a written reflection on E1–E3 | Good, once written up |
| 3.5 Support peer review to identify learning | Giving and receiving peer feedback on redesigns and pitches | Partial: you took part. Running peer review in your own team is stronger |
| 3.7 Build capacity through work-based learning and the application of learning to practice | E2 designed for a real work setting; E3’s follow-through | Good if you deliver it |
| 3.8 Act as a role model, educator, supervisor, coach and mentor | Delivering your rebuilt session (E2, E4) | Good once delivered; partial if only planned |
| 3.3 Support health literacy and empower individuals | Only if your session is for patients or carers | Conditional |
| 2.3 Evaluate own practice and demonstrate impact | E3’s evidence plan, then E4 | Partial: impact needs E4 |
| 4.2 Evaluate and audit practice with valid methods, then act on the findings | Choosing evidence that matches your outcomes (E3), then acting on what the 30-day check shows (E4) | Good if you act on it |
Nursing and midwifery educators: Educator Framework (2026)
NHS England’s Nursing and midwifery educator framework (April 2026) has six career stages and a set of principles and characteristics. It expects educators “to employ andragogy and pedagogy relevant to context”.
Stages. The programme’s activities match the Stage 3 descriptors: supporting “the assessment, planning, delivery and evaluation of learning” with a skill set “including digital skills”. They also touch Stage 4: evaluating “the effectiveness of learning and development interventions” and “using technology enabled learning”. The programme doesn’t place you at a stage. Your role and practice do.
| Principle or characteristic | What the programme can contribute |
|---|---|
| Digitally enabled / Innovative (“embed digital skills”, use digital tools well) | E2: making and using a Menti or Kahoot activity |
| Adaptable and transformative (adapt teaching “to respect diversity, neurodiversity and other needs of learners”) | E1’s accessibility pass; E2 designed for its real setting |
| Credible (know “the theories and principles of learning”; “assess and evaluate teaching and learning methods in relation to practice outcomes”) | E3: outcomes, matching evidence and alignment, with the theory behind each |
| Research informed (pedagogic research or service evaluation) | Partial: E3’s evaluation plan and E4. A formal service evaluation would be stronger |
NMC revalidation
The NMC asks for 35 hours of CPD, at least 20 of them participatory, and five written reflective accounts over three years.
- CPD: the 4.5 hours in the sessions involve working with other professionals, so they count as participatory learning. Time on the tasks between sessions counts as CPD too. Keep a record of dates and hours.
- Reflective account: E1–E4 make one good account. Say what you learned, how it changed your practice, and which part of the Code it relates to.
Other professions: the same pieces of evidence (E1–E4) work for HCPC CPD profiles and medical appraisal. Check your regulator’s current requirements.
Writing it up
For each piece of evidence, four short lines are enough:
- What I did: the activity, with the date.
- What changed: in my teaching, and for my learners.
- What it shows: the capability or principle, by its number or name.
- Attached: the slide, the activity, the canvas or my notes.
Ask your supervisor or appraiser to look at E2 or E4 with you. Their comment turns your own account into corroborated evidence.