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Name:
Role:
Location:
Practice Location Date Practice Teacher/Mentor/Supervisor (as appropriate)
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In 2013 the Chief Nursing Officer published a letter advising that the titles of health visitor and school nurse be re-introduced (Moore 2013). This led to an examination of the role, function and effectiveness of the traditional health visitor and school nurse roles in meeting the health and wellbeing needs of children and young people, as well as key public health priorities. Key Government policies such as the Early Years Framework (Scottish Government, 2008), Getting it Right for Every Child, and the Children and Young People (Scotland) Act 2014 have also been instrumental in influencing the direction of travel for health visiting and school nursing. The overall aim being to give children the best possible start in life and to make Scotland the best place for children and young people to grow up in.
In response, a new and refreshed pathway for health visitors has been developed that clearly identifies core skills considered essential for safe and effective health visiting practice that better meets the health and wellbeing needs of children and young people aged 0-5 years. These core skills are encompassed within the following priority areas:
� Early Intervention � Relationship Building � Childhood Development � Children and Young People (Scotland) Act 2014 � Assessing Health Needs and Wellbeing � Leadership � Public Health � Quality Improvement
To ensure that health visitors are adequately educated and prepared for this new and refocused role, health visiting curriculum has been reviewed and refocused to promote consistency in the content of the health visiting courses provided by the higher education institutions in Scotland.
BACKGROUND
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Furthermore, competencies for health visitors based on the core skills required for the new and refreshed role have also been developed.
Setting the Direction (Scottish Government, 2014) sets out six strategic aims for nursing and midwifery education in Scotland. Strategic aim one concerns the ‘development of a sustainable national approach to post-registration and post-graduate education and continuing professional development’.
Therefore, this self-assessment tool is two-fold. Although primarily intended to direct and support learning in practice for student health visitors, it is equally relevant for all health visitors regardless of qualification and experience.
STUDENT HEALTH VISITORS
During the health visiting course students can use the tool to:
� Self-assess and discuss their own development learning needs with their practice teacher and/or mentor, or supervisor.
� Guide their practice learning experiences. � Self-assess their level of confidence and ability to undertake the skills and competencies
identified for the new and refreshed health visiting role.
REGISTERED SPECIALIST COMMUNITY PUBLIC HEALTH NURSES (SCPHN)
The tool has been:
a. Mapped against the NMC Proficiencies for Specialist Community Public Health Nurses (Nursing and Midwifery Council, 2004):
� Search for health needs
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� Stimulation of awareness of health need � Influence of policies affecting health � Facilitation of health enhancing activities
b. Aligned to the four pillars of Advanced Practice presented in the Post Registration Career Development Self-Assessment Tool (NHS Education for Scotland, 2015):
� Leadership, � Facilitation of Learning, � Clinical Practice, � Evidence, Research and Development.
Therefore, the self-assessment tool is suitable for use by qualified and experienced health visitor to self-assess their own knowledge and skills in meeting the requirements of the new and refreshed health visiting role.
Registered health visitors can use the self-assessment tool to:
� Identify areas for strengthening or further continuing professional development. Discussion and feedback from peers, managers, students or clients/service users, may also assist with this process.
� Inform personal development planning and provide a focus for discussion with managers or reviewers around current practice and development needs, future developments and to assist in the shaping of objectives during the KSF review.
� Inform discussions around career development. The self- assessment tool may help identify areas to concentrate on when aspiring to new roles or posts or to identify evidence to support the application process.
� Aid transition to the new and refreshed health visiting role. � Support the process of NMC Revalidation.
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This Health Visiting Practice – Self Assessment Tool has been designed to help you assess your progress and development of key health visiting skills required to meet the new and refreshed health visiting pathway. The skills and competencies identified in this document are not an exhaustive list but do represent essential skills and competencies required to meet the refreshed role and new pathway for health visitors in Scotland. Setting the Direction (Scottish Government, 2013), Moore (2013), and the Children and Young People (Scotland) Act 2014 called for a review of health visitor education and for health visitors to have a stronger focus on the 0-5 years’ age group.
Coupled with the introduction of the Universal Health Visiting Pathway in Scotland (Scot Gov. 2015) and the Children and Young People (Scotland) Act 2014, key areas of health visiting practice were highlighted for strengthening, and core skills and competencies considered essential for safe and effective health visiting practice identified.
These core skills and competencies are encompassed within the following priority areas:
� Early Intervention � Relationship Building � Childhood Development � Children and Young People (Scotland) Act 2014 � Assessing Health Needs and Wellbeing � Leadership � Public Health � Quality Improvement
HEALTH VISITOR SELF-ASSESSMENT TOOL
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In fulfilling your role as a health visitor it is important that you take responsibility for your own learning and development. This should complement any appraisal or personal development activity you already undertake and the evidence gathered using this tool could be used to guide your progression throughout the health visiting course and/or to support your professional development portfolio and NMC revalidation.
In order to determine your development needs you may find the following a useful guide:
� Examine your Nursing and Midwifery Council (NMC) Standards of Proficiency for Specialist Community Public Health Nurses and the core skills identified in this document and self-assess if/how you met them.
� What are your information needs regarding your progression towards the refocused role of health visitor?
� What are your areas of strengths? How could you develop these further? � How has the level of practice and your performance changed or developed during your
course of study, or career, and what further development needs do you have? (i.e. consider, leadership roles; supporting others; coordinating, management and link roles etc.)
� How do you meet the roles and responsibilities expected of your stage on the course, or if qualified your role in practice?
� How has the feedback from your Practice Teacher/Mentor/Supervisor contributed to your development?
� How have discussions with your peers, line manager, colleagues and/or university staff influenced your development?
SELF-ASSESSMENT OF LEARNING NEEDS
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This tool should be used to assess your level of knowledge and practice in meeting the skills identified as essential for health visiting. In doing so you will need to examine each outcome and make a self-assessment on your present health visiting knowledge and skills in the defined area.
When completing this analysis tool please put a tick in the appropriate box alongside each outcome and against one of the following:
1. I have little or no knowledge and skills in this area and require learning2. I have some knowledge and skills but require further learning and development in some
aspects of this area.3. I have good knowledge and skills in this area and feel confident that I already do this
competently.
You are required to provide evidence to support your self-assessment and achievement of the health visiting competencies. An action plan of how the outstanding competencies or gaps in your knowledge and skills will be achieved should also be included.
Your self-assessment tool should be used by you to:
� Regularly review and self-assess your development needs. � Provide evidence of your knowledge and understanding, skills and experience in the core
areas. � Discuss your achievement of the core skills and competencies with your practice teacher/
mentor during, and on completion of, the practice placement (or if qualified with your supervisor/appropriate other).
� Develop an action plan.
The Health Visitor – Self Assessment Tool is a dynamic and evolving document that provides evidence of your learning, skills and experience in the identified core areas.
LEVELS OF KNOWLEDGE AND PRACTICE
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It may be used by your practice teacher to inform the assessment of your competence during the health visitor course, and also the final sign off regarding NMC (2004) proficiency on completion of the programme.
INFORMATION FOR PRACTICE TEACHERS/MENTORS OR, IN THE CASE OF REGISTERED HEALTH VISITORS, RELEVANT OTHERS
This document can be used to support practitioners in taking responsibility for their learning experience during the health visiting programme, or in their transition to the refocused health visiting role. Practitioners will self-assess themselves against the given criteria, providing evidence of skills achieved and identifying areas needing further learning/practice experience.
Practitioners are also expected to share their self-assessment document with their practice teacher, mentor or supervisor regularly during their practice placement. This could be at the midway interview and end of placement, or more often as negotiated. The self-assessment document should assist the practice teacher to:
� Plan relevant practice learning experiences. � Guide tripartite, and learning and development meetings. � Have evidence of the student knowledge, understanding and skills in the defined areas in
order to facilitate reflective learning. � In collaboration with the student, review the students’ performance and ability to achieve the
essential skills required to practice competently as a health visitor.
Your experience and expertise in a practice setting is invaluable in guiding learners / practitioners to identify relevant examples that will provide appropriate evidence of the learning achieved.
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CONFIDENTIALITY STATEMENT
The Data Protection Act (1998) and the NMC (2015) expect practitioners to ‘Respect people’s right to privacy and confidentiality’. Therefore, when reflecting on your practice and deciding what to include as relevant evidence to support and demonstrate your achievement of the core skills and competencies for health visiting in Scotland, you must respect the ‘right to privacy’, and maintain confidentiality and anonymity.
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10/42HEALTH VISITING PRACTICE – EARLY INTERVENTION
EARLY INTERVENTION
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT
ACHIEVEMENTFURTHER DEVELOPMENT
REQUIRED1 2 3
Using the National Practice model, assesses and makes informed judgement on the wellbeing and needs of children and families.
Actively listens to, and reflects the views of the child (UNCRC*).
Apply the recommended developmental and wellbeing review tools when undertaking visits as specified in the universal pathway for 0-5** year olds.
* UNCRC – United Nations Convention on the Right of a Child** 5 years is used but relates to school entry
11/42HEALTH VISITING PRACTICE – EARLY INTERVENTION
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT
ACHIEVEMENTFURTHER DEVELOPMENT
REQUIRED1 2 3
Analyses the data obtained from developmental and wellbeing review tools when planning effective care for a child and their family.
Identifies vulnerable families and children at risk and formulates a plan of action.
Justifies and appropriately requests the services of the named person and/or lead person when complex issues identified.
12/42HEALTH VISITING PRACTICE – EARLY INTERVENTION
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT
ACHIEVEMENTFURTHER DEVELOPMENT
REQUIRED1 2 3
Engages with and facilitates health enhancing activities.
13/42HEALTH VISITING PRACTICE – EARLY INTERVENTION
ACTION PLAN – EARLY INTERVENTION
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
14/42HEALTH VISITING PRACTICE – RELATIONSHIP BUILDING
RELATIONSHIP BUILDING
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Advocate for children, young people and families to ensure the health and wellbeing of children and young people is always promoted, supported and safeguarded.
Facilitate the child and family participation in and around decision-making.
Communicate using methods which are appropriate, proportionate and timely with children and their families, colleagues, and other health and social care professionals/agencies.
15/42HEALTH VISITING PRACTICE – RELATIONSHIP BUILDING
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Work collaboratively with children and their families, colleagues, other health and social care professionals/agencies/and any others involved.
Engage with, and appraise the use of motivational interviewing strategies to strengthen challenging relationships.
16/42HEALTH VISITING PRACTICE – RELATIONSHIP BUILDING
ACTION PLAN – RELATIONSHIP BUILDING
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
17/42HEALTH VISITING PRACTICE – CHILDHOOD DEVELOPMENT
CHILDHOOD DEVELOPMENT
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Demonstrate the skill to undertake the health visitor examination of the newborn.
Effectively use Nationally agreed evidence based tools to assess child development
Assess and make informed decisions regarding speech, language and communication skills of children aged 0-5 years.
18/42HEALTH VISITING PRACTICE – CHILDHOOD DEVELOPMENT
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Differentiate between language ‘delay’ and language ‘disorder’ in children aged 0-5 years and refer on appropriately.
Evaluate the influence of physiological, psychological and social factors on the development and wellbeing of children and young people.
Appraise the importance of attachment and parenting to the wellbeing and development of children and families.
19/42HEALTH VISITING PRACTICE – CHILDHOOD DEVELOPMENT
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Assess and make informed decisions regarding parenting, bonding and attachment.
Assess and make informed decisions regarding the speech, language and communication ability of parents/carers.
Utilise strategies to empower parents/carers to promote optimum speech, language and communication development in children aged 0-5 years.
20/42HEALTH VISITING PRACTICE – CHILDHOOD DEVELOPMENT
ACTION PLAN – CHILDHOOD DEVELOPMENT
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
21/42HEALTH VISITING PRACTICE – CHILDREN AND YOUNG PEOPLE (SCOTLAND) ACT 2014
CHILDREN AND YOUNG PEOPLE (SCOTLAND) ACT 2014 [CYP(SCOTLAND)ACT 2014]
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Demonstrate the ability to undertake the role and responsibilities of the ‘Named Person’.
Initiate timely request for assistance and intervention when additional support is required.
Demonstrate and in-depth understanding of the CYP (Scotland) Act 2014 and the responsibility of NHS Boards in relation to the ‘named person’, ‘lead person’ and ‘request for assistance’.
22/42HEALTH VISITING PRACTICE – CHILDREN AND YOUNG PEOPLE (SCOTLAND) ACT 2014
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Critically appraises the CYP (Scotland) Act 2014 and the role of information sharing.
Critically appraises the CYP (Scotland) Act 2014 and the role of the Childs Plan.
23/42HEALTH VISITING PRACTICE – CHILDREN AND YOUNG PEOPLE (SCOTLAND) ACT 2014
ACTION PLAN – CHILDREN AND YOUNG PEOPLE (SCOTLAND) ACT 2014 [CYP(SCOTLAND)ACT 2014]
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
24/42HEALTH VISITING PRACTICE – ASSESSING HEALTH NEEDS & WELLBEING
ASSESSING HEALTH NEEDS AND WELLBEING
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Understand the concept of wellbeing.
Confidently use the National Practice Model with all children and families.
Practice in a way that facilitates an individualised, strengths-based approach when working with children and families.
25/42HEALTH VISITING PRACTICE – ASSESSING HEALTH NEEDS & WELLBEING
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Demonstrate an in-depth knowledge of Data Protection and the concept of sharing information.
Act as a role model, working in a positive and constructive way in the equality and diversity framework.
Identify and interpret individual, family and community health needs.
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OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Evaluate the use of routine sensitive enquiry.
Analyse organisational and Government priorities regarding children, young people and families.
27/42HEALTH VISITING PRACTICE – ASSESSING HEALTH NEEDS & WELLBEING
ACTION PLAN – ASSESSING HEALTH NEEDS AND WELLBEING
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
28/42HEALTH VISITING PRACTICE – LEADERSHIP
LEADERSHIP
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Effectively lead and manage a caseload of children and families.
Actively engage in continuous professional development for self and others and maintains a suitable record of personal development.
Advocate for access to quality, cost-effective health care.
29/42HEALTH VISITING PRACTICE – LEADERSHIP
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Determine the need for specialist and referral care for children and families.
Evaluate change and influence new thinking.
Appraise the performance management process for self and others.
30/42HEALTH VISITING PRACTICE – LEADERSHIP
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Critically reflect on own leadership style.
Reflect on own personal resilience strategies.
Evaluate strategies for conflict resolution.
31/42HEALTH VISITING PRACTICE – LEADERSHIP
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Involvement in all aspects of the planning and chairing of meetings.
32/42HEALTH VISITING PRACTICE – LEADERSHIP
ACTION PLAN – LEADERSHIP
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
33/42HEALTH VISITING PRACTICE – PUBLIC HEALTH
PUBLIC HEALTH
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Evaluate the impact of contemporary public health policy on health care providers, children, families and communities.
Critically appraise legislative and policy-making activities that influence the health of children and communities.
Evaluate the relationship between community/public health issues and social problems as they impact on the health care of children and families.
34/42HEALTH VISITING PRACTICE – PUBLIC HEALTH
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Analyse and synthesise epidemiological data to present a comprehensive argument for community health needs.
Critically evaluate surveillance and epidemiological data relevant to children and young people.
Appraise and respond to public health challenges within scope of practice.
35/42HEALTH VISITING PRACTICE – PUBLIC HEALTH
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Apply principles of empowerment when promoting behaviour change.
36/42HEALTH VISITING PRACTICE – PUBLIC HEALTH
ACTION PLAN – PUBLIC HEALTH
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
37/42HEALTH VISITING PRACTICE – QUALITY IMPROVEMENT
QUALITY IMPROVEMENT
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Demonstrate an outcome focused approach to practice.
Use appropriate improvement methodology in the enhancement of evidenced based care.
Analyse and evaluate data collected to inform and improve practice.
38/42HEALTH VISITING PRACTICE – QUALITY IMPROVEMENT
OUTCOME
LEVEL OF KNOWLEDGE AND SKILL EVIDENCE TO SUPPORT ACHIEVEMENT Date
1 2 3
Appraise Clinical Governance and accountability relevant to practice.
Influence change and innovation.
39/42HEALTH VISITING PRACTICE – QUALITY IMPROVEMENT
ACTION PLAN – QUALITY IMPROVEMENT
OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved
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RECORD OF MEETING WITH PRACTICE TEACHER/MENTOR
DATE AREAS EXPLORED/DISCUSSED ACTIONS NEEDED SIGNATURE (PT/MENTOR AND STUDENT)
HEALTH VISITING PRACTICE – SELF ASSESSMENT TOOL 41/42
REFERENCES5. Nursing and Midwifery Council, 2015. The Code: Professional
Standards of Practice and Behaviour for Nurses and Midwives. London: NMC. Accessible on-line from: https://www.nmc.org.uk/standards/code/
6. Public Health England, NHS Health Scotland, Public Health Wales, Public Health Agency. (2016) Public Health Knowledge and Skills Framework 2016. London: Department of Health. Accessible on-line from: https://www.gov.uk/government/publications/public-health-skills-and-knowledge-framework-phskf
7. Scottish Government. (2014). Setting the Direction for Nursing and Midwifery Education in Scotland. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2014/02/4112/downloads
8. Scottish Government (2008). The Early Years Framework. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2009/01/13095148/0
1. Data Protection Act 1998. Accessible from: https://www.gov.uk/data-protection/the-data-protection-act
2. Moore, R. (2013). CEL 13: Public Health Services Future Focus. Edinburgh: Scottish Government. Accessible on-line from: http://www.sehd.scot.nhs.uk/mels/CEL2013_13.pdf
3. NHS Education for Scotland (2015). Post -Registration Career Development Framework Self-Assessment Tool for Nurses, Midwives and Allied Health Professionals in Scotland. Edinburgh: NHS Education for Scotland. Accessible on-line from: http://www.careerframework.nes.scot.nhs.uk/media/32227/nesd0057_postregistrationcareerframework_f.pdf or http://www.careerframework.nes.scot.nhs.uk/
4. Nursing and Midwifery Council, 2004. Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC. Accessible on-line from: https://www.nmc.org.uk/standards/additional-standards/standards-of-proficiency-for-specialist-community-public-health-nurses/
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9. Scottish Government. Getting it Right for Every Child. Edinburgh: Scottish Government. Available on-line from: http://www.gov.scot/Topics/People/Young-People/gettingitright
10. Scottish Government. Children and Young People (Scotland) Act 2014. Available on-line from: http://www.legislation.gov.uk/asp/2014/8/contents/enacted
11. Scottish Government 2015. Universal Health Visiting Pathway. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2015/10/9697/downloads
12. Scottish Government. 2017. Nursing 2030 Vision: Promoting confident, competent and collaborative nursing for Scotland’s future. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2017/07/4277/downloads
13. UK Public Health Register (UKPHR) (2014) Public Health Practitioner Standards for Registration. UKPHR. Accessible on-line from: https://www.ukphr.org/wpcontent/uploads/2014/08/UKPHR-Practitioner-Standards-14.pdf
14. United Nations Convention on the Rights of the Child. Accessible on-line from: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/
15. Woodman K. NHS Health Scotland. 2016. Evidence briefing in support of the Universal Health Visiting Pathway. Edinburgh: NHS Health Scotland. Accessible on-line from: http://www.healthscotland.com/documents/27638.aspx
REFERENCES
NHS Education for ScotlandWestport 102West PortEdinburgh EH3 9DNT: 0131 656 3200F: 0131 656 3201www.nes.scot.nhs.uk
© NHS Education for Scotland 2017 You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes if referenced in full. Use of this document for commercial
purposes is permitted only with the written permission of NES.
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