NHS Scotland
Medical Student Support Worker
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NHS Scotland Job Opportunity
NHS Scotland is committed to encouraging equality and diversity among our workforce and eliminating unlawful discrimination. The aim is for our workforce to be truly representative and for each employee to feel respected and able to give their best. To this end, NHS Scotland welcomes applications from all sections of society.
About the Role
We are recruiting Medical Student Support Workers (20 posts) to join the team at University Hospital Crosshouse, working alongside medical teams, providing clinical support with venepuncture, cannulation, ECGs, and other ward tasks.
Who We're Looking For
Applications are invited from medical students in year 3-5 of medical school or medical students undertaking intercalated degrees who are looking for a clinical post to enhance their university experience.
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What We Offer
- Development Opportunities: The aim of this post is to provide development opportunities for the post-holders, while supporting our key service areas by the provision of clinical care by a trained doctor workforce.
- Training and Development: The post will provide training and development of procedural skills and is structured to allow post-holders the opportunity to further develop their medical career via a ‘learn and earn’ model.
What You'll Need
The post requires commitment to a 3-hour clinical skills lab (2 dates available) and a four-week induction programme (6 hours per weekend for 4 weeks). The induction programme is paid at band 3 level. Following successful completion of the induction programme, successful candidates will be able to join the nurse bank and self-roster to shifts for a maximum of 15 hours per week during term time.
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How to Apply
Prospective applicants are encouraged to make contact with: Dr. Amy Birt, Clinical Lead for CDF Programme and Medical Workforce Liaison (amy.birt@aapct.scot.nhs.uk). Closing date for applications is 31st July with interviews provisionally scheduled for the following week via Microsoft TEAMs.
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