This article examines the progress made by the University of Central England (UCE) over the last 18 months in implementing Health Service Circular 1999/219; the government document that contains guidance on the main points that had to be included in new pre-registration nursing curricula. Sixteen pilot sites were chosen to implement the new curriculum and UCE was one of these. The key focus of the curriculum being implemented is to draw practice and theory more closely together. Achievement of strong collaboration between practitioners and University staff is a necessary element of such a venture and the resultant empowerment of clinical assessors is highlighted. The article explores the methods employed to ensure that the practical assessment process mirrors the rigour of academic assessment and that there is equity of assessment across all four branches of nursing. A considered discussion of the use of modular assessment, focussed practical assessment documents and assessment of practical nursing skills provide insight into how practice and theory can be equally valued in a pre-registration nursing courses.