Students enrolled on professional programmes occupy a unique position within the University community.
Many programmes lead to registration with professional, statutory and regulatory bodies (PSRBs), including:
- Nursing and Midwifery Council (NMC)
- Health and Care Professions Council (HCPC)
- General Medical Council (GMC)
- Social Work England (SWE)
- General Pharmaceutical Council (GPhC)
- Other professional and regulatory bodies
These professions play a vital role in serving diverse communities and are founded upon principles of professionalism, respect, integrity, safety and public trust.
As a student on a professional programme, you have the right to freedom of speech, academic freedom and participation in debate and discussion. You also have responsibilities associated with your future professional role.
Professional Education Requires Challenge
Professional education is not about accepting ideas without question.
Students are encouraged to:
- ask questions
- challenge assumptions
- examine evidence critically
- explore different viewpoints
- reflect on their own experiences and beliefs
- participate in a respectful debate
- contribute to the development of professional knowledge
The ability to challenge established thinking is an important part of becoming a reflective and effective practitioner.
You Are Not Expected to Agree With Everything
Professional programmes bring together students from a wide range of backgrounds, cultures, faiths, beliefs and life experiences.
You may:
- disagree with aspects of professional practice
- hold personal beliefs that differ from others
- encounter ideas that challenge your worldview
- experience discomfort whilst learning about complex issues
Disagreement alone does not make someone unprofessional.
The key question is often not:
"What do you believe?"
but rather:
"How do you engage with those beliefs within a professional environment?"
When Might Concerns Arise?
Concerns are not usually triggered simply because somebody expresses a lawful opinion.
However, concerns may arise where behaviour suggests that a student may struggle to meet professional standards expected by their profession.
Examples might include:
- refusing to engage with service users because of a protected characteristic
- expressing discriminatory views in a manner that raises concerns about professional practice
- Repeatedly demonstrating an inability to reflect on feedback
- behaviour that undermines public trust and confidence
- conduct that creates risks to service users, patients or clients
- behaviour that is inconsistent with professional codes of conduct
Each situation must be considered carefully and within its context.
Reflection Is a Professional Strength
Professional education often requires students to reflect upon:
- their assumptions
- personal experiences
- unconscious biases
- attitudes and behaviours
- professional responsibilities
Reflection is not an admission of wrongdoing.
It is an essential part of professional development.
The willingness to reflect, learn and adapt is often viewed positively within professional education and professional practice.
Example 1
Scenario
A student expresses a personal belief during a seminar that differs from the views of other students.
The student listens respectfully, engages with the discussion and reflects on alternative perspectives.
Likely Outcome
Professional Debate
Differences of opinion are expected within higher education and professional learning.
This would not normally raise professional concerns.
Example 2
Scenario
A student states they personally disagree with a particular lifestyle choice but confirms that, as a future professional, they would provide equitable and respectful care to all individuals.
Likely Outcome
Professional Reflection
The student's ability to distinguish between personal beliefs and professional responsibilities may demonstrate insight and professionalism.
Example 3
Scenario
A student repeatedly states they would refuse to provide services to individuals because of their race, religion, disability, sexual orientation or another protected characteristic.
Likely Outcome
Potential Professional Standards Concern
The concern would not necessarily arise because of the opinion itself, but because of the implications for safe, lawful and equitable professional practice.
Further discussion and assessment may be required.
Example 4
Scenario
A student receives feedback that the comments they made during placement were experienced as insensitive or inappropriate.
The student engages openly with feedback, reflects on the impact of their words and identifies learning.
Likely Outcome
Professional Development
Professional programmes are designed to support learning and growth.
The ability to reflect and learn from feedback is often more significant than the initial mistake itself.
Fitness to Practise and Fitness to Train
In some circumstances, concerns may be considered through Fitness to Practise, Fitness to Train or equivalent professional suitability processes.
These processes are not intended to punish students for holding lawful beliefs or opinions.
Their purpose is to consider whether a student:
- can practise safely
- can meet professional standards
- can uphold public trust and confidence
- can engage appropriately with service users, patients, colleagues and the wider public
Most concerns are resolved through support, reflection and professional development rather than formal action.
Support Is Available
If you are concerned about:
- a professional standards issue
- feedback received during placement
- a Fitness to Practise concern
- a Fitness to Train concern
- a professional conduct matter
support is available.
Students are encouraged to seek advice early and engage openly with support processes.
Remember
Professional programmes do not require students to abandon their identity, beliefs or individuality.
They do require students to develop the knowledge, skills, insight and professionalism needed to work safely and effectively with diverse individuals and communities.
The ability to engage with challenge, reflect on practice and learn from different perspectives is not a weakness—it is a hallmark of professional practice.