Preceptorship

Training and Experience

No formal qualifications or defined period of professional experience in the field of practice are required to be a preceptor, however, the NMC (2020) do expect preceptors to have received appropriate preparation to enable them to understand and undertake their role. According to McInnes and Page (2015), ideally preceptors should have a minimum of two years post qualifying experience. However, in some boards in Scotland, one year post qualifying experience in the field of practice has been recommended as a prerequisite to becoming a preceptor (Evans, 2018).

The NES ‘Facilitation of Learning’ programme is considered appropriate to support the preparation of preceptors who do not have a formal educational qualification. Equally, those who have undertaken preparation for the roles of practice supervisor and practice assessor will have valuable transferrable skills.

Opportunities for Development

The preceptor role provides a good opportunity for practitioners to develop their leadership skills, however the role can be both a rewarding and challenging experience for preceptors. Therefore, preceptors are advised:

• To access relevant training and learning opportunities that support the role of preceptor. i.e. Facilitation of Learning programme

• Reflect on their preceptorship role, and access support and clinical supervision to develop their self-compassion and to ensure that their own support needs are being met.

• To remember that as a registrant, preceptees are accountable for their own actions. The preceptor is not accountable on the preceptees behalf (McInnes and Page, 2015)

• Fitness to practice concerns should be escalated via normal line management structures.

• Develop and agree a preceptorship agreement in partnership with the preceptee and involve/ inform the line manager.

• Support the preceptee in their transition to their new role.

• Explore the preferred learning style of the preceptee.

• Explore the current learning needs of the preceptee.

• Support the preceptee to develop a personal development plan to support their identified learning needs.

• Act as a resource and role model for the preceptees professional development.

• Support the preceptee to apply theoretical knowledge to their practice.

• Facilitate opportunities for the preceptee to fulfil their identified learning needs as identified in their personal development plan.

• Facilitate the preceptee to access relevant policies and procedures that may support and guide their practice.

• Provide positive feedback in a timely manner on aspects of preceptee performance that are undertaken well.

• Facilitate honest and objective discussion on aspects of preceptee performance that require further development and direct to relevant support and resources as appropriate. (If appropriate facilitate the preceptee to develop their personal development plan to address areas of practice requiring further development)

• Use a strength based compassionate approach to support the preceptee throughout the preceptorship process.

• Identify when the preceptorship process and relationship standards are not being met and discuss with line manager as soon as possible.