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Multi-professional preceptorship toolkit

Welcome to the Preceptorship toolkit

Health Education England working across the North West has worked in partnership with The University of Chester and NHS providers, building on the existing best practice across the region, to develop the NW Preceptorship Toolkit.

What is preceptorship?

The Department of Health in their Preceptorship Framework (2010) guidance document state that from the moment they are registered, practitioners are autonomous and accountable and that preceptorship should be considered as a transition phase for newly registered practitioners when continuing their professional development. It should build their confidence and further developing competence to practice, and not be seen as a way to meet any perceived shortfall in pre-registration education. A High Quality Workforce: NHS Next Stage Review (2008)  describes preceptorship as ’a foundation period [of preceptorship] for practitioners at the start of their careers which will help them begin the journey from novice to expert'. Health Education England, in the document Raising the Bar - Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants clearly describes the importance of a year long robust preceptorship programme to socialise and transition newly qualified nurses to registered professionals, raising the bar of skills and knowledge.

There is consensus then that a preceptorship should be a structured period of transition for any newly qualified staff member. During this time, he or she should be supported by an experienced practitioner, a preceptor, to develop their confidence as an independent professional, and to refine their skills, values and behaviours. 

Purpose of the toolkit

This toolkit is a selection of resources that together comprises a framework of best practice. It can be adapted for different professional groups and is based on the programmes from Central Manchester University Hospitals, NHS Foundation Trust and Salford Royal NHS Foundation Trust. It provides examples of how the elements of a quality preceptorship programme come together. Each element of best practice has its own section and sub-sections with examples which can be readily adapted for use by different professional groups when putting together your own organisational policies and programmes.

Using the toolkit

The preceptorship project identified that no single approach will meet the needs of all organisations, professions or individual registrants. There is however a suggested common approach, supported by the resources in the toolkit, which can be used by those updating or developing their own programmes. This approach to putting together your own preceptorship programme is based on the best practice resources in the toolkit (download a PDF copy at the bottom of the page). Start by familiarising yourself with the Department of Health Preceptorship Framework guidance document and the HEE document, Raising the Bar – these will give context and insight in to the content of your policy and programme.

1. Look at the example organisational policies in the toolkit – Section 1

2. Develop your own organisational policy either from scratch or using an example policy in the toolkit as a template.

Within its structure it should include:

-Roles and responsibilities – Section 1

-Preceptorship process flowchart – Section 1

-Monitoring, evaluation and compliance – Section 6

-Key performance indicators – Section 1

-Reporting – Section 5

3. Develop and put in place a programme/support for preceptors. This should link to specific professional skill sets and competencies – Preceptor/preceptee job description, professional standards.

4. Develop a programme for individual preceptee’s. This should include:

-Induction and orientation – Section 2

-Core/mandatory training/skills – Organisations mandatory training

-Role/profession specific training/skills – Preceptee job description, professional standards

-Portfolio to support evidence of achievement including a skills log – Section 4


4. Portfolio

Preceptee’s should keep a portfolio which can be used to evidence achievement of core and other relevant competencies. It should contain a skills log, programme/planner, reflections on learning and self assessment tools.   


4. Portfolio

Related Documents

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