SPECIALIST PRACTICE IN SCPHN - 2018/9

Module code: NUR3324

Module Overview

This module integrates theory learned in this module and all core programme modules and enables students to develop skills in practice using the appropriate evidence base. Students are supported in practice by a Practice Teacher and where appropriate a mentor to progress to a stage of competency in all domains of SCPHN practice.
On successful completion of all aspects of the module and the SCPHN programme, the University will inform the NMC that the student is eligible to register their qualification. This must be done within 5 years from the identified start of the programme. If there is a need for interrupt, the student’s acquired knowledge and skills need to remain valid in order to allow them to achieve the proficiencies set by the NMC, so where necessary, some taught content and assessed practice experience may need to be repeated.

Module provider

School of Health Sciences

Module Leader

ROYAL C Ms (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

JACs code: B700

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

Students must be currently undertaking an SCPHN programme Students must be sponsored by an Organisation who will provide a practice placement with an allocated Practice Teacher and where appropriate a Mentor to support and assess the student in practice

Module content

To be informed by High Impact Areas in SCPHN Fields of Practice and BFI themes

Indicative content includes:


Child and young person development from birth to 19 years
Healthy eating and exercise
Breast feeding
Mental health
Minor illness management
Accident prevention in the 0-19 age range
School readiness
Transition to adulthood
Supporting families with disability and complex needs
Sexual health
Enuresis
Sleep
Behaviour management
Preparation for consolidated practice and pre-ceptorship
Clinical decision making


Health Visiting High Impact Areas For 2016-17


Transition to parenthood and early weeks
Maternal mental health
Breast feeding initiation and duration
Healthy weight, healthy nutrition ( including exercise)
Managing minor illness and reducing hospital attendance and admission
Health, welbeing and development of the child aged 2/ readiness for school


School Nursing High Impact Areas for 2016-17


Resilience and emotional well being
Keeping safe: managing risk and reducing harm
Improving lifestyles
Maximising learning and achievement
Supporting complex and additional health and wellbeing needs
Seamless transition and preparation for adulthood


Baby Friendly Initiative Themes (UNICEF 2016)


Have an understanding of breast feeding
Enable mothers to breast feed
Support close and loving relationships
Be able to manage the challenges
Promote positive communication


UNICEF (2016) Guidance for universities in implementing the Baby Friendly Initiative standards

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Assignment 100
Pass/Fail competencies Observed Structured Practice Assessment Pass/Fail
Pass/Fail competencies Portfolio Pass/Fail

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate the integration of evidence based theory with the acquisition of practice skills. In the portfolio, students will identify the strengths, challenges, opportunities and barriers to their learning at three key points in their learning journey. This will enable them to set their learning objectives, agree a plan for achieving them with their Practice Teacher and evaluate their progress

The summative assessment for this module consists of 3 parts :

1. An assignment in which the student will write a reflective account of the clinical decision making used in a client assessment . 2,500 words

2.The Observed Structured Practice Assessment signed as a pass by the Practice Teacher

3. A Portfolio of evidence which demonstrates the achievement of SCPHN domains specific to the student’s pathway. The evidence in the portfolio should contextualise the student’s learning and demonstrate their application of knowledge and skills to their pathway of professional practice. Assessment in practice is measured against the Standards of Proficiency for SCPHN (NMC 2004)

Portfolio content includes


A log of practice hours for a minimum of 63 practice days which clearly denotes 5 days alternative practice and 10 additional days of public health hours


(A day in practice is calculated as 7.5 hours )


Achievement of all domains of practice at a competent level signed by PT
Confirmation that student is ready to progress to consolidated practice signed by PT
Teaching plan, delivery and evaluation by student and PT
3x SCOB analysis
Learning agreements and evaluation of them by PT
Public health experience notes
Alternative practice journal
Windshield survey


Formative assessment and feedback

Student progress will be reviewed at tripartite meetings in practice between the student, Practice Teacher and University Specialist Practice Teacher. Each student will receive a minimum of 3 visits at strategic points in the programme. Students will develop their portfolio of evidence and complete a SCOB and reflection of their progress to be discussed at each visit. Practice Teachers will review the student’s practice on a regular basis and raise any concerns with the student and their tutor at an early stage.

Module aims

  • This module aims to enable health visiting and school nursing students to develop evidence based practice and achieve competency in all 4 domains of the standards of proficiency for Specialist Community Public Health Nurses to meet the entry requirements for part 3 of the NMC register.

    Domain 1- Search for Health Needs
    Principle: Surveillance and assessment of the population’s health and wellbeing
    Domain 2 – Stimulation of awareness of health needs
    Principles : Collaborative working for health and wellbeing
    Working with and for communities to improve health and wellbeing
    Domain 3- Influence on policies affecting health
    Principles ; Developing health programmes and services, reducing inequalities
    Policy and strategy development and implementation to improve health and wellbeing
    Research and development to improve health and wellbeing
    Domain 4 – Facilitation of health enhancing activities
    Principles : Promoting and protecting the population’s health and wellbeing
    Developing quality and risk management within an evaluative culture
    Strategic leadership for health and wellbeing

Learning outcomes

Attributes Developed
001 Systematically evaluate service provision for children aged 0-19 years and appreciate the importance of engagement with the whole family KP
002 Use a range of tools to assess need holistically and use clinical decision making skills to decide on the level of service provision in partnership with clients CP
003 Deliver the Healthy Child Programme to children and families within the 4 levels of service model of Community, Universal, Universal Plus and Universal Partnership Plus PT
004 Evidence the achievement of competency in all 4 domains of SCPHN practice CP
005 Focus service provision on current high impact areas identified by Public Health England CP
006 Have an appreciation of the UNICEF Baby Friendly Initiative Standards and the SCPHN role in delivering them CP
007 Understand the importance of partnership, integration, communication and inter-professional working to identify and minimise risk KCP
008 Appriase their own and others skills in leadership and demonstrate an ethical approach in leadership activities KPT
009 Deliver high quality client care utilising professional judgement and clinical decision making skills within acceptable ethical and legal parameters PT
010 Demonstrate knowledge of medicine management and prescribing principles in the context of SCPHN KCPT
011 Analyse and contribute to strategies designed to promote wellbeing, improve health and prevent disease in individuals, groups and communities KCP

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 102

Lecture Hours: 048

Methods of Teaching / Learning

The learning and teaching strategy is designed to bring together all elements of learning in University and practice settings to ensure that students are adequately prepared for their role as an SCPHN. They will build on their existing professional skills to achieve the knowledge and skills required to enter part 3 of the NMC register.

Where appropriate students will be taught in their specific pathway groups or together for common core elements of the module.

UNICEF ( 2016) Learning outcomes will be integrated into the module in accordance with the recommendations received during the accreditation process

The learning and teaching methods include: Lectures, seminars ,workshops, discussions, case studies, presentations from specialist practitioners in University Observation, participation and demonstration of skills, professional conversation and reflection, clinical supervision, contribution to inter-professional forums in practice.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

Reading list for SPECIALIST PRACTICE IN SCPHN : http://aspire.surrey.ac.uk/modules/nur3324

Other information

This module also has practice hours as an essential element This module is core for Specialist Community Public Health Nursing (Health Visiting and School Nursing) and will require students to pass every unit of academic and practice assessment. If there is either evidence of unsafe practice or any breach of confidentiality, it will result in an automatic referral for the assessment of this module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.