Preceptorship

A variety of strategies can be used to support preceptorship and may include the use of action learning sets, triad methods, values based reflective practice and restorative clinical supervision as outlined below. However, as with the approaches to preceptorship they can be used in their entirety, in part, or in combination to support the differing learning needs and learning styles of preceptees.

All the strategies are flexible in that participants can choose the issues or key themes to focus upon. Preceptees, therefore are encouraged to explore and discuss chosen issues/ topics in depth during these meetings. Subject matter to explore and discuss can be wide ranging but may include, for example, issues such as:

• Leadership, management and delegation.
• Decision making
• Responsibility in relation to child plans and integrated working
• Analysis - making sense of assessment information and what it means for the child and/or family
• Courageous conversations
• Resilience, responsibility and autonomy - looking after myself

Other potential strategies to support practitioner development that can be incorporated within the preceptorship programme include:

• Transitional preceptorship that begins in practice consolidation or final placement as a student and runs until 1-year post-qualification
• Online resources and professional blogs
• Coaching networks
• Peer Supervision
• Buddy Support Network
• Development and maintenance of links with HEIs, e.g. Lecturer/Practitioner, Triad model
• Shadowing opportunities
• Project Lift (an ambitious whole-system approach to enhancing leadership capability and capacity in Health and Social Care in Scotland. It is open to staff of all levels, in all roles and at all stages of their development.)