The VPR education pathway programme aims to up-skill health and care professionals across England through a comprehensive education pathway led by RSPH and NHS England.
- Learners who sign up will have access to accredited training and a wide range of support materials
- Trainers will have access to an online hub with tutor guidance and supporting resources
- Everyone will have access to a Community of Practice to support knowledge share and peer learning
What is the VPR education pathway?
The Royal Society for Public Health (RSPH) has been commissioned by NHS England (NHSE) to develop a comprehensive accredited educational pathway, to build on the work of the NHSE Violence Prevention and Reduction Programme and the publication of the NHS Violence Prevention and Reduction Standard.
This pathway will consist of qualifications at Levels 3 and 4 and will be designed to meet the training needs of Violence Prevention and Reduction leads employed by Trusts, as well as other members of the NHS workforce who are considered to be working in ‘at risk’ environments.
The pathway takes a public health approach to understand and prevent the root causes of violence and aggression, and equips individuals to support and/or lead on the design and implementation of appropriate principles of practice in responding to incidents involving violence and aggression with a focus on:
- individual-specific factors such as trauma and distress, and
- structural, environmental, and societal factors, such as the impact of health inequalities and the behaviour of others.
As part of this, the pathway will support learners to build the capabilities, knowledge, and confidence to identify triggers how they originate and contribute to violence prevention and reduction in their day-to-day role and everyday practice. Furthermore, it is geared to support learners to develop the critical skills required to assess the effectiveness of both their personal contribution and the approach of the organisation for which they work, in relation to violence prevention and reduction. Crucially, it supports learners to develop their trauma informed practice, their resilience, leadership and open mindedness required to both challenge their own assumptions and to successfully make the case for change to established cultures and habitual ways of thinking within their organisation.
