SCPHN ADDITIONAL FIELD OF PRACTICE- SCHOOL NURSES - 2024/5
Module code: NURM191
This module will enable Specialist Community Public Health Nurses who have successfully completed a programme in public health and are currently registered as a health visitor, to apply their knowledge and skills to the additional field of practice of school nursing. On successful completion the SCPHN would be equipped to work in the additional field of practice of school nursing.
School of Health Sciences
ROBERTS Sarah (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 97
Tutorial Hours: 3
Guided Learning: 30
Captured Content: 20
Prerequisites / Co-requisites
Students must have live registration on Part 3 of the NMC register as a Health Visitor.
To be informed by High Impact Areas in School Nursing.
Decision making in complex and unpredictable environments.
The impact of equality, diversity inclusion on areas of professional practice.
Promoting and supporting continuous education and development of individuals and teams within a positive learning culture.
Knowledge and application of theories of normal and atypical child development when working with children, young people and families.
Child, adolescent and adult sexual and reproductive health and contraception.
Child nutrition, healthy weight, and weight management.
Supporting children and young people in times of transition
Partnership working with multi agency teams in times of transition.
Establishing positive, trusting relationships with school aged children, parents, and carers.
Medicines management and management of minor illnesses and injuries.
|Unit of assessment
The assessment strategy is designed to: provide practitioners with the opportunity to demonstrate critical analysis of evidence based theory with the acquisition of practice skills in the field of school nursing.
In the portfolio, practitioners will identify the strengths, challenges, opportunities and barriers (SCOB) to their learning at two key points in their learning journey. This will enable them to set their learning objectives, agree a plan for achieving them with their Practice Assessor and evaluate their progress.
In practice, practitioners will undergo a process of continuous formative assessment by their Practice Assessor and Practice Supervisor. There will be progress reviews in practice with the practitioner, their Practice Assessor and Academic Assessor on a minimum of two occasions throughout the module where practitioners will be encouraged to self-assess their progress to date.
Thus, the summative assessment for this module consists of:
Part A Written assignment
Practitioners will submit 3 x 1000 word reflective accounts which demonstrate their ability to systematically analyse need and engage with families and professionals in the additional field of school nursing practice.
Each 1000 word account will be a critical appraisal of a different practice experience within the field of school nursing. These three accounts must evidence how competency has been achieved in all four field-specific spheres of school nursing practice:
- Sphere C Promoting human rights and addressing inequalities: assessment, surveillance and intervention.
- Sphere D Population health: enabling, supporting and improving health outcomes of people across the life course.
- Sphere E Advancing public health services and promoting healthy places, environments and cultures.
- Sphere F Leading and collaborating from investment to action and dissemination.
Practitioners will self-evaluate their progress and identify their future development needs. All three reflections are core and must achieve a pass mark – This element equates to 100% of the module grade weighting (addresses learning outcomes 3 - 6).
Part B Practice Portfolio
A portfolio of evidence which demonstrates the achievement of SCPHN spheres in school nursing. The evidence in the portfolio should contextualise the practitioner’s learning and demonstrate their application of knowledge and skills to the school nursing pathway of professional practice. Assessment in practice is measured against the Standards of Proficiency for SCPHN (NMC 2022) – Pass/Fail (addresses learning outcomes 1 - 6).
In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.
Individual tutorials with the Academic Assessor will be offered as opportunities for verbal feedback. Practitioners will receive regular written and verbal formative feedback from their Practice Assessor and Practice Supervisor in practice.
- Enable the practitioner to transfer their knowledge and understanding of public health theory and the evidence base underpinning their practice, to the additional field of SCPHN school nursing practice.
Facilitate practice-based learning with a different client group of families with children and young people of school age.
For practitioners to achieve competence in all spheres in the Standards of Proficiency for SCPHN (SN) (NMC 2022)
|Demonstrate professional autonomy to adapt responses to the health and wellbeing of people within the home and communities whilst being sensitive to different cultural perspectives and advocating for those who are most vulnerable.
|Critique, generate and apply evidence and information that seeks to promote health and prevent ill health and disability and propose and evaluate public health interventions.
|Advocate for school-aged children and young people, addressing inequalities whilst undertaking holistic assessment that considers the impact of home, school and family.
|Understand the impact of socio-economic factors when working in partnership with clients and their families to empower school-aged children and young people to manage their health choices and behaviours to prevent ill-health through appropriate interventions.
|Work collaboratively with members of the inter- professional team, statutory and voluntary agencies to promote healthy environments and cultures and evaluate the impact of these.
|Lead, manage and coordinate safe and effective universal services, early help interventions and provide targeted interventions to school-aged children and young people when needed whilst working with interagency teams.
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- apply the current theoretical and methodological approaches to build a sound knowledge base.
- prepare practitioners to have an inquiring attitude and empower them with an ongoing curiosity regarding new and emerging research that informs their health visiting practice.
- equip practitioners with the skills to build upon previous expertise.
- challenge values, beliefs, and assumptions in relation to working in partnership with families with school aged children.
The learning and teaching methods include:
- participation and demonstration of skills
- professional conversation and reflection
- clinical supervision
- contribution to inter-professional forums in practice
- online learning materials
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.
Upon accessing the reading list, please search for the module using the module code: NURM191
Practitioners will undertake a minimum of 60 x 7.5-hour days which comprises of 50 days in practice and 10 self-directed study days.
The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:
Employability: Practitioners are registered healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability. Practitioners will develop a critically inquiring attitude and professional curiosity regarding their health visiting practice and network with other professionals.
Global and cultural capabilities: Practitioners will reflect on cultural practices and the impact of judgements in relation to working with clients and colleagues. This will support the development of cultural competence to support the diverse range of communities engaging with services. Practitioners will reflect on cultural practices and the impact of judgements in relation to working with clients and colleagues.
Resourcefulness and Resilience: Practitioners are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to events throughout the module and in the practice environment. This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop practitioners’ ability to respond effectively to situations within health visiting.
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 2024/5 academic year.