pgdip/bsc (hons) specialist community public health nursing · 2020-04-06 · health, psychology...

Health, Psychology and Social Care

PgDip/BSc (Hons) Specialist Community Public Health Nursing

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

_________________________________________________________________________________________________________________________________ CASQE Page 1 of 46 Programme Specification

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 1st December 2017

2 Effective date of Approved/Reviewed Programme Specification: 01 September 2018 – 31 August 2024

3 This Version effective from: 01 September 2018

4 Version number: 2018/Version 1

Students who commenced their study on awards within this programme specification prior to [insert date] should refer to the previous version of the programme specification published on the CASQE website.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

2CP3D892 Evidence Based Practice (Level 6)

BSc (Hons) Contemporary Health Practice

2CP3D892 Evidence Based Practice (Level 6) 2CP3D081 Community Practitioner Nurse Prescribing – V100 (Level 6) 2CP3D181 Community Practitioner Nurse Prescribing – V100 (Level 7) 2CP3D989 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 6) 2CP3D990 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 7) 2CP3D993 Developing Leadership and Professional Practice (Level 6) 2CP3D994 Developing Leadership and Professional Practice (Level 7) 2CP3D186 Developing Research Skills (Level 7) 2CP3D865 Helping People Change (Level 6) 2CP3D870 Helping People Change (Level 7) 2CP3D998 Principles of Public Health (Level 6) 2CP3D999 Principles of Public Health (Level 7) 2CP3D298 Values based decision making (Level 6) 2CP3D398 Values based decision making (Level 7) 2CP3D873 Safeguarding Public Health Nurses (Level 6) 2CP3D874 Safeguarding Public Health Nurses (Level 7)

CPD Programme

http://www.mmu.ac.uk/academic/casqe/specs/index.php


2CP3D871 Independent Study Project (Level 6) 2CP3D195 Independent Study Project (Level 7)

2CP3D892 Evidence Based Practice (Level 6) 2CP3D081 Community Practitioner Nurse Prescribing – V100 (Level 6) 2CP3D181 Community Practitioner Nurse Prescribing – V100 (Level 7) 2CP3D989 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 6) 2CP3D990 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 7) 2CP3D993 Developing Leadership and Professional Practice (Level 6) 2CP3D994 Developing Leadership and Professional Practice (Level 7) 2CP3D186 Developing Research Skills (Level 7) 2CP3D865 Helping People Change (Level 6) 2CP3D870 Helping People Change (Level 7) 2CP3D998 Principles of Public Health (Level 6) 2CP3D999 Principles of Public Health (Level 7) 2CP3D298 Values based decision making (Level 6) 2CP3D398 Values based decision making (Level 7)

PgDip / BSc (Hons) Community Health

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

PgDip/BSc (Hons) Specialist Community Public Health Nursing


2 Brief Summary This should contain the main headlines to be published in the prospectus

The Specialist Community Public Health Nursing programme is a Nursing and Midwifery Council (NMC) regulated post-registration programme that enables students to register on part 3 of the NMC professional register as a school nurse or health visitor. The programme is 50% theory and 50% practice, and can be studied full time (52 weeks of which are 45 programmed weeks) or part time and at level 6 or 7. The programme curriculum was designed in partnership with stakeholders including service users, students, practice teachers, managers and is flexible in its approach in preparing students to work in their identified field of practice. A wide variety of teaching and learning methods and various types of assessments are utilised to enable students to relate theory to practice. There is an emphasis on inter-professional learning and some of the units studied are shared with other Specialist Practitioner pathways. All SCPHN students are supported in practice in line with current NMC guidance (currently practice teachers - NMC, 2008).

3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Health, Psychology and Social Care

5 Home Department/ School/ Institute

Department of Nursing

6 UCAS/UTT code(s)

N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Honours (Level 6) Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Flexible framework

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

N/A

10 Compliance with University Assessment Regulations University Assessment Regulations

Assessment Regulations for Undergraduate Programmes

Assessment Regulations for Taught Postgraduate Programmes

11 Approved Variations/Exemptions from University Assessment Regulations

The following approved variations or exemptions from University Regulations apply (currently waiting for approval): Recognition of Prior Learning

http://www.qaa.ac.uk/publications/information-and-guidance#page-1

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php


For the NMC award in Specialist Community Public Health Nursing (within the BSc (Hons) Specialist Community Public Health Nursing and PgDip Specialist Community Public Health Nursing programmes), students can have RPL for a maximum of one third of the programme (NMC, 2004). Compensation/ condonement In the case of any programme approved by the Nursing and Midwifery Council (NMC) and/or Health and Care Professions Council (HCPC), no compensation or condonement for any unit approved by the NMC or HCPC will be permitted. Passing all elements of assessment In the case of a unit approved by the NMC or HCPC, students must pass all elements of assessments in order to pass the unit. In year assignment recovery scheme Students at levels 6 and 7 who fail to achieve a pass mark (Level 6 - 40%; level 7 – 50%) for an element of assessment – including marks of 0 for non-submission - may be permitted to undertake in-year assignment recovery prior to the Unit Assessment Board, subject to the scheduling of the original assessment. Re-submission of multi-part assessments In the case of a unit approved by the Nursing and Midwifery Council (NMC) and/or Health and Care Professions Council (HCPC), where one part of a multi-part assessment is failed and resubmitted, only the resubmitted part shall be capped at 40% (level 6) or 50% (level 7). Pass mark for prescribing programmes Due to the NMC (2006 and 2009) requirements, the pass marks on the NMC approved prescribing courses are as follows: 1. V100 (level 6 & 7): a. Short answer and MCQ examination: 80% Demonstrating currency at point of PSRB registration Where a unit or programme confers a PSRB professional award and has a practice placement element, students must normally be assessed as competent in practice no more than 12 weeks prior to the final board of examiners. Students delayed in other assessments may require re-assessment in practice in order to demonstrate currency. Decisions will be made on a case-by-case basis based on the context of the individual student and the risk involved if their assessment in practice is not current.


Practice assessment element of programmes/units Practice assessment in Specialist Practice of Health Visiting and Specialist Practice of School Nursing units. Students will only be allowed to have two attempts at the practice assessment rather than the three attempts they are entitled to in theoretical assessments. Should a student require reassessment in practice then they will be allowed a maximum of 50 days to be negotiated with the Programme Lead and Practice Teacher in order to retrieve any outstanding outcomes. Safe and competent practice Students must demonstrate the principles of safe and competent practice in their written work. This means that students who write, either by intention or accident, an error that could potentially compromise public safety, will be referred automatically on that part of the assessment. This referral means that a mark of 0 will be applied to this part of the assessment, and they will be required to resubmit for a capped mark of 40% (level 6) or 50% (level 7) - only the resubmitted part shall be capped. In addition, within the Community Practitioner Nurse Prescribing (V100) unit students will be referred if they do not ask about medication history, allergies, over the counter medication, or if there is any incorrect dosage/prescribing of an unlicensed product (NMC 2006 ; standards 10 and 11). Confidentiality In all unit assessment, students are required to maintain confidentiality and anonymity and must use a pseudonym. Confirmed breaches of patient confidentiality will result in failure of the assessment. Credits on one subject For NMC professional awards in the BSc (Hons) Specialist Community Public Health Nursing and PGDip Specialist Community Public Health Nursing a focus on a specific issue for assessment (i.e. a client group, a clinical ‘problem’ or a management concern) may be utilised in work that attracts no more than 40 credits. If a student exceeds this, any assessment which takes the cumulative total of credits above 40 will automatically be referred. This referral means that a mark of 0 will be applied to this part of the assessment, and they will be required to resubmit for a capped mark of 40% (level 6) or 50% (level 7) - only the resubmitted part shall be capped. Attendance requirements All PSRB approved programmes have minimum attendance rates (normally 80% for theory and 100% for practice). Students will be required to complete 100% of


practice hours and where a students’ attendance for theory falls below 80% they will normally be required to make this time up by independent study demonstrating they have covered the required subject area. Some teaching in University is viewed by the team as essential to ensure practitioners protect patients and the public. These taught sessions will be identified to students and the consequences of missing them made clear in the programme handbook.

12

Relationship with Faculty Foundation Year

N/A as level 6/7 programme only.

Awards

13 Final award title(s) All titled awards including:

Sandwich awards

‘Fallback’ awards for students who pass academic credits but fail PSRB licence to practice element

Mark any PSRB final awards conferred as “PSRB Award”

PgDip Specialist Community Public Health Nursing: Health Visiting

PgDip Specialist Community Public Health Nursing: School Nursing

PgCert Health (Students who exit without successfully completing the PgDip Specialist Community Public Health Nursing and who are not, therefore, eligible for SCPHN qualification in the specific field of practice may be awarded (as a fall back award): PgCert Health)

BSc (Hons) Specialist Community Public Health Nursing: Health Visiting

BSc (Hons) Specialist Community Public Health Nursing: School Nursing

BSc Health (Students who exit without

successfully completing the BSc (Hons) Specialist

Community Public Health Nursing and who are

not, therefore, eligible for SCPHN qualification in

the specific field of practice may be awarded (as

a fall back award): BSc Health)

14 Combined Honours There is no Combined Honours provision within this programme specification

15 Interim exit awards and Subject title(s)

PgCert Health (Students who exit without successfully completing the PgDip Specialist Community Public Health Nursing and who are not, therefore, eligible for SCPHN qualification in the specific field of practice may be awarded (as a fall back award): PgCert Health)


BSc Health (Students who exit without

successfully completing the BSc (Hons) Specialist

Community Public Health Nursing and who are

not, therefore, eligible for SCPHN qualification in

the specific field of practice may be awarded (as

a fall back award): BSc Health)

Arrangements with Collaborative Partners (where applicable)

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A

N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

Nursing and Midwifery Council (NMC)

19 Date, outcome & period of approval of last PSRB approval/accreditation

7 February 2012. Programmes approved for 5 years, with programme extension given for uptakes up to 4 March 2018 (NMC QA team letter 10/8/2016).

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval 01 December 2017

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6 years

From: 1 September 2018

To: 31 August 2024

(iii) Major Modifications to Programme Specification since last review/approval

N/A

21 Next Scheduled Review Date:

2023/24


22


SECTION B – OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications

24 Programme Rationale

This programme is designed to meet a specific professional requirement, and to provide students with the required knowledge and skills to work as a Specialist Community Public Health Nurse in the field of health visiting or school nursing. It enables students to obtain registration with the NMC on part three of the register as a Health Visitor or School Nurse. The curriculum has been reviewed and developed in response to policy documents such as the Public Health Outcomes Framework (PHE 2017) and the six high impact areas (PHE 2016), and cognisant of the changes in local service design and delivery for the 0-19 service. The programme is offered at levels six and seven, and whilst many students now enter with a first degree, there is still demand for the level six programme. Students study core units shared with other programmes, and then have specialist units focusing on the specific knowledge and skills required for professional practice in health visiting or school nursing. Students have one elective ten-credit unit, with V100 community practitioner prescribing being an option for suitable students. Due to the professional nature of the programme, there is a requirement for a minimum of 80% attendance overall in the University setting and 100% attendance requirement for practice.

25 QAA Benchmark Statement(s)

Health Visiting There are no relevant QAA benchmark statements for the School Nursing route.


26 Programme Specific Outcomes

(a) Final Award Learning Outcomes PgDip Specialist Community Public Health Nursing: Health Visiting: On successful completion of the programme the students will be able to:

1. Demonstrate critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): Health Visitor

2. Critically apply appropriate theory and exercise appropriate professional judgement when assessing the health and wellbeing of individuals, client groups and populations, communicating results effectively

3. Apply an in-depth and coherent range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population

4. Apply public health policy and health promoting strategies to practice, and devise innovative approaches to develop health services/ programmes and reduce inequalities

5. Actively seek to contribute to policy and strategy development to improve health and well being

6. Critically evaluate research studies and other forms of evidence and where appropriate apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient

7. Deploy and evaluate established techniques to identify and manage risk with a range of client groups including the most vulnerable

8. Lead and manage projects in creative and innovative ways to improve the health and wellbeing of individuals and communities

9. Manage teams and resources ethically and effectively, showing originality in tackling and solving problems

10. Synthesise knowledge and experience gained as a SCPHN: Health Visitor student to articulate a vision, based on sound arguments, for the future role and functions of their SCPHN:HV

PgDip Specialist Community Public Health Nursing: School Nursing: On successful completion of the programme the students will be able to:

1. Demonstrate critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): School Nurse


3. Apply an in-depth and coherent range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population

4. Apply public health policy and health promoting strategies to practice, and devise innovative approaches to develop health services/ programmes and reduce inequalities


5. Actively seek to contribute to policy and strategy development to improve health and well being

6. Critically evaluate research studies and other forms of evidence and where appropriate apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient

7. Deploy and evaluate established techniques to identify and manage risk with a range of client groups including the most vulnerable

8. Lead and manage projects in creative and innovative ways to improve the health and wellbeing of individuals and communities

9. Manage teams and resources ethically and effectively, showing originality in tackling and solving problems

10. Synthesise knowledge and experience gained as a SCPHN: School Nurse student to articulate a vision, based on sound arguments, for the future role and functions of their SCPHN:SN

BSc (Hons) Specialist Community Public Health Nursing: Health Visiting: On successful completion of the programme the students will be able to:

1. Demonstrate the critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): Health Visitor


3. Apply an appropriate range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population.

4. Apply public health policy and health promoting strategies to practice to develop health services/ programmes and reduce inequalities

5. Contribute to policy and strategy development to improve health and well being 6. Critically appraise research studies and other forms of evidence and where appropriate

apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient

7. Deploy established techniques to identify and manage risk with a range of client groups including the most vulnerable

8. Lead and manage projects to improve the health and wellbeing of individuals and communities

9. Manage teams and resources ethically and effectively 10. Utilise knowledge and experience gained as a SCPHN: Health Visitor student to articulate a

vision for the future role and functions of their SCPHN:HV BSc (Hons) Specialist Community Public Health Nursing: School Nursing: On successful completion of the programme the students will be able to:

1. Demonstrate the critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): School Nurse



3. Apply an appropriate range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population.

4. Apply public health policy and health promoting strategies to practice to develop health services/ programmes and reduce inequalities

5. Contribute to policy and strategy development to improve health and well being 6. Critically appraise research studies and other forms of evidence and where appropriate

apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient

7. Deploy established techniques to identify and manage risk with a range of client groups including the most vulnerable

8. Lead and manage projects to improve the health and wellbeing of individuals and communities

9. Manage teams and resources ethically and effectively 10. Utilise knowledge and experience gained as a SCPHN: School Nurse student to articulate a

vision for the future role and functions of their SCPHN:SN

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study PgCert Health: Students who obtain the fall back degree of PgCert will not have fully met the PgDip Specialist Community Public Health Nursing (SCPHN) programme and unit learning outcomes. These students are not eligible for a NMC SCPHN qualification or the NMC award of Community Practitioner Nurse Prescribing (V100). BSc Health: Students who obtain the fall back degree of BSc Health will not have fully met the BSc (Hons) Specialist Community Public Health Nursing (SCPHN) programme and unit learning outcomes. These students are not eligible for a NMC SCPHN qualification or the NMC award of Community Practitioner Nurse Prescribing (V100).

27 Interim Award Learning Outcomes BA/BSc (Hons): Level 4 (CertHE) and Level 5 (DipHE) outcomes MA/MSc: PGCert & PGDip Provide a set of interim learning outcomes for each level of each award/route title.

N/A

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php


SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are approved for delivery but may not run in any one academic session.

BSc (Hons) Specialist Community Public Health Nursing: Health Visiting

Level 6

Core Units

Code Occ Status (if applicable)

- Pre/Co-requisites - Excluded units

Unit Title No of credits

2CP3D993

Core Developing Leadership and Professional

Practice 20

2CP3D892 Core Evidence-Based Practice 20 2CP3D998 Core Principles of Public Health 10 2CP3D979 Core Principles of Health Visiting 10

2CP3D882 Core Contemporary Issues in Health Visiting 10 2CP3D981 Core Specialist Practice of Health Visiting 20 2CP3D873 Core Safeguarding for Public Health Nurses 10

2CP3D880 Core Child Development for Health Visitors 10

Option Units Choose ONE unit from options listed 2CP3D081 Option (pre-

requisites) Community Practitioner Prescribing (V100) 10

2CP3D989

Option Contraception, Reproduction and Sexual

Health (CRASH) 1 10

2CP3D871 Option Independent study project 10 2CP3D865 Option Helping People Change 10

2CP3D298 Option Values Based Decision Making 10

On successful completion of Level 6 – Final award: BSc (Hons) Specialist Community Public Health Nursing:

Health Visiting


BSc (Hons) Specialist Community Public Health Nursing: School Nursing Level 6

Core Units




2CP3D993


Practice 20

2CP3D892 Core Evidence-Based Practice 20 2CP3D998 Core Principles of Public Health 10 2CP3D876 Core Principles of School Nursing 10

2CP3D878 Core Contemporary Issues in School Nursing 10 2CP3D983 Core Specialist Practice of School Nursing 20

2CP3D873 Core Safeguarding for Public Health Nurses 10

2CP3D884 Core Emotional Health and Well Being 10



2CP3D989


Health (CRASH) 1 10

2CP3D871 Option Independent study project 10 2CP3D865 Option Helping People Change 10


On successful completion of Level 6 – Final award: BSc (Hons) Specialist Community Public Health Nursing:

School Nursing


POSTGRADUATE

PgDip Specialist Community Public Health Nursing: Health Visiting Level 7

Core Units




2CP3D994


Practice

20

2CP3D186 Core Developing Research Skills 20

2CP3D999 Core Principles of Public Health 10

2CP3D980 Core Principles of Health Visiting 10

2CP3D883 Core Contemporary Issues in Health Visiting 10

2CP3D982 Core Specialist Practice of Health Visiting 20 2CP3D874 Core Safeguarding for Public Health Nurses 10

2CP3D881 Core Child Development for Health Visitors 10



2CP3D990


Health (CRASH) 1 10

2CP3D195 Option Independent study project 10

2CP3D870 Option Helping People Change 10


On successful completion of Level 7 – Final award: PgDip Specialist Community Public Health Nursing: Health

Visiting


PgDip Specialist Community Public Health Nursing: School Nursing Level 7

Core Units




2CP3D994


Practice

20

2CP3D186 Core Developing Research Skills 20

2CP3D999 Core Principles of Public Health 10

2CP3D877 Core Principles of School Nursing 10

2CP3D879 Core Contemporary Issues in School Nursing 10

2CP3D984 Core Specialist Practice of School Nursing 20

2CP3D874 Core Safeguarding for Public Health Nurses 10

2CP3D885 Core Emotional Health and Well Being 10



2CP3D990


Health (CRASH) 1 10

2CP3D195 Option Independent study project 10

2CP3D870 Option Helping People Change 10


On successful completion of Level 7 – Final award: PgDip Specialist Community Public Health Nursing: School

Nursing


SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The degrees prepare students with the required knowledge and skills to work as Specialist Community Public Health Nursing in the fields of health visiting and school nursing. It is usual for all graduates to obtain employment in their preferred field of practice.

30 Curriculum Design

The programme team recognise that students entering these programmes are qualified nurses, many already with a first degree, aiming to gain an additional professional qualification. The curriculum pivots on the programme team’s philosophy of respect for the adult learner and an appreciation that integration of theory to practice is paramount. A commitment to partnership working underpins the curriculum which has been re-developed in consultation with service users, students, practice teachers and managers, and cognisant of current government policy and direction. It adheres to the NMC (2004) SCPHN standards and has been informed and refined in response to a range of policy documents (such as PHE 2016, PHE 2017), and feedback from stakeholders (for example, students, practice teachers, placement providers, external examiners, Health Education England (North West) and service users). Further commitment to partnership working is illustrated by maximising opportunities for inter-disciplinary and inter-professional learning by the design of units that can be accessed by other degrees. The programme is 52 weeks in length, with 45 programme weeks and can be studied full or part time. Due to the NMC requirement for 50% theory and 50% practice, the curriculum is designed so that full time students normally spend 2 days in practice a week, with 2 days in the University setting with a 10 week block of consolidated practice at the end of the course. The units are delivered in a ‘short fat’ block, enabling students to develop specific knowledge and skills to relate to practice. This also enables a flexible approach to study, to facilitate students stepping off and on the programme. Students who step off are managed in line with standard University procedures, but all students must demonstrate currency at time of the final examination board (see exemption from regulations, section 11) and students must normally be assessed as competent in practice within 12 weeks of the final board of examiners.

31 Learning and Teaching

Learning and teaching is based on the University Education Strategy (MMU 2017) which builds on the previous Strategy for Learning, Teaching and Assessment (MMU 2014) which was embedded in the programme. New academic staff are well supported by the University, and are expected to complete the MMU Postgraduate Certificate in Learning and Teaching in HE within the first three years of employment. This currently offers the NMC teacher award and HEA accreditation. Academic staff who are NMC registrants have NMC registration checked by both HR and a departmental system to ensure that all staff revalidate and maintain registration.


As 50% of the programme is delivered in practice, the University provide support to practice teachers in the form of induction sessions, forums and visits to practice by the award leader or other staff members. The programme currently requires students to be supported by Practice Teachers in line with current NMC (2008) standards, but will amend this requirement if necessary to reflect any new NMC education framework. Students are provided with pre-course information, and during programme induction receive information about the units and specific regulations relating to the programme, such as professional unsuitability. Students receive a programme handbook, and unit handbook via the unit Moodle site. These handbooks contain information relating to relevant University regulations, and NMC requirements. Teaching and learning is underpinned by a collaborative learning or student centred philosophy, recognising the active role that adult learners have in their professional development. The approach taken will be influenced by a number of factors including group size, unit subject, learning outcomes, NMC requirements and, where appropriate, student preferences. Strategies will lead to an appropriate mix of directed and independent studies, for example: lectures, group work, e-learning, blended learning, work based learning, individual/group tutorials, seminars, and guided reflection on practice. Students are given opportunities for formative feedback during units, and can obtain both written and verbal feedback if required. Students will be presented with opportunities for inter-professional working and learning as an integral component of their placement experiences. Further opportunities are available within the university as the programme is designed to promote interdisciplinary and inter-professional learning by incorporating units that are shared with other courses. The units that are shared with other programmes include evidence-based practice, developing leadership and professional practice and principles of public health. Academic staff will, where appropriate, facilitate service user and carer contributions to the student learning experiences. As students will be practising with service users and carers while studying it is appropriate to offer additional and intentional learning opportunities with service users and carers. Practitioners, service colleagues and service users regularly contribute to teaching and learning. Students are required to obtain feedback from service users as part of their practice assessment document. Whilst most students will have experience of recent study, all students are provided with information on study skills at the start of the programme, and signposted to the Faculty student support officer and study skills via skills on line/Moodle. Students are given opportunities for formative assessment during the programme, and opportunities to engage with the unit grading criteria.

32 Assessment

Assessments are conducted in line with the MMU (2012) Institutional Code of Practice for the Assessment of Students, the NMC requirements for assessments for this programme (NMC 2004) and the NMC (2017) Quality Assurance Framework.


The assessment strategies reflect the learning outcomes of the individual units, with each assignment undertaken being cross-referenced to a specific outcome. An assignment brief is provided for each assessment, and all work is marked according to the University Standard Descriptors (with the exception of the V100 pharmacology examination). All units within the programme include an opportunity for formative assessment; students are encouraged to discuss work in progress and receive feedback. Summative assessments are devised to facilitate both theory-practice integration and the development of skills that will be of use in their clinical careers (for example, the format of assessments may include group presentations, individual presentations, written assessments and examinations) Assessments are submitted via Turnitin, and the team adopt anonymous marking with the exception of practice-based portfolios and presentations where the student is identified. The V100 examination is computer based. The programme team provide students with information about avoiding plagiarism, and recommend that students undertake the ‘avoiding plagiarism’ tutorial on ‘Skills on Line’ (via student resource area Moodle site). In addition, all students are provided with a Turnitin link on the programme Moodle site to check the similarity of their work formatively. Assignments are internally and externally moderated in accordance with university policy. In order to be consistent between units, a 20 credit unit will be assessed with the equivalence of 4,500 words. All units must be passed and cannot be condoned. Further details of this are provided in section 11. All students work must be word processed and must enter a word count (excluding references and quotes) on all written work.

i. Where the work is either stated to be or found to be in excess of the stated word limit by

over 10% marking will stop at the stated word limit. The marker will indicate on the

feedback that ‘marking has ceased at the word limit’

ii. Where students have alternative forms of assessment such as presentations a similar

process will be implemented with students being given a time limit and when that time has

lapsed they will be asked to draw their presentation to a close and the mark awarded will

be based on the work presented within the time allocation.

External examiners meet practice teachers and students on the final Board of Examiners, and are invited to visit students in practice. Practice teachers award students a mark for practice in the Specialist Practice unit, using practice marking criteria. They are fully supported in this process, and are invited to attend marking support sessions and interactive activities in the University setting all designed to ensure consistency among markers.

33 Inclusive Practice

The programme team recognise the importance of inclusive curriculum design, but mindful that the student group are already professionally qualified staff and not as diverse as other


programmes. Unconscious bias training is available in addition to equality and diversity training, which staff must complete every three years. Whilst most students will enter the programme with either a Dip HE or previous degree, there are some applicants who have limited accredited academic study but a wealth of experiential learning. Such students are able to apply for RPL using a structured portfolio meeting the University level 5 outcomes. All students entering this programme are registered with the NMC and subject to the ‘Code of professional standards of practice and behaviour for nurses and midwives’ (NMC 2015). The programme team are mindful of the NMC guidance relating to equality legislation.

34 Technology Enhanced Learning

There is varied use of technology in the programme, with all areas using the Moodle sites as information repositories as a minimum. Links to relevant reports, lecture material and information are on the Moodle sites, with some units using forums and other features. All written assignments are submitted electronically, and unit level evaluations are via the feedback tool on Moodle. The examination for the V100 is conducted on line, and some academic staff use technology such as Kahoot quizzes during sessions. Student placement evaluations are online via the North West Practice Assessment Record and Evaluation (PARE) system (https://onlinepare.net).

35 Placement and/or Work-based Learning Activities

The NMC (2004) standards stipulate that courses must comprise 50% theory and 50% practice; hence practice-based learning has equal status in the programme. The delivery of placement education will reflect current NMC requirements and the University’s Institutional Code of Practice for Placement and Work Based Learning (MMU 2015). Places on the programme are currently requested via employers/HEENW and the employer is responsible for ensuring that the student has a suitable practice placement for the duration of the course, which is audited using the NW multi-professional audit tool. The University works with the employer to ensure that the student is supported by an appropriately qualified practitioner meeting current NMC standards. Currently the requirements are for a practice teacher with due regard, with live registration on the employer mentor/practice teacher register (NMC 2008). Whilst on the programme students maintain a supernumerary status. Where part time students are being employed at the same time as undertaking the programme, students must be able to obtain suitable learning experiences for a period equivalent to 50% of the programme. The placement meets current NMC standards for SCPHN (2004) and students spend 50% of the 45 programme weeks on placement (112.5 days). For the school nursing and health visiting awards, students must have completed their consolidated practice experience (minimum of 10 weeks) and at least half the remaining practice time (minimum of 6.3 weeks) in settings and with clients that are central to the responsibilities for either school nursing or health visiting. Students must, additionally, spend at least three weeks gaining experience in the settings, and with clients,

https://onlinepare.net/


considered either important or that may be a potential area of responsibility, even if not central to the defined area of practice. Practice teachers should hold qualifications equal to, or higher than, those of the students that they are supporting. Where this is not the case, they will be matched in practice with a colleague who meets this requirement OR the University will provide increased support to practice. The rights and responsibilities of students are set out in the MMU Commitment Statement and on-line CPD induction resource and discussed during induction processes. In addition to the NMC guidance, students are made aware of the North West guidance for students on raising concerns in practice, and this information is on the programme Moodle site. Disabled students are supported through the University Disability Service, and award leaders work with practice partners to ensure that reasonable adjustments are put in place for disabled students during practice placements. At least one tripartite placements meeting is arranged during the programme, and these can either be face to face or via Skype/electronic means. Students who are struggling on practice placements are encouraged to seek advice from their award leader as soon as possible, and academic staff will visit practice for a tripartite meeting at either the request of the student or practice staff. As students spend 50% of their time in practice, the Award Leaders engage with mentors/ practice teachers in a number of ways (e.g. placement visits, briefing days, marking support group, practice teacher forum, SCPHN practice prep days). The departmental management team is supportive of the need for (particularly) NMC lecturers to engage with practice; examples include: Fellow of the iHV and National Forum of School Health Educators. The placement unit evaluation will be completed by the student twice during the year via the online PARE tool. This system enables the feedback to be viewed by practice and the University, and where concerns arise this can be quickly identified and addressed. Students also provide informal feedback in the University setting, and via the programme committee.

36 Engagement with Employers

This programme is designed and delivered in collaboration with service providers and other stakeholders. Employability is integral to the overarching aim of the SCPHN programme in preparing students to work in their chosen field of practice and to enable them to respond to changing models of service delivery and local and national priorities. On a strategic level, the University programme team engage with the commissioning bodies and service leads to ensure that the provision meets service needs. Employer satisfaction with students exiting the programme is essential and the views of employers are gained in a number of ways. These include meetings with managers, informal discussions within the clinical area and during joint interviews with service providers. Staff are involved in local and regional meetings and professional forums, working in partnership with employers and service leads. In addition, academic staff work closely with employers during the recruitment phase of the programme and when addressing any issues that arise with students.


Data sharing Data about student attendance and progression on units or programmes will only be shared with employers where this is in line with the current legislation on Data Protection (e.g. GDPR 2018), University guidance or a data sharing agreement.

37 Personal Development Planning

The programme is designed to ensure that students are employable, with all activities aiming to prepare students to work in their chosen field of practice (school nursing or health visiting). Students are encouraged to evaluate and articulate the skills developed within the programme and their relevance to future employment throughout the programme, for example via active discussion in teaching sessions, unit assessments and reflective evaluation on practice with practice or academic staff.


SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

The programme admissions regulations and entry requirements comply with the University’s Recruitment and Admissions Policy.

i) Recognition of Prior Learning

The programme meets the University Policy for the Recognition of Prior Learning (RPL) (2016) with the following exemptions (see section 11):

Students can have RPL for a maximum of one third of the programme (NMC, 2004).

ii) Standard entry requirements

All students are interviewed and this is normally in partnership with employers. Normally, two references will be required and normally one of these will be an academic reference. Normally one of the referees will provide evidence of the applicant’s good character and their previous sickness-absence record. In order to be consistent with the NMC requirements for pre-registration nursing education (NMC 2010 ) and to ensure consistency across the Department, all students applying for NMC approved units with non UK based initial qualifications will be required to have an IELTS minimum of 7.0 or meet the current NMC requirements in terms of equivalent qualification (NMC 2017). This is to ensure that students exiting with professional qualifications have good command of English in order to protect the public and to enable their success in academic study. BSc (Hons) Specialist Community Public Health Nursing All applicants must:

Normally have 120 Level 5 credits in a relevant subject, or a relevant diploma or a portfolio of

evidence mapped to University Standard Descriptors level 5.

Have active registration as a first level nurse or midwife or have successfully completed a pre-

registration nursing or midwifery programme and obtain registration on the NMC register

within 2 months of starting on the programme.

Normally have completed a minimum of one year post initial registration experience in order

to consolidate pre-registration competencies

Be supported in practice for the duration of the course by an appropriately qualified

practitioner (currently a Practice Teacher with due regard (NMC 2008)).

Demonstrate the ability to study independently at Level 6.

PgDip Specialist Community Public Health Nursing


All applicants must:

Have a first degree in a relevant subject, with a minimum of a lower second class classification.

Have active registration as a first level nurse or midwife or have successfully completed a pre-

registration nursing or midwifery programme and obtain registration on the NMC register

within 2 months of starting on the programme.

Normally have completed a minimum of one year post initial registration experience in order

to consolidate pre-registration competencies

Be supported in practice for the duration of the course by an appropriately qualified Practice

Teacher (currently a Practice Teacher with due regard (NMC 2008)).

Demonstrate the ability to study independently at Level 7.

iii) Disclosure and Barring Service Check and occupational health clearance

The programme requires students to have a DBS check at the start of the programme. These are either undertaken by the organisation employing the student or by the university. The university policy on DBS checks applies to such students, and evidence of the DBS check is collated by the University. The organisation employing the student normally arranges occupational health clearance, but the university will arrange this for any independent students.

iv) Specific unit entry requirements.

Many of the units have specific entry requirements and these are identified on the unit specification. Due to NMC regulations the specific entry requirements apply for the following unit: Community Practitioner Nurse Prescribing (V100) – level 6 or 7. a) Students must be currently enrolled on a NMC SCPHN programme and have an allocated

practice assessor, who is a practising prescriber OR have a NMC recorded SCPHN qualification,

be employed in a community setting, and have access to support from a practising prescriber.

b) Be currently registered with the NMC

c) “Intend to practise in an area of clinical need for which prescribing from the Community

Practitioner Formulary will improve patient/client care and service delivery” (NMC 2006, p.9)

d) Have the support of their employer or the organisation with which they are sponsored /

seconded/ supported placement.

39 Programme-Specific Management Arrangements

Standard Programme Management arrangements apply. Students’ placement experience is managed by the relevant award leader in partnership with the employer/practice partner. Professional, Regulatory & Statutory Bodies


The delivery of this programme is in accordance with the NMC standards for education, and the current quality assurance (QA) framework (currently NMC 2017). When any risks emerge the University will respond swiftly to manage and control risks appropriately. All exceptional reports will be sent to the NMC in line with the QA framework.

40 Staff Responsibilities

The SCPHN Programme leader is responsible for the overall delivery of the programme, and coordinating the teaching, assessment and support across the programme. The programme leader is responsible for signing the NMC declaration of good character for successful students, liaising with the award leaders. The Award Leaders for health visiting and school nursing are responsible for managing the theory and practice for students on the award, liaising with colleagues, practice partners and other services. Unit leaders are responsible for the delivery and assessment of the unit, working with programme and award leaders. The Department nominated NMC link is responsible for working with programme leaders to ensure that any concerns in practice or University are responded to and escalated in line with both University and NMC requirements (NMC 2017 Quality Assurance Framework).

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Students are allocated a personal tutor who is normally their award leader for school nursing or health visiting.

42 Programme Specific Student Evaluation

The Programme is exempt from the Institutional Student Survey (ISS) due to the timings of the ISS which do not fit with programme delivery dates. Each unit is evaluated using a standard evaluation tool on moodle, and these results feed into the continuous monitoring and improvement (CMI) process. The programme overall is evaluated at the end of the year, and placement is evaluated twice a year using the online PARE tool (see section 35).

http://www.mmu.ac.uk/students/

____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 26 of 46 Programme Specification

SECTION F – MAPPING THIS SECTION CONTAINS THE FOLLOWING: Page numbers

Relationship to subject benchmark statement (Health Visiting only)

Map I

26-39

Assessment /outcomes map

Map II 40-41

Mapping against NMC (2004) Standards of Proficiency for Specialist Community Public Health Nursing

Map III 42-45


MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)

QAA (2001) Health Visitor Benchmarking

A. Expectations of the health visitor as a professional QAA Statement: At honours degree level, the study of health visiting involves the integrated study of subject specific knowledge; the acquisition of skills and values; the critical application of research knowledge from health and social sciences (and closely related disciplines) to inform understanding and to underpin action, reflection and evaluation in health visiting practice. Honours degree programmes should be designed to foster an integration of contextual, analytic, explanatory and practical knowledge and understanding. The specific areas of subject knowledge, understanding and skills integral to practice are defined in this statement. Key:- Principles of Health Visiting (PHV); Contemporary Issues in Health Visiting (CIHV); Specialist Practice of Health Visiting (SPHV); Principles of Public Health (POPH); Developing Leadership and Professional Practice (DLPP); Evidence Based Practice (EBP) / Developing Research Skills (DRS); Child Development for Health Visitors (CDHV); Safeguarding for Public Health Nurses (SGPHN)

A1 Professional autonomy and accountability of the health visitor The award holder should be able to:

PHV CIHV SPHV POPH SGPHN DLPP CDHV EBP (L6) DRS (L7)

appreciate the significance of professional self-regulation, act within a framework

of professional accountability and respect the need to maintain the integrity of the

profession and not bring it into disrepute

X

X

X

X

understand the legal responsibilities and ethical considerations of professional

practice X X X X X

demonstrate an awareness of professional roles, responsibilities and boundaries

and the context and settings in which health care is delivered X X X X X

understand the significance of the concepts of continuing professional

development and lifelong learning, accept responsibility for personal/professional

development of self and take account of the expectation to maintain registered

professional status through appropriate means

X

X

X

X

X

engage in clinical supervision and other approaches to the review and

development of professional practice.

X X


A2 Professional relationships of the health visitor The award holder should be able to:

PHVP DHVP SPHV POPH SGPHN DLPP CDHV EBP (L6) DRS (L7)

participate effectively in multi-professional approaches to health care, act

independently and collaboratively within a multi-disciplinary and multi-

agency context, generate and maintain effective interactions with relevant

external agencies including other healthcare professional, and utilise

appropriate referral procedures

X

X

X

X

X

X

X

work in partnerships with others to support and implement policy

initiatives to improve the health of the local population X X X X X

X

demonstrate an understanding of the mechanisms by which professional

practice contributes to health care policy and the development of primary

health care and improvement of public health

X X X X X

involve users of services in ways that utilise their knowledge and

experience, and develop their capacity and power to influence factors

affecting their lives

X X X X X


A3 Personal and professional skills of the health visitor The award holder should be able to:


make appropriate professional judgements with confidence X X X X X X

work collaboratively with other health care professionals in professional

practice; X X X X X X

engage in self-directed learning, contribute to effective learning

experiences for students and promote an environment conducive to

learning

X X X X X X

exercise responsibility for personal safety X X X X

undertake personal and professional reviews of team members, identifying

potential and facilitating personal development plans

X X

advise on educational opportunities to support the professional

development of team members

X X

contribute constructively to the management of change and the resolution

of conflict.

X X

facilitate learning in relation to identified health need for patients, clients

and their carers X X X X

provide leadership, where appropriate, on public health issues X X X X X X

provide counselling and psychological support for individuals and their

carers X X X X


A4 Profession and employer context of the health visitor The award holder should be able to:


Demonstrate an understanding of the historical roots of health care in the

UK and of current developments in health and social care; X X X X X

contribute to and maintain a safe health care environment X X X

show understanding of how primary health care, public health, health

education and health promotion are organized X X X X X X

contribute to research and other scholarly activity in the development of

professional practice X X X X X X X

demonstrate an understanding of legislation and legislative processes that

govern specific aspects of practice X X X X X X

contribute to quality assurance through agreed audit procedures and

clinical governance

X X X


B. Principles and concepts of health visiting: applications

B1 Identification and assessment of health needs The award holder should be able to:


work proactively in the search for health needs at an individual, family

and community level X X X X X X

identify the social, political, economic and technological factors that

impact upon health and use this information to analyse local and

national determinants of health for groups and communities;

X X X X X X

utilise a range of assessment techniques appropriate to assessing the

health needs of communities, groups, families and individuals in

differing environments, such as people’s homes, health centres, GP

surgeries, schools and places of work and leisure;

X X X X X X

take account of the diversity of life experiences and key events in the

human life cycle that influence health and assess the individual’s ability

to influence these;

X X X X X X

assess and evaluate specialist health care interventions to meet health

and health related needs of individuals, families, groups and

communities;

X X X X X

identify risk factors which may lead to the potential for physical or

psychological abuse; X X X X X X

undertake diagnostic, health screening and health surveillance

activities relevant to individual, family and community health

maintenance;

X X X X X

collect, collate and analyse data to inform health policies and the

provision of health care. X X X X X X


B2 Formulation of plans and strategies for meeting health needs The award holder should be able to:


stimulate an awareness of health and care needs, enabling individuals,

families, groups and communities to recognise their health needs and

take appropriate action;

X X X X X X

differentiate and utilise approaches to meeting the health needs of

individuals, families, groups and communities, appropriate to their

specific circumstances, locations and environment;

X X X X X X

support and empower individuals, families, groups and communities to

participate in decisions regarding their health and health care and to

access available information and services to achieve health gain;

X X X X X X

advise on the range of local, regional and national services available to

assist with health maintenance and health care and the means to

access these, using advocacy skills where appropriate;

X X X X X X

contribute to the development of a community health profile; X X

act with others to develop strategies to promote social inclusion; X X X X X

utilise opportunities to influence health and social policy and practice

at local, regional and national level; X X X X X X

initiate practice developments to enhance the quality of the health

visiting contribution to public health and the quality of care; X X X X X

work in partnership with others to influence and support health, and

contribute to the development of strategic plans and other policy

initiatives to promote the health of the local population.

X X X X X X


B3 Focused Activity The award holder should be able to:


act independently and collaboratively within a multi-disciplinary and multi-

agency context, providing professional leadership on public health issues; X X X X X X X

plan, provide and evaluate specialist health care interventions to meet health

and health related needs of individuals, families, groups and communities; X X X

X X

work in partnership with individuals, families and communities to maintain

and improve health; X X X X X X

facilitate learning in relation to identified health needs for individuals, families,

groups and communities; X X X

X X

select, from a range of health and social agencies, those which will assist and

improve the health care of individuals, families, groups and communities; X X X

X X

facilitate access to appropriate therapeutic options and provide support for

individuals, families, groups and communities;

X X X

work with vulnerable groups to promote social inclusion; X X X X X X

initiate and participate in community development; X X X X

contribute to the implementation of programmes to achieve health gain; X X X

engage in home based and community based activities to promote and

maintain child health and initiate referral where appropriate; X X X

X X

identify, prevent and manage conflict situation; X X X X

initiate action to identify and minimise risk in relation to promoting child

protection and safety, working in partnership with families, other

professionals and agencies;

X X X X

establish strategies/programmes for the prevention and management of

physical or psychological abuse and initiate referral to therapeutic pathways X X X

X


contribute to the prevention, management and control of communicable

diseases; X X X

prescribe medicines as permitted in legislation X X X


B4 Evaluation The award holder should be able to:


demonstrate a critical, reflective approach to practice; X X X X X X

accept responsibility for continuing personal and professional

development in health visiting;

X X X X

engage in the implementation and monitoring of quality assured

standards of service provision;

X X

contribute to the development and evaluation of strategies to promote

and improve individual and community health; X X X X X

use the outcomes of evaluation to monitor and improve health visiting

practice and services. X X X


C. Health visiting: subject knowledge, understand and associated skills The award holder should be able to demonstrate:

C1 Knowledge and understanding PHVP DHVP SPHV POPH SGPHN DLPP CDHV EBP (L6) DRS (L7)

understanding of health and altered health states throughout the lifespan, with

particular emphasis on maternal and child health and child development, to

include identification of deviation from the norm, lifestyle factors, their influence

of health and opportunities for prevention;

X X X X

understanding of social science, with particular emphasis on the processes

contributing to differences in health experience, the problems of inequality,

vulnerability and differential health needs of individuals, groups and communities;

X X X X X X

particular understanding of developmental, behavioural and social psychology,

sociological and psychological perspectives on the family and an understanding of

how they can influence life experiences;

X X X X X

understanding of social and health policy, and the mechanisms by which health

visitors can contribute to its development in primary health care including

methods of public involvement;

X X X X X

understanding of child protection policies and procedures and the legal

framework within which these operate; X X X X

particular understanding of public health theory and practice, to include

epidemiological, health economic and sociological perspectives; X X X X

understanding of different perspectives on health and how they influence health

visiting practice, theoretical models underpinning health visiting practice, and the

nature of health visiting professional practice to include boundaries, roles,

responsibilities and opportunities for development;

X X X X X


C1 Knowledge and understanding (continued) PHVP DHVP SPHV POPH SGPHN DLPP CDHV EBP (L6) DRS (L7)

a particular understanding of the nature of community and how this

influences health and health care, including contexts, settings and sectors for

health visiting practice, such as the home, clinic, schools, etc;

X X X X X X

understanding of the use of ethical frameworks in a public health and primary

care context; X X X X X X

understanding of the multi-factorial nature of physical and psychological

abuse, risk assessment, preventative strategies and therapeutic pathways; X X X X

understanding of the legislation and legislative processes that govern and

shape health visiting practice; X X X X X

understanding of communicable diseases and their prevention and control; X X X X

understanding of pharmacology and related subjects, diagnostics and the legal

and ethical issues relating to the prescription, supply and administration of

medicines and the role of the health visitor and others in the prescribing and

management of medicines;

X X X

understanding of models of reflection and clinical supervision and their use in

practice;

X X X X

understanding theories of learning and teaching, applied to individuals, groups

and communities; X X X X X X

understanding of autonomous practice, self-management and practising

within personal and professional boundaries, and the importance of

continuing professional development;

X X X X

understanding of management theory, to include resource management and

the change process;

X X

understanding of leadership and team working in a multi-disciplinary/multi-

agency context.

X X X X


C2 skills Information gathering


ability to gather, select and evaluate research findings pertaining to the

principles, practice and outcomes of health visiting; X X X X X X X

ability to gather, select and evaluate outcomes of individual, family and

community needs assessment; X X X X X X

ability to seek out epidemiological data, community/case load profiles, and

health visiting practice audit and evaluation data; X X X X

ability to systematically invite and analyze feedback, evaluations and

perspectives from users, carers and statutory and voluntary agencies; X X X X X

ability to carry out health surveillance and screening of individuals, families

and communities; X X X X X

ability to use models of community health needs assessment and analyze

data supporting the health visitor’s contribution to health improvement. X X X X


C2 skills

Problem solving


ability to reach judgements in practice by utilizing the outcomes of

experience, critical review and reflection including outcomes of clinical

supervision and personal development planning and review;

X X X X

ability to analyse and assess human situations, taking into account the

views of the participants, theoretical concepts , research evidence,

legislation and organisational policies and procedures;

X X X X X

ability to investigate the impact of inequality and discrimination when

working with individuals, families and communities and contribute to the

formulation and implementation of appropriate interventions;

X X X X X X

ability to participate in the analysis and synthesis of information gathered,

and the process of prioritization in relation to influencing the provision of

appropriate health visiting resources;

X X X X X

ability to assess child development and identify deviations from the normal

and initiate referral where appropriate; X X X X X

ability to engage in child protection procedures, taking into account the

legal framework and associated policies; X X X X

ability to identify, prevent and manage communicable diseases. X X X


C2 skills Communication


ability to use higher level communication skills pertinent to health visiting

practice; X X X X X

ability to select from a range of teaching methods those appropriate to the

context of health promotion and health education, and apply these in

professional practice;

X X X X X X

ability to apply health promotion theory, demonstrating expertise in the

use of self empowerment and community development approaches; X X X X X X

Numeracy

ability to interpret numerical and statistical data; X ability to organize and manipulate numerical and statistical data; X ability to select appropriate formats for data presentation relevant to the

information being conveyed and its intended purpose;

X

Information technology

ability to engage with information management systems and technology

relevant to health visiting practice, taking into account of policies,

procedures and data protection requirements regarding access and

confidentiality.

X X X X X X


MAP II


MAP III

MAPPING AGAINST NMC (2004) STANDARDS OF PROFICIENCY FOR SPECIALIST COMMUNITY PUBLIC HEALTH NURSING Key:- Principles of Health Visiting (PHV); Principles of School Nursing (PSN); Contemporary Issues in Health Visiting (CIHV); Contemporary Issues in School Nursing (CISN); Specialist Practice of Health Visiting (SPHV); Specialist Practice of School Nursing (SPSN); Principles of Public Health (POPH); Safeguarding for Public Health Nurses (SGPHN); Child Development for Health Visitors (CDHV); Emotional Health and Well Being (EHWB); Developing Leadership and Professional Practice (DLPP); Evidence Based Practice (EBP); Developing Research Skills (DRS) DOMAIN: SEARCH FOR HEALTH NEEDS

Principle: Surveillance and assessment of the population’s health and well being

PHV/ PSN

CIHV/ CISN

SPHV/ SPSN

POPH SGPHN CDHV EHWB DLPP EBP / DRS

Collect and structure data and information on the health and well being and

related needs of a defined population. X X X X X X X

Analyse, interpret and communicate data and information on the health and

wellbeing and related needs of a defined population. X X X X X X X

Develop and sustain relationships with groups and individuals with the aim of

improving health and social wellbeing. X X X X X X X

Identify individuals, families and groups who are at risk and in need of further

support. X X X X X X X

Undertake screening of individuals and populations and respond appropriately to

findings. X X X X X X X


DOMAIN: STIMULATION OF AWARENESS OF HEALTH NEEDS

Principle: Collaborative working for health and wellbeing

PHV/ PSN

CIHV/ CISN

SPHV/ SPSN


Raise awareness about health and social wellbeing and related factors, services

and resources. X X X X X X X

Develop, sustain and evaluate collaborative work. X X X X X X X X

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

Communicate with individuals, groups and communities about promoting their

health and wellbeing X X X X X X X

Raise awareness about the actions that groups and individuals can take to

improve their health and social wellbeing. X X X X X X X

Develop capacity and confidence of individuals and groups, including families

and communities, to influence and use available services, information and skills,

acting as advocate where appropriate.

X X X X X X

Work with others to protect the public’s health and well being from specific

risks. X X X X X X X


DOMAIN: INFLUENCE ON POLICIES AFFECTING HEALTH

Principle: Developing health programmes and services and reducing inequalities

PHV/ PSN CIHV/ CISN

SPHV/SPSN


Work with others to plan, implement and evaluate programmes and projects to

improve health and wellbeing X X X X X X

Identify and evaluate service provision and support networks for individuals,

families and groups in the local area or setting. X X X X X X

Principle: Policy and strategy development and implementation to improve health and wellbeing

Appraise policies and recommend changes to improve health and wellbeing. X X X X X X X

Interpret and apply health and safety legislation and approved codes of practice

with regard for the environment, wellbeing and protection of those who work with

the wider community.

X X X X X X X

Contribute to policy development X X X X X X X X

Influence policies affecting health X X X X X X X X

Principle: Research and development to improve health and wellbeing

Develop, implement, evaluate and improve practice on the basis of research,

evidence and evaluation. X X X X X X X X


DOMAIN: FACILITATION OF HEALTH-ENHANCING ACTIVITIES

Principle: Promoting and protecting the population’s health and wellbeing

PHV/ PSN CIHV/ CISN

SPHV/ SPSN


Work in partnership with others to prevent the occurrence of needs and risks

related to health and wellbeing. X X X X X X X

Work in partnership with others to protect the public’s health and wellbeing from

specific risks. X X X X X X X X

Principle: Developing quality and risk management within an evaluative culture

Prevent, identify and minimise risk of interpersonal abuse or violence,

safeguarding children and other vulnerable people, initiating the management of

cases involving actual or potential abuse or violence where needed.

X X X X X X

Principle: Strategic leadership for health and wellbeing

Apply leadership skills and manage projects to improve health and wellbeing. X X X X X X

Plan, deliver and evaluate programmes to improve the health and wellbeing of

individuals and groups. X X X X X

Principle: Ethically managing self, people and resources to improve health and

wellbeing

Manage teams, individuals and resources ethically and effectively

X X X X X X X

pgdip/bsc (hons) specialist community public health nursing · 2020-04-06 · health, psychology...

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