Preceptorship Case Study – Primary Care Workforce Academy – SEL WDH

Organisational Details

Primary Care Workforce Academy (PCWA) is the educational arm of Southeast London Workforce Development Hub (SEL WDH). All training and education offered to general practice staff (clinical and non-clinical), is managed by PCWA. We offer operational and workforce development support. PCWA was birthed from SEL training hub and has established relationships with primary care.

We provide the framework, standards, and support for each borough, neighbourhood teams, and practices to implement preceptorship. We maintain oversight of the preceptorship programme across Southeast London Primary Care, ensuring consistency and quality. Through this structure, we deliver support on the ground, gather and share feedback and data, and promote best practice across the system. Each year, we support an average of 20 preceptees, with a dedicated team of 11 staff members, including preceptors, preceptorship leads, and a multi-professional education lead.

Description

We have developed a tailored, individualised preceptorship programme that builds on the success of our primary care nursing preceptorship. This blended model brings together preceptors and preceptees from diverse professional backgrounds, fostering a collaborative, multi-professional learning environment that promotes integrated care, smooth transitions, and improved retention in primary care settings.

The programme is fully supported by our Senior Responsible Officer, system leadership, and executive team. All preceptors receive formal training and ongoing support from dedicated preceptorship leads. They have access to clinical and professional supervision, peer forums, coaching, and action learning sets to strengthen their role.

Preceptors work closely with preceptees to identify learning needs and guide their development, helping them build confidence and competence. In addition to one-to-one support, preceptees benefit from a broad support network that includes borough professional leads, members of the multidisciplinary education faculty, and access to forums, coaching, clinical supervision, and action learning sets.

A key innovation of the programme is its flexibility and sustainability. By the 12-month mark, preceptees are supported to undertake training that prepares them to mentor junior colleagues and pre-registration students, creating a pipeline of future preceptors and offering a pathway into education for those who are interested.

The programme recognises that each professional brings unique experience and aspirations. Protected learning time is used in a meaningful, impactful way, supported by employers and embedded within practice and neighbourhood teams.

Support and Learning for Preceptees

While implementing protected learning time can present challenges, each preceptee is guaranteed a minimum of 12 hours. Line managers work closely with preceptors and preceptees to balance clinical responsibilities with developmental needs. This flexible, locally supported approach ensures learning time is both meaningful and protected.

The programme begins with a learning needs assessment, forming the basis for a personalised development plan. This plan, shaped by the preceptee’s lived experience, is revisited regularly in meetings with the preceptor. These meetings help explore and strengthen critical skills such as self-awareness, negotiation, communication, and personal development. Goals are adjusted as needed to reflect progress and evolving interests, making the journey truly preceptee-led.

There is no fixed list of required sessions; instead, learning is tailored to the individual. Study days and subject areas vary depending on the preceptee’s needs and aspirations. Core components of the programme include:

• Clinical effectiveness
• Patient safety
• Teamwork and interprofessional practice
• Communication
• Facilitation of learning
• Professionalism and integrity
• Self-awareness and personal development
• Ongoing professional development
• Research, evidence-based practice, and quality improvement
• Equality, diversity, and inclusion

Each preceptor meeting provides space to explore these themes in depth. Preceptees with previous experience may already show strength in certain areas, which is recognised and built upon.

Each preceptor meeting provides space to explore these themes in depth. Preceptees with previous experience may already show strength in certain areas, which is recognised and built upon.

In addition to one-to-one sessions, preceptees attend four core multidisciplinary meetings each year. These offer opportunities to explore areas such as neighbourhood working, voluntary sector collaboration, or specific clinical interests. Boroughs can supplement these sessions with additional forums, clinical supervision, and uni- or multi-professional meetings based on local needs.

Towards the end of the programme, preceptees are encouraged to explore roles in education — including becoming a preceptor, supervisor, assessor, or educator — especially if they are interested in supporting learners. As recent entrants to the profession, they are well-placed to guide others through early career transitions. This not only strengthens their own practice but also helps sustain a supportive learning culture across the system.

Every profession represented in the programme has career progression pathways, though these journeys are rarely linear. The programme recognises this and offers flexible, ongoing support aligned with each preceptee’s goals and evolving professional identity.

Support and Learning for Preceptors

Preceptor training is a requirement. All preceptors are supported by dedicated preceptorship leads. They have access to a comprehensive support system, including clinical and professional supervision, peer forums, coaching, and action learning sets. Signposting allows for the learners to build and understand their own support networks, and navigate their individual landscapes.

The training is the Multi-Professional Preceptor e-Compendium programme. It has 5 online sessions.

• The Preceptor Role
• Leading and coaching Preceptees
• Identifying/agreeing the Preceptee’s learning/support needs
• The health and well-being of the Preceptor and Preceptee
• Reflecting on your experience as a Preceptor

Preceptors have protected time to support preceptees and participate in continuous personal development. Support is offered to the preceptors throughout the 12 months they have a preceptee and generally the course is completed again as a refresher. Nurses also have to compete SSSA training and have a refresher for that.

Inclusion and Equity

The programme is designed to be inclusive and adaptable, offering strong support for internationally educated preceptees. Its flexible structure means individuals are not required to repeat training in areas where they can clearly demonstrate prior learning and competence.

Assessment of prior learning is left to the professional judgement of the preceptor, and may include certification, reflective accounts, lived examples, use of a competency framework, or direct observation of practice.

An accelerated six-month preceptorship pathway is available for those with relevant experience, while continued support remains accessible for up to 12 months if needed.

We actively seek and value feedback from both preceptors and preceptees. This insight informs ongoing improvements—both at an individual level and across the programme as a whole.

Our preceptors come from a wide range of professional and cultural backgrounds, with many having been internationally educated themselves. This diversity enriches the learning environment and fosters a deeper understanding of varied experiences.

The programme also recognises the importance of supporting neurodiverse individuals. Preceptors are equipped with resources to raise awareness and provide inclusive, responsive support. A culture of continual feedback, reflection, and positive enquiry is encouraged, particularly from those with lived experience of the programme.

Challenges and Lessons learned

One of the ongoing challenges within the preceptorship programme has been ensuring consistent access to protected learning time. While a minimum of 12 hours is built into the programme, operational pressures and service demands can make it difficult to guarantee this time in practice. However, this challenge has led to a positive shift in how preceptees engage with their own development. By encouraging preceptees to take ownership of their learning, the programme has fostered a culture of self-directed growth. Preceptees are supported to identify their learning needs, plan their development activities, and advocate for their protected time in collaboration with their preceptors. This approach not only builds confidence and autonomy but also prepares them for the realities of working in dynamic healthcare environments. This approach fosters utilising negotiation skills and adaptation, necessary for General Practice working and career development.  It builds preceptees leadership skills right from their entry into primary care, providing a strong foundation for future development.

Another challenge that occasionally arises is a breakdown in the relationship between a preceptor and preceptee. While rare, such situations can impact the learning experience if not addressed promptly. These instances have highlighted the importance of the wider support network embedded within the programme. Preceptorship leads, borough professional leads, and members of the multidisciplinary education faculty are available to mediate, offer guidance and, where necessary, facilitate a change in pairing. This responsive support structure ensures that preceptees continue to feel valued and supported, even when difficulties arise.

Both challenges have ultimately strengthened the programme. They have reinforced the importance of flexibility, communication, and a robust support system. The programme continues to evolve, ensuring it remains relevant, inclusive, and effective in supporting the development of all professionals coming into primary care.