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Multi professional preceptorship and educator policy

Contents

  1. Introduction
  2. Purpose
  3. Scope
  4. Responsibilities, accountabilities and duties
  5. Procedure or implementation
  6. Training implications
  7. Monitoring arrangements
  8. Equality impact assessment screening
  9. Links to any other associated documents
  10. References
  11. Appendices

1 Introduction

The Department of Health (DoH) (2010) states that “preceptorship is a period of structured transition for the newly qualified practitioner (preceptees)”. Preceptorship may also be a period of structured transition for new to area preceptees, new to role preceptees, or practitioners within Rotherham Doncaster and South Humber NHS Foundation Trust (RDaSH) requiring a period of support. Throughout the preceptees preceptorship period they will be supported by a preceptor, (a preceptor could also be known as a coach, supervisor, manager, educator or equivalent, to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue on their journey of life-long learning). Within RDaSH they will be known as Preceptors for clarity and consistency.

The care quality commission, (CQC) (2010) has made recommendations in relation to all multi-professional practitioners being supported and appropriately managed. CQC go on to suggest that all relevant staff receive a comprehensive induction taking account recognised standards within the sector and is relevant to their workplace and their role. Furthermore they recommend that this is undertaken when they start their job and is completed before they are allowed to work unsupervised.

Additionally the Francis report (2013) recommended that the NHS, and all who work for it, adopt and demonstrate a shared culture in which the patient is the priority in everything done, requiring a common set of core values and standards shared throughout the system. The RDaSH standardised preceptorship program supports and enhances this recommendation.

Practice placements within Rotherham, Doncaster and South Humber (RDaSH) are a key part of health and social care programs across the Yorkshire and Humber region.

RDaSH works in partnership with Health Education England (HEE) and the higher education institutions (HEIs) under the learning and development agreement (LDA). This agreement quality assures all practice placements within the RDaSH to offer a quality student and educator experience whilst maintaining high standards of patient safety and care. The LDA outlines our responsibilities as a placement provider with regard to placement learning for which RDaSH receives financial remuneration.

As part of the LDA we also have access to specialist skills and post registration development (SSPRD) or continuing professional development (CPD) in exchange for meeting the LDA contractual obligations such as providing quality assured placements to meet the numbers and needs of the NHS commissioned pre-registration learners.

The Placement Learning team (PLT), in partnership with HEIs, centrally co-ordinate all practice placements across RDaSH and continue to support the educators and learners in educationally audited practice placements. This helps to maintain, explore and develop practice placement opportunities whilst supporting and enhancing quality assurance systems and processes.

RDaSH adopted the practice assessment and record of evaluation (PARE) which is an online resource to support the quality assurance and capacity of practice placements.

2 Purpose

  • To ensure RDaSH employees comply with local and national agreements when undertaking the role of educator to support learners in clinical practice.
  • To ensure that there is a clear strategy and framework within RDaSH, to maintain an up to date register of educators in all placement areas.
  • To ensure that there is a clear preceptorship strategy and framework within the RDaSH to enable practitioners to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue on their journey of life-long learning.
  • The policy meets the requirements of the DOH Preceptorship Framework, (2010), for all registered practitioners governed by a regulatory body and Health Education England Yorkshire and the Humber recommendations (2010).

3 Scope

Part one of this policy relates to all registered practitioners governed by a regulatory body. This involves all newly registered, new to role, or area and registered practitioners requiring a period of support (preceptees) and those whose provide support (preceptors).

Part two of this policy relates to all registered practitioners who are responsible for supporting learners and will be referred to under the umbrella term as educators. All those accessing placements within the RDaSH will be referred to as learners.

For more definition and information about preceptors, preceptees, educators and Learners, please see appendix A.

4 Responsibilities, accountabilities and duties

4.1 Part one, preceptorship

4.1.1  Organisational multi-professional placement learning team

  • Support registered staff through the preceptorship period and facilitate CPD sessions for preceptees to enable them to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue on their journey of life-long learning.
  • Support registered staff to prepare for their role as a preceptor by facilitating in house training to support preceptees.

4.1.2 Service or team manager responsibilities

Service or team managers are responsible for supporting the role of the preceptorship in practice by:

  • allowing preceptor’s time to complete relevant training required to support preceptees in clinical practice
  • allowing preceptors one hour per week protected time to support the preceptee to develop in practice

4.1.3 Preceptor responsibilities

  • Work in collaboration with the LEM to manage the learning environment and respond to changes in health ensuring that safe and effective practice is achieved.
  • Manage the development of the professional working relationship based on mutual trust and respect.
  • Act as role model with regards to the preceptee and maintain professional boundaries including the recognition of the Social media employee usage policy.
  • Facilitate preceptees to identify their learning requirements and goals that are appropriate to their relevant level of current learning proficiencies.
  • Complete the preceptee interviews in a timely manner relevant to specific requirements.
  • Demonstrate understanding of factors that influence how preceptees integrate into practice setting.
  • Provide constructive feedback to the preceptee that fosters growth and development including the use of critical reflection.
  • Use appropriate learning experiences such as carers, patients, clients, peers to meet individual learning requirements.
  • Ensure own knowledge and skills are up to date in respect to continuing professional development and governing body requirements.

4.2 Part two, supporting learners in practice

4.2.1 Organisational, multi-professional placement learning team

  • Support all multi professional learner’s on clinical placement within RDaSH, this includes being the named go to person who will provide pastoral support which complies with the NMC’s 2018 standards for education.
  • Facilitate a welcome and orientation session on the first day of placement to all pre-registration learners who are accessing clinical placements within RDaSH for the first time.
  • Support all educators within RDaSH to enable them to fulfil their role in providing clinical education. This includes providing training to become practice supervisors and practice assessors, Triennial review and sign off mentor for nurses (required until 2022) and educator updates. The team will also signpost and support practitioners toward obtaining an accredited Educator qualification.
  • Liaise with and work in collaboration with external stakeholders and agencies within the NHS and private and voluntary organisations (PVO) to ensure that a standardized approach to education is upheld
  • Actively engage with Learners regarding recruitment opportunities, providing face to face engagement with corporate support and trust wide services.
  • Provide education sessions which complement practice placements using a variety of methods including simulation.
  • Support learning environment managers (LEM’s) to update and maintain the PARE information and the educator register.

4.2.2 Service or team manager responsibilities

  • Support the LEM and HEI’s to complete the clinical placement audits to ensure that learner’s receive a quality placement experience
  • Allowing educators time to complete relevant training required to support learners in clinical practice.
  • Allowing educators one hour per week protected time if they are assessing a final placement learner.
  • Ensuring regulatory body compliance is maintained. This could form part of a professional development review (PDR).
  • Appointing an LEM suitable for role in line with the LEM role descriptor
  • Supporting and encouraging LEM’s attendance at LEM meetings

Service or team managers should not under any circumstances make the decision to contact the universities to reduce overall capacity of students. This must be done through the PLT and escalated to director level

4.2.3 Learning environment manager (LEM) responsibilities

  • The LEM will assume responsibility for the learning environment, ensuring that all learners currently undertaking a health care related study, receive a practice placement conducive to their learning.
  • Ensure that the learner has access to the relevant Educator for the stipulated time relevant to the specific curriculum.
  • Maintain the first point of contact in communication between the PLT, link lecturer (LL) and HEI’s, whilst the learner is on placement.
  • Support the educator to manage the learners off duty and absence record whilst on placement, and liaise with the PLT and the HEI programme providers within Yorkshire and the Humber to ensure practice hours are completed in accordance with curriculum and practice placement requirements.
  • Support the educator to facilitate the local induction into the clinical area, ensuring health and safety policy and general housekeeping information is outlined to the Learner.
  • Maintain and update learning resources within the practice placement learning environment, ensuring that these resources are made available to all educators and learners in the practice placement area.
  • Attend the LEM meetings or send a representative, disseminating information concerning practice placement learning
  • Maintain and monitor the PARE tool ensuring its currency to support the PLT, local HEI’s and the HEE quality assurance report.
  • Promote and guide the learner in the access to placement pathways that will support the attainment of relevant competencies. Working with the PLT in partnership with the LL to ensure the pathway is conducive to learning.
  • Evaluate and review the practice placement learning environment to ensure that quality and provision of learning is maintained.
  • Acknowledge and recognise limits within own role and seek advice and guidance from the PLT in partnership with the LL.

LEMs should not under any circumstances make the decision to contact the universities to reduce overall capacity of students. This must be done through the PLT and escalated to director level.

4.2.4 Educator roles and responsibilities

  • Work in collaboration with the LEM to manage and facilitate learning experiences in practice placement area and demonstrate appropriate evidence based practice.
  • Engage, maintain and monitor PARE within the learning environment where applicable to support the PLT, local HEI’s and HEE quality assurance report.
  • Adhere to roles and responsibilities outlined in the specific training programmes for educators to enable learners to meet their course requirements.
  • Manage failing learners sensitively in line with HEI’s cause for concern process in collaboration with the PLT and LL.
  • If applicable, work collaboratively with the PLT and LL to develop formalised paths to enable the learner to meet all relevant proficiencies within the practice placement.
  • Ensure relevant regulatory body requirements are met in respect of the educator.
  • Ensure knowledge and skills are up to date in respect to continuing professional development and governing body requirements.
  • Please note the standards for district nurses, school nurses, and health visitors is currently under review by the NMC which may influence the assessment requirements for this group of learners and will be reviewed following publication.

Educators should not under any circumstances make the decision to contact the universities to reduce overall capacity of students. This must be done through the PLT and escalated to director level.

5 Procedure or implementation

5.1 Part one, preceptorship

The minimum standard for preceptorship within the region is currently recommended as follows:

NQP, preceptees, one month supernumerary, this should include time to attend the RDaSH corporate induction and complete the local induction program relevant to their role. Following qualification and registration with a governing body, preceptees are responsible and accountable for their own actions and should be aware of their limits in their knowledge and skills. Duration of preceptorship period for NQP preceptees is non-negotiable and is for a total 12 months from commencement to finish. This 12 month period will support the NQP preceptee to achieve a quality consolidation of their training, supporting them to develop into confident, competent, safe practitioners. It should not be seen as a negative restriction to the NQP preceptee, or area of work, it does not restrict the NQP preceptees development.

New to the area or role, experienced preceptees, two weeks supernumerary, this should also include time to attend corporate induction or mandatory training, relevant to their role within their local induction program

If a longer period of supernumerary basis is required this should be negotiated by the preceptee or preceptor or equivalent or manager on an individual basis.

All preceptees or preceptors or equivalent or manager are required to utilise the multi-professional preceptorship guidance package which incorporates the multi-professional RDaSH competencies (refer to appendix D within guidance pack).

Preceptees or preceptors and managers may also utilise their specific governing body frameworks or standards if appropriate, for example The Health Professionals Council (HPC) where for example the speech and language therapist (SALT) framework may be accessed, preceptees then cross reference to the RDaSH competencies tool to provide sufficient evidence to complete the multi professional preceptorship program (refer to appendix D within guidance pack).

On completion the preceptees manager must inform and instruct their local self-serve administrator to input and capture this completed activity on the preceptees compliance matrix.

Please note social workers who are based in RDaSH (but employed by local authorities) the relevant local authority will be responsible for the social workers assessed and supported year in employment (ASYE). The social worker will be responsible on completion of the ASYE to notify the manager within their RDaSH work base to request their local self-serve administrator identifies this completion activity on their RDaSH compliance matrix. Social workers employed by RDaSH will follow the RDaSH’s preceptorship programme.

5.2 Part two, supporting learners in practice

The PLT within RDaSH academy learning and development services (L and D) have overall responsibility for multi-professional placement learning in RDaSH. Monitoring, maintaining and reporting of all aspects of PARE are achieved with support from educators across RDaSH. This supports and strengthens a standardised, consistent quality assured approach, improving the learner experience whilst working within RDaSH. This approach will also strengthen and enhance current effective partnerships identified within the LDA.

6 Training implications

6.1  Training implications for registered staff who hold a recognised mentor, educator, supervisor or equivalent qualification

6.1.1 All registered staff who hold an educator qualification

  • How many staff in total: This will change on a regular basis as staff leave and are recruited.
  • How often should this be undertaken: 3 hours for PA and or PS, 1 day preceptorship training, annual updates for all registrants.
  • Delivery method: On-line learning, facilitated workshops.
  • Training delivered by whom: PLT, HEIs, all educators.
  • Quality review of training: Evaluation of all delivery modes.

6.2 Training implications for registered staff without an educator qualification

6.2.1 All registered staff that do not hold a recognised regulatory body approved educator qualification

  • How many staff in total: This will change on a regular basis as staff leave and are recruited.
  • How often should this be undertaken: Up to 2 days for PS, once only for mentorship, educator, one day for preceptorship training, annual update for all registrants.
  • Delivery method: Facilitated Workshops, on-line learning, blended approach.
  • Training delivered by whom: PLT, HEIs, RDaSH care groups.
  • Quality review of training: Monitor, evaluate and report.

7 Monitoring arrangements

7.1 Triennial review

  • How: Review through PDR process or independent process. Completing the Triennial review RDaSH.
  • Who by: All mentors, LEM, line manager.
  • Reported to: PLT In partnership with (HEI), HEYH, line manager.
  • Frequency: Every three years for all individual NMC.

7.2 Mentor or educator, or equivalent update

  • How: PARE Register. Attendance at annual update. On-line learning. Mentor or educator, conference or event.
  • Who by: Mentor LEM, LL and PLT.
  • Reported to: Directly to PLT. In partnership with HEE other relevant regulatory bodies. Line manager.
  • Frequency: Bi annual reports.

7.3 RDaSH PARE register

  • How: Collate information concerning mentor or educator, or equivalent status across the RDaSH from mentors or educators or equivalent.
  • Who by: LEM, link lecturers, PLT.
  • Reported to: PLT in partnership with HEI and line managers.
  • Frequency: Bi annual reports.

7.4 Ensure minimum numbers of non-sign-off mentors, sign-off mentors or educators, or equivalent to meet Pre-registration learner numbers and LDA, HEE QA standards

  • How: PARE register.
  • Who by: LEM, LL, PLT.
  • Reported to: PLT in partnership with HEI.
  • Frequency: Bi annual reports.

7.5 Preceptors in practice

  • How: Matrix.
  • Who by: LEM, line manager, PLT.
  • Reported to: PLT and line manager.
  • Frequency: Annual reports.

8 Equality impact assessment screening

To view and or download the equality impact assessment associated with this policy please follow the link: Multi professional PE policy v1 EIA.

8.1 Privacy, dignity and respect

The NHS Constitution states that all patients should feel that their privacy and dignity are respected while they are in hospital. High Quality Care for All (2008), Lord Darzi’s review of the NHS, identifies the need to organise care around the individual, ‘not just clinically but in terms of dignity and respect’.

As a consequence the trust is required to articulate its intent to deliver care with privacy and dignity that treats all service users with respect. Therefore, all procedural documents will be considered, if relevant, to reflect the requirement to treat everyone with privacy, dignity and respect, (when appropriate this should also include how same sex accommodation is provided).

8.1.1 How this will be met

As a consequence RDaSH is required to articulate its intent to deliver care with privacy and dignity that treats all service users with respect. Therefore, all procedural documents will be considered, if relevant, to reflect the requirement to treat everyone with privacy, dignity and respect, (when appropriate this should also include how same sex accommodation is provided).

8.2 Mental Capacity Act

Central to any aspect of care delivered to adults and young people aged 16 years or over will be the consideration of the individuals capacity to participate in the decision making process. Consequently, no intervention should be carried out without either the individual’s informed consent, or the powers included in a legal framework, or by order of the court.

Therefore, RDaSH is required to make sure that all staff working with individuals who use our service are familiar with the provisions within the Mental Capacity Act (2005). For this reason all procedural documents will be considered, if relevant to reflect the provisions of the Mental Capacity Act (2005) to ensure that the rights of individual are protected and they are supported to make their own decisions where possible and that any decisions made on their behalf when they lack capacity are made in their best interests and least restrictive of their rights and freedoms.

8.2.1 How this will be met

All individuals involved in the implementation of this policy should do so in accordance with the principles of the Mental Capacity Act (2005).

9 Links to any other associated documents

10 References

11 Appendices

11.1 Appendix A Glossary of terms and abbreviations

Definitions
Term Definition
PLT Multi-Professional Placement Learning team
HEI Health Education Institute
HEE Health Education England
NMC Nursing and Midwifery Council
HCPC Health Care Professionals Council
Preceptee Newly registered or qualified practitioner, new to area or new to role practitioners, or experienced practitioners requiring a period of individual support
Preceptor An experienced registrant who has undertaken a preceptorship training package (or is acting as a preceptor, under supervision, whilst working towards completing a preceptorship package)
Educator Mentor, sign-off mentor, practice assessor, practice supervisor, educator, practice teacher or community practice teacher or equivalent. Educators of learners on a pre-registration course have to be registered practitioners with an approved educator qualification. It is expected that all registered practitioners within RDASH who are not in a preceptorship period, will either have an Educator or equivalent qualification or are working towards one
Sign off mentor Since September 2007 a ‘consolidation student’ can only be signed off as competent by a sign-off mentor. Only NMC sign-off mentors may confirm overall competence of the learner that demonstrates a learner is fit to practice. Within RDaSH, non-sign-off mentors who have met the criteria set out by the NMC were identified as sign-off mentors prior to September 2009. After this date (as stipulated by the NMC) for a non-sign off mentor to become a sign-off mentor please contact a member of the PLT who can support through the process
Inactive educator Occasionally it is recognised that educators may be required to change their status to ‘inactive’ on the PARE register. inactive status can be used if:

  • the educator is undertaking other roles which impact on their educator status such as a secondment
  • they have not completed their annual update (it would be expected that the educator completes an update as soon as practically possible)
  • the educator is undergoing a period of support or performance review
  • educators who are identified as resting on PARE must not be mentoring students
  • the PLT must be notified of any of the above as soon as practicably possible
Triennial review As part of regulatory body standards it was recognised there needed to be a formal process to review mentors. The NMC termed this the ‘Triennial Review’. This process will ensure that mentors identified on the PARE register have updated and met the requirements to mentor. This includes having mentored at least 2 pre-registration learners over the previous 3 years. Mentors will not be expected to mentor more than 3 pre-registration learners at one time. The triennial review document demonstrates to the manager that the mentor has maintained the requirements of mentoring. Their manager may choose to incorporate this process through the personal development review (PDR) process, or delegate to an LEM, supervisor or equivalent. Mentors should keep copies of the learner’s records for the purpose of this triennial review; alternative methods of evidence for the purpose of the triennial review can be collated, for example, learner testimonies, thank you cards, peer testimonies and testimonies from the LEM. This is not a requirement for those undertaking the role of practice assessor or practice supervisor
Learners Learners are identified as any individual who accesses practice placements to gain education and may include:

  • learner multi-professional pre-registration learners, post-registration learners
  • apprentices
  • post 16 learners, specialised diplomas
  • nurses who qualified overseas
  • trident work experience for school learners
  • widening participation learners

11.2 Appendix B Process for communicating any relevant changes within practice placements that affect the practice placement audit

Relevant changes that may affect the practice placement audit could be due to the following examples of extenuating circumstances, please note this is not an exhaustive list, merely examples:

  • a reduced number of registered, non-registered staffing levels for example one registered nurse overseeing two wards on an inpatient environment
  • a reduced number of registered educators allocated per shift or ward or area
  • any changes to educators, LEM, for example, active, resting, suspended, fitness to practice, sickness, absence, performance issue or other change in role
  • insufficient numbers of educators in place to reflect the number of pre-registration learners allocated within this practice placement
  • any changes to the allocated number of pre-registration learners to the practice placement area
  • any relevant regulatory body recommendations, for example, CQC or NMC or HCPC actions identified following inspections RDaSH wide:
    • the manager, LEM or educator to inform the pre-registration learner not to attend practice placement until issue has been resolved
    • the manager, LEM or educator to contact the PLT and the LL attached to this placement to inform them of the issue and if relevant send them the contingency plan, this information should then be reflected in the relevant section of the practice placement audit, this should be done as soon as practicable in partnership with the LL, placement and the PLT

It is important to note that the practice placement educational audit may differ within each practice placement area, listed above are some examples of potential extenuating circumstances that could affect the educational audit. It is good practice for all staff within the practice placement areas to understand what their specific audit stipulates to ensure any changes are identified and actioned as soon as practicable to the relevant staff within the practice placement, PLT and LL

Placement staff should not under any circumstances make the decision to contact the universities to reduce overall capacity of students. This must be done through the PLT and escalated to director level.

11.3 Appendix C Proposed guidance for learners lone working whilst on placement

Lone working for learners raises complex issues of safety for both the learner and the patient in their care. With the introduction of agile working, some learners may be required to use their own transport to carry out their duties while on placement (for example, community practice learning experience). Where this is the case, it is the learners responsibility to ensure that their (or the policy holders) motor vehicle insurance covers them for business use and their vehicle is roadworthy. Neither the University nor the placement provider can accept any liability relating to or from the use of learner’s vehicles to or from their placement setting.

As placement providers and employers we need to facilitate learner learning and professional development by providing high-quality education and support within a system that ensures the learner, educator and patient are safe whilst the learner progresses. RDaSH has a responsibility to ensure the learner has the opportunity to develop their competencies, confidence, knowledge base and clinical skill by undertaking closely supervised and supported lone working within the community setting.

The RDaSH lone working policy for employees of RDaSH should be followed. This includes learners being provided with a means of communication with their named educator or placement base and being made aware of emergency action procedures in relation to lone working. Educators should also be aware of their responsibilities for delegating care as stated by the regulatory body such as NMC, HCPC.

At all times learners must be directly or indirectly supervised in the practice setting. The named educator has the responsibility to plan and coordinate the learner’s learning experience, determining the amount of direct supervision required by the educator.

Regulatory bodies stipulate the named educator is accountable for their decisions to let the learner work independently or with others.

Learners may lone work, if it is required as essential to their learning, during community visits with a patient in their home or elsewhere, escorting a patient from a clinic or ward for appointments or for a walk, for example. Each lone working situation for learners must be individually assessed as follows:

  • lone working policy will be discussed between the educator and learner prior to the lone working visit.
  • there must be an up to date risk assessment of the patient completed by a registered professional, the learner and educator should be aware of the risks identified and be comfortable with how these risks are to be managed
  • an assessment of the home environment including the immediate surrounding area where the lone working will take place must have been conducted by a registered professional seven days prior to the learner lone working, this would include consideration of risks associated with the geographical area, neighbours and animals
  • the learner should have met the patient under the supervision of their allocated educator before lone working is considered
  • the learner must have demonstrated competence in the skills required for the lone working situation, this should be assessed by the educator and recorded on the RDASH learner lone working checklist, a copy of this document should be held in the placement area for the purposes of audit and the original stapled into the pre-registration learner assessment document
  • the patient must have consented to receive care from the learner and both the learner and the patient should be made aware that they can withdraw consent at any time
  • the learner has the right to decline lone working if they do not feel safe or confident to do so and an action plan to address these issues be devised and discussed with the educator, LL with support from the PLT
  • lone working should not be considered for a learner who is assessed as unsafe or not competent, this will need to be brought to the attention of the learner, the LL and PLT should be notified of such learners, an action plan should then be put in place to address this issue
  • the learner must be provided with the following ‘kit’ prior to lone working:
    • access to a mobile phone and the mobile number of their identified educator or team base, whichever relevant
    • a pocket mask
    • protective gloves and hand hygiene alcohol gel
    • after the visit, on the same day the learner should give an update upon care given, to each educator responsible for patient care and entries into clinical notes should be countersigned
    • learners must discuss their independent practice with their identified educator in regular supervision sessions

11.3.1 Exclusions

  • The learner supernumerary status will be maintained at all times and lone working will not to be used to fit with the needs of the service but is for the learners education and development.
  • Learners will not be used as a ‘second’ person when a risk assessment indicates two health workers are required for a visit.
  • Initial assessment visits will not be performed by the Learner but by a registered member of staff
  • An intervention that is recognised as extended practice for a registered practitioner for example, ear syringing, cervical smears will not be carried out by learners.
  • Learners must not undertake any activity independently that requires a registered practitioner, legally or because of local RDaSH policy such as administration of medicines.
  • Under no circumstances must the learner transport service users in their cars.
  • This lone working risk assessment does not apply to post, registration learners who are employed by the RDaSH such as those on a school nurse, district nurse or health visitor who should follow the RDaSH lone working policy.

11.3.2 Protocol for learners lone working checklist

11.4 Appendix D Multi professional preceptorship record

It is a requirement that multi professional registered practitioners governed by a regulatory body entering RDaSH or new to area complete the multi-professional preceptorship programme (PP).

It is vital that you ensure that your local self-service administrator is notified of your completed activity at all stages to update your matrix.

11.4.1 Multi-professional preceptorship process

This PP has been developed to support a wide range of individual needs. Based on the DOH recommendations (2010), the preceptees will include the following groups of practitioners:

  • newly qualified or registered multi professional Practitioners
  • new to area, multi-professional practitioners(You have had experience as a Registered Professional in another Organisation and you have been newly appointed to RDaSH
  • new to role, multi-professional practitioners (you have experience as a registered professional and recently gained a further qualification. for example, you are a registered general nurse and just completed your health visitor qualification)
  • experienced multi-professional practitioners that require a period of support based on their individualised development needs (the multi professional preceptorship process will contribute to supporting preceptees learning in every day practice.)

The RDaSH competencies (refer to appendix A) is the tool used to support the preceptee to produce written evidence required to complete the exit proforma within the PP.

11.4.2 Multi-professional practitioner

Newly qualified or registered practitioners:

  • for a total 12 months 

New to area practitioners:

  • the programme will complement an induction period and titrated to the individual’s needs, the maximum period for the programme is up to 12 months depending on the individual’s needs 

New to role practitioners:

  • the programme will complement an induction period and titrated to the individual’s needs, the maximum period for the programme is up to 12 months depending on the individual’s needs

Experienced practitioners that require a period of support based on their individualised needs:

  • the programme is adapted to the individual’s needs

11.4.3 Commencement of the multi-professional preceptorship programme (PP)

  • Refer to your local induction programme relevant to your role and access the multi-professional preceptorship zone on the RDaSH intranet for relevant information, if additional support is required please contact PLT.
  • Refer to the RDaSH competencies tool.
  • Confirm with your line manager who your preceptor will be.
  • The recommendation of time for meetings with your preceptor is 2 to 4 hours per month and also recommend this includes time to be released to attend CPD sessions with the PLT.
  • Negotiate with your line manager or preceptor regarding available learning time within your clinical area. Remember that most of your learning takes place during your working day in clinical practice.
  • Local induction, clinical skills packs may contribute as evidence of your learning. Refer also to professional specific frameworks or standards and relevant online resources. These resources may then be cross referenced to the RDaSH competencies tool as written evidence towards your PP.
  • Read through this guidance on how to organise your time and learning while you are progressing through the PP.
  • It is the individual’s professional responsibility to participate in specialist skills and post-registration development (SSPRD) or continuing professional development (CPD) or equivalent.

11.4.4 Roles and responsibilities

11.4.4.1 Preceptee
  • Refer to the RDaSH competencies tool.
  • Contact PLT for additional advice and support.
  • Keep a multi-preceptorship record.
  • Meet on a regular basis with your preceptor and document meetings.
  • L and D recommend preceptees attend CPD sessions within the PP.
  • Provide written evidence for your competency level for the 7 RDaSH competencies with the RDaSH competencies tool. Provide evidence of this to your preceptor who will “sign you off” by completing the appropriate exit proforma when your PP is complete.
  • Keep a copy of the completed exit proforma for your preceptorship record. Use your preceptorship record as evidence for your PDR and your governing body requirements.
11.4.4.2 Preceptor
  • Complete the preceptor preparation workshop facilitated by the PLT.
  • Refer to the RDaSH competencies tool.
  • Meet on a regular basis with your preceptee and review their preceptorship record.
  • Contact PLT for support or information if required.
  • When your preceptee has provided sufficient evidence within their preceptorship record to meet the 7 RDaSH competencies and demonstrate learning and development within their preceptorship period. Complete and sign off the relevant exit proforma.
11.4.4.3 Employer or line manager
  • Ensure preceptee is aware of the RDaSH competencies tool.
  • Provide time for the preceptee to complete their PP and to meet with their preceptor.
  • Monitor progress through the PP.
  • Co-ordinate relevant reviews and completes exit proforma and ensures that your local self-service administrator is notified of this completed activity. The preceptee or manager should also retain copies as evidence of completion.
  • Ensure the preceptee completes the PP within the given timeframe.

11.4.5 Multi professional preceptorship timeline guidance

This guide aims to support the preceptee, preceptor and line managers through the key responsibilities and areas of work that need to be completed at each 3 month stages throughout the PP.

11.4.5.1 0 to 3 months
  • Meet with your line manager to discuss the RDaSH competencies with regards your job role. Agree the objectives and priorities required to complete the PP.
  • Negotiate with your line manager regarding allocation of time to refer to and provide evidence for the 7 RDaSH competencies.
  • The preceptee will arrange time to work with their preceptor and meet to discuss their progress and receive feedback throughout 0 to 3 months (approximately 2 hours per month).
  • Ensure a preceptor is assigned to you, meet up, work together, set ground rules and discuss your objectives for the first 3 months. You could use SWOT analysis (strengths, weaknesses, opportunities and threats), to get started. Discuss your progress and receive feedback (approximately 2 hours per month). Document each meeting with preceptor.
  • Discuss with preceptor regarding the reflective process, learning styles and how to produce the evidence required for the RDaSH competencies and your preceptorship record.
  • Link induction or orientation or clinical skills programmes as well as other professional specific frameworks or standards, and online preceptorship resources (if relevant) to your PP.
  • The preceptee will identify with their preceptor the appropriate methods required to gain evidence for the RDaSH competencies and document in their preceptorship record the day to day learning from their clinical area.
  • The preceptee will identify local resources available within the clinical area.
  • The preceptee will complete the objectives set for the first 3 months linking this to the RDaSH competencies, collating evidence regularly within their preceptorship record.
  • The preceptee will contact their preceptor or line manager or PLT if they are experiencing challenges with the PP.
  • L and D services recommend the preceptee will attend generic study days.
11.4.5.2 3 to 6 months
  • Review previously set objectives.
  • Preceptor or line manager to set objectives for next 3 months with the preceptee.
  • The preceptee will arrange time to work with their preceptor and document in their preceptorship record the day to day learning within their clinical area linking this to the RDaSH competencies.
  • The preceptee will review their preceptorship record with their preceptor regularly and discuss the produced evidence.
  • The preceptee will complete the objectives set for this 3 months period linking them to the RDaSH competencies.
  • The preceptee will review their preceptorship record in preparation for their formal gateway with their line manager. Line manager or preceptor to complete appropriate exit proforma.
  • L and D recommend the preceptee attend generic study days.
  • The preceptee will contact their preceptor or line manager or PLT if support or advice is required with the PP.
11.4.5.2 6 to 9 months
  • Review previously set objectives.
  • Preceptor or line manager to set objectives for next 3 months with the preceptee.
  • The preceptee will arrange time to work with their preceptor and to meet up to discuss their progress and to receive feedback throughout the 6 to 9 months period (approximately 2 hours per month).
  • The preceptee will identify with their preceptor or equivalent the appropriate methods required to gain evidence for the RDaSH competencies and document in their preceptorship record the day to day learning from their clinical area the preceptee will also revisit previously completed evidence to support this process.
  • The preceptee will review their preceptorship record with their preceptor or line manager and discuss the evidence produced.
  • The preceptee with the support of their preceptor or line manager will review the evidence produced for the RDaSH competencies to ensure the evidence provided is sufficient to meet the RDaSH competencies.
  • The preceptee will attend generic study days.
  • The preceptee will contact their preceptor or line manager or PLT if advice and support is required with the PP.
11.4.5.2 9 to 12 months
  • Preceptor or line manager to review the objectives for next 3 months with the preceptee.
  • The preceptee will attend generic study days.
  • The preceptee will arrange time to work with their preceptor and meet up with them to discuss their progress and receive feedback throughout 9 to 12 months period (approx. 2 hours per month).
  • The preceptee will start to review their preceptorship record to date to ensure sufficient evidence has been produced to meet the 7 RDaSH competencies at the relevant competency Level for the preceptee.
  • The preceptee will review their preceptorship record with their preceptor or line manager and discuss the evidence produced.
  • When the preceptee, preceptor or line manager is satisfied that sufficient evidence has been produced to meet the 7 RDaSH competencies at the relevant competency level for the preceptee. The preceptee together with preceptor and line manager (if relevant) will complete the exit proforma. The preceptee and manager should retain copies of the exit proforma as evidence of completion.
  • This evidence could be screened by an inspecting governing body and could be requested for example, audit purposes, annual appraisals, supervision, performance management.
  • The preceptorship record may be reviewed by the line manager within the PDR, may also contribute to individual’s specialist skills and post registration development (SSPRD), continued professional development (CPD).

11.4.6 Types of evidence

Examples of some of the types of evidence that could be used within your preceptorship record include:

  • reflections
  • case studies
  • discussions with preceptor
  • completed documentation
  • SWOT analysis
  • job profile
  • PDP or PDR
  • certificates
  • questionnaires
  • audits
  • journal reviews
  • clinical skills assessments
  • induction programmes
  • evaluations
  • profession specific frameworks or standards
  • online multi-professional preceptorship resource to support gathering of evidence please contact learning and development services educational training facilitators (refer to appendix F, key contacts)

This is not an exhaustive list merely examples for you to consider when gathering evidence.

11.4.7 Documentation of evidence for your preceptorship record

When compiling evidence for the preceptorship record the quality of evidence is essential. It is a living document and you should revisit evidence on a regular basis and update with your experiential learning as you gain confidence and competence in new skills.

The evidence should contain the following information:

  • background information to the learning or setting the scene
  • what have you as a preceptee learnt?
  • how has this changed your practice and what are you going to do with this learning?
  • now think of where within the RDaSH competencies does this piece of evidence fit? (cross reference your evidence to the RDaSH competencies)

This can be a short paragraph including the above or a couple of pages. It is written in the first person and experiential in nature, that is, how did it feel to be new, to gain confidence in new skills, and a new role.

Your evidence should:

  • refer to the specific RDaSH competencies, profession specific frameworks or standards (if relevant) and other resources you have accessed that you have worked on to support your development
  • refer to case studies and real examples of how you have applied your learning in a practice setting, remembering to remove any personal details which could identify patients
  • show how you have developed over time, for example the difference in how you felt as a practitioner at 3 months in post as compared to 6, 9 and 12 months, indicate the future learning needs you have identified for your PDP for the coming year
  • reflect on your experience as a team member, again showing how you have used the RDaSH competencies to support your growth as a team player
  • make reference to your personal development plan (PDP) and how integral it has been to the PP
11.4.7.1 Completion of the multi-professional preceptorship programme

When you have produced sufficient evidence to meet the 7 RDaSH competencies at the relevant competency level for you within your new job role, your preceptor can review the evidence produced to ensure it is sufficient.

When agreement is reached that sufficient evidence has been provided, your preceptor will complete the appropriate exit proforma (refer to appendices C, D, E) for exit proforma relevant for this section. The exit proforma is signed to say you have provided sufficient evidence to meet the 7 RDaSH competencies.

Preceptees or managers should keep a copy as evidence of completion. Preceptees may also require this evidence for their own revalidation, as well as a copy within their file at your place of work. This evidence could be screened by an inspecting governing body and could be requested for example, audit purposes, during supervision, annual appraisals, performance management.

New to area practitioners and return to practice practitioners, the programme will complement an induction period and titrate to the individual’s needs. The maximum period for the programme is up to 6 months depending on the individual’s needs.

11.4.7.2 Commencement of the multi-professional preceptorship programme
  • A named member of the Placement Learning team (PLT) will be assigned to act as your support person; you will also be assigned a Preceptor within your area.
  • Refer to the RDaSH competencies tool.
  • The recommendation of time for meetings with your preceptor is 1 hour per week.
  • Negotiate with your preceptor regarding available learning time within your clinical area.
  • Read this guidance on how to organise your time and learning while you are progressing through the PP.

11.4.8 Multi-professional preceptorship record (preceptorship record)

A strengths, weaknesses, opportunities, and threats, SWOT analysis can be carried out to assist you and your preceptor or equivalent to identify what areas you need to focus on to commence with reference to the 7 RDaSH competencies. Think about your professional development, for example, the knowledge and skills required for the clinical area you are working in and also consider your personal development for example, dealing with conflict, delegation etc. document this in the boxes below.

You could ask your preceptor to complete a SWOT analysis after observing you in practice then compare the two.

SWOT analysis (SW)
Strengths Weaknesses

 

SWOT analysis (OT)
Strengths Weaknesses

11.4.9 Documentation of evidence for your preceptorship record

When compiling evidence for the preceptorship record the quality of evidence is essential. It is a living document and you as a preceptee should revisit evidence on a regular basis and update with your experiential learning as you gain confidence and competence in new skills.

The evidence should contain the following information:

  • background information to the learning or setting the scene.
  • what have you as a preceptee learnt?
  • how has this changed your practice and what are you going to do with this learning?
  • now think of where within the RDaSH competencies does this piece of evidence fit? (cross reference your evidence to the RDaSH competencies)

This can be a short paragraph including the above or a couple of pages. It is written in the first person and experiential in nature, that is, how did it feel to be new, to gain confidence in new skills, and a new role.

Your evidence should:

  • refer to the specific RDaSH competencies, profession specific frameworks or standards (if relevant) and other resources you have accessed that you have worked on to support your development
  • refer to case studies and real examples of how you have applied your learning in a practice setting, remembering to remove any personal details which could identify patients
  • show how you have developed over time, for example the difference in how you felt as a practitioner at 3 months in post as compared to 6 months. Indicate the future learning needs you have identified for your PDP for the coming year
  • reflect on your experience as a team member, again showing how you have used the RDaSH competencies to support your growth as a team player
  • make reference to your personal development plan (PDP) and how integral it has been to the PP

11.4.9 Completion of the multi–professional preceptorship programme 

When you have produced sufficient evidence to meet the 7 RDaSH competencies at the relevant competency level for you within your new job role, your preceptor can review the evidence produced to ensure it is sufficient your preceptor will then complete the appropriate exit proforma.

Preceptees or managers should keep a copy as evidence of completion.

11.5 Appendix E Useful websites

Please see below for other universities in our region that also access placements within RDaSH following co-ordination with RDaSH placement learning team in partnership with the HEI with overall placement priority within a specific region.

Click on the link below to access our local HEI who currently has priority over placements within RDaSH placements in south Yorkshire area.

Click on the link below to access our local HEI who currently has priority over placements within RDaSH placements in Scunthorpe and Grimsby area. 

  • Hull university placements

11.5.1 Useful websites

Document control

  • Version: 1.3.
  • Unique reference number: 575.
  • Approved by: Corporate policy approval group.
  • Date approved: 3 April 2024.
  • Name of originator or author: Lead learning and development facilitator.
  • Name of responsible individual: Director for workforce and organisational development.
  • Date issued: 5 April 2024.
  • Review date: 31 July 2024.
  • Target audience: All staff involved in supporting learning and assessment in practice for pre-registration learners and post-registration learners where relevant. All staff involved in supporting preceptorship in practice.

Page last reviewed: April 15, 2024
Next review due: April 15, 2025

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