ABSTRACT
This chapter explains how the clinical governance agenda is already present within the undergraduate and training curriculum. It explores the need to embody clinical governance in all aspects of the student's experience, and introduces the concept of curricular governance. An editorial that concerned itself as much with the education of nurses and other healthcare professionals as with the education of doctors highlighted several key issues. Teaching and learning about ethics and medical aspects of law are now well established in undergraduate curricula, often being taught alongside communication skills. Interprofessional education, whereby students from different professional backgrounds in health and social care spend time learning together, is seen as one means whereby teamworking skills might be developed. The 'self-care' component addresses personal development through both academic and pastoral support. Student involvement is a key element of curriculum governance, and plays an important part in the process of quality management and enhancement.
