BSc Hons PUBLIC HEALTH - Bristol...

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BSc Hons PUBLIC HEALTH

POSTGRADUATE DIPLOMA IN PUBLIC HEALTH

SPECIALIST COMMUNITY PUBLIC HEALTH NURSE

HEALTH VISITING/ SCHOOL NURSING

CONSOLIDATED PRACTICE HANDBOOK

Programmes Commencing

September 2010

STUDENT NAME: ______________________ STUDENT NO: _____________

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SPECIALIST COMMUNITY PUBLIC HEALTH NURSE:

HEALTH VISITING/ SCHOOL NURSING

PROFICIENCY STANDARDS FOR

CONSOLIDATED PRACTICE

Assessment level to be achieved is ‘internalisation’

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Standards of Proficiency for Specialist Community

Public Health Nurse

Personal Details

Student Name:____________________________________ Pathway:___________________________

Programme:_______________________________________ Cohort:_____________________________

Module Title:______________________________________ Module Code_______________________

Practice Teacher Name:___________________________ Email_____________________________

Placement Dates:______________________________________________________________________

Practice Teacher to SIGN his/her signature verifying achieved outcomes as

either PASS or REFER. (Please note a tick is not acceptable)

Overall Module Achievement Please Sign in the relevant box to indicate PASS or REFER

Date:__________________________

Please use triplicate carbonated copy: Top white copy for student; pink copy for Programme Leader; Yellow copy for Programmes

Domain 2: Six NMC Proficiencies Collaboration for health and wellbeing.

Working with, and for, communities to improve health and wellbeing

Learning Outcome

Practice Teacher Signature of Verification

PASS REFER 2.1

2.2

2.3

2.4

2.5

2.6

Domain 1: Five NMC Proficiencies Surveillance and assessment of the population’s health and wellbeing.

Learning Outcome


PASS REFER 1.1

1.2

1.3

1.4

1.5

Domain 3: Seven NMC Proficiencies Developing health programmes and services and reducing inequalities

Policy and strategy development and implementation to improve health and wellbeing

Research and development to improve health and wellbeing Learning Outcome


PASS REFER 3.1

3.2

3.3

3.4

3.5

3.6

3.7

Domain 4: Six NMC Proficiencies Promoting and protecting the population’s health and wellbeing

Developing quality and risk management within an evaluative culture

Strategic leadership for health and wellbeing

Ethically managing self, people and resources to improve health and wellbeing Learning Outcome


PASS REFER 4.1

4.2

4.3

4.4

4.5

4.6

PASS REFER

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ASSESSMENT OF PROFICIENCY

Assessment of professional practice is an ongoing process that embraces a variety of different methods. Collectively, they aim to identify your development needs, monitor your progress, and demonstrate to your practice teacher that you are developing proficiency in practice towards fulfilling the NMC Standards of Proficiency for Specialist Community Public Health Nurses (2004). They include:

Steinaker and Bell’s Experiential Taxonomy (1979) which provides an experiential framework that can be utilised for planning experiences and charting your achievement to the required level

Reflective writing on aspects of your practice experience utilising a reflective model of your choice and supported by reference to appropriate published literature.

Writing reports of experiences, visits, conferences attended

Critical incident analysis which also refers to the relevant published literature.

Action plans developed through completing a SCOT analysis and learning contracts.

There should be sufficient evidence, documented and commented on by the practice teacher, for an external examiner to determine that each domain of practice has been achieved.The assessment process for demonstrating your achievement of the knowledge, skills and values required by the NMC Standards of Proficiency for SCPHN (2004) is based on Steinaker and Bell’s Experiential Taxonomy (1979). You will be appraised on a pass/refer basis to specified levels on the Taxonomy. In order to pass you need to achieve a minimum level of ‘identification’ by the end of taught practice and ‘internalisation’ by the end of your consolidated practice. Steinaker and Bell’s Experiential Taxonomy (ET): Five experiential categories

1 Exposure Lowest level 2 Participation 3 Identification Achieve by end of taught practice

4 Internalisation Achieve by the end of consolidated practice

5 Dissemination Highest

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STUDENT PROFILE at the START of Consolidated

PRACTICE

Practice Teacher:

Placement Address: Telephone:

E-mail:

PROFESSIONAL QUALIFICATIONS STRENGTHS

PREFERRED LEARNING STYLES

DEVELOPMENTAL NEEDS

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SCOT Analysis for Personal Development Planning:

Consolidated Practice

A minimum of two to be completed

Date ………………………………….

Strengths

Challenges

Opportunities Threats

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Learning Contract

Specific student learning needs

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SCPHN Competencies Action Plan

Principle 1: .Surveillance and assessment of the populations’ health and well being Domain: Search for health needs 1.1 Collect and structure data and information on the health and well being and related needs of a defined population

Learning Needs

What do I need to learn?

Learning Resources and Strategies

How can I best learn and integrate this?

What resources are available to me?

Criteria for evaluation

How will we know when I have learned what I need to learn?

What will I be able to do that I cannot do now?

Supporting Evidence

Type and where to find it in your portfolio.

Student Signature/ Date:

Practice Teacher Signature/ Date:

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Report/ Reflection of Learning Achieved

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Principle 1: .Surveillance and assessment of the populations’ health and well being Domain: Search for health needs 1.2 Analyse, interpret and communicate data and information on the health and well being and related needs of a defined population

Learning Needs








Supporting Evidence




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Principle 1: .Surveillance and assessment of the populations’ health and well being Domain: Search for health needs 1.3 Develop and sustain relationships with groups and individuals with the aim of improving health and social well being

Learning Needs








Supporting Evidence




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Principle 1: .Surveillance and assessment of the populations’ health and well being Domain: Search for health needs 1.4 Identify individuals, families and groups who are at risk and in need of further support

Learning Needs








Supporting Evidence




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Principle 1: .Surveillance and assessment of the populations’ health and well being Domain: Search for health needs 1.5 Undertake screening of individuals and populations and respond appropriately

Learning Needs








Supporting Evidence




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Principle 2: Collaborative working for health and well being Principle 3: Working with and for communities to improve health and well being Domain 2: Stimulation of awareness of health needs

2.1 Raise awareness and health and social well being and related factors, services and resources

Learning Needs








Supporting Evidence




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2.2 Develop, sustain and evaluate collaborative work

Learning Needs








Supporting Evidence




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2.3 Communicate with individuals, groups and communities about promoting their health and well-being

Learning Needs








Supporting Evidence




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2.4 Raise awareness about the actions that groups and individuals can take to improve their health and social well being

Learning Needs








Supporting Evidence




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2.5 Develop capacity and confidence of individuals and groups, including families and communities to influence and use available services

Learning Needs








Supporting Evidence




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2.6 Work with others to protect the public’s health and well being from a range of perspectives

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being Domain: Influence on policies affecting health 3.1 Work with others to plan, implement and evaluate programmes and projects to improve health and well being

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being Domain: Influence on policies affecting health 3.2 Identify and evaluate service provision and support networks for individuals, families and groups in the local area or setting

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being Domain: Influence on policies affecting health 3.3 Appraise policies and recommend changes to improve health and well being

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being Domain: Influence on policies affecting health 3.4 Interpret and apply health and safety legislation and approved codes of practice with regard for the environment, well being and protection of those who work with the wider community

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being Domain: Influence on policies affecting health 3.5 Contribute to policy development

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being 3.6 Influence on policies affecting health

Learning Needs








Supporting Evidence




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Principles 4-6: 4. Developing health programmes and services and reducing health inequalities 5. Policy and strategy development and implementation to improve health and well being 6. Research and Development to improve health and well being 3.7 Develop, implement evaluate plus improve practice on the basis of research, evidence and evaluation

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.1 Work in partnership with other to prevent the occurrence of needs and risks related to health and well-being

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.2 Work in partnership with other to protect the public health and well-being from specific risks

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.3 Prevent, identify and minimize risk of interpersonal abuse of violence, safeguarding children and other vulnerable people, initiating the management of cases involving actual or potential abuse of violence where needed

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.4 Apply leadership skills and manage projects to improve health and well being.

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.5 Plan, deliver and evaluate programmes to improve the health and well being of individuals and groups.

Learning Needs








Supporting Evidence




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Principles 7-10 7. Promoting and protecting the populations health and well-being 8. Developing quality and risk management within an evaluative culture 9. Strategic leadership for health and well-being 10. Ethically managing self, people and resources to improve health and well-being Domain: Facilitation of health enhancing activities 4.6: Manage teams, individuals and resources ethically and effectively

Learning Needs








Supporting Evidence




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Individual Competencies Action Plan

Learning Needs








Supporting Evidence




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Learning Needs








Supporting Evidence




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Learning Needs








Supporting Evidence




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Diary of Attendance in Consolidated Practice

It is your responsibility to maintain a diary of attendance and non-attendance which needs to be signed by your practice teacher. NMC regulations require that your diary specifies the number of days and focus of practice undertaken (2004). Please note that 7 hours equate to one day. If you are sick or absent from practice it is your responsibility to telephone the practice teacher and inform the pathway leader at UWE. If you are unable to attend University lectures it is expected that you will inform the respective module leader. Non-fulfilment of practice hours must be made up before submission of the professional portfolio. A delay in completion will potentially delay your programme completion date and your registration with the NMC. It is not acceptable for the practice teacher to give you days off for study when you should be in practice. Study days, reading weeks and holidays are allocated in the programme.

Required Practice experience for Consolidated

Practice:

60 days of Consolidated Practice

A day equates to 7.5 hours

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Diary of Attendance for Consolidated Practice

The practice teacher must undertake regular supervision sessions with you during your consolidated practice and the content of the sessions must be documented. There should be a minimum of one supervision meeting per a fortnight. The practice teacher must document the number of hours you spend in practice. Seven hours equates to one working day. This part of the programme is the 60 day period of consolidation in practice

Week Monday Tuesday Wednesday Thursday Friday

S= Study; CP=Practice; A=Academia

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Diary of Experience in Consolidated Practice

Date:

Date:

Date:

Date:

Date:

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Date:

Date:

Date:

Date:

Date:

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Interim Report in Consolidated Practice:

To be completed at 30 days

Date:

Period Covered:

Experience/ work submitted/ Discussed and Issues

arising:

Recommendations:

Action Plan:

Date of next meeting:

Practice Teacher’s signature:

Student’s signature:

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Summary of Consolidated Practice Experience

Number of days = Numbers of hours sickness or absence = Student signature……………………………………………………………………… Date………………………………………………………………………………………. Practice teacher signature…………………………………………………………… Date……………………………………………………………………………………….

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Consolidated Practice Report

. Student . Practice Teacher: Signature of Student: …………………………………. Date …………………………… Signature of Practice Teacher………………………… Date ……………………

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Appendices: Consolidated Practice Guidelines

The NMC (2004) state that: ‘A consolidating period of practice...is required to enable students to consolidate their education and competence in the practice field.’ Hence, consolidated practice is for the duration of 60 days which occurs towards the end of the programme and in line with completion of the ‘Synoptic’ module. Consolidated practice can only be commenced where successful completion of ‘taught practice’. The practitioner is placed in an appropriate location by the seconding/ sponsoring Trust and in negotiation with the practice teacher/ educator. During consolidated practice, the practitioner is assessed by a practice teacher/ educator in some cases a different practice teacher than for the period of ‘taught practice’. In addition to this the practitioner works alongside a ‘named qualified SCPHN/ buddy’ within the location who is not their assessor but available on a day to day premise for advice. At the commencement of consolidated practice, practitioners should be informed of policies which are relevant for practice. They must be provided with relevant information regarding availability of services and point of contact with significant persons. A copy of the procedures for noting sickness, recording activities, referral systems, liaison, and safeguarding children policies must be given to the practitioner. They should have clear guidelines from the practice teacher as to their freedom to take independent action and when they should refer and to whom. Systems need to be in place to ensure that the practitioner is not left professionally isolated and that a named qualified person is available for daily contact. The responsibility for overall supervision and assessment is with the practice teacher/ educator. During this period, practitioners are unable to be key workers in situations of safeguarding children/ young people or to prescribe. The placement should enable contact to be made with relevant client groups and organisations and allow the practitioner to build on her/ his work in taught practice and competencies. There are two workshops in consolidated practice which the practitioners are expected to attend. The programme timetable has allocated a period of leave following completion of consolidated practice and prior to the award board. For qualification the practitioner also must complete the SCPHN competencies at the level of ‘internalisation’ in building on their portfolio in ‘taught practice’. Aims of Consolidated Practice The period is essentially one of development from student to qualified SCPHN practitioner when practitioners consolidate their knowledge, skills, and theory established through the programme. The period should afford the practitioners the chance to extend and deepen their experience and to allow a framework with sufficient independence yet with advice and support. In order for this to occur, it is necessary to provide a range of experience to:

1. Enable the practitioner to complete and consolidate their learning outcomes

2. Assess the competence of the practitioner to qualify as ‘fit for purpose’ in line with

the NMC standards and accountability

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3. Enable the practitioner to practise and provide opportunities to consolidate their

skills learned through the programme

4. Allow within levels of accountability, the practitioner to take responsibility for

decision making such as determining priorities, delegating levels of input,

planning of episodes of intervention, referrals and integrated working

5. Facilitate the practitioner to manage a team

6. Allow the opportunities for the practitioner to extend their management skills to

prepare them for the responsibility of workload derived from a population, age

group, community

7. Experience the reality of a workload and its intrinsic responsibilities

8. Identify areas for continuing professional development

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Steinaker and Bell’s Experiential Taxonomy and the level allocated for proficiency in that category (1979). The table below provides a description of activities, which are included in each category of Steinaker and Bell’s Experiential Taxonomy and the level allocated for proficiency in that category (1979).

Exposure Student is exposed to the public health experience

Shows an awareness but lacks knowledge and skills

Listens, observes, asks questions

Reacts to the experience and recognises own responsibilities

The student is willing to engage in the learning experience

Participation Student can reproduce the activity of public health encountered at the exposure level

Begins to articulate underlying rational skills for the activity

Shows recall of ideas and concepts

Introduces and discusses background information

Practices under supervision in a standardised way

Responds to constructive criticism.

Identification Student is able to carry out the activity in public health competently

Recognises and explains situations where the activity is applicable

Able to assess own strengths and limitations

Utilises theory and research in relation to carrying out the activity

Can classify apply and evaluate data relevant to the experience

Beginning to show initiative, recognises standards, values and qualities required

Internalisation

Student identifies with the activity of public health so that it becomes second nature

Shows confidence in own activity, adapts to unforeseen and complex situations

Able to reflect on experiences in an objective manner

Able to apply new knowledge to new situation

Shows creativity

Utilises research in relation to the activity

Student compares with role model

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Dissemination

Student acts as a role model, informing others and promoting the experience to others

Competent and demonstrates the ability to teach others

Illustrates motivational abilities in relation to others

Is able to carry out the activity in complex unfamiliar surroundings

Acts as a role model

Is able to discuss the wider influences political, social and economic and how these impact on practice

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