SPECIALIST PRACTICE IN SCPHN - 2020/1

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 Clare (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

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


• Medicines 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 Inititaive Themes (UNICEF 2016)

1. Have an understanding of breast feeding


2. Enable mothers to breast feed


3. Support close and loving relationships


4. Be able to manage the challenges


5. Promote positive communication

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

Assessment pattern

Alternative Assessment

None

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 (SCOB) 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 (PT) and evaluate their progress The summative assessment for this module consists of 3 parts :

The summative assessment for this module consists of 3 parts :

1. An assignment:
   Write a reflective account of the clinical decision making process used in your OSPA. This critical analysis should draw on your knowledge of public health, family needs assessment and the professional skills required to assess, plan and deliver care. Evaluate how this intervention meets the Healthy Child Programme outcomes commissioned by your Organisation.
   3,000 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

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NURM192

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 2020/1 academic year.