Graduate Diploma Child and Family Health Clinical Practice ... · This Child and Family Health...

Graduate Diploma Child and Family Health

Clinical Practice Portfolio Record of Clinical Experience

School of Health 2013

1

Welcome to the Graduate Diploma in Child and Family Health! This document, developed through the higher education sector at Charles Darwin University and in collaboration with the relevant health services, seeks to ensure the adequate preparation of students to enable them to effectively perform at a competent level of beginning practice in community-based child and family health services. This Child and Family Health Clinical Practice Portfolio is designed to facilitate and guide student learning, and to provide support and direction for preceptors in making judgements about the competence of students. This portfolio should be carried with you at all times. It is a mandatory requirement that you complete all practice requirements given in this portfolio. Important information about practice requirements and clinical placements: Students enrolled in the Graduate Diploma in Child and Family Health are required to undertake an authorized block of time at a clinical setting for structured clinical experience as part of units HEA443 (Child and Family Health Specialty Clinical Practice) and HEA450 (Clinical Specialisation 3). There are a number of clinical practice criteria that students are required to achieve during their practice as a child and family health students. Failure to complete all requirements by the completion of your Child and Family Health practice component will result in your inability to graduate from the program. It is important to note that unless the placement is facilitated and approved by the health service and the School of Health, it is not authorized activity and your actions while on placement are not covered by Charles Darwin University’s insurance. Furthermore, unauthorized supernumerary placements will not be recognized and counted towards your clinical requirements. The information below will help students organize an authorized placement and remain covered while practicing. HOW DO I REQUEST A CLINICAL PLACEMENT?

1. Student applies for entry to the Graduate Diploma in Child and Family Health, or (if continuing), enrolls into units for the coming semester.

2. New students will receive information about the clinical placement process with their letter of offer. Continuing students will receive information in an email to all continuing students.

3. Student checks the preclinical requirements relevant to their State or Territory and forwards certified copies of relevant preclinical requirements to:

GDCFH Preclinical Coordinator School of Health Charles Darwin University Casuarina NT 0909

2

4. Student signs on to the Online Placement Nomination system when invited to submit nominations for placements. Student nominates preferences for placements for the current year. If student is employed and able to achieve clinical competencies through their employer, student nominates that health service and indicates through the Online Placement Nomination system that they are employed there. Student receives email confirming their preferences for placement.

5. Clinical Placement Officer checks enrolment, progression and preclinical documents to determine if student is eligible for placement. If eligible, the Clinical Placement Officer makes a request to the venue for a placement for the student and arranges as practice agreement with the venue if necessary.

6. Once the venue agrees to the placement, student receives a confirmation email with details of their placement.

7. Student signs the Student Practice Agreement and returns it to the Clinical Placement Office before commencing placement.

8. Student attends clinical placement. On completion of placement, student submits completed Preceptor Feedback Summative Assessment Form to the Grade Centre in learnline as assignment three for HEA443 and in the completed Clinical Practice Portfolio in HEA450.

Students MUST provide evidence of meeting preclinical requirements at the beginning of each year, in advance of requesting or organizing a supernumerary clinical placement. CDU will not arrange practice agreements or placements for students who have not provided their preclinical documents. WHAT REQUIREMENTS MUST I MEET PRIOR TO ATTENDING CLINICAL PLACEMENT? Pre-clinical requirements may include national criminal record checks, working with children checks, immunizations and your license to practice. Students must finalise the first clinical unit prior to continuing their clinical placement. It is the student’s responsibility to ensure that the evidence provided to the health service and the School of Health meets the requirements for their State or Territory and health service. More information about clinical placements or the preclinical requirements relevant to you can be found at: http://www.cdu.edu.au/health/postgraduate-nursing Scroll down on this website as well as check out the CFH Clinical link. The statement of completion of Child and Family Health Practice [please refer to page 15] verifies that you have fulfilled fulfilled all requirements set down by Charles Darwin University, School for Health, and is deemed to be a safe and competent practitioner eligible to practice as a beginning Child and Family Health Practitioner. This statement must be completed fully and signed and sent back in the final Clinical Practice Portfolio at the conclusion of the last clinical unit, HEA450 Clinical Specialisation 3.

http://www.cdu.edu.au/health/postgraduate-nursing

4

Personal Details Name: Student Number: Full contact details: This Child and Family Health clinical practice portfolio is the personal item of the person listed above. If found, please return it to the contact address above or to: School for Health Charles Darwin University Casuarina NT 0909

Table of contents

Declaration ........................................................................................................................... 1 About using the Child and Family Health Clinical Practice Portfolio ...................................... 2 Criteria for grading clinical—Bondy's evaluation tool ............................................................. 3 Criteria for Child and Family Health Practice Assessment .................................................... 5 Child and Family Health Practice: Required Competencies .................................................. 6 Child and Family Health Experiences ................................................................................... 9 Summary of Clinical Skill Requirements: ............................................................................ 11 Child and Family Health Practice Transcript ....................................................................... 14 Statement of Completion of Child and Family Health Practice ............................................ 15 Summary of Child and Family Health Practice Days ........................................................... 16 Student notes ..................................................................................................................... 19 Record of Family Assessments ........................................................................................... 20 Record of Working with Vulnerable Families ....................................................................... 21 Record of Parenting Groups ............................................................................................... 22 Record of Home Visits ........................................................................................................ 23 Record of Child Health Conditions or Parental Enquiries .................................................... 25 Record of Additional Child and Family Health Experiences ................................................. 26 Competency Forms ............................................................................................................ 28 Child and Family Health Practice Skills: Family Assessment .............................................. 29 Child and Family Health Practice Skills: Neworn developmental assessment ..................... 32 Child and Family Health Practice Skills: 6-8 week developmental assessment ................... 35 Child and Family Health Practice Skills: 6 month developmental assessment .................... 38 Child and Family Health Practice Skills: 12 month developmental assessment .................. 41 Child and Family Health Practice Skills: 18 month developmental assessment .................. 44 Child and Family Health Practice Skills: 4-5 year developmental assessment .................... 47 Child and Family Health Practice Skills: Breastfeeding ....................................................... 50 Child and Family Health Practice Skills: Introducing Complimentary Foods ........................ 53 Child and Family Health Practice Skills: Sleep and Settling ................................................ 54 Child and Family Health Practice Skills: Facilitation of Parent Groups ................................ 57 Competency Assessment Summary: End of HEA443 20 clinical days completed ........... 58 Objective Feedback to Preceptor ........................................................................................ 59 Student Evaluation Form Semester One ............................................................................. 60 Ongoing Competency Plan for HEA450 [last clinical unit] ................................................... 61 Competency Assessment Summary: End of HEA450 [page 64] Student Evaluation form Semester Two: [page 65] Student Clinical Practicum Policies ..................................................................................... 67 Warning/Unsatisfactory/Unsafe or potentially unsafe practice notification form ................... 68 Clinical Challenge Learning Contract .................................................................................. 69

Child & Family Health Clinical Portfolio Charles Darwin University Page: 1

Declaration

I hereby certify that this Child and Family Health Practice Portfolio is my own work, based on my own assessments of children and families that I have cared for and signed by the preceptor who checked my assessment. I also certify that I have not copied in part, or in whole, the work of another person in completing these assessments. Signed: Date:


About using the Child and Family Health Clinical Practice Portfolio

This Portfolio should be carried with you for all supernumerary or employed clinical placements. It is a mandatory requirement that you complete all practice requirements given in this Portfolio. It is also essential that you download your own copy of the CAFHNA Competencies to accompany this document. Please go to: www.cafhna.org.au/cfh-n-practice-development This Clinical Practice Portfolio is linked to the two clinical subjects in the Graduate Diploma of Child and Family Health: HEA443 (Child and Family Health Specialty Clinical Practice) and HEA450 (Clinical Specialisation 3). You must complete 20 clinical days (at least 50% of the requirements by the end of HEA443). Child and Family Health Specialty Clinical Practice (HEA443) is only taken at the beginning of each year. You have until the end of your first year to complete the first 20 days. You will be awarded a Practicum Ongoing Grade (PO) once you have passed all of your assignments in HEA443. This grade must be converted by week 12 of second semester when you have completed your 20 days clinical. Together with your preceptor you will evaluate where you are up to with your practice skills and the relevant CAFHNA competencies you are using. It is expected that you maintain satisfactory progress with the achievement of your practice experiences. Therefore, you are required to return the preceptor feedback summative assessment forms after each 20 days. Please photocopy the completed forms. One is kept by the organisation you are placed in; another by the student and the third is submitted via Learnline as assignment number 3 in HEA433 and the second is sent back to the GDCFH HEA450 Unit Coordinator in the completed Clinical Practice Portfolio at the end of HEA450. Clinical Specialisation 3 (HEA450) is your final clinical unit and should be taken in the very last semester of your course. Please do not undertake HEA450 unless you are confident that you can complete all of your clinical in that semester. It is important that you discuss this with the course coordinator.

http://www.cafhna.org.au/cfh-n-practice-development


Criteria for grading clinical—Bondy's evaluation tool Domains of quality of performance Level of function

Cognitive (knowledge) Psychomotor (skills)

Affective (attitude)

Independent: without supporting cues.

Assessment of client based on client need, makes appropriate N/D and problem statement. Maintains client safety. Validates appropriate source. Makes valid accurate assessment related to theory base.

Proficient. Coordinated well. Confident. No excess energy expended. Within expedient time frame.

Displays assertive behaviour. Seeks clarification. Uses appropriate terminology. Assumes accountability for own actions. Imparts appropriate information. Creates trust in therapeutic relationships. Effective verbal/non verbal communication.

Supervised: occasional supportive cues.

Assessment of client appropriate but not prioritised. Maintains client safety all of the time. Validates information with appropriate sources most of the time.

Efficient. Coordinated. Fairly confident. Occasional energy, excess expenditure. Within reasonable time frame.

Displays assertive behaviour (overtly). Seeks clarification with some appropriate terminology. Assumes accountability for own actions most of the time. Non-verbal/verbal behaviour sometimes inappropriate. Displays attendance to therapeutic relationship.

Assisted: Frequent verbal cues, occasional physical cues, and occasional supportive cues.

Assessment accurate but not prioritised and appropriate interventions chosen in consultation with RN. Maintains client safety without individual assessment. Validates information with appropriate source on prompting.

Inefficient but skilful in parts. Uncoordinated at times. Expends excess energy. Lacks some confidence. Within a delayed time frame.

Needs assistance with assertiveness. Seeks clarification only if NO information available. Does not acknowledge self accountability. Verbal cues hesitant. Non-verbal cues uncoordinated.

Pass

Marginal: continuous verbal frequent physical cues.

Makes partially accurate assessment, but does not identify appropriate interventions. Client safety is not always appropriate. Did not validate information with appropriate source.

Inefficient. Unskilled. Uncoordinated, clumsy. Considerable expenditure of energy. Prolonged time span.

Misplaces assertive behaviour for aggressive. Does not seek clarification. Projects self accountability to others. Verbal cues inappropriate. Non-verbal cues inappropriate.

Dependent: continuous verbal and physical cues.

Appropriateness of assessment and interventions inaccurate, illogical. Client safety unobserved or based on own need. Did not validate information with appropriate source.

Lacks efficiency, coordination, skill. Unable to demonstrate correct practice. Unlimited time span.

Misconstrues assertive behaviours to passive behaviours. Disowns self accountability and self and others. Verbal cues absent. Non-verbal cues confusing.

1

Figure 1 (Reference: Bondy, K N (1983). 'Criterion referenced definitions for rating scales in clinical evaluation'. Journal of Nursing Education, volume 2, pages 376-382.


Scale label Standard procedure

Quality of performance

Assistance

Independent

Safe Accurate Effect Affect

Proficient; coordinated; confident. Occasional expenditure of excess energy within an expedient time period.

Without supporting cues.

Supervised Pass


Efficient; coordinated; confident. Some expenditure of excess energy within a reasonable time period.

Occasional supportive cues.

Assisted Achieved


Skilful in parts of behaviour. Inefficiency and uncoordination. Expends excess energy with a delayed time period.

Frequent verbal and occasional physical directive cues in addition to supportive ones.

Marginal Not achieved

Safe but not alone. Performs at risk. Accurate—not always. Effect Affect

Unskilled, inefficient. Considerable expenditure of excess energy. Prolonged time period.

Continuous verbal and frequent physical cues.

Dependent Not achieved

Unsafe. Unable to demonstrate behaviour.

Unable to demonstrate procedure/behaviour. Lacks confidence, coordination, and efficiency.

Continuous verbal and physical cues.

Figure 2

Bondy’s Evaluation Tool is included for student use only. You can work out where you are up to with your competencies and make decisions around how you will work towards completion of them.


Criteria for Child and Family Health Practice Assessment There is a number of practice criteria that you are required to achieve/complete during your 12 month (EFT) or two years (part time) practice as a child and family health student. It is your responsibility to ensure that you meet all the compulsory criteria. If you do not achieve all criteria, you will not be able to graduate from the program.

In addition to meeting all the above criteria, and in order to graduate from the program you must submit your completed clinical practice portfolio to your Course Coordinator upon completion of your practice period (at the end of Clinical Specialisation 3, HEA450). Please include an assignment cover sheet. Please post to: External Student Support (ESS) Flexible Delivery Team, Teaching and Learning Quality Group Charles Darwin University Casuarina Darwin NT 0909 (by week 12 at the completion of HEA450 Clinical Specialisation 3). Clinical Practice Hours Many students will be working in the field of Child and Family Health and will receive sufficient clinical experience. For those students NOT working in the specialty area of Child and Family Health, the maximum clinical hours are 320 hours throughout the duration of the graduate diploma. This equates to 20 days of clinical each year when you are completing the course in the part time mode.

Child and Family Health Practice Criteria: HEA443

Child and Family Health Practice Criteria continued through HEA450

End of HEA443 End of HEA450 Fifty per cent of the practice criteria achieved.

One hundred per cent of the practice criteria achieved.

Achievement of relevant practice skills Achievement of all practice skills Satisfactory clinical summative preceptor feedback [triplicate preceptor assessment feedback returned]. Online booking of your subsequent clinical days is linked to receipt of summative preceptor feedback.

Satisfactory summative preceptor feedback [triplicate preceptor assessment feedback returned].

Relevant student reflections on practice satisfactorily completed

Relevant student Reflections on practice satisfactorily completed

Completion of your Child and Family Health practice record


Child and Family Health Practice: Required Competencies Please refer to your downloaded copy of the CAFHNA Competency Standards for Child and Family Health Nurses at: www.cafhna.org.au/cfh-n-practice-development You will need these as you complete your clinical practice skills throughout the course and in the final assessment of completion of specific CAFHNA Competencies in HEA443 and HEA450 [please refer to the separate document about this in 2012]. These will always accompany you while you undertake the Child and Family Health practice skills and competencies. Child and family health nursing has always been an important component in the provision of primary health care for families and carers with young children. The role of the child and family health nurse (CFHN), however, has changed greatly over the past decade (CAFHNA, 2009, p. iii). The CAFHNA competency standards are an adjunct to the Australian Nursing and Midwifery Council Competencies and fit within the ANMC Continuing Competence Framework. These standards set out standards for practice that guide and assist in the evaluation of clinical practice and provide opportunities for the child and family health nurse to reflect and develop clinical practice goals (CAFHNA, 2009, p. iv). The CAFHNA competency standards provide a foundation for assessing clinical and professional practice and are an integral part of the competency process. The aim of the competency process is to support and assist nurses to recognize their strengths as well as the need for additional learning and development to build on current knowledge and skills. The competency process should not be just focused on specific skills or be a tick list, but should look at all aspects of care, including knowledge and skills, attitude and behaviours and the ability to implement these attributes into practice in the context of providing primary health care. It is important that you understand the domains of Child and Family Health Nursing, the accompanying standard and unit of competency that follows (CAFHNA, 2009).

http://www.cafhna.org.au/cfh-n-practice-development


Child and Family Health practice skills

You are required to show competence in each of the following Child and Family Health practice skills prior to the completion of your Child and Family Health practice period: Practice skill:

1. Home visiting 2. Family assessment 3. Newborn developmental assessment 4. 6-8 weeks developmental assessment 5. 6 months developmental assessment 6. 12 months developmental assessment 7. 18 months developmental assessment 8. 4 years developmental assessment [only if available] 9. Breastfeeding 10. Sleep and settling 11. Complimentary Foods [introducing solids] 12. Facilitation of parent groups 13. Psycho-social assessment [EDS].

Additional Child and Family Health Practice Skills e.g., 4 month and 2.5 – 3 year developmental assessments; psycho-social assessment [EDS] should also be included in your clinical practice portfolio, de-identified and using the assessment forms used in your State/Territory [if part of clinical requirements].

It is expected that students will demonstrate competence in each of these. Do not attempt to undertake assessment on these skills too early. You are required to undertake a minimum number of many of the skills (indicated elsewhere in this Portfolio) so it is reasonable to expect you to undertake at least these minimum numbers prior to attempting to be assessed for competence. The timing of the competence assessment will vary between students, and students (in consultation with their Child and Family Health preceptors) should indicate when they feel they are able to successfully undertake an assessment of their competence. It may take more than one attempt for you to gain competence in each skill and it is important that, after any unsatisfactory attempt, you are given feedback on what areas needs improvement. Please refer to the Bondy Evaluation Tool (Bondy, 1983) for guidance. This tool can assist you to work out where you are up to before you have your assessment[s] for competence. Assessment can occur in either an informal or more formal manner. For example, it is not necessary to have the assessment guide with you when you are working with a preceptor to assess your competency. The preceptor may prefer to simply work alongside you, and then evaluate your competency after you have completed that particular practice episode. Some preceptors may prefer to take a more formal approach and sit in the room with you and mark off the guide as you undertake the practice. If you are deemed competent (via agreement with yourself, the preceptor and the course coordinator) then you may complete the clinical requirements earlier.


Child and Family Health Practice Transcript This transcript is to be completed by your Child and Family Health preceptor at the completion of your Child and Family Health practice period. A copy must be submitted to your course coordinator in order to fulfil your clinical practice requirements.

Statement of Completion This statement is completed on your final day of Child and Family Health practice. A copy must be submitted to your course coordinator [fill out in the clinical practice portfolio] in order to fulfil your clinical practice requirements.


Child and Family Health Experiences

Transition to Parenting

1. Undertake clinical family assessments of newborns and their families in the home / child health clinic. Plan the care in partnership with the parents and other family members where appropriate;

2. Work with families with identified vulnerabilities; 3. Work with women who choose to breast feed / or bottle feed. 4. Work with women throughout the early parenting period, providing evidence

of assessment of communication, support, partnership and health promotion skills;

5. Provide information and education including networking and referral.

Care of the Newborn

1. Assess and provide Child and Family Health management of the newborn including:

a. Infant nutrition b. Newborn assessment

2. Detect and respond appropriately to situations and events requiring Child and

Family Health management including immediate support and referral.

Care of the older infant and child

1. Introduction of complimentary foods 2. Discussion around nutritional requirements of toddlers 3. Behavioural problems 4. Developmental assessments at 6-8 weeks, 6 months, 12 months, 18 months,

2.5-3 years and 4 years (discuss with Course Coordinator if 4 year old checks not available). [These may vary depending on your State/Territory requirements].

Referral and Networking

1. Detect medical, social and emotional requirements and provide Child and Family Health management and appropriate referral;

2. Work appropriately as a member of a multidisciplinary team recognising the contributions of other clinical team members.

3. Liaise with appropriate community supports and agencies 4. Participate in parenting groups using the partnership model.


Student Notes


Summary of Clinical Skill Requirements: Total numbers are a guide only

Achieved *PLEASE REVIEW YOUR STATE/TERRITORY CFH CLINICAL PRACTICE SKILL REQUIREMENTS AND ALTER AS NECESSARY

Yes No Not Achieved

CLINICAL REQUIREMENTS SUMMARY NO: 1. TRANSITION TO PARENTING 1.1 HOME VISITS (5) 1.2 FULL FAMILY ASSESSMENT (3) 1.3 PROVIDE ASSESSMENT AND MANAGEMENT OF VULNERABLE FAMILIES

(3)

1.4 PROVIDE CASE MANAGEMENT WITH OTHER DISCIPLINES

(2)

DEVELOPMENTAL ASSESSMENT 2.1 NEWBORN – 8 WK ASSESSMENT (4) 2.2 4 MONTH ASSESSMENT (4) 2.3 6-8 MONTH ASSESSMENT (4) 2.4 12 MONTH ASSESSMENT (2) 2.5 18 MONTH ASSESSMENT 2.6 2.5 – 3 YR ASSESSMENT*

(2) (2)

2.7 4-5 YR ASSESSMENT (1) 3. BREASTFEEDING 3.1 ASSESSMENT OF BREASTFEEDING AND LACTATION

(4)

3.2 PROMOTE CORRECT ATTACHMENT ON BREAST (4) 3.3 ASSIST BREASTFEEDING PROBLEMS - NIPPLE TRAUMA/ ENGORGEMENT AND/OR MASTITIS

(2)

3.4 CARE OF MOTHER EXPERIENCING OTHER POSTNATAL COMPLICATIONS

(3)

4. ARTIFICIAL FEEDING 4.1 ASSESSMENT OF NUTRITIONAL REQUIREMENTS OF INFANTS RECEIVING INFANT FORMULA

(3)

4.2 DEMONSTRATE EDUCATION REQUIREMENTS TO FAMILIES INTRODUCING INFANT FORMULA

(3)

5. PYSCHO-SOCIAL SUPPORT 5.1 UNDERTAKE ASSESSMENT OF A WOMAN’S PSYCHO-SOCIAL STATUS*

(5)

5.2 APPLY THE EDINBURGH DEPRESSION SCALE TO THE MOTHER *

(5)

5.3 PROVIDE EFFECTIVE MANAGEMENT OF A WOMAN SHOWING SIGNS OF POSTNATAL DISTRESS

(2)

5.4 PARTICIPATE IN THE FACILITATION OF PARENT GROUPS

(3-5)

Child and Family Health Clinical Practice Portfolio Charles Darwin University page: 12

CLINICAL REQUIREMENTS RECORD OBTAIN A SIGNATURE (INITIALS) FROM YOUR PRECEPTOR / SUPERVISOR WHEN YOU HAVE ACHIEVED EACH OF THE REQUIREMENTS.

1 2 3 4 5 6 7 8 9 10

CLINICAL REQUIREMENTS SUMMARY NO: 1. TRANSITION TO PARENTING

1.1 HOME VISITS (5) 1.2 FULL FAMILY ASSESSMENT (3) 1.3 PROVIDE ASSESSMENT AND MANAGEMENT OF VULNERABLE FAMILIES

(3)

1.4 PROVIDE CASAMANAGEMENT WITH OTHER DISCIPLINES (2) 2. DEVELOPMENTAL ASSESSMENT 2.1 NEWBORN – 8 WEEK ASSESSMENT (4) 2.2 4 MONTH ASSESSMENT (4) 2.3 6-8 MONTH ASSESSMENT (4) 2.4 12 MONTH ASSESSMENT (2) 2.5 18 MONTH ASSESSMENT (2) 2.6 2.5-3 YR ASSESSMENT (2) 2.7 4 YR ASSESSMENT (1) 3. BREASTFEEDING 3.1 ASSESSMENT OF BREASTFEEDING AND LACTATION

(4)

3.1 PROMOTE CORRECT ATTACHMENT ON BREAST (4) 3.2 ASSIST RESOLVING BREASTFEEDING PROBLEMS - NIPPLE TRAUMA/ENGORGEMENT AND/OR MASTITIS

(2)

3.3 CARE OF MOTHER EXPERIENCING POSTNATAL COMPLICATIONS

(3)

4. ARTIFICIAL FEEDING 4.1 ASSESSMENT OF NUTRITIONAL REQUIREMENTS OF NEWBORN RECEIVING INFANT FORMULA

(3)

4.2 DEMONSTRATE EDUCATION REQUIREMENTS TO FAMILIES INTRODUCING INFANT FORMULA

(3)


4.3 SUPPORTING FAMILIES AROUND INTRODUCING SOLIDS (3) 5. PYSCHO-SOCIAL SUPPORT 5.1 UNDERTAKE ASSESSMENT OF A WOMAN’S PSYCHO-SOCIAL STATUS

(5)

5.2 APPLY THE EDINBURGH DEPRESSION SCALE TO WOMAN (5) 5.3 PROVIDE EFFECTIVE MANAGEMENT OF A WOMAN SHOWING SIGNS OF POSTNATAL DISTRESS

(5)

5.4 PARTICIPATE IN THE FACILITATION OF PARENT GROUPS (3-5)


SCHOOL OF HEALTH

Graduate Diploma in Child and Family Health

Child and Family Health Practice Transcript Name Student Number Community Health Centre Commencement Date Completion Date

Child and Family Health Practice Skills

1. Home visits [ ] 2. Family Assessment [ ] 3. Newborn Developmental Assessment [ ] 4. 6 – 8 week Developmental Assessment [ ] 5. 6 month Developmental Assessment [ ] 6. 12 Month Developmental Assessment [ ] 7. 18 Month Developmental Assessment [ ] 8. 4 year Developmental Assessment [where available] [ ] 9. Breastfeeding / Artificial feeding [ ] 10. Sleep and settling [ ] 11. Complimentary foods [ ] 12. Facilitation of parent groups [ ] 13. Psycho-social assessment (EDS). [ ]

Additional Child and Family Health Practice Skills e.g., 4 month and 2.5 – 3 year developmental assessments; psycho-social assessment [EDS] should also be included in your clinical practice portfolio, de-identified and using the assessment forms used in your State/Territory in the blank spaces provided.


SCHOOL OF HEALTH

Graduate Diploma in Child and Family Health Statement of Completion of Child and Family Health Practice This statement verifies that: Has fulfilled all requirements set down by Charles Darwin University, School for Health, and is deemed to be a safe and competent practitioner eligible to practice as a beginning Child and Family Health Practitioner. Industry representative (Nominated Clinical Child and Family Health preceptor or manager) Name: Signature: Date: CDU Child and Family Health Course Coordinator Name: Signature: Date:


Summary of Child and Family Health Practice Days

Student name:

This is a record of your number of days of clinical placement. Total clinical hours must be a Maximum OF 320 hours or 40 days

No. of days

Total days

Child and Family Health Centre Please record individual dates on the following page of your clinical practice portfolio.

(Maximum 40 days) May be assessed for competence earlier if deemed competent.

Aboriginal Medical Service

(2 days) Required

FACS or equivalent (provide evidence of attending the mandatory reporting workshop)

Completion exercise recorded in clinical practice portfolio and submitted at the completion of HEA450.

Vaccine Providers Course, NT [please discuss this section with the course coordinator if you are from another state/territory].

Completion exercise recorded in clinical practice portfolio and submitted at the completion of HEA450.

40 maximum


Please note dates and time spent at Child and Family Health Centres here.

Facility Preceptor Signature

Student Signature/Dates


Community groups and other agencies

Your clinical experience will allow you to develop an understanding of a variety of areas that support families in parenting. You are required to attend an Aboriginal Medical Service for two days. Please complete the Brief Clinical Placement Form including your objectives with the organisation and insert into this Clinical Practice Log Book at completion of your placement. It is advisable that you collate your own personal directory of services that you will recommend to clients in your daily practice as a child and family health nurse. It is also highly recommended that you attend workshops related to the content areas in the course and when the opportunity arises, observe other disciplines who may attend the child health centres you are placed in as a student in this course. Please note that if you do attend other areas such as non government agencies (e.g. SIDS and Kids; Australian Breastfeeding Association) you will do this in your own time and not as part of your clinical placement for this course.


Student notes


Record of Family Assessments

(Minimum of 3 with at least 2 of these including vulnerable families (indicated by *) Date/

Signature De-identified particulars (with

vulnerability factor/s included where identified)

Reflection

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20


Record of Working with Vulnerable Families

(Minimum of 3 with at least 2 of these including case management with other disciplines (indicated by *)

Date / Sig. Summary of management (with case management details where appropriate)

Reflection

1

2

3

4

5

6

7

8

9

10


Record of Parenting Groups

Date / signature

Group type and venue Issues raised Reflections

1 2 3 4 5


Record of Home Visits

(Minimum of 5) Date /

signature De-identified particulars and care given.

Comment on the differences between services in the home vs. clinic

Reflections

1

2

3

4

5

6

7

8

9

10

11


Reflection


Record of Child Health Conditions or Parental Enquiries:

This table is for you to record the sorts of experience you gain in the clinical area. Topics such as bed wetting, skin rashes or any other topics of interest can be recorded here. Keep a note of what supportive literature was used and if not used, perhaps what you could incorporate into your own practice in the future. Photocopy more pages if required.

Date Parental issue / topic or question Information given including handouts / websites/reflection


Record of Additional Child and Family Health Experiences Please record additional Child and Family Health experiences here for your own record. These could include experiences in addition to those listed in this Child and Family Health Clinical Portfolio, attendance at conferences or in-service sessions. Additional Child and Family Health Experiences

Date/ signed

Experience Reflection


Competency Forms Competence in Child and Family Health requires the possession of appropriate, skills knowledge and attributes that enable the effective performance of a range of professional task, in the child and family health setting. These will develop over time as you combine the knowledge you learn in the more theoretical subjects with the skills you develop in the clinical setting. It is expected that you will have access to the appropriate support so that you can develop the necessary knowledge and skills around child and family health. It is necessary that you can demonstrate that competence to reassure employers, the profession and the community that you are capable of providing high quality, safe care. The experience you gain from observing experienced clinicians in the workplace will contribute to your learning. Some students will require more exposure to clinical practice than others before they are confident to lead interactions with clients. You should lead a number of clinical interactions before undertaking any of the following competencies. Once you are confident in undertaking clinical interactions you should approach your preceptor for signing off on the following C&FH practice skills. You may add practice skills [de-identified] for those that are not included in your Clinical Practice Portfolio. For instance, you may complete the 4 month Developmental Assessment and application of the Edinburgh Depression Scale.

Child and Family Health Practice Skills

1. Home visits 2. Family Assessment 3. Newborn Developmental Assessment 4. 6 – 8 week Developmental Assessment 5. 6 – 8 month Developmental Assessment 6. 12 Month Developmental Assessment 7. 18 Month Developmental Assessment 8. 4 year Developmental Assessment [if available] 9. Breastfeeding 10. Sleep and settling 11. Complimentary foods / Introducing Solids 12. Facilitation of Parent groups 13. Application of Edinburgh Depression Scale.

Additional Child and Family Health Practice Skills e.g., 4 month and 2.5 – 3 year developmental assessments; psycho-social assessment [EDS] should also be included in your clinical practice portfolio, de-identified and using the assessment forms used in your State/Territory [if part of clinical requirements and recorded in the blank spaces provided].


Child and Family Health Practice Skills: Family Assessment Student Name: Date: Infant’s Age: Place of Assessment:

Competency Indicator Achieved

Yes No N/A

Planning Arranges visit by telephone Organises equipment and records

Communication Frames questions to achieve optimum communication

Assessment Planning

Provides assistance and interpreter as required

Safety Ensures safety of self on home visit

Safety Maintains families privacy and confidentiality

Safety Communication

Addresses parent(s) appropriately and seeks consent

Communication Listens to parent(s) and responds appropriately

Partnership Works with family in partnership model and seeks to engage parents in decision making

Assessment Ensure accuracy of demographic details

Assessment Identifies parent(s) health and social history and discusses the significance of this if appropriate

Assessment Identifies infant’s health and social history and discusses the significance of this if appropriate

Assessment Discusses parent(s) health and well being since last visit

Intervention Discusses appropriate options for the management of common newborn problems

Planning Health Promotion

Discusses/provides access to appropriate information/resources

Intervention Organises appropriate screening tests

Communication

Discusses screening tests


Communication Assessment

Conducts screening programs according to health service policy i.e. psycho-social assessment

Assessment Conducts assessment as appropriate for woman’s needs, and according to health service clinical practice guidelines

Referral Identify need for the referral and discusses same with the parent(s)

Communication/networking

Inform parent(s) of support services in local community

Communication Planning

Asks if woman has any further questions and responds appropriately

Communication Planning

Advises parent/s of time and date of next appointment

Safety Reports/documents all observations /findings and replaces record correctly

Assessor comments: Comment on strengths: Comment on areas for improvement:


Student comments: Assessor name: Assessor signature: Student signature:


Child and Family Health Practice Skills: Newborn developmental assessment

Student Name: Date: Infant’s Age: Place of Assessment:


Yes No N/A

Planning Organises equipment and records


Gives clear and relevant explanation to the parent(s) and seeks consent


Partnership Works with family partnership model Encourages parent to participate in assessment

Assessment Elicits details of any parental concerns

Safety Adheres to universal precautions

Safety Handles baby gently, appropriately and securely throughout

Assessment Determines symmetry and general proportions of baby

Assessment

Observes posture and movements of baby unrestrained on flat surface

Assessment • Assesses for strengths, protective factors and behaviours and at risk factors and behaviours of parental/infant attachment

• Supports parent/s to develop an understanding of their infant’s needs and cures within the context of child development

• Supports the parent/s to develop confidence in responding appropriately to their infant’s cues

Assessment Measures body weight, length and head circumference

Assessment Head to toe sequential assessment • Skin • Head-ears, eyes, nose and mouth • Neck and shoulders • Chest


• Auscultates heart • Abdomen • Genitalia-male and female • Anus • Hips • Extremities • Spine • Primary reflexes-more, rooting, grasp, walking

Assessment Vision • Family history: ocular conditions that may affect multiple

family members. • Observation: may indicate possible signs of an ocular

problem. • Corneal light reflection: the reflection of external light

on the surface of the eye.

Education • Informs parent(s) on activities appropriate to infant’s age to promote development

• Promotes nutrition • Discusses related health issues e.g. smoking, nutrition • Parental needs e.g. self care, time out, support • Groups and community supports • Child safety, e.g. pool / car / SIDS • Dental health • Drug and alcohol effect • Emotional needs of infants

Education Provides educational material as appropriate


Communication Discusses findings with assessor and parent(s) as appropriate

Safety Reports/documents all findings and replaces record

Assessor comments: Comment on strengths:


Comment on areas for improvement:

Student comments:

Assessor name: Assessor signature: Student signature:


Child and Family Health Practice Skills: 6-8 week developmental assessment Student Name: Date: Infant’s Age: Place of Assessment:


Yes No N/A








Safety Handles infant/child gently, appropriately and securely throughout

Assessment

Observes posture and movements of infant/child

Assessment Assesses for strengths, protective factors and behaviours and at risk factors and behaviours of parental / infant attachment Supports the parent/s to develop an understanding of their infant’s needs and cues within the context of child development. Support the parent/s to develop confidence in responding appropriately to their infant’s cues.

Assessment Measures body weight, length/height and head circumference (where appropriate)

Assessment Gross Motor Tool used:

Vision Observation Fixation (from 6-8 weeks until 3 ½ yrs) Fine Motor


Tool used:

Hearing and speech Tool used:

Social and emotional development Tool used:


• Nutrition

• Discusses related health issues e.g. smoking, nutrition

• Parental needs e.g. self care, time out, support

• Groups and community supports

• Child safety e.g. water / car / SIDS / fire

• Dental health

• Drug and alcohol effects

• Emotional needs of infants







Student comments:



Child and Family Health Practice Skills: 6 month developmental assessment Student Name: Date: Infant’s Age: Place of Assessment


Yes No N/A









Assessment


Assessment • Assesses for strengths, protective factors and behaviours and at risk factors and behaviours of parental / infant attachment

• Supports the parent/s to develop an understanding of their infant’s needs and cues within the context of child development.

• Support the parent/s to develop confidence in responding appropriately to their infant’s cues.

Assessment Measures body weight, length/height and head circumference (here appropriate)


Vision Observation


Fixation (from 6-8 weeks until 3 ½ yrs) Fine Motor Tool used:




• Nutrition





• Dental health









Child and Family Health Practice Skills: 12 month developmental assessment Student Name: Date: Infant’s Age: Place of Assessment:


Yes No N/A









Assessment







Vision Observation


Fixation (from 6-8 weeks until 3 ½ yrs) Fine Motor Tool used:




• Nutrition





• Dental health







Date: ____________ Result: ____________



Comment on areas for improvement: Student comments: Assessor name: Assessor signature: Student signature:


Child and Family Health Practice Skills: 18 month developmental assessment



Yes No N/A









Assessment







Vision Observation Fixation (from 6-8 weeks until 3 ½ yrs) Fine Motor


Tool used:




• Nutrition





• Dental health









Child and Family Health Practice skills: 4 year developmental assessment [if available in your child health clinic] Student Name: Date: Infant’s Age: Place of Assessment:


Yes No N/A









Assessment








Vision Observation Fixation (from 6-8 weeks until 3 ½ yrs) Fine Motor Tool used:




• Nutrition





• Dental health









Comment on areas for improvement: Student comments: Assessor name: Assessor signature: Student signature:


Child and Family Health Practice Skills: Breastfeeding



Yes No N/A


Assessment Planning

Provides assistance and interpreter as required

Safety Maintains parent/s privacy and confidentiality

Communication Listens to woman and responds appropriately


Addresses woman appropriately and seeks consent

Communication Gives clear and relevant explanation


Assessment Planning Enquires as to woman’s experience with breastfeeding

Planning Identifies any concerns that the woman may have

Communication Discusses strategies with the woman

Planning Prepares plan for assistance if required

Assessment Observes woman prepare baby for breastfeeding

Assessment/intervention Observes positioning of woman and baby and provides assistance if required

Assessment/intervention Observes baby attachment and sucking and provides support if required

Assessment/intervention Observes feed and provides support if required

Assessment/intervention Observes detachment and provides support if required


Assessment Discusses any concerns with woman

Assessment/Planning Identifies any further assistance if required

Health promotion Discusses breastfeeding strategies with woman and provides any information to woman if needed

Safety Reports/documents all observations /findings

Assessor comments: Comment on strengths: Comment on areas for improvement: Student comments:


Child and Family Health Practice Skills: Introducing Complimentary Foods Age of infant History and health and well being of parent/s and baby: Elicits Parent/s experiences/understanding of introducing solids: Identification of parental strengths: Key messages shared in partnership with parents: Child and Family Health care, consultation, referral? /Rationale:


Plan of care for parent/s and the baby: Care provided by: Child and Family Health Student: Date: Student supported by: Child and Family Health Educator: Date:


Child and Family Health Practice Skills: Sleep and Settling Age of infant History and health and well being of parent/s and baby: Parent/s concerns regarding sleep and settling: Identification of parental strengths: Key messages shared in partnership with parents: Child and Family Health care, consultation, referral? /Rationale:


Plan of care for parent/s and baby: Care provided by: Child and Family Health Student: Date: Student supported by: Child and Family Health Educator: Date:


Child and Family Health Practice Skills: Facilitation of Parent Groups Venue: Number of Participants: Issues raised by group: Issues raised by facilitator/s: Summary of information shared: Strengths of the session: Areas to improve on: Group facilitated by: Child and Family Health Student: Date: Student supported by: Child and Family Health Educator: Date:


COMPETENCY ASSESSMENT SUMMARY [end of HEA443]

Student CFHN’s name: (please print) ____________________ Centre: ____________. Date of assessment: [conclusion of first 20 clinical days] ........../......./........ Number of days completed: _________ Overall assessment decision: (Please tick appropriate box) Competent Not yet competent*

(*Preceptor in conjunction with student CFHN need to complete a revised competency plan. This will provide a framework for continuation in the next clinical unit HEA450). Student CFHN’s signature: _________________ Date: ......../......../........ Assessor’s comments: ___________________________________________________________________________

Student CFHN’s comments: ___________________________________________________________________________

Student CFHN’s Signature: _________________ Date: ......../......../........ Final assessor’s name: _____________________ Signature: __________ Date: .../.../... Manager’s name: _________________________ Signature: __________ Date: .../.../... Please note: A copy of this completed summary is uploaded into the grade centre as assignment number three for HEA443 when 20 clinical days have been completed. Another copy will be retained in the student clinical practice portfolio and one will be kept by the organisation preceptoring the student.


Objective Feedback to Preceptor (Student to complete): Semester ___ (completion of HEA443 / HEA450) Please note: Student to photocopy once complete and provide with verbal feedback to your Preceptor. Students should photocopy additional pages as required. Name: Teaching skills (including communication, pacing): Support—appropriate to your developmental needs: Role modelling: General comments: (for example, what worked well, what might have been done differently?) Thank you for your guidance and support. Signature: _______________________________ Date: ________________


Student Evaluation form Semester One (Completion of HEA443) (Student to complete) Please note: Student to photocopy, complete and return to the course co-ordinator. Students should photocopy additional pages as required. Name (optional): Date:

Relevance of the clinical practice requirements to your workplace: Things that you liked best about the clinical practice requirements: Things you liked least about the clinical practice requirements:

General comments and suggestions to improve the clinical practice requirements:


ONGOING COMPETENCY PLAN FOR HEA450 (LAST CLINICAL UNIT) completed at the end of HEA443 completion of first 20 days.

Student CFHN’s name: (please print) ______________________________

Competency Element:

Activities to be completed:

Timeframe:

Date Completed and mentor’s signature


COMPETENCY PLAN FOR HEA450 (LAST CLINICAL UNIT) continued

Competency element

Activities to be completed

Timeframe

Date Completed and mentor’s signature


Preceptor’s/Manager’s comments:

Student CFHN’s Signature: ______________ Date: ...../...../.....

Preceptor’s name: ___________ Signature: _________ Date: ...../...../.....

Manager’s name: ___________ Signature: _________ Date: ...../...../.....

Please note: A copy of this completed plan must be uploaded in Assignment number three in HEA443 and a copy kept in the student CFHN’s Clinical practice portfolio which is submitted at the end of the last clinical unit HEA450.


COMPETENCY ASSESSMENT SUMMARY [End of HEA450]

Student CFHN’s name: (please print) ____________________ Centre: ______

Date of assessment: [40 days clinical completed] ........../......./........

Overall assessment decision: (Please tick appropriate box)

Competent

Not yet competent*

(*Preceptor in conjunction with student CFHN need to complete a revised competency plan if student has not met the required competencies at the end of 40 days clinical placement).

Student CFHN’s signature: _________________ Date: ......../......../........

Assessor’s comments: ___________________________________________________________

Student CFHN’s comments: _____________________________________________________

Student CFHN’s Signature: _________ Date: ......../......../........

Final assessor’s name: ____________ Signature: __________ Date: ...../....../...

Manager’s name: _________________ Signature: __________ Date: .../....../...

Please note: The completed summary is inserted into the final completed clinical practice portfolio and submitted as outlined in HEA450 [last clinical unit] under the assessments area in Learnline. Another copy will be kept by the organisation preceptoring the student.


Student Evaluation form Semester Two (Student to complete) Please note: Student to photocopy, complete and return to the course co-ordinator. Students should photocopy additional pages as required. Name (optional): Date:

Relevance of the clinical practice requirements to your workplace: Things that you liked best about the clinical practice requirements: Things you liked least about the clinical practice requirements:

General comments and suggestions to improve the clinical practice requirements:


Child and Family Health Centre practice blocks

Please note dates and time spent at Child and Family Health Centres here. Facility Dates/Signed


Student Clinical Practicum Policies SCHOOL OF HEALTH GRADUATE DIPLOMA IN CHILD AND FAMILY HEALTH This document outlines the policies that apply to you on all clinical placements. Minimum Clinical Requirements Policy Clinical learning and practice experience is a highly valued and mandatory part of the child health course. The GDCFH has certain mandatory clinical requirements. In your Clinical Practice Log Book you will find a table listing the minimum clinical requirements. These are underpinned by the CAFHNA Competencies (2009). The minimum clinical hours are outlined in your Clinical Practice Log Book, the total being 320 hours. Clinical Practice Assessment Policy Assessment of students in the clinical area is competency based (CAFHNA, 2009). There are mandatory competency assessments to be achieved. Students are strongly recommended to organize a formative assessment after the first two week block in both years and a summative assessment after the final two week block each year. These are linked to your continuing placements and successful completion of the course. Whether you are being assessed formally or not your behaviour is expected to reflect the CAFHNA (2009) competency standards. The following outlines the procedure where practice is considered unsatisfactory or unsafe. A verbal warning will be issued on first flagging of a potential or actual problem/issue. A form, the Student Child and Family Health Clinical Practice Contract, will be completed and a copy given to the student, clinical educator and the course coordinator. If the behaviour/s continues the student will be required to fulfil a Clinical Challenge Learning Contract.

Adapted from Graduate Diploma in Midwifery


Warning /Unsatisfactory/Unsafe or potentially unsafe practice notification form

SCHOOL OF HEALTH STUDENT CHILD AND FAMILY HEALTH CLINICAL PRACTICE POLICY

Student Name: Student ID: Date: Unit code & Name: Agency: Verbal Warning Explain and explore the problem with the student and document below Unsatisfactory practice You are required to fulfil a Clinical Challenge Learning Contract as a result of your performance during clinical practicum. The rationale for this decision is documented below Unsafe/potentially unsafe practice Your practice has been identified as unsafe or potentially unsafe and you are required to undergo a period of supervised practice and fulfil a Clinical Challenge Learning Contract. The rationale for this decision is as follows: Clinical teacher/Preceptor Name: Preceptor Signature: Student name: Student Signature: Unit Coordinator notified. Date: Time:



Clinical Challenge Learning Contract Student Name: Student ID: Unit Code: Unit Coordinator: Clinical teacher / Preceptor:

Problem Identified

CAFHNA Competency

standard

Expected learning

outcomes

Learning resources/ strategies

Time frame for

achievement

Evidence to be used to

assess achievement

Student Signature: Date: Preceptor Signature: Date: Unit Coordinator Signature: Date:


Graduate Diploma Child and Family Health Clinical Practice ... · This Child and Family Health...

Documents

Transcript of Graduate Diploma Child and Family Health Clinical Practice ... · This Child and Family Health...