GH GHNHSFTeLearning Portal

How to complete the duty of candour module without confusion

The duty of candour module can feel complicated because it combines patient safety, professional communication, reporting procedures and legal responsibilities. The key is to treat it as a guided learning activity rather than a test of memory. Read each scenario carefully, identify what happened, and distinguish the required response from optional good practice.

The Gloucestershire Hospitals NHS Foundation Trust eLearning portal provides local and national learning for NHS staff and learners. If you are completing the module from Australia, remember that the course reflects the English NHS setting. Australian terms such as open disclosure, NSQHS Standards and AHPRA expectations may be familiar, but they do not always describe exactly the same legal process.

What the module is asking you to learn

Duty of candour is the responsibility to be open and honest when a patient has suffered harm, or may have suffered harm, because of care or treatment. In the NHS, this includes a statutory duty for certain incidents and a professional duty to communicate respectfully whenever something has gone wrong. The module usually tests whether you can recognise the trigger, escalate appropriately and support an honest conversation.

You are not expected to investigate the entire incident yourself. Your role may be to identify a concern, make sure it reaches the right person, document what is known and help preserve the patient’s dignity. The senior clinician or designated manager may lead the formal discussion, depending on the circumstances and local policy.

Prepare before opening the portal

Use your allocated Gloucestershire Hospitals NHS Foundation Trust login and check that your browser can display interactive content, audio and completion records. If the portal shows a required pre-reading item, open it before starting the assessment. Some systems will not record completion until every page, video or knowledge check has been viewed.

Keep the local policy, module instructions and a small set of notes available. If you are in Sydney, Melbourne or Brisbane and are used to an Australian learning management system, the navigation may look different from systems used by NSW Health, Queensland Health or a private hospital group. Do not assume that selecting an answer in one screen has completed the whole course; look for a saved status or completion mark.

Separate facts from assumptions

Scenario questions often include several details, but only some are relevant to duty of candour. Start by identifying the known event: what happened, who was affected, whether harm occurred or might have occurred, and whether the incident has been escalated. Avoid filling gaps with guesses about intent, blame or the final outcome.

A useful distinction is between an error, a near miss and harm. A near miss may require reporting and learning but may not meet the threshold for the statutory duty of candour. A patient who experienced harm may require a more formal response. When the facts are incomplete, the safest answer is generally to report the concern promptly and seek advice rather than delay until every detail is available.

Recognise when the duty applies

The module may refer to moderate harm, severe harm, prolonged psychological harm or death. These categories help determine whether the statutory duty is triggered. The exact threshold and procedure come from the applicable NHS policy, so do not rely on a personal interpretation of what seems serious enough.

The response should remain patient-centred. The patient, family member or representative should receive a clear explanation of what is known, an apology where appropriate, information about further review and a point of contact. Staff should avoid speculation, defensive language and statements that assign blame before the investigation is complete.

For Australian learners, “open disclosure” is the closest commonly used comparison. Australian public hospitals, including services in Adelaide and Perth, use open disclosure principles alongside incident management and the NSQHS Clinical Governance Standard. The comparison can help with the communication approach, but the Gloucestershire module’s reporting routes and statutory terminology still relate to the NHS context.

Follow the communication sequence

A strong answer usually follows a logical order. First, recognise the concern and make the patient safe. Next, inform the appropriate senior clinician, line manager or incident lead. Then record the facts in the correct system and arrange the required conversation with the patient or representative.

During the conversation, use plain language and explain what is known without exaggeration. Say when the organisation will provide an update, document the discussion accurately and offer support. A sincere apology for the harm or distress is not automatically an admission of legal liability; it is part of respectful communication and professional accountability.

Do not promise a particular investigation result, compensation outcome or timescale that has not been authorised. Do not alter clinical records to make the sequence appear better than it was. If the patient has communication, language, cultural or accessibility needs, the response should account for them, including interpreters and suitable support people.

Avoid common completion errors

One frequent mistake is choosing “wait until the investigation is complete” when the question is asking what should happen immediately. A review may establish the full cause, but the initial concern should still be escalated and the patient should not be left without an appropriate explanation.

Another mistake is confusing a local incident report with the duty of candour conversation. Reporting creates an organisational record and supports review. Candour involves communication with the affected patient or representative. Both may be required, and completing one does not automatically complete the other.

You should also check whether the question asks for the first action, the best action or every action. “First” usually points to safety and escalation. “Best” may require a combination of communication, documentation and follow-up. Read the wording twice before selecting an answer.

Practical ways to finish accurately

The following habits can make the learning activity easier and reduce avoidable completion problems:

These habits are useful for staff working across different healthcare systems. In Australia, a clinician might move between a public hospital in Canberra, a regional service in Tasmania and a private facility in Melbourne, where local reporting screens and terminology differ. The underlying principles of honesty, respect, safety and learning remain consistent, but the correct form, policy and escalation contact must come from the organisation where the incident occurred.

Keep evidence and finish the record

After completing the module, retain the completion certificate or screenshot if the portal provides one, following your workplace’s privacy and record-retention rules. The learning record may be needed for induction, annual training, placement evidence or compliance checks. Do not save identifiable patient information in personal notes or upload it to an unrelated system.

If a real incident prompted the training, keep the learning activity separate from the patient record. Use the approved incident reporting system, clinical documentation process and duty of candour procedure. When you are uncertain about the threshold or the person responsible for the discussion, escalate through your local manager or patient safety team rather than making an unsupported decision.

The immediate next step is to log in to the Gloucestershire Hospitals eLearning portal, open the duty of candour module, and confirm that its completion status changes after you submit the final knowledge check.