How to Choose Staff Training Courses That Improve Performance: A UK Healthcare Guide

There is a vast difference between training that simply gets completed and training that genuinely changes practice. Healthcare organisations across the UK spend significant time and money on staff development, yet many struggle to demonstrate its tangible impact on the frontline.

The stakes are high. Research by IBM shows that 84% of employees in the best-performing organisations receive the training they need, compared to just 16% in the worst-performing organisations. We’ve designed this guide for training managers, registered managers, clinical educators, and HR leads in healthcare and care settings, to help you choose training that demonstrably improves staff performance and patient care.

Summary

• Why Training Choice Matters More Than Training Completion
• What “Performance Improvement” Means in Healthcare
• Step 1 – Conduct a Training Needs Analysis (TNA)
• Step 2 – Define Clear Learning Objectives Linked to Performance
• Step 3 – Evaluate Training Providers and Content
• Step 4 – Match Delivery Methods to Learning Objectives
• Step 5 – Consider Practical Implementation Factors
• Step 6 – Plan for Learning Transfer and Application
• Step 7 – Measure Training Impact on Performance
• Specific Healthcare Contexts
• Find a Reliable Provider

Why Training Choice Matters More Than Training Completion

The Compliance Trap

Many healthcare organisations fall into the trap of focusing on completion rates as their primary metric. While hitting 100% compliance looks great on a dashboard, it risks cultivating a “tick-box” culture where staff quickly click through e-learning modules without absorbing the information or changing their behaviour.

From a regulatory perspective, CQC inspectors now look beyond certificates. They look for evidence of capability, competence, and a positive learning culture.

The Performance Opportunity

Choosing the right training provides a massive opportunity to improve patient safety, enhance care quality, and boost staff confidence and retention. Conversely, the wrong training wastes valuable time by taking staff off the floor, depletes budgets, and damages staff engagement. Strategic training selection serves as a competitive advantage for both recruitment and achieving outstanding ratings.

What “Performance Improvement” Means in Healthcare

In a healthcare setting, performance improvement spans several domains:

Clinical performance

Fewer medical errors, better patient outcomes, and strict adherence to best practice.

Operational performance

Greater efficiency, reduced waste, and improved patient flow.

Staff performance

Increased confidence, competence, engagement, and retention.

Organisational performance

Improved CQC ratings, higher patient satisfaction, and financial sustainability.

Step 1 – Conduct a Training Needs Analysis (TNA)

What Is a Training Needs Analysis?

A Training Needs Analysis (TNA) is a systematic process to identify the gaps between current performance and required performance. As NHS Digital notes, an LNA (Learning Needs Analysis) is “the starting point for all training and the first step of the training life cycle”. It makes sure that your training budget addresses real, evidenced needs rather than assumed ones.

Three Levels of Analysis

A robust TNA operates on three distinct levels:

1. Organisational Level: Look at strategic priorities (e.g., NHS Long Term Workforce Plan goals), CQC action plan requirements, and incident data trends such as medication errors, falls, or complaints.
2. Role/Team Level: Analyse job descriptions, competency frameworks, and the UK Core Skills Training Framework (CSTF) requirements by role. Evaluate skill mix and any specialist unit requirements.
3. Individual Level: Review appraisal outcomes, personal development plans (PDPs), supervision findings, and professional revalidation requirements (e.g., NMC or GMC CPD needs).

Methods for Gathering TNA Data

To gather accurate data, use a combination of staff surveys, manager input, direct observation of practice, incident and complaint analysis, and patient feedback. Prioritise these needs by taking a risk-based approach—asking what poses the greatest risk to patient safety, what is legally mandated, and what aligns with your strategic goals.

Step 2 – Define Clear Learning Objectives Linked to Performance

Moving Beyond “Awareness” Objectives

Vague learning objectives like “understand safeguarding” or “be aware of infection control” rarely drive behavioural change. Instead, define specific, measurable outcomes that are directly linked to job performance.

Writing Performance-Focused Objectives

Use strong action verbs such as demonstrate, apply, perform, or identify, and link them to observable workplace behaviours with clear success criteria.

• ❌ Poor: “Understand medication administration.”
• ✅ Better: “Correctly complete medication administration records with zero omissions for 4 consecutive weeks.”
• ❌ Poor: “Be aware of safeguarding procedures.”
• ✅ Better: “Identify and report safeguarding concerns within 24 hours following the organisation’s safeguarding policy.”

Connecting Objectives to Organisational KPIs

Tie your objectives to organisational Key Performance Indicators (KPIs) such as patient safety metrics (falls, pressure ulcers), patient experience scores, staff turnover rates, or CQC domain ratings. Involve frontline staff, managers, and quality/governance teams in this process to keep the objectives are relevant and practical.

Step 3 – Evaluate Training Providers and Content

Key Questions to Ask Before Selecting Training

When evaluating providers, scrutinise both the content and the credibility of the organisation.

Content Quality

Is the content evidence-based, up-to-date, and aligned with current UK regulations? Is it tailored to your specific healthcare setting?

Provider Credibility

Look at their accreditations and track record. Who authored the content? Can they provide case studies from similar healthcare organisations?

Delivery Method Suitability

Does the format suit the learning objectives and is it accessible for your shift-based workforce?

Accreditations and Quality Marks Explained

• Skills for Care Endorsed: Quality assured specifically for adult social care (ideal for care homes and domiciliary care).
• Skills for Health: Aligned with healthcare sector standards (ideal for the NHS and private healthcare).
• CPD Certification Service: Independently verified to provide Continuing Professional Development value for registered professionals.
• CSTF Aligned: Meets NHS statutory/mandatory standards, essential for trusts using the Electronic Staff Record (ESR).

Red Flags When Evaluating Providers

Be wary of providers with no clear accreditation, outdated content, generic materials not tailored to healthcare, or hidden costs. Also, watch out for claims of being “CQC approved”—the CQC regulates health and social care services, it does not officially approve or endorse training providers.

Step 4 – Match Delivery Methods to Learning Objectives

The Right Method for the Right Outcome

E-learning, reading, and webinars work well for policy awareness and legislation updates, but might not be enough on their own for skill development. While an online course can support initial understanding or refreshing existing knowledge, practical experience such as simulation, and supervised practice are essential for developing Basic Life Support (BLS), manual handling, and clinical procedures beyond a surface-level understanding.

If you’re aiming for behaviour change, such as improving communication skills, leadership, and safeguarding responses, you may need to invest in coaching, scenario-based learning, and reflection.

E-Learning vs. Face-to-Face vs. Blended

E-learning is highly effective for knowledge-based outcomes and dispersed workforces, but it falls short for practical skill development or complex behaviour change. CSTF guidance explicitly notes that e-learning is only appropriate where outcomes are knowledge-based.

Step 5 – Consider Practical Implementation Factors

Releasing Staff and Budgets

Releasing staff for training in 24/7 care environments is a persistent challenge. Solutions include implementing protected learning time policies, utilising flexible e-learning for knowledge components, and integrating training into rota planning.

When assessing value for money, consider the total cost: course fees plus staff time, backfill, and travel. Look into funding sources like the Learning and Development Support Scheme (LDSS) for social care, or utilise free care training courses where appropriate.

Technology and Manager Engagement

Make sure your workforce has reliable IT access, whether at work or at home, and that your chosen training is mobile-friendly for those without desktop access. Furthermore, without manager support, training rarely transfers into practice. Brief your managers on the training objectives and expected outcomes so they can support their teams upon their return to the floor.

Step 6 – Plan for Learning Transfer and Application

The Learning Transfer Problem

Research suggests that only 10-20% of training transfers directly to job performance. In healthcare, this lack of transfer means a wasted investment and a continued risk to patient safety.

Before, During, and After Training

1. Before: Communicate the purpose and relevance of the training to learners. Conduct a pre-training assessment to establish a baseline.
2. During: Include active learning, real-world scenarios, and action planning (“What will I do differently?”).
3. After: Implement structured follow-ups such as supervision discussions, peer support, and recognition for behaviour change. Managers play a vital role here by observing practice, providing feedback, and holding staff accountable during appraisals.

Step 7 – Measure Training Impact on Performance

Beyond Completion Rates: The Kirkpatrick Model

To truly measure impact, move beyond simple completion metrics:

• Level 1 – Reaction: Post-training feedback surveys (measures learner satisfaction).
• Level 2 – Learning: Pre/post assessments and practical competency sign-offs (confirms knowledge/skill acquisition).
• Level 3 – Behaviour: Manager observation, supervision discussions, and clinical audits (confirms application to practice).
• Level 4 – Results: Linking training to organisational KPIs like patient safety metrics, retention rates, and CQC ratings (demonstrates ROI and strategic value).

Healthcare-Specific Performance Metrics

Devise ways to measure performance based on the aims of training. Here are some examples to help.

• Medication management: Track medication error rates and near-miss reports.
• Manual handling: Monitor staff injury rates and patient handling incidents.
• Infection control: Review IPC audit scores and facility infection rates.

Choosing Training for Specific Healthcare Contexts

Setting	Most appropriate training types
NHS Trusts	Prioritise CSTF-aligned training for statutory/mandatory subjects to ensure ESR integration and training record portability. Link training to the NHS Long Term Workforce Plan.
Care Homes and Domiciliary Care	Focus on CQC compliance (Regulation 18) and choose Skills for Care endorsed providers. All new starters must complete the Care Certificate and all staff must undergo the legally required Oliver McGowan Training.
Primary Care	GP practices need flexible, efficient training for multidisciplinary teams, focusing on safeguarding and medicines management
Private Healthcare	Similar CQC regulatory requirements apply, but you may need a robust independent Learning Management System (LMS) if you do not have access to ESR.

Choosing Care Training: Find a Reliable Provider

Choosing staff training strategically improves performance, while choosing reactively merely wastes valuable resources. By following a structured six-step process, healthcare organisations can bridge the gap between compliance and genuine capability.

The CQC expects competence, not just completion. Your training choices should reflect this standard. Start with a thorough Training Needs Analysis, involve your frontline staff, and focus on measuring the metrics that truly matter to patient safety and organisational excellence.

Caredemy is an online care training academy, offering accredited CPD training online, with courses endorsed by Skills for Care. Browse our CSTF Courses to find refresher training on key areas or a complete bundle of all 16 topics.

Our broad range of courses also includes practical skills, specialised safeguarding and human resources training, all available with bulk discounts for larger organisations. To find out how we can support your training programme, contact [email protected].

Frequently Asked Questions

How do I know if training is CQC compliant?

The CQC does not “approve” specific training courses. Instead, training should enable your staff to meet the CQC Fundamental Standards. Look for alignment with Regulation 18 (Staffing) requirements and CSTF alignment for statutory subjects.

What’s the difference between “CPD accredited” and “Skills for Care” endorsed?

CPD accreditation is independently verified to contribute to a registered professional’s continuing professional development. Skills for Care endorsement is a specific quality mark for the adult social care sector.

How do we measure ROI on training?

Define expected outcomes before training begins, then track relevant metrics (e.g., error reduction, complaint reduction, staff retention). Compare the total costs (training fees plus staff time) to the financial and qualitative benefits (reduced incidents, improved efficiency, patient feedback).