TIMESCALE PRECEPTORSHIP SESSION SUPPORT IN WORKPLACE Session 1 0900-1600 Programme Introduction Welcome Programme goals & expectations CPD, professional practice & revalidation Developing a CPD portfolio Introduction to projects Introduction to case study Introduction to Action Learning Sets Sessions linked to complex Case Initial meeting (see Handbook resources) SWOT analysis decide project set book training ensure relevant access to IT resources (email, Pro4, Training Tracker, Elsevier Clinical Skills) Interim Meeting (see Handbook resources) Review progress Negotiate learning contract if necessary Final Meeting/Appraisal (see handbook resources) Review project outcomes Review achievements Review SWOT Set future goals Session 2 0900-1200 (-1300) PROFESSIONAL VALUES Identifying our values Conflicting values Optional Action Learning Set 1hr Session 3 1300-1600 (-1700) DOCUMENTATION & REGISTERED PRACTICE Quality vs. quantity Why document? Professional standards Optional Action Learning Set 1hr Session 4 0900-1200 (-1300) CLINICAL SKILLS: PRESSURE ULCER PREVENTION (tbc)/MENTAL HEALTH AWARENESS Workshops by specialist practitioners Optional Action Learning Set 1hr Session 5 1300-1500 (-1600) PROJECT PRESENTATIONS CQC/professional standards audit Preparation for link practitioner role Preceptors/line managers to be invited Programme wrap up & evaluation CPD Portfolios assessed and returned
Kolb, D. (1984) Experiential Learning Model. In Knowles et al ‘The Adult Learner’ (2005). Elsevier. Nursing and Midwifery Council. CPD and Practice. Available from Glossary CPD (Continuing Professional Development) the range of activities undertaken and presented in a portfolio which evidence how a practitioner has kept up to date with current practice and the delivery of excellent patient care Portfolio a record of CPD that can take many forms depending on the requirements of registering and/or professional bodies. It can contain many different forms of evidence that link to and show development, and how this contributes to excellent patient care. Increasingly, practitioners may prefer to maintain their portfolio electronically. Preceptee a newly qualified member of staff in their first year of practice undergoing a period of supervision and support (usually 6 months) to ensure a smooth transition into professional practice. Preceptor an experienced member of staff supporting a PRECEPTEE in the practice area by role modelling excellent clinical and professional practice and meeting with the PRECEPTEE to agree and review goals linked to developing their practice. The
initial interview Name of Preceptee Name of Preceptor Other useful names/contacts Date initial interview date Approx. date of interim review Today’s date + 3 months Approx. date final review date + 6 months GOAL HOW WILL THIS BE ACHIEVED? HOW WILL THIS BE EVIDENCED?
This review linked to annual appraisal ? Y N Preceptees comments: Have you achieved all of the goals that were set? How have you been supported? What impact has this had on your professional practice? Preceptors comments: Has the Preceptee achieved all of the goals set? How have they developed as a practitioner? How has this benefited your team/service? Signed by Preceptee Signed by Preceptor 2. Reflective models
The importance of reflective practice in nursing and healthcare professions has a significant and growing evidence base behind it. Core texts on this subject are available through the on-site Oliveira library. These include (but are not limited to): Critical Reflection In Practice (2nd ed.) Gary Rolfe, Melanie Jasper & Dawn Freshwater. Palgrave Macmillan 2011. Becoming a Reflective Practitioner (4th Ed.) Christopher Johns. Wiley Blackwell 2013. Reflective Practice for Healthcare Professionals (3rd ed.) Beverley J. Taylor. Open University Press 2010 The use of ‘models of reflective practice’ is also well documented. Practitioners may have a favourite model to work with that they know ‘works for them’; they may choose to use different models every time; or, they may choose to reflect without the use of an established model. There is no right or wrong method of critical reflection, so long as the outcome is a thoughtful appraisal of events in clinical practice, an examination of one’s thoughts, feelings and actions, and an examination of what they will do next time in the same situation. Below are some of the more well-established models. Borton’s model is linear in approach: Johns’ Model works by uncovering and making explicit the knowledge we use in practice : Ways of knowing Cues Aesthetics – the art of what we do, our own experiences What was I trying to achieve? Why did I respond as I did? What were the consequences of that for the patient? Others? Myself? How was this person (people) feeling? How did I Know this? Personal – self awareness How did I feel in this situation? What internal factors were influencing me?