CPD Learning vs CPD Accredited in Health and Social Care

Continuing Professional Development, often shortened to CPD, is a term used widely in health and social care. It refers to the ongoing process of learning, developing skills, and updating professional knowledge throughout a person’s career.

While all CPD aims to keep practice up to date and improve service quality, there is an important distinction between CPD learning and CPD accredited programmes.

What is CPD Learning in Health and Social Care?

CPD learning can take many forms and applies to any activity that helps a health or social care worker improve their knowledge, skills, and confidence. It is not confined to formal training. Many everyday work experiences can be recorded as part of CPD, providing they contribute to professional growth.

Examples of CPD learning include:

• Attending seminars, workshops, or conferences that cover relevant topics
• Participating in in-house training offered by an employer
• Reading professional journals or policy updates
• Reflecting on work experiences to identify what went well and what could be improved
• Viewing educational videos or webinars provided by reputable sources

CPD learning is usually self-directed, meaning the individual takes responsibility for choosing activities that will help them. It can be structured or informal. Structured CPD might involve a planned training session, while informal CPD may be learning gained through shadowing a colleague or discussing cases in team meetings.

In most workplaces, CPD learning is recorded in a portfolio. This record usually includes details of the activity, the date, how it relates to the person’s role, and any benefits that came from it. Supervisors or managers may review this portfolio during appraisal meetings.

What is CPD Accredited in Health and Social Care?

CPD accredited training refers to courses, workshops, or events that have been formally reviewed by an independent CPD accreditation body. Accreditation confirms that the training meets a recognised set of standards relating to quality, relevance, and learning outcomes. Participants can be confident that accredited training covers suitable material, is delivered professionally, and meets specific learning objectives.

An accredited CPD programme will normally be structured. It will list expected outcomes, the topics to be covered, and how long the training should take. It will often include an assessment component, such as a quiz or test at the end, to confirm the participant has understood the material.

When a person completes CPD accredited training, they usually receive a certificate stating the number of CPD hours or points gained. This certificate can be presented to professional regulators or employers to confirm that the learning has come from a recognised quality source.

The Main Differences

There are several clear differences between CPD learning and CPD accredited training. Understanding these can help a care worker or health professional make informed decisions about their development.

• Approval process – CPD learning does not require external approval, while CPD accredited programmes must pass a formal review by an accrediting body.
• Structure – CPD accredited training has a set structure with defined objectives and assessment methods. CPD learning can be unstructured and flexible.
• Recognition – CPD accredited training carries formal recognition that can be presented to regulatory councils, employers, or inspection bodies. CPD learning may still be valuable but may not hold the same formal status.
• Evidence – Certificates from accredited programmes provide ready-made evidence of CPD. For non-accredited learning, the participant must prepare their own record showing what was learned and how it applies to their role.

Why the Difference Matters in Health and Social Care

Health and social care roles often involve legal and ethical responsibilities. Workers need to stay up to date with changing legislation, guidance, and best practice standards. Some regulators or employers require staff to complete a certain number of CPD hours each year, with a proportion of those hours from accredited sources. This helps maintain public confidence in the workforce.

Accredited CPD training is usually given more weight in audits, inspections, or professional registration renewals. It demonstrates that the learning was guided by recognised quality standards. This can be especially important for registered social workers, nurses, care managers, or those in specialist clinical roles.

CPD learning without accreditation is still valuable. It encourages continuous growth and can broaden experience beyond the scope of formal courses. For example, shadowing a senior nurse during a new treatment process might offer insights that are not part of any research-based training package. Including such informal experiences in a CPD log shows initiative and commitment to personal growth.

Recording and Presenting CPD

Whether CPD is accredited or not, it must be recorded clearly. The record should explain:

• What the activity was
• When and where it took place
• Who delivered or facilitated it
• The skills or knowledge gained
• How it links to current or future work tasks
• How it might affect service users positively

Accredited CPD will often be easier to document thanks to a certificate that specifies CPD hours or points. Non-accredited CPD might need more explanation to show its value. A reflective section is helpful for this, describing how the learning will change practice or improve outcomes.

Some professional bodies allow members to mix accredited and non-accredited CPD to meet annual requirements. This combination can balance formal training with practical, workplace-based learning.

Situations Where CPD Accredited Training May Be Preferred

There are workplace situations where CPD accredited training is more suitable than informal CPD learning:

• Meeting regulatory requirements – Certain roles require proof of accredited CPD before a licence or registration can be renewed.
• Specialist skills acquisition – High-risk or complex procedures may only be taught and assessed within accredited programmes.
• Demonstrating competence to inspectors – Formal recognition of training provides clearer evidence during quality checks.
• Professional disputes or complaints – Accredited CPD certificates can support the case that staff were fully trained according to industry standards.

In such cases, accredited training ensures that learning content and delivery meet recognised standards and that assessment confirms competence.

Situations Where Non-Accredited CPD Learning Works Well

Informal or self-selected CPD activities can be more flexible and inexpensive. They can fit around shift patterns and cover niche or emerging topics not yet widely offered as accredited courses. Examples include:

• Peer discussion groups looking at new policy documents
• Watching a specialist speaker online
• Reading the latest research papers in a particular care area
• Participating in community healthcare events
• Engaging in reflective practice sessions with colleagues

These informal activities can still be highly relevant and beneficial, provided they are recorded properly.

Balancing CPD Learning and CPD Accredited Training

In health and social care, the most effective professional development plans often include both types. Accredited training provides formal proof of competence and ensures exposure to well-structured, quality-controlled content. CPD learning offers flexibility, breadth, and responsiveness to changing needs at work.

A care worker might attend an accredited training session on safeguarding vulnerable adults, gaining a recognised certificate. Later, they could reflect on a real safeguarding case experienced at work, noting how the accredited training helped them apply best practice in that situation. Both activities would be recorded in their CPD log, showing a blend of formal recognition and reflective workplace learning.

How Employers View Each Type of CPD

Many employers encourage both accredited and non-accredited CPD. Accredited training is often mandatory in certain areas, particularly where legislation or safety procedures demand it. Non-accredited learning is welcomed when it shows initiative and a proactive approach to improvement.

During performance reviews, managers may check CPD records to see whether employees are meeting required training standards. Accredited CPD will stand out for its formal validation, but employers still appreciate the wide scope of knowledge gained through informal CPD.

Some organisations fund accredited courses for their staff, covering costs for registration, materials, and assessment. Others may arrange in-house sessions that are CPD accredited, giving staff easy access without travel. At the same time, they may encourage staff to read articles, attend case reviews, or join professional networks as part of their informal CPD.

Final Thoughts

CPD learning refers to any activity that improves a worker’s professional abilities, whether formally recognised or not. CPD accredited training has passed an official review process, confirming it meets set standards and often providing a certificate that carries formal weight. In health and social care, both types have clear value. Accredited CPD provides recognised proof of training quality and is often required for regulatory purposes. Non-accredited CPD learning develops skills and understanding in flexible, workplace-based ways that can respond quickly to service demands.

A balanced approach that records both accredited and informal CPD offers the strongest profile. It demonstrates commitment to growth, adaptability in facing new challenges, and compliance with professional duties, ultimately supporting better outcomes for service users and stronger career progression for the worker.