Personal portfolio of evidence of role and skill development, and an action plan for future continuing professional development The portfolio should include:
- Evidence of achievement of profession specific competencies relevant to the individuals clinical area (pass/refer) (contributes to meeting LO 1)
- A 2000 word reflective essay related to the individuals' personal and professional development, drawing on examples from practice evidenced with appropriate theoretical perspectives and/or empirical evidence (80%) (contributes to meeting LO's 1, 2 & 3)
- Action plan for future continuing professional development based on the personal and professional learning needs identified through the critical reflection and the evidencing of competence. (20%) (meets learning outcome 4)

All elements of assessment must be passed to pass the module.

Formative:
Identification of own knowledge gaps through reflection and tutorials and the development of a learning plan

This programme of preceptorship will allow practitioners to build on their existing knowledge and skills base so that by the end of the period of preceptorship practitioners will have evidenced development and competence in identified areas. This will be achieved through a work-based learning approach, with preceptees allocated to a preceptor for support, guidance and verification of practice achievement.
A key component of the programme will be access to the NHS Flying Start programme:
www.flyingstartengland.nhs.uk This web site has learning tools for preceptors and preceptee¿s.
This comprehensive learning programme is delivered using a blended approach of face to face, e-learning and clinically based education covering the following areas:
1. Communication, SBAR- including escalation processes
2. Documentation- principles and importance
3. Team working- effective and ineffective team working
4. Clinical skills- principles and practices to encourage confidence and competence
5. Safe Practice- reporting and guidance
6. Professionalism- code of conducts and accountability
7. Confidence building in own professional practice
8. Research for Practice- importance of evidenced based practice
9. Equality and Diversity- in relation to clinical practice
10. Reflective Practice- encouraged throughout to inform the individuals¿ practice as a registered practitioner
11. Professional Development- for own and professional requirements set out by regulating body
12. Career Pathways- progression and advice

This module is primarily work-based and designed around individual student professional development. These will be achieved via a blended learning approach.

Contact hours: (30)
22.5 hours Classroom based activities
7.5 hours VLE

Independent study hours (270)
180 hours Work based learning
50 hours Reading and study
40 hours Compiling evidence for completion of portfolio

Flying start website
Clinical preceptor
Clinical skills sessions in clinical skills centre
Virtual learning
Classroom based facilities

Professional registration / Qualification

Brown, J and Libberton, P (2007) Principles of Professional Studies in Nursing. Basingstoke: Palgrave Macmillan
Department of Health (2010) Preceptorship Framework for Nurses, Midwives and Allied Health Professionals. Department of Health
Fook J and Gardner F (2007) Practising Critical Reflection: A Handbook Maidenhead: Open University Press
Lloyd H, Hancock H and Campbell, S (2007) Principles of Care. Oxford. Blackwell Publishing
Timmins, F. (2008) Making Sense of Portfolios. Maidenhead: Open University Press