Nursing Preceptorship Programme & Portfolio pack

Adapted version: June 2017 - H Duffill: Practice Placement Management Team

PRECEPTEE NAME

JOB TITLE

PLACE OF WORK

If lost / misplaced please return to: Practice Placement Management Team.

The Beeches, Penn Hospital, Penn Road, Wolverhampton, WV4 5HN

Nursing Preceptorship

Programme & Portfolio pack

For Band 5

Preceptorship Programme adapted version: June 2017 - H Duffill: Practice Placement Management Team

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CONTACT DETAILS

Date of preceptorship

programme commencement

Date of preceptorship

programme completion

NAME OF PRECEPTOR

CONTACT: phone and

email

NAME OF ASSOCIATE

PRECEPTOR

CONTACT: phone and

email

NAME OF LINE

MANAGER

CONTACT: phone and

email

Support Available: Practice Placement Team

Sean (Hare) based at

The Beeches

Penn Hospital

Penn Road

Wolverhampton

WV4 5HN

Beeches Tel: (01902) 44 6027

Work mobile: 07817 567421

Admin support: 0121 612 8031

Delta Tel: 0121 612 8031

E-Mail: [email protected]

Helenah (Duffill) based at

Delta House

Delta Point

Greets Green Road

West Bromwich

B70 9PL

Delta Tel: 0121 612 8031

Work mobile: 07811 980110

Admin support: 0121 612 8031

Beeches Tel: (01902) 44 6027

E-Mail: [email protected]


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CONTENTS

STRUCTURE OF PRECEPTORSHIP

Pages

Contact details 2

Preamble 4

Introduction including ‘Aims’ and ‘Objectives’ 5

Accountability 8

Definitions 9

The principles of Preceptorship 10

Newly Qualified Mental Health & Learning Disability Nurses 11

Preceptorship – Aims & Objectives 12

Responsibilities of the Preceptor 13

Attributes of a Preceptor 13

Responsibilities of the Preceptee 13

Guidelines 14

Framework for Preceptorship 14

PORTFOLIO OF EVIDENCE

Introduction and guidelines on completion of this Document 17

Section 1: Personal Development Action Planning 19

Section 2: Self-Assessment Tools

SNOB Analysis

Role Analysis

20

21

22

Section 3: Personal Development Plan 23

Section 4: Preceptorship meeting Record (form) 24

Section 5: Reflective Practice 26

Section 6: Conflict Resolution 30

Section 7: Preceptorship Agreement 31

Section 8: Knowledge and Skills Framework:

* KSF Core Dimension 1: Communication

* KSF Core Dimension 2: Personal & People Development

* KSF Core Dimension 3: Health, Safety & Security

* KSF Core Dimension 4: Service Improvement

* KSF Core Dimension 5: Quality

* KSF Core Dimension 6: Equality & Diversity

32-38

39-48

49-60

61-68

69-79

80-85

Section 9: Competencies: BCPFT values and goals embedding NMC Code 86

Section 10: Final Interview 113

Preceptorship final checklist sheet (signatures Req) 115

References and Acknowledgement 117

Appendix 1 – Community Roles only 119-127

NB: You may wish to photocopy the assessment and reflective tools featured in this

pack, in order to use them as evidence in your portfolio or any other purpose.


PREAMBLE

The aim of the Nursing Preceptorship Programme and Portfolio Pack is to help and support

the newly qualified nurse and return to practice nurse in their new role(s).

This package also enables the Black Country Partnership NHS Foundation Trust (BCPFT) to

implement the ‘Preceptorship Framework for Newly Registered Nurses, Midwives and

Allied Health Professionals’ as published by the Department of Health in March 2010.

Period of Preceptorship

Preceptorship is about providing support and guidance enabling ‘new registrants’ to make the

transition from student to accountable practitioner (NMC, 2006).

The preceptorship requirement set by the Nursing and Midwifery Council (NMC) is that all

‘new registrants’ have a formal preceptorship period of about 4 months. Recommendations

for a preceptorship programme suggest a period of support lasting between four and nine

months, but this may vary amongst individuals and according to their needs, skills

competences, targets and the roles that individual practitioners will undertake.

The Trust supports a 12 month period of preceptorship. This coincides with the recent

report by Lord Willis (2015) ‘Raising the Bar’ Shape of caring: A review of the future education and training of registered nurses and care assistants. The report identified

Theme 6: recommendation assuring predictable and sustainable access to ongoing learning and

development for registered nurses and that preceptorship is a transitional process and is

offered as a formalised follow-on programme from registration.

This pack will help the Preceptor and Preceptee to understand the need to work together and

provides guidance through the process of preceptorship. It will enable them to plan and

achieve the targets within a dedicated time frame.

In order to support the learning of the Preceptee, there are opportunities within the

timescale of this preceptorship framework. Regular meetings with the preceptor will be

agreed, to allow time to discuss competencies e.g. knowledge and skills framework (refer to

section 8), reflective accounts, solution focused and problem solving queries to overcome

issues or concerns that they may have during their preceptorship.

An evaluation of this programme will take place regularly to ensure that the programme is

robust and is supportive to both Preceptor and Preceptee. This will enable the ongoing

development and enhancement of the preceptorship package.

This preceptorship process needs everyone’s support and commitment to ensure that the

newly qualified registrant will be able to provide a very high standard and quality of care for

our service users.

All qualified nurses must adhere to the revised ‘Code - Professional standards of practice

and behaviour for nurses and midwives’ (NMC, 2015). Please ensure you obtain and read a

copy of the ‘Code’.


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Ongoing Band 5 Development

On completion of the Trust Preceptorship programme, Band 5 nurses will receive ongoing

development within key areas of professional practice and accountability.

This package has also taken into consideration, the BCPFT values, behaviours and goals,

embedding the new NMC Code and the revalidation standards. (Refer to section 9)

Band 5’s will be supported through annual appraisals and this can include key core topics of

professional contributions, issues, and CPD. Attendance of mandatory training and other

trust learning & development sessions will continue, in line with their job description.

Since April 2016, the prep standards handbooks 2008 & 2011 have been replaced by

REVALIDATION. Nurses and midwives are now required to renew their registration through

revalidation. It is a registrant’s responsibility and accountability to comply with the NMC

revalidation requirements in order for their registration to be renewed.

NMC REVALIDATION (April 2016)

Require confirmer (contact details required)

Practice hours (450 hrs)

CPD 30hrs (20 hrs at least to be participatory)

Written reflective accounts (at least five pieces)

Reflective discussion (with NMC registrant inc PIN

and email)

Practice related feedback (at least five accounts)

Indemnity arrangement

Health and character declaration

Further information link onto www.nmc-uk.org

INTRODUCTION: Including AIMS and OBJECTIVES

Firstly - Congratulations on your success and welcome to Black Country Partnership NHS

Foundation Trust (BCPFT). We hope that you are looking forward to working with us and if

you have been working in the Trust for some time, then we hope you will enjoy your new role

and place of work.

The trust is committed to encouraging and supporting newly registered practitioners, those

returning to practice and those entering a new clinical environment, to develop to the

required level in your professional careers and practice.

This pack is designed to support all of the above groups, and to support, assist and encourage

you to develop your nursing knowledge and skills in all areas of practice depending on your

experience. Within the next 12 months of preceptorship, it is part of your personal and

professional development to record and collate evidence by:

http://www.nmc-uk.org/


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1. Completing all activities within this preceptorship pack - including personal

development action plan (section 1), self-assessment tools (section 2), personal

development plan (section 3), preceptorship meeting record (section 4,) reflective

account (section 5) and preceptorship agreement (section 7).

2. Completing all competency outcomes - including recommended competencies or

equivalent, appropriate to you your role and job description, and Knowledge and Skills

framework (KSF) dimension level (section 8).

3. Completing BCPFT values and goals embedding NMC code (section 9).

4. Ensuring all areas is signed by preceptor.

N.B. This information can be used as part of your annual appraisal.

Aims

The aim of the preceptorship programme is to ensure you become effective, confident and

fully autonomous, encouraging you in the pursuit of clinical excellence and to be able to

deliver high quality of care to patients, service users and clients within our local health

community.

To aid and support your continued professional development (CPD). It is therefore important

that you complete the enclosed documentation and activities, and achieve your personal and

professional objectives with the guidance and support of your preceptor.

We have developed a formal Preceptorship Development Programme to support you in making

an effective transition from student to newly registered nurse, and to make the smooth

transition into the professional culture of being a registered, accountable practitioner.

Our approach is to support a 12 month period of Preceptorship (in practice) in conjunction

with a robust Development Programme.

For you to adhere to all local Trust policies and procedures accordingly.

Objectives

Preceptorship is a period of time where you, the newly registered nurse or return to practice

nurse (after a period of time away from service e.g. five year gap), are supported with the

integration and settlement into your new role / organisation / department. During

Preceptorship you will be assigned a named preceptor, who will discuss with you - your aims

and objectives, training needs, and guide you through the programme whilst facilitating

reflective skills. We endeavour to allocate you to a preceptor that is experienced and is a

competent role model for you to receive appropriate preceptorship, and to support you to

apply the knowledge acquired through qualification into the practice setting.

Preceptorship can be done formally for example; *Structured meetings *Observations

*Supervision *Planned learning experiences *Clear learning objectives *Clinical skills practice

focus days.


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Or informally for example; *Informally working alongside more experienced colleagues

*Participating in shared learning with peers / colleagues * Reflective practice *Self-direct

learning.

You are encouraged to participate in a structured development programme and complete

appropriate statutory and mandatory training during the first year following qualification.

We ensure that all newly qualified nurses on the preceptorship programme are fit to

practice, and this is in accordance with both NMC and BCPFT requirements.

This preceptorship pack integrates a portfolio and is designed to dovetail the preceptorship

programme. The aim is to enable you to demonstrate, to your preceptor, the ability and

competence to meet all the requirements of your role, to manage your skills, knowledge,

progression and development towards becoming an experienced nurse practitioner.

‘A portfolio is a collection of evidence, usually in written form, of both the products and processes of learning. It attests to achievement and personal and professional development, by providing critical analysis of its contents.’ (McMullen and Endocott,

2003).

We are sure you will gain valuable knowledge and experience in your chosen area of practice,

and above all we hope you will enjoy your work here within the Trust. We want you to be

happy and we rely on you to be successful.

You will notice the following symbols throughout the pack. These are activity based and

designed to guide you.

Time out – spend some time thinking about this

Activities to complete


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ACCOUNTABILITY

Black Country Partnership NHS Foundation Trust recognizes and supports you as a

Registered Nurse Practitioner. The expectations are that you abide by the ‘Code -

Professional standards of practice and behaviour for nurses and midwives’ (NMC, 2015) as

a responsible practitioner.

The primary function of the Nursing and Midwifery Council (NMC) is to ‘protect the public’

by setting professional standards and giving advice and guidance to registered nurses,

midwives and specialist community public health nurses (registrants).

Registrants have a responsibility to deliver safe and effective care based on current

evidence, best practice, and where applicable, validated research.

Registrants hold a position of responsibility and are relied upon by other people. They are

professionally accountable to the NMC, have a contractual accountability to their employer

and are accountable to the law for their actions.

Accountability is an integral part of provision to practice, as, in the course of practice,

registrants have to make judgements in a wide variety of circumstances. Professional

accountability is fundamentally concerned with weighing up the interests of patients and

clients in complex situations, whilst using professional knowledge, judgement and skills to

make a decision. This enables registrants to account for any decisions they make.

In exercising professional accountability, there may be conflicts between the interests of a

patient/client; the health or social care team and society – particularly if healthcare

resources are limited. Whatever decisions or judgements registrants make, they must be

able to justify their actions.

There are occasions when health care support staff (HCSS) are required to deliver certain

aspects of care to patients/clients, they may not necessarily be competent in all

circumstances to do so. Registrants remain professionally accountable for any aspect of care

they delegate to a HCSS.

From 31st March 2015 the revised ‘Code - Professional standards of practice and

behaviour for nurses and midwives’ came into effect and reflects changes in contemporary

professional nursing and midwifery practice and also reflects the public expectations of care.

As a registered nurse, midwife or specialist community public health nurse, you are personally

accountable for your practice. In caring for patients and clients, you must:

Prioritise people

Practice effectively

Preserve safety

Promote professionalism and trust


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DEFINITIONS

Preceptorship

“An enabling process helping practitioners to develop their knowledge and skill in an

atmosphere of trust, with colleagues who have experienced for themselves, and who have

been prepared for, and understand, the challenges confronting the beginning practitioner.”

(UKCC, 1993)

“Model of enhancement, which acknowledges new graduates/registrants as safe, competent

but novice practitioners who will continue to develop their competence as part of their career

development / continuing professional development, not as individuals who need to address a

deficit in terms of education and training.” (Council of Deans, 2009, cited in DH, 2010, p.10).

Within the Department of Health (2010) Preceptorship framework for newly registered nurses, midwives and allied health professionals, defined preceptorship as “A period of

structured transition for newly registered practitioners during which they will be supported

by a Preceptor, to develop their confidence as an autonomous professional, refine skills,

values and behaviours and to continue on their journey of lifelong learning”.

Preceptor

“A role model who has consolidated experience within the same or associated practice field

as the individual requiring support.” (CMMC EDT 02/05)

“They will empower, support and give guidance to the Preceptee throughout the transition

period and facilitate the personal and professional development planning process to meet the

individual’s needs”.

Preceptee

“A newly qualified practitioner, a returnee or someone new to a practice area requiring

support. His / Her expertise may range from that of a novice to that of someone who has a

great deal of experience”. (CMMC EDT 02/05)

Preceptorship Portfolio

‘A portfolio is a collection of evidence, usually in written form, of both the products and processes of learning. It attests to achievement and personal and professional development, by providing critical analysis of its contents.’ (McMullen and Endocott, 2003)


THE PRINCIPLES OF PRECEPTORSHIP

Why Preceptorship?

In nursing, the need for Preceptorship is very real. Those first few months after qualifying

can be a very stressful time – you are fully accountable for your practice but still

consolidating your skills.

“Newly qualified nurses often feel like they have been thrown in at the deep end fearing they

may not be adequately prepared for the realities and rigors of professional practice.” (Cole,

2003) and find it difficult in the transition in clinical practice from student to qualified

status (Bjerkes and Bork, 2012).

In 1974 Kramer wrote of ‘reality shock’, describing the experience of the newly qualified

nurse during their first few months of practice. Most recent research has also shown that

the first 6 months following qualification are, indeed, particularly stressful for new nurses

(Charnley, 1999).

Although you are competent and knowledgeable, you may feel that you need the support and

guidance of more experienced professional colleagues as you ‘find your feet’ in professional

practice. The same may also apply to those of you who have returned to practice (after a

break of 5 years or more) and those who enter a different area of practice.

Preceptorship – What is it?

The UKCC introduced Preceptorship as a way of supporting newly qualified nurses. Now

endorsed by the NMC (2002), Preceptorship is an important aspect of the council’s post-

registration and practice recommendations.

It is ‘a period of support and guidance for newly qualified nurses, nurses returning to

practice and nurses entering a new clinical environment’. This period of support is not an

extension of formal training, but is a time during which knowledge, skills, experiences and

appropriate attitudes acquired during training are applied to practice. ‘During the

Preceptorship period it is important for the Preceptee to remember that they are

accountable for their own actions regardless of any support system being in-situ’ (UKCC,

1993).

Recommendations for Preceptorship suggest a period of support lasting between four and

nine months. Time periods will vary amongst individuals according to individual needs, targets

and the roles that individual practitioners will undertake.

The Trust supports a 12 period of Preceptorship which consists of the following:

Preceptorship pack

Local Induction

Mandatory Training

Designated Preceptor


NEWLY QUALIFIED MENTAL HEALTH & LEARNING DISABILITY NURSES

Preceptorship assists newly qualified Mental Health and Learning Disability nurses in making a

smooth transition from student to a registered and accountable practitioner.

For newly qualified staff, this pack should be read in conjunction with the Knowledge and

Skills Competency Framework (available on the Trusts Intranet).

The KSF has been simplified by the NHS Council to make it easier to implement, thus giving

Trusts greater flexibility in tailoring KSF outcomes to meet local needs and job descriptions.

Within the BCPFT appraisal policy (2016), it is also acknowledged that the KSF, along with

other competency reviews, are not a mandatory part of appraisal, but can still be undertaken.

Therefore it is an agreement between your preceptor and line manager to implement the KSF

dimensions.

The KSF focuses on key components that cover areas applied within every job, and developed

as part of the Agenda for Change (AfC) process updating on how NHS staffs post are

defined and developed.

The 6 Core Dimensions of the KSF are:

KSF Core Dimension 1: Communication KSF Core Dimension 2: Personal & People Development KSF Core Dimension 3: Health, Safety & Security KSF Core Dimension 4: Service Improvement KSF Core Dimension 5: Quality KSF Core Dimension 6: Equality & Diversity

There are a further 24 specific dimensions grouped into four categories: *Health and

Wellbeing (HWB) *Information and Knowledge (IK) *General (G1) and *Estates and facilities

(EF).

Throughout the Preceptorship, and indeed in your first 12 months in practice, you will

continually be supported by your preceptor / team ensuring you are assessed against this

Framework and / or any local skills/competencies: in order to confidently and competently

fulfil your role as a registered accountable practitioner.

The newly qualified preceptorship / development programme will be regularly evaluated to

ensure that it meets the needs of those it seeks to serve. Taken together, these measures

will complement local induction and will serve to develop and strengthen your Preceptorship

experience within the Trust, thus supporting delivery of high quality patient care.


PRECEPTORSHIP – AIMS & OBJECTIVES

Aims

Provide a supportive induction and orientation programme to newly qualified staff,

returnees to practice and those entering a new clinical environment. Aiming to ‘build

upon’ previous knowledge and experiences, bridge the theory / practice gap, and thus

provide stimulus to engage the lifelong learning process.

Support individuals enabling them to accept responsibility and accountability within

their new environment or role change.

Consolidate competencies and prior learning whilst using the preceptor as someone

with whom one can meet regularly to discuss issues related to practice.

Link to annual development review framework (IPR) appraisal programme of the trust.

Provide baseline knowledge and opportunities for continuing professional development

and lifelong learning.

Identify learning objectives and the development of action plans within a timescale.

To facilitate reflection, support, teaching and development of clinical competencies.

Objectives

Development of a competent practitioner providing high standards of care at all times.

Development of practitioners who are politically aware of changes and developments

within the NHS and the Trust.

Enhancement of competent and confident practitioners within a specified timeframe.

The promotion of reflective practitioners.

To enable individuals to identify all future learning and development needs via the

annual development review framework of the trust.

Overview

Source: ‘Flying start NHS and stakeholder’s’ pg. 20 cited in Department of Health, (2010) Preceptorship framework for newly registered nurses, midwives and allied health professionals. COI DoH. http://www.flyingstart.scot.nhs.uk/

Decision Making

Team

Working

Confidence in

applying evidence-

based practice

Develop confidence

and self-awareness Implement the

codes of

professional values

Leadership and

management

development

Negotiation and

conflict resolution

Equality &

Diversity

Interpersonal

skills

Manage risk

and being

risk averse

Develop an outcome based

approach to continuing

professional development

Advocacy

Understand policies

and procedures

Reflection and

receiving feedback

Increase

knowledge and

clinical skills Integrate prior

learning into

practice

PRECEPTORSHIP


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RESPONSIBILITIES OF THE PRECEPTOR

The preceptor is responsible for ensuring that the Preceptee: Is orientated to the ward / department

Collaborating and identifying learning objectives within the preceptorship process

Act as role model to motivate the Preceptee

Is supported in identifying learning needs and producing action plans to meet needs

Is supported in identifying opportunities for training and development

Is provided with feedback on performance

Develops a social network and receives support from the team

Works with the Preceptee on a regular basis, a minimum of 2 – 3 shift per week

The preceptor must ensure that: A formal meeting occurs on a monthly basis with the Preceptee to discuss progress and

formally record activities occurring in Preceptorship

The progress and any problems with the Preceptee are discussed with the ward/departmental

manager and relevant team members

Feedback and progress to the ward/departmental manager and relevant team members

Feedback progress to the ward/departmental manager on a regular basis to inform the KSF

annual review or other local competency reviews.

To ensure continuity in support provided for the Preceptee, an Associate preceptor is

identified who can support the preceptor during absence.

ATTRIBUTES OF A PRECEPTOR

First level registered practitioner.

12 months post registration experience within the same or associated field as the

practitioner requiring support.

Leads by example and is a good role model.

Supports concept of Preceptorship and accepts the challenges being a preceptor will

place upon them.

Demonstrates a willingness to support staff/students & share their knowledge & skills.

Has experience of mentoring, assessment and teaching in clinical practice.

Holds mentor qualification (Optional) to demonstrate experience (attends Trust’s

annual mentor updates & completed required objectives in practice & adhering to NMC

Standards to Support Learning & Assessment in Practice (NMC, 2008).

Demonstrates good communication skills and non-judgemental attitude to colleagues.

RESPONSIBILITIES OF THE PRECEPTEE

As a Preceptee you have responsibilities with the Preceptorship partnership Communicate learning needs to the preceptor.

It is important that you acknowledge that your preceptor is there as an enabler and

facilitator to support you in identifying your development objectives, therefore you

are expected to contribute to the relationship.

You must remember that you will not work every shift with your preceptor but will

work on a regular basis with your preceptor.

You must utilise ward multidisciplinary team as they have a wealth of knowledge and

expertise to share. It will be with guidance from your preceptor that you will access

the various members of these staff to meet your individual development needs.


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Your main responsibilities will be to: Arrange regular meetings with your preceptor.

Ensure that documentation is available for the preceptor to complete the initial and

subsequent reviews.

To attend corporate / mandatory training requirements and identify personal needs.

This will be facilitated through both Preceptorship and induction programmes.

Adhere to the NMC code of conduct and BCPFT values and goals.

Assumes responsibility for your own caseload and professional conduct within nursing

professional role.

GUIDELINES

Preceptee / Preceptor Meetings These informal meetings should take place once a fortnight between you and your

preceptor. You need to allocate time (30 min / 1 hr) when you are both on duty.

Initial meeting should ideally take place within the first week.

The time has been allocated so that through discussion you may identify your learning

needs and discuss your development plan.

Meetings documented on the forms provided, titled ‘Preceptorship meeting record’.

FRAMEWORK FOR PRECEPTORSHIP

At a glance


STAGE 1 - Timescale 1 – 4 weeks (by end of first month)

Read through and familiarise yourself with the Preceptorship package

First meeting with preceptor

Complete Trust induction/orientation checklist

Review job description and identify gaps in knowledge and skills

Complete self assessment tools in preparation for meeting 2

If newly qualified or working toward foundation gateway in Band 5, review KSF competency

framework

Attend corporate training & induction and complete mandatory training relevant to your

clinical area

Identify resource materials

Arrange meetings with practice based personnel e.g. education and professional development

nurse in your area

Complete SNOB and Role Analysis

Preceptor to discuss appraisal principles and process at induction, so it is clear what the

Preceptee is expected of them.

STAGE 2 - Timescale 5 – 16 weeks (first three months)

Monthly meetings with preceptor

Review progress with preceptor

Check that all areas of induction have been completed

Clinical skills review, generic and area specific competencies

Set objectives to be achieved before stage 3

Reflect on experience

Complete SNOB and Role Analysis to re-evaluate

STAGE 3 - Timescale 17 – 52 weeks (within 12 months)

Month 6 meeting and month 9 meeting with preceptor

Complete SNOB and Role Analysis to re-evaluate

Review KSF competency framework and any other competency reviews, identifying future

needs and plans for achieving these

Final Interview in 12th month. Review objectives achieved and prepare for annual review at

the foundation gateway – 12 month stage

STAGE 4 - Following Preceptorship. What Next? Band 5 Development

Ongoing development plans / future career development / university studies

Reflective Practice / Portfolio development – NMC requirement

Maintain and keep up to date with continuing professional development (CPD). Your

responsibility and accountability to comply with the NMC Revalidation requirements, in order

for registration to be renewed / maintained.

What does it mean to be an Accountable Practitioner?

Team Leadership

Addressing standards of poor practice / dealing with conflict

Implementing Evidence Based Practice

All qualified nurses joining at the bottom of Band 5 pay progression will be subject to

development reviews in the first 12 months in accordance with KSF outline / AfC. Annual appraisal and pay progression point


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PORTFOLIO OF EVIDENCE

Introduction

It is your responsibility to maintain and keep up to date with Continuing Professional

Development (CPD).

To support and enable you to collect your evidence of professional development, this portfolio

has been developed to allow you to demonstrate progression towards becoming an

experienced practitioner and this will be essential towards completing your first appraisal.

All elements of the portfolio must be completed as identified in the following sections:

Personal Development Action Planning

Self- Assessment Tools

SNOB Analysis

Role Analysis

Personal Development Plan

Preceptorship Meeting Record including Initial, midpoint and final review by preceptor

Reflective practice

Conflict Resolution

Preceptorship agreement

KSF core competencies / performance criteria

Demonstrated the Trust behaviors positively in action and embedding the NMC ‘The Code,

Professional standards of practice and behaviour for nurses and midwives’.

Final interview


GUIDELINES ON COMPLETION OF THIS DOCUMENT

During your first year as a newly registered practitioner within BCPFT, you are required to

undertake identified activities (performance criteria) linked to the KSF Core Dimensions, in

order to facilitate appropriate post registration learning:

KSF Core Dimension 1: Communication KSF Core Dimension 2: Personal & People Development KSF Core Dimension 3: Health, Safety & Security KSF Core Dimension 4: Service Improvement KSF Core Dimension 5: Quality KSF Core Dimension 6: Equality & Diversity

KSF Level 2 has been integrated within the main activities that need to be achieved. Upon

successful completion of the preceptorship programme, the KSF Core Dimensions should be

reviewed to reflect successive progression to KSF level 3 dimensions, as appropriate, and the

first foundation gateway entry point.

It is your responsibility to organise these activities, in discussion with your Preceptor. All

activities should be undertaken and the evidence provided in your clinical evidence folder,

similar to your pre-registration studies.

A summary of each piece of evidence should be provided in the relevant section within the

clinical document. You are encouraged to utilise all Health Care Professionals (HCP’s) within

your period of Preceptorship.

For each KSF Core Dimension, there must be a meeting of the Preceptor and Preceptee to

complete a performa to identify how this will be achieved.

PLEASE NOTE that completion of the activities alone does not necessarily mean you have

achieved the outcomes. You must be able to demonstrate competence in achieving the

performance criteria.

You must provide a range of evidence to support your competencies, and to provide your

preceptor with details of your development.

For example:

Reflective statements

Witness testimonies

Observation

Written statements

Discussion

Certificates of attendance / Certificates of competence

Completed learning packages / Completed assessments

Evidence based care plans you have developed

Completed audits


SECTION 1: PERSONAL DEVELOPMENT ACTION PLANNING

This section relates to the identification of your personal development needs and associated action to meet those needs. You should now be ready to focus on specific areas that need targeting, in order to develop personally and professionally throughout your Preceptorship period and beyond.

So what do you do if you lack a skill or need to increase your knowledge? That’s where

personal development planning comes in. Considering and writing down sound goals that help

you meet your learning need helps you to be clear about what you are trying to achieve.

You need to be self-aware and assess yourself in collaboration with your preceptor (and

others possibly) against your job outline, job description and KSF competency framework (if

working toward foundation gateway in Band 5) and agree areas where you need to develop.

The following pages provide you with tools to help you to consider your personal qualities and

needs. One such tool / process is called SNOB:

Strength, Needs, Opportunities, Barriers and Role Analysis.

This is the first step in development planning. Once you have completed these tools and have

an awareness of your strengths and needs, you must then review your job description and

post outline, and then consider the knowledge and skills required by you to carry out that job.

By doing this, you should be able to identify the gaps (needs) and you must turn these needs

into measurable objectives.

These objectives should be SMART:

Specific, Measurable, Achievable, Realistic and Timely

Your Preceptor will help you to turn your needs into SMART objectives. These will be

objectives that you will aim to achieve in your first 12 months (Preceptorship).

Once your objectives are documented, then you will need to consider the learning and

development activities you require, in order to meet these objectives.

On page 23, you will see a Personal Development Plan (PDP) template. This closely resembles

the template that you will be required to use for formulating your Annual Appraisal (following

your review at the 12 month stage). Use this to document your objectives, and remember to

keep them SMART and practical. This PDP should be referred to within your meetings with

your preceptor, and discussions with your manager, in order to discuss progress.


Page 20 of 118

There are numerous ways to meet your identified learning and development needs, many of which are not dependent upon attending formal courses or study sessions. Consider the following activities that will enable you to develop your knowledge and skills.

The Effective Developer

Takes responsibility for his/her own development

Is self-motivated, takes initiatives, makes decisions

Has clear realistic personal aims – short and long term

Seeks out and uses development resources

Frequently appraises self against goals and achievements

Uses formal appraisal/review as an opportunity to get agreement to development plans

Develops relationships with his/her preceptor or mentor or line manager

Actively explores the environment for opportunities and resources

Seeks feedback from his/her preceptor, line manager and colleagues

Is an asset in any team in which he/she works!

SECTION 2: SELF-ASSESSMENT TOOLS

This portfolio provides you with two supportive and useful self-assessment tools. You should

spend time completing these, in order to inform your future personal and professional

development.

Self-assessment is the first step in your development planning. You need to know for

example; your: Strengths, Weaknesses, Interests and Skills.

You should talk confidently about your skills and attributes in order to communicate them

effectively to others. It is also important to receive feedback from others (colleagues,

preceptor, manager(s) etc.), as often we do not see ourselves as others do.

The enclosed assessments are structured activities that will allow you to look at yourself

against the clearly defined criteria of your post outline and KSF Competency Framework for

Band 5.

The information you gain from self-assessment will help you to identify the knowledge and

skills you need to fulfil your current role, and the meeting records should be used to

LIFELONG LEARNING

ACTIVITIES

Shadowing

Private Reading

Academic

Programmes

Courses

E-learning

Special

Projects Supervised

Practice

Demonstrations Supervision

Open/Distance

learning packages

Workshops

Mentoring Reflective

Practice

Networking

Seminars Job Swaps

Conference Action Learning

Sets

Observations


Page 21 of 118

document your action plans and inform your future career development. Your Professional

Development Plan on page 23 will be a summary of your key objectives for your

Preceptorship period, and indeed up to your foundation gateway review.

If you are working in a new clinical area, but are beyond your foundation gateway, you may

still find the template useful to utilise up until when you have your review with your manager.

Remember… Self-assessment is the first step in your development planning, so complete the

tools on the following pages and discuss these with your preceptor at your first or second

meeting. You can then document your needs (objectives) on the PDP template and consider

ways of meeting these needs.

SNOB Analysis

What is it? Basically, it is a method of self-assessment, which essentially allows you to identify your

strengths, needs (areas of improvement), opportunities and barriers (things that might

hinder your development, for example, time, resources etc.).

In order to get the most from this exercise, you need to be honest with yourself. Honesty

will allow you to identify your goals, which will then enable you to formulate a PDP.

Strengths / Skills

What do you do well?

What are you confident about?

What are your good qualities?

Don’t be modest, we all have more good qualities than bad, we are just reluctant to state

them.

Needs What would you like to do better?

Do you perceive any problems in yourself?

Is there anything holding you back?

This is the basis of your development, so again, be honest!

Opportunities How can you improve?

Are there any learning opportunities available?

What is happening in your part of the profession?

Ask your preceptor or manager to assist you with this if you feel it would be helpful.

Barriers What might stop you developing?

Does anything worry you about the profession and your part in it?

Does anything worry you about the Trust and your part in it?


Page 22 of 118

SNOB Analysis

Use this SNOB tool to assist you in identifying your learning and development needs.

You should discuss this with your preceptor, manager and/or staff development nurse.

Don’t forget, you need only to share what you feel happy about someone else seeing.

Strengths/Skills

Needs

Opportunities

Barriers

Role Analysis

Now you have considered your strengths, needs, opportunities and barriers in relation to your

development. It may now be very useful to consider your role.

Use this tool to help you think about what it is that you like about your role in relation to the

headings below. Consider what you do well and what areas you might like to develop. Note the

following areas of your job.

Clinical

Education

Management and Leadership

Research and Audit

Additional Comments:


Page 23 of 118

SECTION 3: PERSONAL DEVELOPMENT PLAN

What is the development

need/objective?

What will I do to develop myself?

How will I know I have done this?

What is the date for planned completion?

What support do I need and where will

I get it?

What are the barriers and how can I

overcome them?

Which KSF dimensions does

your need link to?

(Based on NHS KSF and the Professional Development Review)

Signature of Preceptor: Signature of Preceptee:

Date: Date of Next Review:


Page 24 of 118

SECTION 4: PRECEPTORSHIP MEETING RECORD

Look at the preceptorship framework on page 14 -15 for timescales 1-4

weeks to inform meeting discussions

Name of Preceptee:

Name of Preceptor:

Ward / Department:

Line Manager:

Date Preceptorship commenced:

Record of discussion that took place and agreed learning needs:

Comments from Preceptor:

Comments from Preceptee:

Agreed dates for future weekly / fortnightly / monthly meetings:

Meeting 2: Meeting 12 (9th month):



Meeting 5 (2nd month): Meeting 15 (12th month):

Meeting 6 (3rd month): Additional Dates (if required):

Meeting 7 (4th month); Meeting 16:

Meeting 8 (5th month): Meeting 17:





Page 25 of 118

Action Plan

What do you now plan to do to meet the learning needs identified at this meeting?

Signature of Preceptee:

Signature of Preceptor:

Date of first meeting:

NB: You will be expected to complete one of these templates at the beginning of each of

the performance criteria. A plan of action must be agreed between the preceptor and

Preceptee. Therefore please photocopy template.


Page 26 of 118

SECTION 5: REFLECTIVE ACCOUNT

It is important for you to examine the concept of reflection, how it functions and how you

can improve your own ability to reflect. It’s about learning and there is a need to increase

your capacity to reflect on what is happening, learn from this and also document it as

evidence.

Reflection is an essential part of professional practice as reflecting on the past increases our

expertise in the present and for the future by providing new insights and integrating theory

and practice.

The impact of feelings on the learning process cannot be over emphasised. We can probably

all recall experiences that left us with negative feelings, for example, being ‘ticked off’ for a

less than satisfactory performance. On the other hand positive experiences such as being

recognised for providing quality care can validate our worth as individuals and promote

learning.

While theoretical knowledge is very important, qualified nurses need to have knowledge of

the principles of effective problem solving; such theoretical knowledge does not lead to good

practice on its own.

Professional practice requires that you use your judgement to choose from a range of

alternative choices whilst at the same time recognising the likely consequences of those

choices. Reflective practice requires that you draw upon theoretical knowledge in a creative

way to address and solve problems in everyday professional practice, generating practice

from theories and theories from practice.

Boud, Keogh and Walker (1985) identify three important stages in the reflective process.

These are:

1. Returning to the Experience.

2. Attending to Feelings.

3. Re-evaluating the experience.

This is just one of many models which can offer you some structure to follow. Reflective

practice is a complex skill, which like all skills can be improved with practice. Writing about

practice can help to develop the thinking processes fundamental to reflective practice.

(NOTE: Remember reflection is personal to you. You are not obliged to share this.

Please also remember to maintain confidentiality and anonymity of patients/colleagues at

all times)


Page 27 of 118

The Reflective Cycle

Gibbs 1988

The Gibbs’ reflective model can provide some structure, guidance and stimulation to your

reflections. As previously mentioned, other models exist.

There are numerous frameworks for reflection. The following provides some examples that

you may or may not choose to use. You may be familiar with other reflective models, which

you may want to use.

DESCRIPTION What happened?

ACTION PLAN If it arose again what would you do?

FEELINGS What were you feeling/thinking?

CONCLUSION What else could you have done?

EVALUATION What was good/bad?

ANALYSIS What sense can you make

of the situation?


Page 28 of 118

Reflective Account of a Significant Event

Date/Time: Event:

Experience

(Experience of the event, where it was, who was present, what happened, what did I do?)

Reflection (What did I learn? How did I feel?)

Action (What actions do I now need to take? How can I make a difference to care and services?)


Page 29 of 118

Reflective Learning Event

Title of Event: Date:

Facilitators:

Please consider the following: To consolidate my learning I will now:

The factors that might help me transfer my learning to the workplace are:

The barriers that might prevent me from transferring my learning to the workplace are:

I can address these barriers by….

What do I now need to…

Know:

See:

Do:

Means of Achievement

(How will I achieve the

above action plan?)

Support required/

Resources

(What do I need in order

to do this?)

Review

Date

Evaluation

Attendees Signature:

Preceptors Signature:

Please keep this as a record of your learning agreement for your portfolio.

Please photocopy this for all reflective learning events for your portfolio.


Page 30 of 118

SECTION 6: CONFLICT RESOLUTION

When people’s lives, jobs, pride, self-concept, ego, personality and understanding of purpose

are involved conflict is inevitable.

Causes of Conflict

• Poor communication

• Dissatisfaction with management style

• Weak leadership

• Lack of openness or willingness to share

Positive Outcomes of Conflict

• Leads to clarification of important issues

• Results in solutions

• Involves those for whom the issues are important

• Releases anxiety and stress

• Builds co-operation

• Shares resolutions

• Leads to understanding

Win-Win Approaches to Conflict Resolution

• Address the problem not the individual

• Express feelings in a non-blaming way

• Take ownership of role in the problem

• Listen to the other person and see the issue from their perspective

• Identify underlying need

• Do not solve other person’s problem

• Encourage a different view

• Have honest discussion

• Focus on what can be done


Page 31 of 118

SECTION 7: PRECEPTORSHIP AGREEMENT

1. Confidentiality of both parties is essential to assist in the building of the relationship to

enable discussion to take place

It is recognised that a breach of confidentiality may only occur in certain situations:

• A breach of the Code of Conduct (NMC 2015)

• Not adhering to organisational policies, procedures or a breach of

employer’s contract

• Any law is broken

• The safety of a client/patient is threatened

• Both parties agree to a breach, allowing further discussion to take place

2. Both parties will accept their responsibilities within the Preceptorship agreement and work

openly and honestly to achieve the overall aims

3. Accurate record keeping of the session will assist with reflection and help put the

information gained from the session into practice

4. Documentation from the session allows an overview of the way the individual’s practice is

developing

5. Preceptorship will lead into the Appraisal and Personal Development Review process

following completion

6. An agreed process is required in relation to the termination of the Preceptorship

programme, resolving of any conflict or difference of opinion. Please document this below.

Signed:

Preceptee Preceptor

Date:


Page 32 of 118

SECTION 8:

KSF CORE DIMENSION 1: COMMUNICATION

Preceptor and Preceptee to sign and date each level once achieved utilising the below plan and activities.

(NB: Levels 4 & 5 cannot be achieved until year two following completion of preceptorship Levels 1, 2 & 3 in year 1).

Communication

Performance Criteria

Preceptorship (To be achieved within the 12 months)

CPD (Cannot be achieved until after

12 months & first appraisal)

Level 1 (Observed Skill)

Level 2 (Practiced skill)

Level 3 (competent skill)

Level 4 (competent to

teach)


assess)

a) Communicate with a range of people on a range of matters in a form

that is appropriate to them and the situation

b) Improves the effectiveness of communication through the use of

communication skills.

c) Constructively manages barriers to effective communication.

d) Keeps accurate and complete records consistent with legislation,

policies and procedures.

e) Communicates in a manner that is consistent with relevant legislation,

policies and procedures.


Page 33 of 118

Activities for achieving performance criteria (Communication).

Activity 1

Provide evidence of clinical/professional supervision

Comments Preceptor/Preceptee

Signature/Print Name

and Date

Agreed Plan of Action with

Preceptor

Preceptee comments & self-

assessment

Preceptor comments of overall

performance criteria


Page 34 of 118

Activity 2

Provide evidence of reflection on situations where communication was key, for example handling a potential confrontational situation.

How did you handle the issues?

What strategies did you use?

What was the most or least effective?

What support was required to help you?

How would you handle it if it happens again?



and Date


Preceptor


assessment




Page 35 of 118

Activity 3

Reflect on a situation where a change of environment or method of communication was a critical factor in establishing effective

communication e.g. altering position in relation to person, language, style and use of interpreter or communication equipment / aids. (Identify

3 different situations)

Identify the situation and where it took place?

What style of communication did you use?

Why did you choose the style of communication you used?

What was the most or least effective?

What was the outcome?

What support was required to help you?

How would you handle it if it happens again?



and Date


Preceptor


assessment




Page 36 of 118

Activity 4

Evidence of accurate and complete record keeping consistent with legislation, policies and procedures.

Identify the legislation that governs nurses?

Demonstrate understanding of the Trust’s policies and procedures regarding record keeping

Reflect on any difficulties you have experienced and how did you overcome it.

Discuss with your preceptor the written evidence of your record keeping.

Audit a range of nursing notes and discuss your findings and recommendations with your preceptor or practice development nurse.



and Date


Preceptor


assessment




Page 37 of 118

Activity 5

During the preceptorship observe different members of the multi-disciplinary team (nursing staff, medical staff, social workers,

occupational therapists etc) conducting assessments and reflect on differences and similarities in the content and methods of assessment.



and Date


Preceptor


assessment




Page 38 of 118

Activity 6

Demonstrate competence and knowledge in observational skills and discuss the Trust observation policy with your preceptor.



and Date


Preceptor


assessment




Page 39 of 118

SECTION 8:

KSF CORE DIMENSION 2: PERSONAL AND PEOPLE DEVELOPMENT



Personal and People Development Performance

Criteria

Preceptorship (To be achieved within the 12 months)

CPD (Cannot be achieved until after 12

months & first appraisal)





teach)


assess)

a) Identify specific learning needs and objectives

b) Engage with, and interpret, the evidence base, which

underpins nursing practice.

c) Maintain a portfolio of evidence of your practice learning,

including reflective accounts and specific learning activities.

d) Evidence of close and flexible working with other

professionals

e) Actively leading the Preceptorship process

f) Evidence of contributing to a learning environment and

encouraging others (e.g. HCSW, students, etc.)


Page 40 of 118

Activities for achieving performance criteria (Personal and People Development)

Activity 1:

Provide your preceptor with the following:*Evidence of identified own learning and development need. *Plans of activities to achieve learning

and development needs. *Identify appropriate learning opportunities for self: Both within the trust and Outside of workplace. *Evidence of

effective use of this opportunity. *Evidence of applying learning into practice.



and Date


Preceptor


assessment




Page 41 of 118

Activity 2:

Discuss with your preceptor your developing knowledge base within your place of work. You may wish to consider the following and reflect on

your experiences as a newly registered practitioner.

Descriptions of all newly acquired knowledge.

Evidence of how you’ve applied or integrated it in practice.

Evidence of how you have shared it with others – team members, colleagues in Trust.

Reflective statements of what helped and what did not.

What have you learnt from the experience and changes you made?



and Date


Preceptor


assessment




Page 42 of 118

Activity 3:

Demonstrate your commitment to practice based support and clinical supervision and the value of this on your practice. You should discuss

the following:

Records of Preceptorship or professional / clinical supervision or mentoring.

Reflective accounts which demonstrate the value of supervision



and Date Agreed Plan of Action with

Preceptor


assessment




Page 43 of 118

Activity 4:

Demonstrate strength of leadership skills and ability to provide support and guidance to the team and discuss the following with your

preceptor and provide written evidence of your achievements;

Examples of acting up or taking charge for someone else.

What have you learnt from this experience?

Evidence of reflection on this experience.

What help do you need to become competent?



and Date


Preceptor


assessment




Page 44 of 118

Activity 5:

Demonstrate willingness to enhance your knowledge and provide your preceptor with the following:

Records of participation in learning and development.

Record of attendance of mandatory training in Trust.

Evidence of teaching session or contribution to a learning environment.

Evidence of encouraging others to develop and apply their knowledge and skills – students, HCSW, Allied Professional.

Descriptions of strategies used to facilitate active learning with a variety of peers or colleagues.

Record of participation in learning and departmental / organisational training and department: e.g.: *Mandatory training *Shared

workshop *Journal clubs *Literature searches.



and Date


Preceptor


assessment




Page 45 of 118

Activity 6:

Demonstrate evidence based practice and ensure you provide evidence based care, you must undertake the following:

Discuss one’s understanding of Evidence-Based Practice (EBP).

Discuss the importance of EBP in own practice area.

Evidence of utilizing EBP in own area of practice.

Explain how this has an impact on your learning and development.



and Date


Preceptor


assessment




Page 46 of 118

Activity 7:

Discuss the importance of Team Working

What constitutes a good team?

Identify and overcome barriers to team working.

Evidence of close and flexible working relationship with profession colleagues.

Evidence of managing conflicts and overcoming it.

Produce a recorded evidence of the above and discuss with the preceptor.



and Date


Preceptor


assessment




Page 47 of 118

Activity 8:

Maintains own portfolio in accordance with registration requirements. *Maintenance of up to date records of own development *Provide

evidence of reflection upon real situation *What strategies used – the least / most successful *How this influenced the outcome *What

lesson have been learnt from this.

To provide a record of learning & development

Record of written reflection.

Testimony of preceptor, senior colleagues, students, other professional and service users.



and Date


Preceptor


assessment




Page 48 of 118

Activity 9

Provide reflections on your Attend training in low intensity psychological therapies or demonstrate knowledge and competence in previously

learned skills in psychological therapies e.g. Cognitive Behavioural Therapy, Solution Focussed Therapy, Behavioural Family Therapy etc. and

undertake the following:

Learning and discuss these with your preceptor and psychological therapies trainer.

Produce evidence of your learning and discuss with your preceptor

Identify your personal development plan in relation to your psychological therapies knowledge base.

Attend the learning and development sessions on psychological therapies and reflect on your learning



and Date


Preceptor


assessment




Page 49 of 118

SECTION 8

KSF CORE DIMENSION 3: HEALTH, SAFETY AND SECURITY



Health, Safety and Security Performance Criteria Preceptorship

(To be achieved within the 12 months)

CPD (Cannot be achieved until after

12 months & first appraisal)





teach)


assess)

Acts in ways that are consistent with legislation, policies and

procedures for maintaining own and others health safety & security

Apply relevant principles to ensure the safe administration of

therapeutic substances.

Use appropriate risk assessment tools to identify actual and

potential risks

Identify environmental hazards and eliminate and/or prevent them

where possible.

Communicate safety concerns to a relevant authority.

Manage risk to provide care which best meets the needs and

interests of patients, clients and the public.

Practice in accordance with the NMC’s Code of Professional Conduct.

Identify unsafe practice and respond appropriately to ensure a safe

outcome.

Manage the delivery of care services within the sphere of one’s own

accountability.


Page 50 of 118

Activities for achieving performance criteria: (Health, Safety and Security)

Activity 1

Attend the following relevant statutory and mandatory training within the Trust and provide evidence of your attendance and reflection on

your learning and discuss with your preceptor: *Moving and handling *CPA *Safe use of equipment *Fire safety *CPR *Infection Control

*Child protection *Vulnerable Adults *Lone working *Risk management *Mental Capacity Act *Mental Health Act



and Date


Preceptor


assessment



You must show evidence of utilising the training appropriately within

your area of work with reflective account of your experience.


Page 51 of 118

Activity 2

Provide your preceptor with evidence of your knowledge of and competence in the following:

Evidence of awareness of responsibility to monitor, record and report incidents through appropriate channels:

o Appropriate use of CIRA. Trusts risk management strategy and DATIX electronic incident reporting system.

o Written Reports

o Near misses

Copies of incident report forms completed and submitted by you.

Evidence of liaising with Preceptor/Line Manager or other relevant professionals/department



and Date


Preceptor


assessment




Page 52 of 118

Activity 3

Under the supervision of the preceptor/HCP, undertake the following:

Identify assessment tools used within your placement area and provide evidence of your use of these

Undertake regular assessments of clients and present your findings, outlining how you would prioritise their care.

Providing your rationale identify how you would prioritise the care required following these assessments

Identify evaluation tools that are utilised within your placement area and provide evidence of your use of these

Reflect on your own performance



and Date


Preceptor


assessment




Page 53 of 118

Activity 4

Under the supervision of your preceptor undertake administration of medication for 1 month and complete the NMC guidelines on

administration of medication learning package and discuss this with your preceptor.



and Date


Preceptor


assessment




Page 54 of 118

Activity 5

Discuss the relevant policies in relation to Medicines management and identify the correct procedure for reporting errors.



and Date


Preceptor


assessment




Page 55 of 118

Activity 6

Reflect on your experience of maintaining safety within the placement area and complete a health and safety risk assessment of your place

of work and discuss your findings with the Trust Health and Safety Manager and your preceptor you may wish to consider the following: *

Factors that may increase this area of risk. *The information needed to assess this risk. *Relevant preventative and risk management strategies. *Methods in communicating risk within your service. *Examples where you have provided support to others in maintaining health, safety and security e.g. Advice to family/carers, working practice within own service area, share knowledge base with team members, showing

initiative to improve health and safety.



and Date


Preceptor


assessment




Page 56 of 118

Activity 7

Demonstrate to your preceptor how you would or have identified or managed an emergency. You must consider the following:

*What strategies did you use? *How did you summon help? *What actions did you take to contain the emergency? *How were the outcomes

influenced by: *Legislation. *Organisational policies and procedures. *Professional guidelines.



and Date


Preceptor


assessment




Page 57 of 118

Activity 8

Provide evidence of your knowledge of infection control policies and procedures and complete the infection control competencies with your

preceptor and identify universal infection control precautions.



and Date


Preceptor


assessment




Page 58 of 118

Activity 9

Contact the Infection Prevention and Control Nurse Specialist and complete a hand hygiene assessment and discuss the outcome with your

preceptor.



and Date


Preceptor


assessment




Page 59 of 118

Activity 10

Identify a patient within your area of work and discuss the infection controls associated with this patient with the Infection, Prevention and

Control Nurse Specialist.



and Date


Preceptor


assessment




Page 60 of 118

Activity 11

Demonstrate knowledge of the Healthcare Commission Annual Health Check and discuss your input with your preceptor



and Date


Preceptor


assessment




Page 61 of 118

SECTION 8

KSF CORE DIMENSION 4: SERVICE IMPROVEMENT



Service Improvement Performance Criteria Preceptorship







Level 4 (competent to teach)


assess)

a) Discussed with Preceptor/manager/work team the changes

that need to be made in own practice and the reasons for

them.

b) Adapts own practice as agreed and seek support as

necessary.

c) Engages in evaluation of services as required

d) Engages in evaluation of preceptorship experience

e) Advises preceptor and line manager when direction, policies

and strategies are adversely affecting users of services or

the public


Page 62 of 118

Activities for achieving performance criteria: (Service Improvement)

Activity 1

Demonstrate your ability to challenge poor practice and negative cultures within the organisation and discuss this with your preceptor and

colleagues within the Trust. You must complete the following:

Attend the learning and development sessions on team working and challenging organisational culture and reflect on your learning

Work in line with the Trust Visions, values and operating principles and discuss these with your colleagues and your preceptor

Work in a manner that is respectful and supportive to your colleagues and to those you are caring for

Support culture change within the organisation and respectfully challenge staff who are unwilling to engage in positive change.

Summarise the whistle blowing policy and discuss this with your preceptor.

Identify an area for improvement within your service and discuss this with your preceptor detailing how you would encourage others

to support the changes you recommend.



and Date


Preceptor


assessment




Page 63 of 118

Activity 2

Demonstrate effectiveness in service development and provide your preceptor with: *Evidence of participation with the team in identifying areas for potential service development. *Examples of when you’ve had a bright idea individually about how a service could be improved. *Examples of bright ideas with a group of peers about how a service could be improved and consider the following: # How did you take it forward? # What did you do that was good? # What difficulties you encountered? # How did you overcome these difficulties? # Reflection on how it could be done differently.




Preceptor


assessment




Page 64 of 118

Activity 3

Discuss with your preceptor your involvement with clinical audit and governance initiatives and provide written documentation to support your

learning regarding the following: *Evidence of adapting own practice as agreed. *Evidence of monitoring and evaluating effectiveness of own working practice. *Evidence of implementing agreed changes within own work area/service. *Evidence of participation in evaluating the area of practice and your preceptorship with senior staff. *Reflection on your journey of change.



and Date


Preceptor


assessment




Page 65 of 118

Activity 4

Make suggestions/recommendations on the following and discuss these with your preceptor: *Policies / procedures. *Protocols. *Service

changes within own area / service.

Provide evidence of having supported others in their understanding of the need of change and consider the following: *What strategies were

used? *What was least / more successful? * Reflection on how it went and what changes may you make.



and Date


Preceptor


assessment




Page 66 of 118

Activity 5

Demonstrate evidence of involvement with the implementation of the following and discuss with your preceptor:

Guidelines

Protocol

Policies

NSF

NICE Guidelines




Preceptor


assessment




Page 67 of 118

Activity 6

Discuss with your preceptor situations when you have had to alert line manager/work team when policies and strategies used are affecting

service users and reflect on this.



and Date


Preceptor


assessment




Page 68 of 118

Activity 7

Consider how you would support your colleagues in ensuring that unsafe or unacceptable practice are challenged and document what steps you

would take to ensure a positive outcome and discuss these with your preceptor. You may wish to consider reviewing the following policies,

guidance and relevant legislation: *Whistle blowing policy. *Challenging bullying & harassment in the workplace. *Trust Visions, values & operating principles. *Vulnerable adult protection procedures. *Sandwell interagency Child protection procedures. *Clinical supervision policy. *Incident reporting mechanisms.



and Date


Preceptor


assessment




Page 69 of 118

SECTION 8

KSF CORE DIMENSIONS 5: QUALITY



Quality Performance Criteria Preceptorship









assess)

a) Acts consistently with legislation, policies, procedures and

other quality approaches and supports others in doing so

b) Works within limits of own competence.

c) Able to prioritises own workload and organises own work to

meet these priorities and reduce risks to quality.

d) Uses and maintains resources efficiently and effectively and

encourages others to do so.

e) Monitors the quality of work in own area and alerts others to

quality issues.


Page 70 of 118

Activities for achieving performance criteria: (Quality)

Activity 1

Audit the range of documentation utilised for patient care within your placement setting and discuss this with your preceptor.



and Date


Preceptor


assessment




Page 71 of 118

Activity 2

Identify the normal role range of members of the health and social care team within your placement area. Provide a role summary of at least

4 differing members.



and Date


Preceptor


assessment




Page 72 of 118

Activity 3

Reflect upon a client scenario in which other members of the multi-professional team were involved in care and discuss this with your

preceptor.



and Date


Preceptor


assessment




Page 73 of 118

Activity 4

Attend the Corporate Trust Induction day and all relevant mandatory and statutory training required for your post and provide evidence of

your attendance and learning to your preceptor.



and Date


Preceptor


assessment




Page 74 of 118

Activity 5

Utilising a reflective account identify four situations where you acknowledge your limitations and need to refer to another registered

practitioner



and Date


Preceptor


assessment




Page 75 of 118

Activity 6

Attend the associated learning and development day facilitated by the Preceptorship lead for the Trust and provide evidence of

your learning to your preceptor.



and Date


Preceptor


assessment




Page 76 of 118

Activity 7

Demonstrate knowledge and understanding of the seven core domains within Standards for Better Health, summarise and discuss with your

preceptor.



and Date


Preceptor


assessment




Page 77 of 118

Activity 8

Demonstrate your knowledge of National Service Frameworks (NSFs) and provide evidence of your knowledge to your preceptor by:

Identifying what are National Service Frameworks

Identify 3 NSFs linked to your area of practice



and Date


Preceptor


assessment




Page 78 of 118

Activity 9

Summarise the role of the National Institute for Health and Clinical Excellence and how it impacts on your clinical practice and discuss your

findings with your preceptor.



and Date


Preceptor


assessment




Page 79 of 118

Activity 10

Choose 3 NICE Guidelines relevant to your area of practice and put together information for your colleagues on the guidance and present

these to your fellow preceptorship colleagues during the associated learning and development day and obtain written feedback from the

facilitator.



and Date


Preceptor


assessment




Page 80 of 118

SECTION 8

KSF CORE DIMENSIONS 6: EQUALITY AND DIVERSITY



Equality and Diversity Performance Criteria Preceptorship









assess)

a) Demonstrate fairness and sensitivity when responding to

patients, clients and groups from diverse circumstances.

b) Recognise the needs of patients and clients whose lives are

affected by disability, however manifest

c) Recognises the importance of people’s rights and acts in

accordance with legislation, policies and procedures.

d) Takes account of own behaviour and its effect on others.

e) Identifies and takes action when own or other’s behaviour

undermines equality and diversity.


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Activities for achieving performance criteria: (Equality and Diversity)

Activity 1

Summarise current policy that seeks to promote diversity and equality in Mental Health and Learning Disabilities care and discuss this with

your preceptor.




Preceptor


assessment




Page 82 of 118

Activity 2

During the Preceptorship consider how particular groups of service users might experience discrimination from service providers, other

service users and the wider community and discuss this with your preceptor. You may like to consider:

The basis for discrimination (ethnicity, age, gender, disability, sexual orientation).

Forms of discrimination (cultural insensitivity, access to services, inappropriate services, the expression of prejudicial attitudes,

bullying, harassment).

The consequences of discrimination for service users and others.



and Date


Preceptor


assessment




Page 83 of 118

Activity 3

Following observation of practitioners and discussion with your Preceptor/ Health Care Professional provide a written account of how you

encourage individuals to express their religious, spiritual, and cultural needs in the community and to empower themselves by promoting

choices, rights, roles and responsibilities.



and Date


Preceptor


assessment




Page 84 of 118

Activity 4

Attend Trust based diversity training and provide your preceptor with evidence of your attendance and subsequent learning.

You may like to consider: ‘Play fair’ into action – Equality and Diversity division.



and Date


Preceptor


assessment




Page 85 of 118

Activity 5

Evidence of challenging behaviours that infringes the rights of others and how you overcame this issues within your area of work.



and Date


Preceptor


assessment




Page 86 of 118

SECTION 9:

Competencies: BCPFT values and goals embedding NMC code

Preceptee name: Commencement date:

As part of this preceptorship programme, and to improve the experience of patients / users of the service in which you work, you are

required to demonstrate and reflect on all of the 5 trust behaviours in ‘Our Promise’ as identified below. These behaviours are what our

patients and colleagues expect from us.

Visions, Values, Goals and Strategic Objectives

Vision strapline: Our community: you matter, we care

Vision statement: To work with local communities to improve

health and well-being for everyone

Values

Honesty and Transparency - we will act in a transparent way that supports

honesty and openness

Integrity -we will act in a professional and competent way

Empowerment - we will empower: people who use services; carers and staff

Compassion and Kindness -people who use our services, carers and staff will

be treated with compassion and kindness

Dignity and Respect -people who use services, carers and staff will be

treated fairly, with dignity and respect, appreciating their individuality.

Goals

To reduce inequality by recognising diversity and celebrating

difference

To improve and promote the health and well-being of local

communities

To provide high quality care, in the right place, at the right time

To put people and their families at the heart of care Vision, Values

and Goals

Strategic Objectives

1. We will nurture a culture which provides: safe, effective, caring,

responsive and well led services.

2. We will involve and listen to patients, carers and family's experience

to continually improve services we provide.

3. We will be a leading provider of specialist mental health, learning disability

and children's services, proactively seeking opportunities to develop our

services building partnerships with others, to strengthen and expand the

services we provide.

4. Attract and retain a well-trained, diverse, flexible, empowered and valued

workforce.

5. Resources will be used effectively, innovatively and in a sustainable manner.

http://luna.smhsct.local/trust/about-us/213-visions-values-and-goals


Page 87 of 118

Trust Values and Goals

Honesty and Transparency - we will act in a transparent way that supports honesty and openness

Date of assessment:____________________________ Target date:_____________________________

How has Preceptee demonstrated the Trust behaviours positively in action? Embedding the NMC ‘the Code, Professional standards of

practice and behaviour for nurses and midwives’. (2015). The code is part of revalidation and a focus for professional reflection. There are

four key standards to refer and provide evidence, therefore strongly advised to utilise the code for guidance.

Indicate where you see yourself on line below with a X

Your preceptor/manager indicates where they see you with a O

Effective Goals Ineffective goals

For example:

Demonstrates honesty, politeness, helpfulness and answer any

questions asked to the best of your ability. Adheres to policies and

procedures (all relevant in practice), including complaint procedure,

whistleblowing or raising a safeguard alert. Introduces self to all,

wears identification at all times.

For example:

Takes things at face value, reacts to requests/problems without thinking

through. Not demonstrating politeness towards others or being open and

honest. Not aware of surroundings leading to breach of confidentiality.

Not aware of trust policies or procedures including complaint procedure,

whistleblowing or raising a safeguard alert.


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Prioritise people (e.g. Demonstrates the ability to listen to people and respond to their

preferences and concerns, act in the best interest of people at all

times)

Key Achievements

Key Strengths & demonstration of Trust Behaviours:

(e.g. Shows little or no interest in what patients/service users are looking to

achieve within their care or makes assumptions on their behalf. Limit

awareness of respect to others, person’s rights and not informing the

appropriate channels of any conscientious objection to a particular process

in care delivery.)

Further developments

Further developments of Key Strengths & demonstration of Trust

Behaviours:


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Practice effectively (e.g. Demonstrates the ability and skill to always practise in line with

the best available evidence, communicate clearly, taking responsible

steps to meet individual’s communication barriers and language needs,

provide honest, accurate and constructive feedback to colleagues

accordingly. Sharing information to identify and reduce risk.)

Key Achievements


(e.g. Limit range of communication skills, not taking reasonable steps to

meet people’s communication needs. Poor range of evidence based practice

that is not honest or transparent leading to poor service and delivery of

care.)



Behaviours:


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Preserve safety (e.g. Ability to demonstrate and recognise own competency and work

within own limitations. Open and candid with all service users /

patients about all aspect of their care and treatment, including any

mistakes or harm have taken place. Acting without delay of any risk to

patient / service user’s safety or public protection.)

Key Achievements


(e.g. limit ability to demonstrate and recognise own competency and work

within own limitations requiring close supervision. Takes limited

responsibility to be open and candid with all service users / patients about

all aspect of their care and treatment this may include any mistakes or

harm that have taken place. No sign of acting without delay of any risk to




Behaviours:


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Promote professionalism and trust (e.g. Demonstrates the ability to uphold the reputation of nurse

profession of all times, respect the rights of data protection and

confidentiality. Acting with honesty and integrity at all times.

Cooperates with all investigations and audits implemented within the

service provision.)

Key Achievements


(e.g. Non-cooperative in any investigation or audit implemented within the

service provision. Told any employer of other work obligations, any practice

restrictions that affect PIN and registration, limit awareness of refusal of

gifts from service users / carers)



Behaviours


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Integrity - we will act in a professional and competent way








For example:

Ensuring professional integrity including own professional reputation

and credibility remain intact. Demonstrates core values in nursing

including truthfulness and honesty. Accepting responsibility of own

actions i.e. remorseful. Embedding the 6 C’s (Communication,

compassion, caring, courage, commitment, competence and courage).

Strengthening and expanding service delivery.

For example:

Limit ability to understand moral principles and core values within role and

responsibilities. Not grasping own responsibilities and limitations. Poor

leadership, reputation and credibility. Resulting in mistakes / errors within

practice.


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Prioritise people (e.g. Demonstrates the ability to put the safety interests of people

first, providing safe, effective, caring, responsive and well lead

service. Encouraging and empowering people receiving care to be

involved in decision making of their health, wellbeing and care needs.)

Key Achievements


(e.g. Shows little or no interest in what patients/service users are looking to

achieve within their care or makes assumptions on their behalf. Unable to

be responsive in patient care and treatment leading to delay in care

service.)



Behaviours:


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Practise effectively (e.g. Demonstrates the ability and skill to always work cooperatively by

respecting the skills, expertise and any contributions made by

colleagues. Clearly sharing skills, knowledge and experience in practice

in line with the best available evidence, communicate clearly, taking

responsible steps and integrity accepting responsibility of own

actions.)

Key Achievements


(e.g. Limit range of delegation skills and decision making, poor communication

skills, not taking reasonable steps to meet people’s communication needs.

Poor range of evidence based practice that is not honest or transparent

leading to poor service and delivery of care.)



Behaviours:


Page 95 of 118

Preserve safety (e.g. Ability to act with integrity raising concerns immediately,

understand issues that went wrong and show the ability to rectify and

put the necessary plans into place. Demonstrate and recognise own

competency and work within own limitations. Acting without delay of

any risk to patient / service user’s safety or public protection.)

Key Achievements


(e.g. limit ability to demonstrate and recognise own integrity, competency

and work within own limitations requiring close supervision. Takes limited

responsibility to be open and candid with all service users / patients about

all aspect of their care and treatment this may include any mistakes or

harm that have taken place. No sign of acting without delay of any risk to




Behaviours:


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Promote professionalism and trust (e.g. Demonstrates the ability to uphold the reputation and integrity of

nurse profession of all times, respect the rights of data protection and

confidentiality. Acting with honesty and integrity at all times.


service provision.)

Key Achievements


(e.g. Expressing personal beliefs onto others. Limit awareness of clear

professional boundaries at all times. Failing to accept own responsibility

for own actions that impact in duty of care. Non-cooperative in any

investigation or audit implemented within the service provision. Told any

employer of other work obligations, any practice restrictions that affect

PIN and registration, limit awareness of refusal of gifts from service

users / carers)



Behaviours


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EMPOWERMENT - we will empower: people who use services; carers and staff


How has Preceptee demonstrated the Trust behaviours positively in action? Embedding the NMC ‘the Code, Professional

standards of practice and behaviour for nurses and midwives’. (2014). The code is part of revalidation and a focus for

professional reflection. There are four key standards to refer and provide evidence, therefore strongly advised to utilise the

code for guidance.




For example:

Demonstrates through skills and competencies the diverse, flexible,

fair and consistent approaches in promoting a healthy working

relationship between patients, service users, carers, professionals

and environments where empowerment can thrive. Fostering patient /

service user independence by recognising and respecting them in

planning and delivery of care.

For example:

Limited awareness of empowerment observed, unable to demonstrate

promoting a healthy working relationship between patients, service users,

carers, professionals and environments where empowerment can thrive.


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Prioritise people (e.g. Encourages and empowers patients/ service users to share

decisions about their treatment and care. Demonstrates the ability to

listen to people and respond to their preferences and concerns, act in

the best interest of people at all times. Act as an advocate for the

vulnerable relating to their care.)

Key Achievements


(e.g. Shows little or no interest in what patients/service users are looking

to achieve within their care or makes assumptions on their behalf. Limit



in care delivery.)



Behaviours:


Page 99 of 118

Practise effectively (e.g. Demonstrates the ability to work cooperatively to endeavour

empowerment including patients, services users and professionals by

respecting and supporting them through sharing information to identify

and reduce risk and preserving the safety of those receiving care.

Always practise in line with the best available evidence, communicate

clearly, taking responsible and independent steps to meet individual’s

communication barriers and language needs, provide honest, accurate

and constructive feedback to colleagues accordingly)

Key Achievements


(e.g. Limit range of evidence based practice that is not authorised leading

to poor service and delivery of care. Poor skills of working cooperatively

with others. Poor range of implementing empowerment / independence and

not taking reasonable steps to meet people’s communication needs.)



Behaviours:


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Preserve safety (e.g. Ability to enable and demonstrate own competency and work within

own limitations. Open and candid with all service users / patients about

all aspect of their care and treatment where empowerment can thrive,

including any mistakes or harm have taken place. Acting without delay

of any risk to patient / service user’s safety or public protection.)

Key Achievements


(e.g. Limited ability to empower people who use services, carers and staff.

Unable to demonstrate and recognise own competency and work within own

limitations requiring close supervision. Takes limited responsibility to be

open and candid with all service users / patients about all aspect of their

care and treatment and promoting their empowerment.)



Behaviours:


Page 101 of 118


profession of all times, having a clear understanding of empowerment

and acknowledging any implications this can have between role of nurse

and patient, such as too much empowerment can lead to anxieties and

overload of information. Being able to stay objective and have clear

professional boundaries at all times.)

Key Achievements


(e.g. Non-cooperative in any standards of practice and behaviour set out in

the NMC code or / and the values of the trust. Limited skills around

promoting a healthy working relationship between self, patient / service

user, professional and environment where empowerment can thrive.)



Behaviours


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COMPASSION and KINDNESS -people who use our services, carers and staff will be treated with compassion and

kindness








For example:

Demonstrates qualities within nursing including warm, friendly and

professional. Keen to get into tasks embedding maturity and

empathy when interacting with all involved in care setting.

Showing attention to another and acknowledging the individuals

situation, values, beliefs and point of view. The ability to convey

compassion, kindness, openness and generosity without being

judgemental.

For example:

Takes things at face value, reacts to requests/problems without

thinking through. Limitation of showing any compassion and kindness

towards people who use our services, carers and staff. Not

demonstrating genuine interest in patient care and wellbeing.


Page 103 of 118

Prioritise people (e.g. Demonstrates and expresses genuine interest in patient care and

wellbeing, implementing a holistic approach acknowledging their

thoughts, feelings and what matters to them. The ability to listen to

people and respond to their preferences and concerns, act in the best

interest of people at all times)

Key Achievements



to achieve within their care or makes assumptions on their behalf. Limited

kindness and compassion leading to lack of respect to others, person’s

rights and not informing the appropriate channels of any conscientious

objection to a particular process in care delivery.)



Behaviours:


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Practise effectively (e.g. Patients / service users are treated with compassion, respect and

dignity at all times and that care is tailored to their needs.

Demonstrates the ability and skill to always practise in line with the

best available evidence, communicate clearly, taking responsible steps to

meet individual’s communication barriers and language needs, provide

honest, accurate and constructive feedback to colleagues accordingly.)

Key Achievements


(e.g. Inability to show or to express genuine interest in patient care, limit

range of communication skills, not taking reasonable steps to meet people’s

communication needs. Unable to convey kindness, openness and generosity

demonstrating poor range of evidence based practice that is not honest or

transparent leading to poor service and delivery of care.)



Behaviours:


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Preserve safety (e.g. ability to demonstrate and recognise own competency and work

within own limitations. Shows attention to others and acknowledging

their situation, values, dignity and points of view. The ability to install

hope and not implement false hope. Being compassionate, open and

candid with all service users / patients about all aspect of their care

and treatment, including any mistakes or harm have taken place. Acting

without delay of any risk to patient / service user’s safety or public

protection.)

Key Achievements



within own limitations requiring close supervision. Takes limited

responsibility to be kind, open and candid with all service users / patients

about all aspect of their care and treatment this may include any mistakes

or harm that have taken place. No sign of acting with compassion placing

risk to patient / service user’s safety or/and public protection.)



Behaviours:


Page 106 of 118


profession of all times, acting in a compassionate, kind, warm, friendly

and professional manner, showing maturity and empathy. Acting with

honesty and integrity at all times. Without signs of discriminations,

bullying or harassment.)

Key Achievements


(e.g. Limited experience and embedment of kindness and compassion

towards others.)



Behaviours


Page 107 of 118

DIGNITY and RESPECT


How has Preceptee demonstrated the Trust behaviours positively in action? Embedding the NMC ‘the Code, Professional

standards of practice and behaviour for nurses and midwives’. (2014). The code is part of revalidation and a focus for

professional reflection. There are four key standards to refer and provide evidence, therefore strongly advised to utilise the

code for guidance.




For example:

Demonstrates core values in nursing by embedding the 6C’s, being

sympathetic and helpful. Respecting all in the care of the nurse

as individuals and that they are at the centre of their care.

Allowing individuals to do as much for themselves as possible

promoting their independence. Always treating individuals with

dignity, respect and kindness, providing privacy and

confidentiality at all times. Strengthening and expanding service

delivery.

For example:

Limited awareness of dignity and respect to others, no opportunities

for individuals to make decisions about their care. Limit involvement

in care plans and delivery of care.


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Prioritise people (e.g. Embeds core values of nursing. Takes into account individual’s

diversity, culture and religious needs. Always treating others with

dignity, respect and Kindness. Demonstrates the ability to listen to

people and respond to their preferences and concerns, providing

privacy and confidentiality at all times and that information about them

is shared appropriately following the policies and procedures of data

protection.)

Key Achievements



to achieve within their care or makes assumptions on their behalf. Limit



in care delivery.)



Behaviours:


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Practise effectively (e.g. Demonstrates the ability and skill to always practise in line with

the best available evidence, communicate clearly, respect others skills,

expertise and contributions. Taking responsible steps to meet

individual’s communication barriers and language needs, embedding

dignity at all times. Provide honest, accurate and constructive feedback

to colleagues accordingly. Sharing information to identify and reduce

risk.)

Key Achievements


(e.g. Limit range of communication skills, not showing respect or / and

dignity towards others or taking reasonable steps to meet people’s

communication needs. Poor range of evidence based practice that is not

honest or transparent leading to poor service and delivery of care.)



Behaviours:


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Preserve safety (e.g. Ability to demonstrate and recognise own competency and work

within own limitations. Respect and dignity with all service users /

patients about all aspect of their care and treatment, including any

mistakes or harm have taken place. Acting without delay of any risk to


Key Achievements



within own limitations requiring close supervision. Unable to demonstrate

respect or dignity to all service users / patients about all aspect of their

care and treatment this may include any mistakes or harm that has taken

place. No sign of acting without delay of any risk to patient / service user’s

safety or public protection.)



Behaviours:


Page 111 of 118


profession of all times, respect the rights of data protection and

confidentiality. Acting with Dignity, honesty and integrity at all times.


service provision.)

Key Achievements


(e.g. Non-cooperative, lack of respect and dignity in any investigation or

audit implemented within the service provision. Told any employer of other

work obligations, any practice restrictions that affect PIN and

registration, limit awareness of refusal of gifts from service users /

carers.)



Behaviours


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BCPFT Values and Goals summary

Preceptee:

Base:

Preceptor:

Date of review:

BCPFT values Not achieved Achieved values

Preceptee

Self-assessment

Preceptor Preceptee

Self-assessment

Preceptor

Honesty and Transparency

Integrity

Empowerment

Compassion and Kindness

Dignity and Respect

Additional comments:


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SECTION 10: FINAL INTERVIEW (12 MONTH REVIEW)

Preceptee’s summary of Achievement during Preceptorship:

Preceptor’s Evaluation of Progress and any outstanding needs:

Preceptee name (capital Letters): Preceptor name (capital Letters):

Signature of Preceptee: Date: Signature of Preceptor: Date:


Page 114 of 118

AREAS OF DIFFICULTY IN PROGRESS

Where areas are showing difficulty in progression, which cannot be resolved by the Preceptee and preceptor, a meeting should be arranged with the

team leader to agree a course of action.

Concern / Problem area:

Strategies / action plans already tried:

Future action plan (including actions by Preceptee / preceptor / team leader / others and timescales):

Preceptee name (capital Letters): Preceptor name (capital Letters):

Signature of Preceptee: Date: Signature of Preceptor: Date:

Team Manager: Date:


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Preceptorship Final checklist sheet

PRECEPTEE:

PRECEPTOR:

Line Manager:

Preceptee and preceptor to sign and date after completing, a tick / cross with comment in the appropriate boxes.

Complete

Y /N

comment Sign and date

Preceptee and

Preceptor

Attendance

Has the Preceptee been given agreed dates/

meetings (section 4)

Competencies

Successfully completed competencies or equivalent

(section 8)

KSF Core Dimension 1






Additional competencies please specify


Page 116 of 118

BCPFT values and goals (section 9)

Honesty and transparency

Integrity

Empowerment

Compassion and Kindness

Dignity and respect

Continuing professional development

Has the Preceptee completed the following:

Self-assessment tools (section 2)

Personal Development Plan (section 3)

Reflective accounts (section 4)

Preceptorship agreement

Any areas of difficulties / progression (section 10)

Final interview.

On completion please photocopy and submit original final checklist form to Practice Placement Management Team.

This is to enable a receipt of certificate of completion to be forwarded accordingly to Preceptee for CPD record.

Return address:

The Beeches, Penn Hospital, Penn Rd, WV4 5HN


Page 117 of 118

When the newly qualified staff had completed their preceptorship, their professional

development will continue with a series of taught and facilitated session.

Staffs who are the lead within the area of expertise and knowledgeable in that area will lead

the taught session. These will be senior staff within the Trust and some outside speakers as

and when appropriate.

The facilitation group will be led by the Preceptee’s themselves supervised by the

Practitioner Lecturer. This will be issues and concerns that have been identified by

preceptors and Preceptee in their area of work. There will be role-plays and discussions using

solution focused and problem solving skills. Preceptee’s will be encouraged to identified

solution and provide a working plan to overcome the issues or problems.

This is to encourage Preceptee’s to take responsibilities for their own issues, concern and

problems that they have to deal with in the clinical practice. They can support each other and

there is a consistent approach throughout the Trust.

At the end of these sessions, it is envisaged that the Preceptee’s will gain knowledge,

understanding and confidence in ensuring that they are able to instill good practice and

challenge bad practices in their clinical areas. These should help them to become a competent

qualified nurse who can support other members of the team to deliver the best care for

their service users.

On completion of the preceptorship package, you, your preceptor / line manager are required

to complete and sign the final checklist form. Photocopy and submit original to BCPFT

Practice Placement Management Team (contact details page 2). This is to enable a receipt of

certificate of completion to be forwarded accordingly to you for CPD record and personal

file.

GOOD LUCK AND BEST WISHES ON YOUR NEW JOURNEY TO

BECOME A COMPETENT AND SKILLFUL NURSE

TO MEET THE NEEDS OF YOUR

SERVICE USER/CARER AND FAMILIES.

Nursing Preceptorship Programme


Page 118 of 118

Nursing Preceptorship Programme and Portfolio Pack for Band 5

Updated & revised by: Helenah Duffill & Sean Hare

Practice Placement Management Team - BCPFT

Revised date: June 2017

References

Appraisals and KSF Made Simple – A Practical Guide NHS Staff Council. (Nov 2010)

Bjerkes, MS, Bjork IT (2012) Entry into nursing: an ethnographic study of newly qualified nurses taking on the nurses’ role in hospital setting. Nursing research and

practice.

Charnley (1999) cited in Please Help! I’m newly qualified. Art & Science:

Preceptorship, Nursing Standard vol 14/no16/2000

CMMC EDT 02/05: Educational Development Team (Central) Working Group Definition

Cole (2004): Support System. The Nursing Times Guide 2003/2004 E-map Healthcare.

London

Council of Deans, 2009 cited pp. 10 of Department of Health (2010) Preceptorship framework for newly qualified nurses, midwives and allied health professionals.

London. Department of Health.

Department of Health (2004) The NHS Knowledge and Skills Framework and the

Development Review Process. London.

Department of Health, (2010) Preceptorship framework for newly registered nurses, midwives and allied health professionals. COI DoH.

McMullan,M., Endocott,R (2003) Portfolios and assessment of competence; a review of the literature, Journal of Advanced Nursing, 41 (3): pp283-294

NMC (2002): Supporting nurses and Midwives through lifelong learning. Nursing and

Midwifery Council, London

NMC (2008): The NMC code of professional conduct: standards for conduct, performance and ethics. London.

NMC (2014): The code; Professional standards of practice and behaviour for nurses and midwives. London. www.nmc-uk.org.

UKCC (1993): Registrar’s letter 1/1993. United Kingdom Central Council London.

http://www.nmc-uk.org/

Documents

Nursing Preceptorship Programme & Portfolio pack