Neonatal Preceptorship key stakeholders presentation 2014 (pdf)

“A period of structured transition for the newly
registered practitioner during which he or she
will be supported by a preceptor, to develop
their confidence as an autonomous
professional, refine skills, values and
behaviours of life-long learning to continue
on their journey” (DH 2010 p11).
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Preceptorship programmes during the first
year of Registered Nurse Practice have been
recommended by the Department of Health
(DH 2010).
Most Trusts have been asked to deliver own
programmes (NHS Employers 2010).
Neonates is a distinct speciality with the need
for specific skills and competency (DH 2009).
“South Central Neonatal Education Provision
Audit demonstrated that although all units were
accessing preceptorship programmes only
22% N= 2 were delivering a bespoke neonatal
preceptorship programme in Wessex”
(South Central Neonatal Network Audit Report 2012).
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The senior nurses within the Network
identified that a standardised structured
approach to support and develop novice
nurses to speciality was essential.
Recruitment and Retention an issue.
Good infrastructure already in place with
excellent in house teaching programmes.
“ The development of a gold standard evidencebased multi-professional bespoke Neonatal
Preceptorship programme ,delivered in partnership
between Wessex Units within Thames Valley and
Wessex Neonatal Operational Delivery Network and
Health Education Wessex” (Edwards 2012).
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The Toolkit for High –Quality Neonatal
Services ( DH 2009).
The RCN Competence framework for neonatal
nurses education (RCN 2012).
NHS England Neonatal Critical Care Service
Specification (2013).
Recognition that transition from student to
newly qualified practitioner can be difficult
(DH 2010,Duchscher 2009).
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Current and on-going health care economy.
Centralisation of the provision of Neonatal
Intensive Care services.
The South Central Network Education and
Workforce Strategy (2012).
The Mid Staffordshire NHS Foundation
Enquiry (Francis 2013).
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All graduate nursing profession.
Recruitment of skilled neonatal nurses is a
nationwide challenge.
Darzi Report High Quality Care for All (DH
2008).
The publication of Quality with Compassion:
the future of nursing education (Willis
Commission 2012).
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To enhance the competence and confidence
of newly registered nurses as autonomous
professionals (NMC 2006).
To enable the newly registered nurse to apply
knowledge, skills and competencies acquired
as students in to their area of practice
(neonates) laying a solid foundation for lifelong learning (DH 2008).
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Ensuring neonatal service needs are met.
Professional growth of the neonatal nurse and an
understanding of career pathways.
The development of future neonatal nurse
leaders.
Standardisation of skills and knowledge and
competence.
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To increase accessibility to preceptorship for
neonatal nurses in order to provide effective
support for the acquisition of complex neonatal
skills.
To attract high quality nurses in to the Network
To increase number of preceptees accessing
bespoke neonatal programme from 30% to 100%.
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Delivered over 1 year (October 2014)
Six week placement in an alternatively designated
unit.
Delivered by established infrastructure across
Wessex Network.
Aligned to local Trust Preceptorship principles
Trust Induction.
Local Induction and socialisation to neonatal unit.
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Competency framework to include generic
and core clinical competencies NHS (KSF 2004,
BAPM 2012, RCN 2012).
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Action Learning sets.
Patient Safety (multi-professional working).
Service improvement projects (Clinical audit).
A Blended Learning approach.
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Protected study days to include introduction
to neonatal care, neonatal surgery, high
dependency, intensive care and Medicine
Management.
Palliative Care.
Evidence –based
projects/presentations/posters of work to
peers/senior nurses.
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Trusts not engaging with the Neonatal
Preceptorship Programme.
Recruitment of sufficient staff to maintain
equity in number of staff during NICU and
LNU placements.
Individual units not willing to appoint newly
qualified staff nurses.
Inadequate numbers of graduate novice
nurses applying for jobs.
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Current economic climate.
Preceptorship capacity in units.
The Level 3 Units not engaging in
Programme.
Reliance on individual units to match
Preceptee/Preceptor.
Nurses not being released for study days by
individual units for capacity/staffing reasons.
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Development of an evidence-based
bespoke Preceptorship Programme
(Harrison-White and Simons 2013).
Robust foundation learning in
preparation for career development in
neonatal nursing (RCN 2012).
Clearly defined roles and responsibilities
for Preceptor.
Enhanced collaborative working and life
long learning.
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To provide an integral step to improve
Preceptee transition and socialisation from
student to competent practitioner and
effect patient outcomes.
Multi-professional education and working.
Introduction of a standardised clinical
competency framework underpinned with a
formal theoretical programme and
orientation to local unit NHS (KSF 2004, RCN
2012).
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A workforce that is able to work through
common pathways and across organisational
boundaries.
Reduction in recruitment costs for individual
Trusts.
Support Trust workforce plans to meet BAPM
2011 nurse establishment.
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Enhanced quality of care.
Reduced sickness and absence.
Improved recruitment, retention and attrition
rates ( Whitehead et al 2013).
Opportunity to “talent spot” to meet the
leadership agenda.
Enhanced job satisfaction for Preceptee and
Preceptor.
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The development of supervision,
supportive, appraisal and mentorship skills.
Staff feel valued by the organisation.
Opportunity to identify staff who need
additional support or a change in role.
Nurses who understand the regulatory
impact of the care they deliver and develop
an evidence-based outcome approach
(NNRU 2009, DH 2010).
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Formal assessment of Preceptee monthly-
Preceptor
Formal evaluation of the programme at 6 months
to inform going forward –Programme Director et al
Formal evaluation of the programme at 12 months
to inform going forward –Programme Director et al
Formal assessment at 12 months of Preceptee -
Programme Director et al plus BLISS.
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British Association of Perinatal Medicine (2011) Categories of Care. Available from:
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http://www.bapm.org/publications/documents/guidelines/CatsofcarereportAug11.pdf
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[Accessed 12 march 2014]
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Darzi, Lord (2008). High Quality Care For All: NHS Next Stage Review Final Report. London: Department of Health.
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Department of Health (2008). A High Quality Workforce: NHS Next Stage Review. London: Department of Health.
Department of Health (2009) Toolkit for High Quality Neonatal Services. Available from:
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http://www.nepho.org.uk/uploads/doc/vid_8769_Toolkit%20for%20high-quality%20Neonatal%20services.pdf
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[Accessed 19March 2014]
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Department of Health (2010) Preceptorship Framework for Newly Qualified Nurses, Midwives and Allied Health
Professionals. The Stationary Office: London
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Duchscher JE (2009) Transition shock:the initial stage of role adaptation for newly graduated registered nurses. Journal of
Advanced Nursing 65 (5):1103-1113
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Edwards K (2012) Report of Education Provision within The South Central Neonatal Network .The South Central Network
Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationary OfficeClearly
defined roles and responsibilities for Preceptor.
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Harrison-White K and Simons J (2013) Preceptorship: ensuring the best possible start for new nurses .Nursing Children and
Young People 25 (1): 24-27
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National Health Service (2004) Knowledge and Skills Framework and the development review process. London: NHS
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National Health Service Employers (2010) Briefing 77: Supporting Appraisals: A Simpler KSF. NHS Employers.
Available
fromhttp://www.nhsemployers.org/~/media/Employers/Publications/Supporting%20appraisals%20a%2
0simpler%20KSF.pdf [Accessed 15 April 2014]
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National Nursing Research Unit (2009) Scoping review Preceptorship for newly qualified nurses: impacts,
facilitators and constraints . London NNRU. Available from:
https//www.kcl.ac.uk/content/1/c6/05/06/70/PreceptorshipReview.pdf [Accessed 10 February 2014]
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Nursing and Midwifery Council (2006) NMC Circular 21/2006. Preceptorship guidelines. London: NMC.
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Royal College of Nursing (2012) Competence, education and careers in neonatal nursing: Royal College of
Nursing RCN guidance. Available from:
http://www.rcn.org.uk/__data/assets/pdf_file/0015/401118/RCN_Competences_Neonatal.pdf [Accessed 09
February 2014]
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Riley J (2013) Growing our own: a neonatal nurse fit for the future. Infant 9 (1): 22-25
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South Central Network (2012) Education and Workforce Strategy South Central Neonatal Network .The South
Central Neonatal Network
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Willis Commission (2013) Quality with Compassion: the future of nurse education. Royal College of Nursing.
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Available from
http://www.rcn.org.uk/development/communities/rcn_forum_communities/education/news_stories/willis_commissi
on_quality_with_compassion_the_future_of_nurse_education [Accessed 20 April 2014]
Whitehead B, Owen P, Holmes D,Beddingham E, Simmons M, Henshaw L, Barton M and Walker C (2013)
Supporting newly qualified nurses in the UK: A systematic literature review. Nurse Education Today 33
(4): 370-377

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