preceptorship and return to practice for nursing · 2018-02-22 · preceptorship is a term used for...
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Preceptorship and Return to Practice for Nursing
Preceptorship is a term used for a consolidation period following Registration with the NMC. It will help ease your transition back into and develop your clinical practice
The aim of the Return to Practice programme is to support nurses on their journey back into a nursing career.
The Return to Practice programme was initiated as a response to the national shortage of nurses across the NHS leading to increasing concern regarding expensive agency nurse bills and increased pressure on NHS service providers. This document will help to explain and provide information to nurses who are returning to practice as to what Preceptorship is and what the returning nurse’s role is when participating in a preceptorship programme.
We hope you find this information useful, please also see our video at the link below around Preceptorship and Returning to Practice :
http://learning.wm.hee.nhs.uk/resource/preceptorship.https://vimeo.com/115880179 Delivered in partnership with Health Education England and West Midlands Regional Preceptorship Group Nov 2016.
An introduction to the elements of PreceptorshipPreceptorship programmes have been designed to support the Newly Registered Practitioner in accordance with the existing Preceptorship framework issued by the Department of Health (2010). Newly Registered Practitioners will receive supervision in practice from a registered practitioner during the first year of appointment. As nurses who are returning to practice, this programme will be tailored to your individual needs.
A Preceptorship Programme provides:
• Integration of prior learning into practice• Application in accordance with evidence-
based practice • Development of confidence • Adherence to the Codes of Professional
Conduct• Update and enhance knowledge and clinical
skills• Adherence to policies and procedures • Reflective practice• Giving and receiving feedback• Advocacy• Interpersonal skills
• Clinical Risk Management and Governance• Equality and Diversity• Negotiation and conflict resolution • Leadership and management development• Develop a strategy for Continued Professional
Development• Team working within the multidisciplinary
team• Clinical judgement and decision making• Enhancement of self-awareness: Provides
training and education around use of medical devices, medicines management, documentation and electronic systems
ObjectivesPreceptorship is provided in accordance to local policy with the overall objective that patients/clients/service users receive safe care and treatment.
To ensure Preceptors (experienced nurse) and newly registered practitioners understand their roles in the Preceptorship process.
To ensure completion of competencies to develop knowledge, skills and professional attitudes, values and behaviours, which are evidence based.
To support and guide the newly registered practitioner in their transition back into clinical practice during their first year of appointment
Competency based
• Completion of department specific competency based document• Use of medical equipment • Mandatory Training / updates• Completion of Role specific training
Normal Learning Cycle of a Preceptorship Programme
A Preceptor
Is a named experienced practitioner who offers guidance and support. The preceptor will be involved in the implementation of learning and assessment to meet your bespoke training needs and will ensure you as the preceptee receives adequate supervision.
The Preceptor must have been registered for at least 12 months and have experience in their clinical area.
Clinical Competencies
These form a large part of the preceptorship programme, they identify specific skills that are relevant for nurses working across the Trust and some skills for working in their own clinical areas.
Competencies are designed with the expectation that the preceptees (newly registered practitioners) will take responsibility for their own learning and development. They are advised to meet with their Preceptor at regular intervals to discuss their aims and objectives, learning outcomes and progress towards achieving them and for signing off their completion when ready.
General Objectives
These objectives relate to safety issues and the general ‘getting to know’ your clinical area and the Hospital or Community area you are working in.
Personal Objectives / Action Plan
These are not set objectives and learning outcomes; they should be tailored to reflect the specific development and learning needs of each individual nurse returning to practice. They will be discussed and decided between the preceptee and their preceptor following completion of a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis Pearce,C. (2007) Ten steps to carrying out a SWOT analysis. Nursing Management 14(2),pp25.
A SMART Action Plan should be compiled together. http://nursing-matters.com/smart-goals/
• To be a good role model for delivering high quality patient care
• Professional involvement in the teaching/learning process
• Validates and reinforces professional value and practice
• Stimulates innovative and improved practice• Opportunity to step back and appreciate own
contribution to the profession• Contributions to future health care through
influencing a student’s practice• Opportunity to network with other
preceptors within and across agencies• Form a positive bond with the preceptee• How can this be used for evidence for
revalidation• Provide a supportive learning environment
• Employ a range of learning styles that fit the task and the preferred learning style of the preceptee
• Adopt a non-judgmental learning environment
• Employ active listening skills• Be open to new ideas and ways of working• Be familiar with the documentation for
preceptorship/PDR’s• Maintain the preceptee’s confidentiality• Know and understand the practice, policies,
procedures and protocols for best practice• Know the limits of their own practice• Seek advice when required• Understand the importance of learning from
clinical incidents and near misses, and the process involved in their documentation
Benefits for Preceptors
Benefits for nurses returning to practice
• Participate in nursing practice in a variety of settings• Experience the ‘real world’ of nursing practice• Gain competence and confidence• Ease the transition back into clinical practice
• It will help meet the requirements of revalidation
• Commit to the preceptorship programme• Ensure that reflection becomes part of
everyday clinical practice• Be proactive in learning• Take steps to identify and act on areas that
need development• Accept guidance and feedback from the
preceptor and clinical manager eg, Ward Sister
• Continuously record learning• Become proficient at self-evaluation• Evaluate their own practice against best
practice• Supports other preceptees/preceptors• Deliver safe, high quality patient care
Returning nurses will enter into a Learning agreement with their Preceptor.
What will this mean?
The preceptorship programme includes the following elements:
• Accountability
• Career development
• Communication
• Dealing with conflict/managing difficult
conversations
• Delivering safe care
• Emotional intelligence
• Leadership
• Quality Improvement
• Resilience
• Reflection
• Safe staffing /raising concerns
• Team working
• Medicines management (where relevant)
Prior to employment: • The organisation should have a preceptorship policy, which has been formally approved by
Education Governance structures• There will be an organisational lead for Preceptorship• The structured preceptorship programme will be agreed by the organisation’s Executive Nurse or
equivalent• The preceptor will have undertaken training and education, which is separate from mentorship
training in preparation for the Preceptorship role• The returning nurse will have been identified as requiring preceptorship
Prio
r to
em
plo
ymen
t:
•Th
e o
rgan
isat
ion
sh
ou
ld h
ave
a p
rece
pto
rsh
ip p
olic
y, w
hic
h h
as b
een
fo
rmal
ly a
pp
rove
d b
y Ed
uca
tio
n G
ove
rnan
ce s
tru
ctu
res
•Th
ere
will
be
an o
rgan
isat
ion
al le
ad f
or
Prec
epto
rsh
ip•
The
stru
ctu
red
pre
cep
tors
hip
pro
gra
mm
e w
ill b
e ag
reed
by
the
org
anis
atio
n’s
Exe
cuti
ve N
urs
e o
r eq
uiv
alen
t•
The
pre
cep
tor
will
hav
e u
nd
erta
ken
tra
inin
g a
nd
ed
uca
tio
n, w
hic
h is
sep
arat
e fr
om
men
tors
hip
tra
inin
g in
pre
par
atio
n f
or
the
Prec
epto
rsh
ip r
ole
•Th
e re
turn
ing
nu
rse
will
hav
e b
een
iden
tifi
ed a
s re
qu
irin
g p
rece
pto
rsh
ip
Du
rin
g p
rote
cted
tim
e in
th
e fi
rst
wee
k.
Du
rin
g
pro
tect
ed
tim
e, b
y th
e en
d o
f th
e fi
rst
mo
nth
.
Du
rin
g p
rote
cted
ti
me
at t
he
op
tio
nal
th
ree
mo
nth
rev
iew
.
Du
rin
g p
rote
cted
tim
e at
th
e si
x m
on
th r
evie
w.
Du
rin
g p
rote
cted
ti
me
at t
he
op
tio
nal
nin
e m
on
th r
evie
w.
Du
rin
g p
rote
cted
tim
e at
th
e tw
elve
mo
nth
rev
iew
–
Perf
orm
ance
Rev
iew
/
Ap
pra
isal
acc
ord
ing
to
org
anis
atio
nal
fr
amew
ork
.
On
th
e fi
rst
day
in e
mp
loym
ent,
th
e re
turn
ing
nu
rse
(pre
cep
tee)
sh
ou
ld b
e in
form
ed o
f th
e al
loca
ted
nam
ed p
rece
pto
r ta
ken
fro
m a
cen
tral
reg
iste
r o
f p
rece
pto
rs.
The
pre
cep
tee
sho
uld
st
art
to
fee
l in
teg
rate
d
into
th
e te
am.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
en
sure
th
at
pre
vio
usl
y a
gre
ed
sup
po
rt n
etw
ork
s ar
e w
ork
ing
.
The
pre
cep
tee
sho
uld
be
feel
ing
mo
re in
teg
rate
d
into
th
e te
am.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
en
sure
th
at p
revi
ou
sly
ag
reed
su
pp
ort
n
etw
ork
s ar
e w
ork
ing
.
The
pre
cep
tee
sho
uld
fee
l fu
lly e
stab
lish
ed w
ith
in
the
clin
ical
tea
m /
area
.
The
pre
cep
tee
sho
uld
mee
t w
ith
th
e al
loca
ted
pre
cep
tor
/ mem
ber
of
the
team
.
The
pre
cep
tee
sho
uld
hav
e co
mp
lete
d
loca
l Tru
st
corp
ora
te
ind
uct
ion
p
rog
ram
mes
.
The
pre
cep
tee
sho
uld
re
flec
t o
n p
rog
ress
m
ade
agai
nst
pre
vio
usl
y se
t ac
tio
ns
and
lear
nin
go
bje
ctiv
es a
nd
d
ocu
men
t in
th
epre
cep
tors
hip
p
acka
ge.
If t
his
has
n
ot
bee
n a
chie
ved
, id
enti
fy p
rob
lem
ar
eas;
dev
elo
p a
ctio
n
pla
n a
nd
set
dat
es f
or
furt
her
inte
rvie
ws.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld h
ave
a fo
rmal
mee
tin
g t
o e
nsu
re
all a
gre
ed a
ctio
ns
and
o
bje
ctiv
es a
re in
pro
gre
ss. I
f th
is h
as n
ot
bee
n a
chie
ved
, id
enti
fy p
rob
lem
are
as;
dev
elo
p a
ctio
n p
lan
an
d s
et
dat
es f
or
furt
her
inte
rvie
ws.
The
pre
cep
tee
sho
uld
refl
ect
on
p
rog
ress
mad
eag
ain
st
pre
vio
usl
y se
to
bje
ctiv
es a
nd
d
ocu
men
t in
th
e p
rece
pto
rsh
ip
pac
kag
e. If
th
is h
as n
ot
bee
n a
chie
ved
, id
enti
fy p
rob
lem
ar
eas;
dev
elo
p
acti
on
pla
n a
nd
se
t d
ates
fo
r fu
rth
er
inte
rvie
ws.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld h
ave
a fo
rmal
mee
tin
g t
o e
nsu
re
all a
gre
ed a
ctio
ns
and
le
arn
ing
ob
ject
ives
are
co
mp
lete
d.
The
pu
rpo
se o
f th
e p
rece
pto
rsh
ip
pro
gra
mm
e is
cle
arly
defi
ned
an
d m
utu
ally
u
nd
erst
oo
d b
y th
e p
rece
pto
r an
d t
he
pre
cep
tee.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
id
enti
fy t
hei
r ro
les/
resp
on
sib
iliti
es w
ith
in
the
pre
cep
tors
hip
pro
gra
mm
e.
The
pre
cep
tee
sho
uld
hav
e u
nd
erta
ken
a
loca
l Tru
st
man
dat
ory
tr
ain
ing
p
rog
ram
me.
The
pre
cep
tee
sho
uld
p
rod
uce
evi
den
ce o
f le
arn
ing
.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld e
stab
lish
su
bse
qu
ent
mee
tin
g d
ates
d
epen
din
g o
n in
div
idu
al
nee
ds.
The
pre
cep
tee
sho
uld
pro
du
ce
evid
ence
of
lear
nin
g.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld v
erif
y co
mp
leti
on
of
the
pre
cep
tors
hip
pac
kag
e an
d c
om
ple
tio
n o
f co
mp
eten
cy d
ocu
men
ts.
The
pre
cep
tee
sho
uld
co
mp
lete
a
tran
siti
on
al le
arn
ing
nee
ds
anal
ysis
.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
cle
arly
d
iscu
ss id
enti
fied
str
eng
ths,
wea
knes
ses
/ are
as f
or
dev
elo
pm
ent
e.g
. Med
ical
d
evic
es, t
ech
no
log
y et
c.A
nd
co
mp
lete
lear
nin
g o
bje
ctiv
es t
o b
e ac
hie
ved
in t
he
form
of
an a
ctio
n p
lan
.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
id
enti
fy le
arn
ing
ob
ject
ives
/ o
pp
ort
un
itie
s.
The
pre
cep
tee
sho
uld
hav
e b
een
giv
en a
ll co
mp
eten
cy
pac
kag
es
rele
van
t to
th
eir
area
ac
cord
ing
to
loca
l co
mp
eten
cy
po
licy.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld
esta
blis
h s
ub
seq
uen
t m
eeti
ng
dat
es
dep
end
ing
on
in
div
idu
al n
eed
s.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld id
enti
fy
pro
gre
ssio
n r
egar
din
g
com
ple
tio
n o
f co
mp
eten
cy
pac
kag
es.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
est
ablis
h
sub
seq
uen
t m
eeti
ng
dat
es
dep
end
ing
on
in
div
idu
al n
eed
s.
The
pre
cep
tee
sho
uld
re
flec
t o
n p
rog
ress
mad
e ag
ain
st p
revi
ou
sly
set
lear
nin
g o
bje
ctiv
es
and
do
cum
ent
in
pre
cep
tors
hip
pac
kag
e.
A r
ang
e o
f re
leva
nt
skill
s tr
ain
ing
an
d
asse
ssm
ent
will
be
avai
lab
le t
o m
eet
the
ind
ivid
ual
nee
ds
of
the
pre
cep
tee.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
id
enti
fy e
vid
ence
of
lear
nin
g t
o b
e p
rod
uce
d.
The
pre
cep
tee
sho
uld
hav
e m
et w
ith
o
ther
new
ly
reg
iste
red
p
ract
itio
ner
s
to f
orm
an
act
ion
le
arn
ing
set
fo
r g
rou
p
refl
ecti
on
.
The
pre
cep
tee
sho
uld
re
flec
t o
n p
rog
ress
mad
e ag
ain
st p
revi
ou
sly
set
acti
on
s an
d le
arn
ing
ob
ject
ives
an
d d
ocu
men
t in
th
e p
rece
pto
rsh
ip p
acka
ge.
The
pre
cep
tee
sho
uld
h
ave
met
wit
h o
ther
n
ewly
reg
iste
red
p
ract
itio
ner
s / a
ctio
n
lear
nin
g s
et f
or
gro
up
re
flec
tio
n.
The
pre
cep
tee
sho
uld
co
mm
ence
th
e lo
cal T
rust
pre
cep
tors
hip
pro
gra
mm
e an
d
do
cum
enta
tio
n.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
m
eet
for
a 1:
1 cl
inic
al
sup
ervi
sio
n
sess
ion
.
The
pre
cep
tee
sho
uld
mee
t w
ith
oth
er n
ewly
reg
iste
red
p
ract
itio
ner
s /
acti
on
le
arn
ing
set
fo
r g
rou
p
refl
ecti
on
.
The
pre
cep
tee
sho
uld
h
ave
com
ple
ted
fu
rth
er
trai
nin
g r
elev
ant
to t
he
role
.
The
pre
cep
tee
sho
uld
co
mm
ence
loca
l in
du
ctio
n a
nd
pap
erw
ork
fo
r n
ew s
tart
ers
in li
ne
wit
h lo
cal T
rust
po
licy.
The
pre
cep
tor
and
pre
cep
tee
to e
stab
lish
su
bse
qu
ent
mee
tin
g d
ates
d
epen
din
g
on
ind
ivid
ual
n
eed
s.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld m
eet
for
a 1:
1 cl
inic
al s
up
ervi
sio
n
sess
ion
.
By
the
end
of
the
firs
t ye
ar, t
he
retu
rnin
g n
urs
e (p
rece
pte
e) s
ho
uld
hav
e su
cces
sfu
lly t
ran
siti
on
ed
bac
k in
to c
linic
al
pra
ctic
e an
d w
ork
as
an
ind
epen
den
t au
ton
om
ou
s p
ract
itio
ner
.If
th
is h
as n
ot
bee
n
ach
ieve
d, i
den
tify
p
rob
lem
are
as; d
evel
op
ac
tio
n p
lan
an
d s
et d
ates
fo
r fu
rth
er in
terv
iew
s.
Wit
hin
th
e cl
inic
al s
etti
ng
, dep
end
ing
on
p
revi
ou
s ex
per
ien
ce t
he
pre
cep
tee
may
be
sup
ern
um
erar
y. T
his
sh
ou
ld b
e n
ego
tiat
ed
at t
his
po
int
bet
wee
n t
he
pre
cep
tor
and
p
rece
pte
e.
The
pre
cep
tor
and
p
rece
pte
e sh
ou
ld
mee
t fo
r a
1:1
clin
ical
su
per
visi
on
ses
sio
n.
The
pre
cep
tor
sho
uld
dis
cuss
loca
l an
d
Tru
st s
up
po
rt n
etw
ork
s an
d m
ech
anis
ms
in
pla
ce f
or
the
pre
cep
tee.
The
pre
cep
tee
is
read
y to
un
der
go
an
org
anis
atio
nal
p
erfo
rman
ce a
pp
rais
al.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
id
enti
fy o
ther
new
ly r
egis
tere
d
pra
ctit
ion
ers
to
fo
rm a
n a
ctio
n le
arn
ing
se
t fo
r g
rou
p r
eflec
tio
n.
The
pre
cep
tee
giv
es
360
deg
ree
feed
bac
k o
n t
hei
r ex
per
ien
ce
du
rin
g t
he
pre
cep
tors
hip
p
erio
d t
o s
hap
e fu
ture
d
evel
op
men
t o
f th
e p
rece
pto
rsh
ip f
ram
ewo
rk.
The
pre
cep
tor
and
pre
cep
tee
sho
uld
set
d
ates
fo
r su
bse
qu
ent
inte
rvie
ws.
The
pre
cep
tors
hip
pro
gra
mm
e in
clu
des
th
e fo
llow
ing
ele
men
ts:
1. A
cco
un
tab
ility
2. C
aree
r d
evel
op
men
t3.
Co
mm
un
icat
ion
4. D
ealin
g w
ith
co
nfl
ict/
man
agin
g d
iffi
cult
co
nve
rsat
ion
s
8. Q
ual
ity
Imp
rove
men
t9.
Res
ilien
ce10
. Refl
ecti
on
11. S
afe
staf
fin
g /r
aisi
ng
co
nce
rns
12. T
eam
wo
rkin
g
Pub
lish
ed b
y H
ealt
h E
du
cati
on
En
gla
nd
Ju
ne
2017
, ver
sio
n 1
.Fo
r in
form
atio
n c
on
tact
: Ret
urn
to
Pra
ctic
e -
0121
695
222
1. E
mai
l Ret
urn
ToPr
acti
ce@
hee
.nh
s.u
k