Supporting Learners in Practice (SLIP)

Post registration practitioners

1. Review relevant adult learning theories and coaching models and application to support learners in clinical practice.

2. Evaluate why teaching, mentoring and precepting are crucial in enhancing learners’ experiences and to protecting the public.

3. Analyse the role of a preceptor and assessor and learners role including level of support and supervision needed.

4. Review  the learning environment and develop  effective strategies that contribute to the creation of a  conducive learning environment.

5.Develop a clinical specific induction pack to improve learning and enhance outcomes for learners and service users.

6.Demonstrate highly effective  communication, facilitation and   leadership qualities  in your role as a Preceptors and Assessor or Supervisors in supporting learning practice.

This module aims to support experienced health care practitioners with at least a year post registration experience to develop skills in their roles as Preceptors, Assessors and Supervisors in supporting learners. Participants must hold a Bachelors’ degree (BA/BSc) or postgraduate diploma (PgDip). Individuals who do not meet this criteria may still be eligible if they can provide evidence of academic studies at Level 6 or above.

Preceptorship and Post Registration Team

Suggested reading material

Bigge, M. L. and Shermis, S, S. (ed) (2004) Learning theories for teachers. 6th ed. London: Pearson Education.

 Department of Health (2010) Preceptorship Framework for newly registered nurses, midwives and allied health professionals. www.dh.gov.uk

Flynn, J. P,. and Stack, M.C, (2006). The role of the Preceptor: A guide for nurse educators, clinicians and managers: London: Springer Publishers.

Healthcare Leadership Model: The nine dimensions of leadership behaviour. NHS Leadership Academy

(2013) http://www.leadershipacademy.nhs.uk

HENCEL Preceptorship Standards (2014)

http://ncel.hee.nhs.uk/2014/10/10/he-ncel-preceptorship-standards-published/

Hinchcliff, S. (2009) The Practitioner as a Teacher. 4th Ed. USA: Churchill Livingstone Elsevier.

Kolb, D. A. (1984) Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall

NHS  England (2014) Building and strengthening leadership: Leading with Compassion. London: NHS England.

Nursing & Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives. London: Nursing and Midwifery Council.

O, Luanaigh, P. (2015) Becoming a professional: What is the influence of registered nurses on nursing students’ learning in the clinical environment. Nurse Education in Practice. http://dx.doi.org/10.1016/j.nepr.2015.01.005 accessed on 02/02/17