NQP programme

Table of Contents

Transition process will assist to alleviate the feelings of stress and anxiety enabling the NQP to develop confidence, enhance clinical skills development. Which are crucial to improving patient outcomes (Newton and McKenna ,2007).The NHS Flying Start was established in 2006 and is a national development programme. The Scottish Government requires all NQP’s, midwifes and Allied health professionals to complete the online flying start programme within the first-year post registration (REF). However, in 2007 the programme was revised by Education for Scotland (NES) to reflect the ever-changing environments in which NQP’s work. The aim of this programme is to provide leadership and support to all NQP’s within their transition period. The programme consists of 4 pillars of practice such as, leadership skills, facilitating learning, evidenced based research and development. The flying start was devised to enable NQP’s gain confidence, develop and enhance their skills through activities related to clinical practice.

The Flying Start is a learner-directed programme to which NQP’s will have support from their mentor and Flying Start Facilitators. Once the NQP has enrolled on the program, there is an expectation they must complete all 4 units of the pillars of practice within the year. NQP’s must provide their evidence within their portfolio as well as demonstrating they have grown in confidence and competence within these areas (Stuart, Barber, (2011). According to Banks et al, (2011), the majority of NQP’s have reported the Flying Start programme is beneficial in enhancing clinical skills and developing confidence. However, some NQP’s reported they had lack of time to complete their flying start due to ongoing staff shortages.Draper (2013) highlights, in order to support and ensure the best possible start for the newly qualified nurses within their first post, a preceptorship programme is essential on transition. NQPs’ are allocated a preceptor who are competent experienced, fellow staff nurses, the aim of the preceptor is to provide leadership and support to NQPs’. This is achieved by setting expectations and learning plans to develop the NQP’s development.

The programme involves various activities such as, completing induction and mandatory training, problem solving and applying knowledge to their skills. NQPs’ should also attend regular meetings with their preceptor, as this enables the NQP to reflect on their practice as well as escalate and address any concerns within the workplace with ease Hee.nhs.uk (2019). SAME REF agrees and states, the preceptorship programme can deliver a variety of benefits for NQP’s and the employer where preceptorship is well embedded and supported within the organisations culture. They go on to state, the preceptorship programme can significantly enhance patient care and experience, increase staff satisfaction and morale which can ultimately improves staff engagement. Twibell (2012,A) stipulate that preceptorship allows NQP’s to become more confident and autonomous nurses, enabling them to improve their skills such as delegation, values and behaviours within their new professional role. However, Hollywood (2011) argues that there are an array of issues in relation to the preceptorship programme. For example, many NQPs’ lack knowledge in regards to preceptorship therefore, the NQP’s lack an understanding of the role of the preceptors. Another strategy that has been highlighted as beneficial to enable a smooth transition is a period of two weeks supernumerary status.

The aim of the supernumerary period is to allow NQPs’ to carry out their nursing role whilst being mentored and supervised by experienced staff nurses. This enables NQPs’ to familiarise themselves to their new working environment as well as gaining a better understanding of policies and procedures. (Tavengwa, 2011). Research has highlighted that many NQPs’ face issues regarding a shift in responsibility and accountability on transition due to lack of confidence and competence. Therefore, Ripley and Hoad (2011) agrees that a period of supernumerary and mentorship can beneficial for NQPs’ to address these issues. Twibell (2012b) have suggested that NQPs’ who are supernumerary whilst being mentored can enhance their confidence and competence as well as allowing the NQPs’ to take responsibility and accountability for the decisions they make as well as the complex care that they deliver The NMC (2015) state, it is vital for all NQPs; to enhance their knowledge in regards to health needs, individualised person-centred holistic care as well as treatments to enhance better patient outcomes.

RCN (2011) conclude this by stating, whilst learning these skills the NQP will be supported by their mentor however, it is the NQPs’ responsibility to assess their own abilities and limitations. When NQPs’ become more conpetent within their new role, patient care is delivered to a higher standard (Green, Dickerson and Blass, 2010). However, Handley and Dodge (2013) state, due to time constraints supernumerary learning can be difficult to achieve within the two-week time frame.