Presentation on theme: "INTRODUCTION TO CONTINUING PROFESSIONAL DEVELOPMENT INTRODUCTION TO CONTINUING PROFESSIONAL DEVELOPMENT (PRECEPTORSHIP) 2014-15."— Presentation transcript:
INTRODUCTION TO CONTINUING PROFESSIONAL DEVELOPMENT INTRODUCTION TO CONTINUING PROFESSIONAL DEVELOPMENT (PRECEPTORSHIP) 2014-15
Introductions-CET Colwell, Stroke/CSRT, Rehab, Endoscopy, Mottistone, Chemotherapy, Ambulance Andy Jones Tel. 5410 ED, MAU, CCU, ITU & CCO, Radiography, OPD, Ophthalmology, PAAU Heather Thomas Tel. 5410 Paediatrics, NICU, Health Visitors, School Nurses Lucy Grist Tel. 5410 District & Community, AHP’s, psychiatric services (community and inpatient) Donna Baker Tel. 6428 St. Helens, Whippingham, Luccombe, Alverstone, Theatres, Day Surgical Unit, Maternity Alex Paul Tel. 5354
What is Preceptorship? ‘…a period of transition for the newly registered practitioner during which time he or she will be supported by a preceptor, to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue on their journey of life-long learning.’ Department of Health, 2010 novice expert
SUPPORT NETWORKS & RESOURCES Line management-Team Leaders, Modern Matrons Preceptors Subject specialists & Clinical leads Library Coaching Development and Training Occupational Health Professional associations & registering bodies Peer group support (ad hoc & organised sessions)
Named preceptor/buddy Meetings and reviews SMART goals Attendance Participation & involvement
Content Existing sessions – Documentation & safe practice – Principles of Professional Practice/Professional Values – Professional Conversation/Action Learning Set Opportunity in your hands-time & resources
Contact, feedback and communication Facebook Twitter Whatsapp Text service Trust email Trust forum – Must be safe & ‘secure’ – Free of all patient details, anecdotes etc. – Must be used!!!
List the skills and knowledge that your pre-registration programme has equipped you with for ‘day one’ List the skills and knowledge you still need to achieve How will this be achieved, and evidenced?
Learning Outcomes Preceptees will demonstrate the support, development and learning undertaken in the first six months (ideally) of their first role as a registered practitioner This learning will be evidenced in a portfolio format, and in meetings with preceptors, line managers and link Clinical Educators
CPD & Portfolio Development ‘…a range of learning activities through which health and care professionals maintain and develop throughout their career to ensure that they retain their capacity to practice safely, effectively and legally within their evolving scope of practice’ HCPC ‘PREP helps you to provide a high standard of practice and care, keep up to date with new developments in practice, think and reflect for yourself, and demonstrate that you are keeping up to date and developing your practice.’ NMC Therefore CPD is: INTRINSICALLY VALUABLE TO PATIENT CARE INTRINSICALLY VALUABLE FOR YOUR DEVELOPMENT A PROFESSIONAL OBLIGATION REGULATED THROUGH AUDIT
TYPES OF EVIDENCE Work based learning Learning by doing Case studies Reflective practice Clinical audit Coaching from others Discussions with colleagues Peer review Gaining, and learning from, experience Involvement in wider work of employer (for example, being a representative on a committee) Work shadowing Secondments Job rotation Journal club In-service training Supervising staff or students Visiting other departments and reporting back Expanding your role Analysing significant events Filling in self-assessment questionnaires Project work or project management Evidence of learning activities undertaken as part of your progression on the Knowledge and Skills Framework Professional activity Involvement in a professional body Membership of a specialist interest group Lecturing or teaching Mentoring Being an examiner Being a tutor Branch meetings Organising journal clubs or other specialist groups Maintaining or developing specialist skills (for example, musical skills) Being an expert witness Membership of other professional bodies or groups Giving presentations at conferences Organising accredited courses Supervising research Being a national assessor Being promoted Formal / educational Courses Further education Research Attending conferences Writing articles or papers Going to seminars Distance learning Courses accredited by professional body Planning or running a course Self-directed learning Reading journals / articles Reviewing books or articles Updating knowledge through the internet or TV Keeping a file of your progress Other Public service Voluntary work Courses HCPC, CPD activity examples making invisible learning visible
Quality vs. Quantity What Should Your Portfolio Demonstrate? How the learning improves patient care A range of activities Personal journey
Portfolio structure examples-which will yours be? E-portfolios ‘Writing your nursing portfolio’, McGraw Hill
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