CPD & PRECEPTORSHIP PRECEPTEE PACK AP
CPD& PRECEPTORSHIP PROGRAMME
Preceptee Resource Pack
Section 1What is Preceptorship?
Section 2Trust Preceptorship programme
Section 3Continuing Professional Development
Section 4Examples of activities
Section 5References, glossary, contacts
This Preceptorship pack belongs to:
Matron for my area is:
My Ward sister/ Manager is:
My Deputy Sister is:
Clinical Practice Educator for my area is:
My Preceptor is:
INTRODUCTION
This pack is intended for use by those undertaking their first role after qualifying and registering as a healthcare professional. It sets out how, as a preceptee you will be supported during your first six months in practice (known as the preceptorship period) in the workplace by the Trust, your line manager, your team, and a named preceptor, who will support you ‘day-to-day’ in practice.
This pack will assist you in clarifying the roles and expectations of both the precepteeand thepreceptor, and encourage a creative approach to facilitating this support for you at this crucial and influential time. You can liaise with your named Clinical Educator, or any member of the Clinical Education Team at any point if you have any queries or concerns regarding any aspects of this programme. Contact details and support resources are at the back of this resource.
SECTION 1What is Preceptorship?
The Department of Health (2010) states that Preceptorship is:
The Preceptorship period recognises that as a newly qualified practitioner you are able to practice safely and autonomously, but that you are a novice within your profession. This period is the beginning of the journey from novice to expert, developing competence and confidence from the threshold level required to pass a programme of pre-registration study and attain registration. It is the beginning of a lifelong learning journey to enable you to develop skills both personally and professionally to meet the challenges of consistently providing excellent, high quality patient centred care.
Preceptorship is not intended as a replacement for Trust or departmental induction processes, capability or performance management, or shortfalls in pre-registration education. If you require further development in any of these areas please contact your line manager in the first instance, whowill endeavour to support you appropriately or contact the appropriate outside resources.
SECTION 2Trust CPD & Preceptorship Programme
The Preceptorship programme consists of a combination of classroom-based professional and clinical skills workshops underpinned by complex case scenarios, ongoing work-based learning, supervision and development, and self-directed learning in your own time, which may include accessing electronic resources at home or from within the Trust. These elements will combine to support you in developing overarching professional skills as well as clinical skills.The clinical skills relevant for your specific role or clinical area will have been identified in a ‘Training Needs Analysis’ by your line manager to be developed and delivered in the most appropriate way, by the most appropriate facilitators, supported by the Clinical Education Team.
Any self directed learning that you are asked to undertake must be reasonable in terms of the time commitment necessary and the type of activities proposed. If you have any concerns about the type or content of self directed study you are asked or encouraged to undertake, please contact your line manager in the first instance.
All of the CPD activities you undertake during your Preceptorship period should link to one or more of the following dimensions, the Trusts visions, values and behaviours, and the Quality Goals:
Current Trust Quality goals:
- Patient Safety- Reducing Harm
- Improving Discharge Process
- Improving End of life care
Attendance at the preceptorship sessions will be mandatory, and is to be included in your working hours. This demonstrates the commitment and investment by the Trust into supporting you at the beginning of your career to provide excellent care working as part of the Trust team, and to continually innovate and improve. Similarly, time for your preceptor to meet with or otherwise provide you with support should be prioritised and protected where possible. If you cannot attend a session that you are booked on, please email and copy in your line manager.
In order for your preceptor to effectively support you, you will need to set up an initial meeting, at least oneinterim review meeting and a final meeting. This final meeting should be the first appraisal or feed into the Trust’s appraisal process, where your progress and achievements for the year can be measured against the goals that were agreed and new goals set for the future. See the ‘Preceptee Meetings’ templates in Section 6.If your preceptor is not the line manager, you must make sure that the goals you set and agree align with the objectives for your ward, service or clinical area as well as the Trusts overall corporate goals, as well as meeting your own professional development needs.
The following timetable is an example of how the Preceptorship sessions provided by the Clinical Education Team run concurrently with ongoing support and work based learning in your clinical role. Examples of other learning provided by the trust are undertaking Core Clinical Competencies, accessing e-learning such as Training Tracker or Elsevier Clinical Skills, or attending mandatory and non-mandatory training events ‘in house’ or purchased from approved providers.
TIMESCALE / PRECEPTORSHIP SESSION / SUPPORT IN WORKPLACESession 1
0900-1600 / Programme Introduction
- Welcome
- Programme goals & expectations
- CPD, professional practice & revalidation
- Developing a CPD portfolio
- Introduction to projects
- Introduction to case study
- Introduction to Action Learning Sets
- SWOT analysis
- decide project
- set goals
- book training
- ensure relevant access to IT resources (email, Pro4, Training Tracker, Elsevier Clinical Skills)
- Review progress
- Negotiate learning contract if necessary
- Review project outcomes
- Review achievements
- Review SWOT
- Set future goals
Session 2
0900-1200
(-1300) / PROFESSIONAL VALUES
- Identifying our values
- Conflicting values
- Optional Action Learning Set 1hr
Session 3
1300-1600
(-1700) / DOCUMENTATION & REGISTERED PRACTICE
- Quality vs. quantity
- Why document?
- Professional standards
- Optional Action Learning Set 1hr
Session 4
0900-1200
(-1300) / CLINICAL SKILLS: PRESSURE ULCER PREVENTION (tbc)/MENTAL HEALTH AWARENESS
- Workshops by specialist practitioners
- Optional Action Learning Set 1hr
Session 5
1300-1500
(-1600) / PROJECT PRESENTATIONS
- CQC/professional standards audit
- Preparation for link practitioner role
- Preceptors/line managers to be invited
- Programme wrap up & evaluation
CPD Portfolios assessed and returned
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CPD & PRECEPTORSHIP PRECEPTEE PACK AP
Action Learning Sets are provided as an optional hour long session after the main session content. This valuable activity allows practitioners to engage in powerful reflection with an interprofessional group of their peers to solve complex work based problems. Practitioners who voluntarily join the action learning set will develop their critical reflection, active listening and questioning skills, as well as developing innovative solutions to the problems presented. The group (or groups depending on number of participants) will be run by an appropriately trained facilitator.
The introduction to Action Learning is provided as part of the first preceptorship day but preceptees can choose whether or not to commit to joining the subsequent sessions. A degree of commitment is necessary to build trust within the group and gain maximum benefit from undertaking this activity. Group members also agree to abide by mutually negotiated ground rules which would normally include absolute confidentiality (except where further action is mandated by professional codes of practice and duty of candour, for example where a safeguarding issue is presented).
SECTION 3Continuing Professional Development
Continuing Professional Development (CPD) is the term given to those learning activities undertaken by practitioners to maintain and develop their clinical practice to ensure quality as practice evolves. Both the NMC and the HCPC mandate that CPD takes place for practitioners to remain registered with them, and different staffing groups and employers set individual standards regarding quantity and content, and how these are evidenced. The NMC uses the term Post-Registration Education and Practice (PREP) to define this and mandates that a total of 35hrs PREP takes place and can be evidenced to enable re-registration on a 3 yearly cycle.
The standards for the NMC and the HCPC can both be accessed via the website addresses in SECTION 6: References, Glossary, Contacts.
PORTFOLIO DEVELOPMENT
Building and maintaining a professional portfolio of CPD is the best way to evidence this activity.A professional portfolio is an account of learning based on practice and critical reflection. This can take many forms depending on personal preference or the types of activity represented. Strict templates are generally avoided to encourage creativity and individual ownership, but templates and structure ideas are widely available. Electronic portfolio resources are also available and are increasingly likely to be adopted
Kolb’s learning cycle (1984) illustrates the process by which adults can learn from their experiences.
Writing a short reflective piece after an episode of learning can help to put Kolb’s cycle into action, and contributes to a CPD portfolio. There are several reflective models in practice, and different models suit different practitioners’ tastes and styles, and may even change depending on the type of learning having been undertaken. Some examples are included in SECTION 6: References, Glossary, Contacts
Episodes of learning may take several forms outside of formal teaching sessions. Below is a list of examples of learning activities that Preceptee’s may undertake and subsequently document to meet development objectives that you set:
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CPD & PRECEPTORSHIP PRECEPTEE PACK AP
- Learning a new clinical skill from departmental lead/specialist practitioner/clinical skills educator
- Attending a ward or MDT meeting
- Reading and discussing a journal article
- Attending a training session
- Critical incident debrief
- Demonstrating a skill to a student practitioner (under appropriate supervision)
- Developing ward induction pack or Patient Information Leaflet
- Reviewing notes/assessments against professional standards and policies
- Attending a reflective group
- Attending a conference or lecture
- Leading/co-ordinating a shift, clinic or bay (under appropriate supervision)
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CPD & PRECEPTORSHIP PRECEPTEE PACK AP
The professional portfolio will help to link so-called ‘invisible’ learning to your personal and professional visions, values and beliefs, reflected in the objectives laid out by their employing Trust in job descriptions, corporate targets and policies.
After handing in your CPD portfolio you will receive a certificate of completion of the Preceptorship programme. This will individually identify areas of excellent practice, areas for development and tips for maintaining this valuable resource.
GROUP CONTACT
As part of the first session the group mutually agrees a convenient method of staying in touch. This can be trust email, the PreceptorshipFacebook page, Text contact or another social network platform such as Twitter or Yammer. Whichever option is selected, the group commits to keeping in touch, acknowledging or participating in any discussions, questions or debates posted. This is important to ensure that updates including room or time changes are communicated effectively, or if group members are expected to prepare or bring resources to a session. Group members also commit to using the chosen platform responsibly, professionally and confidentially (except where a disclosure is made that is reportable by professional codes of practice and/or duty of candour).
SECTION 4References, Glossary, Contacts, Resources
Reference list
- Department of Health (2010). Framework for Preceptorship for newly registered nurses, midwives and allied health professionals. Available from
- Health Care Professions Council. Continuing Professional Development. Available from
- Kolb, D. (1984) Experiential Learning Model. In Knowles et al ‘The Adult Learner’ (2005). Elsevier.
- Nursing and Midwifery Council. CPD and Practice. Available from
Glossary
- CPD (Continuing Professional Development)the range of activities undertaken and presented in a portfolio which evidence how a practitioner has kept up to date with current practice and the delivery of excellent patient care
- Portfolio a record of CPD that can take many forms depending on the requirements of registering and/or professional bodies. It can contain many different forms of evidence that link to and show development, and how this contributes to excellent patient care. Increasingly, practitioners may prefer to maintain their portfolio electronically.
- Preceptee a newly qualified member of staff in their first year of practice post-registration undergoing a period of supervision and support (usually 6 months) to ensure a smooth transition into professional practice.
- Preceptor an experienced member of staff supporting a PRECEPTEE in the practice area by role modelling excellent clinical and professional practice and meeting with the PRECEPTEE to agree and review goals linked to developing their practice. The PRECEPTOR delivers this with support from their ward, team or unit and the Clinical Education Team.
- Preceptorship the period of support offered to anyone in their first year of practice (usually in their first employed role post-registration) whereby they are supported by a named team member (the PRECEPTOR) and their colleagues to develop their professional practice.
- Training Needs Analysis (TNA) a survey carried out annually by EDT departments to determine how and where the non-medical education budget should be allocated. From 2014 onwards this is split into two branches. The Learning Beyond Registration (LBR) TNA determines which university modules (such as Mentorship) the Trust purchases. The Clinical Skills TNA determines which resources the Clinical Skills Team develops and provides in-house to meet the needs of wards, units, teams or the Trust as a whole. The TNA’s are completed by ward and service managers in consultation with Heads of Clinical Services & team members.
Contacts
- Clinical Education Team
Education, Development & Training Department, Education Centre, St Marys Hospital, Newport, Isle of Wight, PO30 5TG
01983 822099 ext 5354/5410/6428
- Development & Training (course bookings)
Education, Development & Training Department, Education Centre, St Marys Hospital, Newport, Isle of Wight, PO30 5TG
01983 822099 ext 5355/3181
Resources
- Initial, interim and final meeting checklists and templates
- Reflective models
- Flying Start Scotland
- ‘Developing Your Portfolio’
- Guide for accessing systems: New starters/ list of mandatory training.
Preceptorship initial interview / Name of Preceptee
Name of Preceptor
Other useful names/contacts
Date initial interview / Today’s date / Approx. date of interim review / Today’s date + 3 months
Approx. date final review / Today’s date + 6 months
GOAL / HOW WILL THIS BE ACHIEVED? / HOW WILL THIS BE EVIDENCED?
- Professional Practice
- Clinical Skills
- Other
Undertake catheterisation clinical skills training package; shadow Urology specialist nurse / Reflection, audit report
Pass certificate; analysis of an episode of learning
Signed Preceptee
Signed Preceptor
Preceptorshipinterimreview / Name of Preceptee
Name of Preceptor
Date of interim review / Today’s date / Approximate date for final review / Today’s date + 3 months
GOAL / PROGRESS / EVIDENCE SO FAR
Action plan to complete goals if needed: consider line manager/Link Clinical Educator involvement if needed
Signed Preceptee
Signed Preceptor
Preceptorship Final Review / Name of Preceptee
Name of Preceptor
Date of Final Review
This review linked to annual appraisal ? / Y / N
Preceptees comments:
Have you achieved all of the goals that were set?
How have you been supported?
What impact has this had on your professional practice?
Preceptors comments:
Has the Preceptee achieved all of the goals set?
How have they developed as a practitioner?
How has this benefited your team/service?
Signed by Preceptee
Signed by Preceptor
2. Reflective models
The importance of reflective practice in nursing and healthcare professions has a significant and still growing evidence base behind it. Core texts on this subject are available through the on-site Oliveira library. These include (but are not limited to):
- Critical Reflection In Practice (2nd ed.) Gary Rolfe, Melanie Jasper & Dawn Freshwater. Palgrave Macmillan 2011.
- Becoming a Reflective Practitioner (4th Ed.) Christopher Johns. Wiley Blackwell 2013.
- Reflective Practice for Healthcare Professionals (3rded.) Beverley J. Taylor. Open University Press 2010
The use of ‘models of reflective practice’ is also well documented. Practitioners may have a favourite model to work with that they know ‘works for them’; they may choose to use different models every time; or, they may choose to reflect without the use of an established model. There is no right or wrong method of critical reflection, so long as the outcome is a thoughtful appraisal of events in clinical practice, an examination of one’s thoughts, feelings and actions, and an examination of what they will do next time in the same situation. Below are some of the more well-established models.
- Borton’s model is linear in approach:
- Johns’ Model works by uncovering and making explicit the knowledge we use in practice :
Ways of knowing / Cues
Aesthetics – the art of what we do, our own experiences / What was I trying to achieve?
Why did I respond as I did?
What were the consequences of that for the patient? Others? Myself?
How was this person (people) feeling?
How did I Know this?
Personal – self awareness / How did I feel in this situation?
What internal factors were influencing me?
Ethics – moral knowledge / How did my actions match my beliefs?
What factors made me act in an incongruent way?
Empirics – scientific / What knowledge did or should have informed me?
- Gibbs model is cyclical:
Please follow these links to two helpful articles about putting reflection into practice: