Technology enabled, sustainable delivery and assessment within the Modern Apprenticeship in Dental Nursing

NHS Education for Scotland (NES) has statutory responsibility for delivering high-quality education, training, workforce development, workforce data and technology for Scotland’s health and social care workforce. Within NES, the Dental Directorate manages funds and delivers education for dentists and Dental Care Professionals (DCPs) across Scotland. On 1 April 2026, NHS Education for Scotland (NES) and NHS National Services Scotland (NSS) came together to form Public Services Delivery Scotland (PSD Scotland), supporting transformation across health, social care and the wider public sector.

The Modern Apprenticeship (MA) in Dental Nursing is designed for individuals who want to begin a career in dental nursing and work towards professional registration with the General Dental Council (GDC). It represents the first stage in this career pathway.

The apprenticeship equips trainee dental nurses with the knowledge, skills and behaviours needed to become competent practitioners. This includes development across the four GDC domains: clinical, interpersonal, professionalism and self-management, helping ensure that new dental nurses meet the GDC’s expectations for safe practice.

Access to the NES programme is open to people who are in paid employment as trainee dental nurses in Scotland. They may be employed on a part-time or full-time basis across the dental sector, including general dental practice, the Public Dental Service, dental hospitals, general hospitals and the Armed Forces.

Further information: Turas Learn: Dental Nurse Modern Apprenticeship

The improvement issue

Through maximising the use of digital technologies, staff in the Dental Care Professionals (DCP) workstream transformed all aspects of the MA in Dental Nursing programme.

The aims of this digital transformation were to:

• enable access and participation across Scotland
• enhance apprentice and employer experience and strengthen engagement
• increase collaboration and capacity across the national workstream
• develop sustainable models of delivery and assessment
• maintain quality, consistency and robustness of learning and assessment

This transformation represented a shift from predominantly local, paper-based and in-person delivery to a technology-enabled and sustainable model. The implementation has been refined over time delivering innovative approaches to enhance the apprenticeship journey.

What NHS Education for Scotland did

In alignment with the organisation’s strategic plan, and climate emergency and sustainability strategy the staff in the workstream worked to transform the way technology was used within the MA programme.

The purpose was to redesign programme entry, design, delivery and assessment through online and hybrid models that reduced environmental impact while actively embedding a strong culture of sustainability.

Programme entry

Staff’s innovative use of digital tools enabled the introduction of an online application process for prospective apprentices and employers. This has streamlined access to the programme, improved transparency, and ensured the timely collection of relevant data to support effective onboarding.

Programme design, delivery and assessment

A blended delivery model has been established, combining online learning via MS Teams with in-person attendance at local dental education centres. Two blended delivery models are available, providing flexibility and choice while maintaining programme quality.

A range of technologies are used to support robust, inclusive and high-quality assessment processes, and to enhance communication and support for apprentices and employers throughout the programme, including:

• Online teaching and learning delivered via MS Teams
• Live‑stream workplace observation for SVQ assessment
• Secure assessment platforms: Learning Assistant Online Portfolio and SOLAR Secure SVQ & PDA Online Assessments
• Remote invigilation arrangements for closed book online assessments with implementation of reasonable adjustments where required.
• Quarterly Progress Review (QPR) meetings conducted via MS Teams.

The digital transformation has demonstrated these clear and positive impact on apprentices, employers, staff and the organisation:

Enabling access and participation

Adapting programme delivery reduced location-based barriers, supporting participation across urban and rural Scotland, contributing to workforce sustainability. Blended learning programme models have reduced travel costs and time barriers, enabling access towards the achievement of a nationally recognised qualification.

Enhanced apprentice and employer experience and strengthen engagement

Digitally enabled communication methods through online portfolios and QPR meetings have strengthened engagement with apprentices and employers, and improved oversight of learner progress and achievement.

Increased collaboration and capacity across the workstream

Digitally enabled ways of working in delivery, assessment and internal verification have been highly effective in strengthening national collaboration allowing staff to work across the national team to support capacity in areas of increased training demand.

Developing sustainable models of delivery and assessment

Over the past six years blended learning programme models have been continuously evaluated and refined using learner, employer and Educator feedback. This led to increasing the number of in person study days, and the creation of a second, predominately online programme to be piloted.

MS Teams Channels are creatively used as an interactive online learning platform, giving access to a wide range of learning resources, and facilitating communication with apprentices and the NES Programme Team, providing a further channel for providing effective support throughout the programme.

Educators have access to a range of continuing professional development activities and resources to further develop their knowledge and skills in the design and facilitation of online learning, aligned to the organisation’s Educator Capabilities Framework. This includes access to a suite of e-learning modules, and a Technology Enhanced Learning (TEL) Community of Practice: Technology Enhanced Learning Support Hub | Turas | Learn.

Maintaining quality, consistency and robustness of learning and assessment

Technology has transformed workplace assessment using live video streaming, increasing flexibility for apprentices, employers and assessors while creating a more efficient, resilient and sustainable assessment model. This approach reduces disruption within dental practices and minimises stress for apprentices and patients by removing the need for an assessor’s physical presence in clinical areas. It has also removed the need for staff travel, reducing travel time and costs. This approach has enabled educators to work across different teams and programmes within the workstream, supporting capacity and consistency of assessment.

Effective partnership with the awarding body and training providers has resulted in the co-development of standardised online assessment tools, hosted on SOLAR, ensuring quality assurance, consistency across the framework.

Overall, this practice aimed to demonstrate sustained, system-wide improvement in the design, delivery and assessment of the Modern Apprenticeship in Dental Nursing programme, while strengthening accessibility, quality and long-term sustainability.

What the sustained impact has been

The digital transformation has improved accessibility, maintained consistent quality, and established resilient delivery models that effectively support learners, employers and educators while contributing to workforce sustainability, and the organisations strategic priorities.

Digital approaches are now embedded as standard practice, enabling remote and hybrid learning, robust online assessment, and enhanced collaboration between learners and employers and staff.

These approaches have also strengthened digital capability, enhanced collaboration and creativity, and sustained high impact learning experiences, supporting the development of a skilled, resilient an sustainable dental nursing workforce.

This practice has been highly effective in achieving its intended outcomes. It has delivered sustained improvements in programme accessibility and design, consistently positive learning experiences, strengthened apprentice and employer engagement, and enhanced staff effectiveness in maintaining quality and consistency of learning and assessment.

The 2025-26 SDS Annual Training Provider Report stated: ‘The provider’s sustained engagement with long standing employer partners, who continue to return with repeat business, further reinforces confidence in the quality, reliability and effectiveness of its MA delivery’. SDS Skills Investment Advisor (SIA) monitoring indicated ‘all apprentices, and all employers report high levels of satisfactions, demonstrating strong performance in delivering a positive learning experience.’

End of programme employer evaluation data for 2024–25 shows 100% would recommend the programme to others.

NES Key Performance Indicator requires reporting of the percentage of learners indicating they are ‘satisfied’ or ‘very satisfied’ with their learning experience’:

• 2023/24 End of Programme: 90.7%
• 2024/25 End of Programme: 88.3%
• 2025/26 Mid-Point Evaluation: 93%

A range of eLearning resources have been created, supporting the development of knowledge. Home | Turas | Learn

Evaluation of user experience and refinement of processes are continually reviewed. The 2024-25 end of programme evaluation data showed:

• 90% of apprentices strongly agreed or agreed that live stream observation allowed them to effectively demonstrate their performance as a dental nurse
• 82% of employers strongly agreed or agreed that live stream observation allowed their trainee to effectively demonstrate their performance as a dental nurse
• 100% of assessors strongly agreed or agreed that live stream observation allowed them to effectively assess the trainee's performance as a dental nurse against performance criteria.