Preceptorship

The purpose of preceptorship is to welcome and integrate newly registered professionals into their workplace. It should help registrants develop the confidence to practise competently as independent practitioners. It also helps individuals to meet their obligations under the NMC code and relevant standards.

Newly registered professionals are referred to as ‘preceptees’ during this period. They should be supported by an experienced practitioner, known as a preceptor.

The NMC has developed 5 principles of preceptorship. The principles aim to promote consistency in preceptorship across the UK.

For more information on the Principles of Preceptorship visit The Nursing and Midwifery Council.

Preceptorship currently varies across the UK and organisations. The introduction of national frameworks aims to promote consistency in preceptorship provision. While implementation of these frameworks is good in some areas; it is not yet the case for all.

It is always worth asking at your interview what to expect from a period of preceptorship. This includes how much supernumerary practice time and protected learning time to expect. The organisation should be able to tell you what this will involve and what support you will receive.

When you start your role, it is helpful to meet with your preceptor to help identify any areas you might need to develop. Together you can create an action plan to show how you will build your knowledge and skills in these areas. This should include what support you will need by way of training and development. This will help you in your transition from a student to a confident, capable practitioner.

For a period of preceptorship to be useful, having a named preceptor is vital. Preceptors are expected to act as professional role models. They should offer supportive and constructive guidance to the preceptee and enable preceptees to consolidate their learning and develop in their first nursing role. Preceptors should promote best practice and create the foundations for lifelong learning. They can also support goal setting and assess competency and should show good leadership skills.

An effective and skilled preceptor will support and guide you through this transition. This can all help you to achieve the learning, confidence and skills needed in your first year.

Supporting others

The Code (NMC, 2018) requires you to:

• support students’ and colleagues’ learning (9.4)

• act as a role model of professional behaviour (20.8) 

There is no longer a need for practice supervisors to complete further NMC training. This means you may find yourself in the role of supervisor fairly early in your career. The Student Supervision and Assessment standards set out the principles for student placements. The standards state that organisations must ensure supervisors:

• receive ongoing support to prepare, reflect and develop for effective supervision
• contribute to student learning and assessment
• understand the proficiencies and programme outcomes they support the students to achieve

Developing skills in practice supervision is an important element during preceptorship. It should be a key focus as you approach the final stages of your preceptorship plan. To become an effective practice supervisor you should get access to appropriate learning and engage with continuing professional development (CPD) to enhance your skills and knowledge.

The RCN has developed resources to support practice supervision:

rcn.org.uk/practice-supervision

rcn.org.uk/practice-based-learning

rcn.org.uk/professional-development

Or download Part 2: Standards for student supervision and assessment – NMC

Read our advice guide for more information and advice on preceptorship.

An appraisal is an important part of your ongoing role development within your organisation. Preceptorship is not designed to replace appraisals. You should have a performance appraisal and development review, at least, once a year. The timing and frequency of these appraisals may vary in your organisation.

If there is no form policy for appraisal, it would be good practice to request a review meeting. This meeting could be with your preceptor and/or your manager. This would ensure that there is an opportunity to review and discuss your progress.

Appraisals are often focused on:

• agreeing personal objectives and measuring their achievement  

• personal development planning and review. Defining the skills, knowledge and behaviour needed to carry out your work. Assessing your current skill levels against those needed and identifying any gaps. Then putting  development plans to meet any gaps

• an opportunity to have a professional reflective discussion about your performance. Identify areas of professional practice you need to focus on over the coming 12 months. Explore what resources there are to support your continuing professional development. 

Appraisals usually focus on the competencies and core dimensions within your role; you will need to show how you have achieved the relevant knowledge, skills and behaviours and meetings should give you the opportunity to discuss your achievements, challenges and expectations.

To prepare for your appraisal, firstly check any policies and guidance that your employer may have to ensure you are familiar with the appraisal process. Secondly, collate evidence of your learning and development and have it ready.

For more information on preparing for your appraisal, see our appraisals and performance reviews: how to prepare guidance.

If any concerns are raised about your progress and professional development, you must seek support. It is understandable that if this happens, this can cause you concern and anxiety about your role and your aspirations. The RCN can offer expert help if this is the case.

Contact our advice team for more information. 

Mentor – someone who provides help, guidance and advice over a period of time, normally related to their role or professional development. If you work in the private, voluntary or independent sector you may find that you have a mentor rather than a preceptor, but you should expect the same level of support and guidance as a preceptor. There are no longer student mentors in practice – these are now referred to as practice supervisors.

Practice supervisor – any registered health and social care professional working in a practice environment. They’ve been prepared and supported to take up their role and have up-to-date knowledge and experience relevant to the student they are supervising (NMC, 2019). All nurses and midwives in any practice learning environment should be able to act as a practice supervisor.

Practice assessor – a registered nurse who assesses a student’s practice learning for a placement or a series of placements. A nominated practice assessor also works with the academic assessor (a nurse lecturer in the students university) to make recommendations for progression for the student they are assigned to. They have been prepared and supported to take up their role and have current knowledge and experience relevant for the proficiencies and programme outcomes they are assessing.

Preceptor – a registered health professional who takes responsibility for guiding, supporting and facilitating the NRNs period of preceptorship.

Resources

RCN resources:

The RCN provides useful information and resources to support preceptorship: rcni.com/keywords/preceptorship

NMC resources: NMC: Preceptorship | Advice guides | Royal College of Nursing (rcn.org.uk)

rcn.org.uk/nmc-precept 

NMC Principles of Preceptorship 

Preceptorship guidance from the four nations

England – Health Education England (HEE) Elearning: e-lfh.org.uk/programmes/preceptorship

Scotland– Flying Start programme: learn.nes.nhs.scot/735/flying-start-nhs

Wales – Preceptorship guidelines 

or search: All-Wales Preceptorship Guidelines for newly-appointed ward sisters/charge nurses

Northern Ireland – Preceptorship framework

or search: NIPEC Preceptorship Framework