Part Three: AHP Pre-preceptorship Recommendations

These recommendations for learners, HEIs and employers aim to ensure that AHPs have access to high quality pre-preceptorship support as they transition into employment for the first time. The AHP Pre-preceptorship Recommendations are supported by the AHP Pre-preceptorship Toolkit which provides resources to support implementation.  

Pre-preceptorship is a continuous process in the development of skills, self-awareness, and confidence as preparation for employment. Throughout the research process three elements were identified as being key to the pre-preceptorship process: normalisation, collaboration, and connection. 

Normalisation 

During the transition to NQP, it is normal to feel anxious and worried. HEIs can support learners to acknowledge, recognise and reflect on this to prepare for their transition to employment.  

Collaboration 

Employers and HEIs working together can establish clear and consistent support during the transition period. Regulatory and professional bodies can further support by working with HEIs to promote the benefits of pre-preceptorship for the AHP workforce.  

Connection 

It is important for the employer to establish regular communication with the learner from the point of job offer. These conversations can help to support the challenges that can accompany workforce transitions and ensure individual support needs are discussed.  

Recommendations for Learners 

These recommendations are aimed at AHP learners who are preparing to transition into employment for the first time, empowering them to take an active role in their own pre-preceptorship preparation.  

• Understand what HEI, NHS England and professional body pre-preceptorship support is available. This includes Step to Work, a free, online programme which provides guidance, support, and practical tools to help reflect on pre-existing experiences and knowledge to help in future roles.  

• Engage with HEI employability activities. This may include support with CV writing, application forms, preparing for interviews and opportunities to meet employers.  

• Explore additional experiences to build confidence; this may include voluntary and/or work experience, gaining employment in support worker roles and volunteering in a healthcare setting.  

• Refer to guidance and resources within the Safe Learning Environment Charter which support learners to become well-rounded professionals with the right skills and knowledge to provide safe and compassionate care of the highest level.  

• Speak to potential employers about their AHP Preceptorship offer. Read the Health and Care Professions Council (HCPC) Principles for Preceptorship and the NHS England AHP Preceptorship Standards and Framework. Look for profession specific information on preceptorship and early career support provided by professional bodies.  

• Take responsibility for the preparation for transition to the workforce.  Prior to commencing employment read the Preceptee checklist provided as part of the  AHP Preceptorship Toolkit, and the AHP Preceptorship Standards and Framework webpage. 

• Prior to starting a new role, discuss expectations of the role with employers. Consider completing a SLOT (Strengths, Learning Needs, Opportunities and Threats) analysis prior to the first day, to support initial conversations.  

• Become familiar with requirements for HCPC or General Osteopathic Council registration and practice.  

• Enquire about any mentorship or buddying schemes offered by future employers or professional bodies.  

• Use reflective models, templates and resources such as AHP Preceptorship reflection document to support the reflective thought process throughout the pre-preceptorship and preceptorship period. This develops transitional awareness and supports confidence. 

• Utilise the Guide to Practice-Based Learning for Neurodivergent Students. Although primarily aimed at students, this guidance contains useful tips for neurodivergent learners regarding communication, disclosure and reasonable adjustments which are transferrable to the pre-preceptorship and preceptorship period. The use of this guide is also helpful when working with team members or patients who are neurodivergent.  

Recommendations for HEIs 

These recommendations are provided for HEIs supporting pre-registration learners to prepare for their transition into the AHP workforce. 

• Collaborate with placement providers to ensure that placements are as reflective of real working life as possible, to build the learner’s confidence. This could include for example, shift, weekend and on-call working.  

• Scenario based learning can prepare learners for real-working life experiences and bring awareness to Equality, Diversity, Inclusion and Belonging (EDI&B) and the learner’s role in actively addressing ED&I issues. 

• Regularly include clear and consistent reference to pre-preceptorship and preceptorship within pre-registration programmes. This can include involvement of AHP preceptors, preceptees and service leads to explain what preceptorship looks like in a workplace setting, as well as explaining the recruitment process and expectations of NQPs. This will build the learner’s confidence by supporting them to recognise what the transition period will look like.  

• Signpost learners to the HCPC Principles for Preceptorship,  NHS England AHP Preceptorship Standards and Framework  and Step to Work, as well as resources from professional bodies, to build their confidence further and help them to understand what to expect as they transition to the workplace.   

• Ensure access to ‘employability’ development within the university setting, including the creation of a CV, completing job applications, and interviews. Collaborate with local employers to support these sessions. Consider including employability sessions prior to the final year, to avoid overwhelming learners. 

• Explore opportunities to set up pre-preceptorship peer networks for AHP learners. HEIs in the same region could consider linking together to create wider peer networks.  

• Signpost learners to available support within the HEI setting, to challenge and call out discriminatory behaviours. This should include signposting to Freedom to Speak up Guardians during placement within NHS organisations.   

Recommendations for Employers 

These recommendations will help employers to provide support for learners in the pre-preceptorship period, to build their confidence and prepare them to transition to the workforce.  

• Signpost learners to support worker roles within your organisation to develop their confidence working in a healthcare setting.  

• Collaborate with HEIs and speak to learners to explain the recruitment process and expectations for NQPs.  

• Ensure that final year learners are aware of job opportunities within your organisation, with careful consideration of the best timing to communicate this.  

• Keep in regular communication with new starters and offer orientation opportunities, such as attending team meetings and relevant training before they start their new role. 

• Provide a named contact or buddy to support the learner during the pre-employment period.  

• Ensure NQPs are aware of speaking-up processes to raise concerns, such as contacting the Freedom to Speak Up Guardians 

• Ensure that the expectations for the first day/week/month are clearly communicated prior to commencing employment. A new starter booklet including information regarding what to wear, where to park, where to be and who to contact, alongside guidance on disclosure of mental and physical disabilities, reasonable adjustments and flexible working policies can be a useful resource for learners. 

• Utilise the toolkits from the NHS England Overhauling Recruitment Futures NHS Collaboration Platform to support the development and embedding of good recruitment practice to help retain newly recruited staff. 

• Utilise the Guide to Practice-Based Learning for Neurodivergent Students. Although primarily aimed at placement providers, this guidance contains useful tips for supporting neurodivergent learners in the workplace and are transferrable to the pre-preceptorship period.  

• Refer to guidance and resources within the Safe Learning Environment Charter to support the development of positive safety cultures and continuous learning across all learning environments in the NHS.