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UNIVERSITY CAMPUS SUFFOLK

School of Science Technology and Health

BACHELOR OF SCIENCE/POST GRADUATE DIPLOMA IN SPECIALIST COMMUNITY PUBLIC HEALTH NURSING

PRACTICE HANDBOOK

2012 - 2013

STUDENT

FIELD OF PRACTICE

PLACEMENT ADDRESS

PRACTICE TEACHER

EXPERIENCED PRACTITIONER/MENTOR

PERSONAL TUTOR

PROFESSIONAL PRACTICE ADVISER

CONTENTS Page

Staff contact details 1Introduction to Practice Handbook 2Aims of practice element 3Structure of the programme 3Practice principles and competencies 3Community Practitioner Nurse Prescribing (V100 Mode 2) 5Structure and organisation of the practice element 5The process and framework for practice learning and assessment 9The process of practice learning and assessment 11Moderation of practice assessments 13Challenges in practice placements 15Partnership working 15Practice based portfolio 15Reflective practice 17References 20

Practice documentationPractice competencies 21Skill Acquisition Framework 33Student non-attendance form 34Assessment of practice portfolio by practice teacher 35Assessment of practice form 37Observation of practice 38Student overall initial self-assessment form 39Guidelines for devising a learning contract 40Student self-assessment form 41Practice Teacher comment and reflection 42Learning contract form 43Practice Teacher assessment of student performance form 44Record of Meetings Form 46Fit for Practice Form 47Aims and outcomes of practice experience form 48Managing issues of concern protocols 50Johns Model of Structured Reflection 51

STAFF CONTACT DETAILS

PROGRAMME LEAD Jan Mitcheson [email protected] tel: 01473 338645 Professional Practice Advisor – HEALTH VISITING

PROGRAMME LEAD Lois Seddon [email protected] tel: 01473 338542 Professional Practice Advisor– HEALTH VISITING

PATHWAY LEADER Chris Gordon [email protected] tel: 01473 338505Professional Practice Advisor– HEALTH VISITING

PATHWAY LEADER Sarah Fogarty [email protected] tel: 01473 338540 Professional Practice Advisor – SCHOOL NURSING

LECTURER Pam Schultz [email protected] tel: 01473 338757 Professional Practice Advisor

PROGRAMME ADMINISTRATOR Colin Boyd [email protected] tel: 01473 338483 Colin Boyd

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mailto:[email protected]



tel:01473



INTRODUCTION TO PRACTICE HANDBOOK

This Practice handbook is provided to support, direct and guide the practical component of the Specialist Community Public Health Nursing programme. In accordance with NMC (2004) requirements 50% of teaching, learning and assessment of this programme will take place in the practice setting.

This programme has been designed to prepare students to meet the complex, challenging and changing environment of specialist community public health nursing both systematically and creatively. It focuses on the four key areas of:

The search for health needs. Stimulation of an awareness of health needs. Influence on policies affecting health. Facilitation of health enhancing activities in a range of practice settings.

Within the context of the Four Levels Health Visiting / School Nurse Offer – Building Community Capacity, Universal, Universal Plus or Partnership Plus. This document provides information and direction concerning the structure and aims of the overall programme but focuses particularly on the processes (learning & assessment) and expected outcomes for the practice element of the programme. The main emphasis in practice time is on acquiring skills, knowledge and experience in specialist community public health nursing. To this end the document provides clearly defined aims and required practice competencies for the practice element.

This document should act as a tool to assist Practice Teachers, Mentors, Students and Professional Practice Advisors (PPA) compile a continuous and sequential record of the student’s learning experiences. It provides and guides the structure, documentation and processes of evaluative practice assessment. As such it has been designed to direct, illustrate and record the regular appraisal of the character and quality of specialist community public health nursing exhibited and demonstrated by the student.

As the effectiveness of specialist community public health nursing practice often involves skills and characteristics associated with relationship building (often in one to one relationships with individuals, families, groups and communities) it is important that the skills of self appraisal are acquired and evaluated during the programme via active observation, feedback and reflection.

Take time at the beginning of the programme to familiarise yourself with the content of this document

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AIMS OF PRACTICE ELEMENT

To enable students to develop as specialist community public health nurses; To provide a learning environment which offers the opportunities for students to acquire and demonstrate the skills, knowledge and

attitudes required to practice as skilled, safe, effective and caring specialist community public health nurses; To facilitate within students an analytical, critical and evaluative approach to specialist community public health nursing that will

promote innovation and creativity in practice; To value and utilise the previous skills, knowledge and experience of students; To enable students to develop the ability to identify individual learning needs and to develop the skills of reflection in order to

continually appraise their progress and development towards competence in practice and in the future; To develop and utilise a relationship of learning and development with the Practice Teacher, Mentor, PPA and others.

STRUCTURE OF THE PROGRAMME

This programme will provide the opportunity to experience practice in a range of different settings and areas of practice to gain a broad understanding of the provision and delivery of Specialist Community Public Health Nursing.

Students are required to spend at least half of the programme practice time and the whole consolidating period of practice (minimum 50 days) in settings and with clients that are central to the responsibilities for their defined are of practice.

Students will also gain experience in settings, and with clients, considered either important, or that may be a potential area of responsibility, even if not central to the defined area of practice. Experiences in practice will also include the wider context of community public health settings.

A consolidating period of practice equivalent to at least 50 days is provided to enable the students to consolidate their education and competence in their practice field. During this consolidating period of practice experience will be organised so that students are able to take responsibility under supervision.

PRACTICE PRINCIPLES AND COMPETENCIES

For successful completion of this programme the student will be required to demonstrate that they have achieved all the standards of proficiency for Specialist Community Public Health Nurses (theoretically and practically) (NMC 2004) across the settings and clients identified as central to their defined area of practice. To this end the principles and domains of learning that constitute the standards of Specialist Community Public Health Nurses proficiency have been translated into practice competencies.

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A practice competence equates to the knowledge, understanding and skills required to perform a practice function i.e. that of being a Specialist Community Public Health Nurse.

The SCPHN principles (outlined below) and practice competencies (detailed at rear of this Practice Handbook) provide a framework and instrument for achieving and demonstrating attainment of the Specialist Community Public Health Nurses standards of proficiency. The skill acquisition framework of Dreyfus & Dreyfus (1982) is employed to provide an overarching vehicle to assess and guide the development of practice. For successful completion of the programme (i.e. a PASS in the programme Practice Element) the student must achieve the judgement of ‘competent’ in all practice competencies by the end of the programme.

SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PRINCIPLES

Principle 1 Surveillance and assessment of the population’s health and wellbeing

Principle 2 Collaborative working for health and wellbeing

Principle 3 Working with, and for, communities to improve health and wellbeing

Principle 4 Developing health programmes and services and reducing inequalities

Principle 5 Policy and strategy development and implementation to improve health and wellbeing

Principle 6 Research and development to improve health and wellbeing

Principle 7 Promoting and protecting the populations health and wellbeing

Principle 8 Developing quality and risk management within an evaluative culture

Principle 9 Strategic leadership for health and wellbeing

Principle 10 Ethically managing self, people and resources to improve health and wellbeing.

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COMMUNITY PRACTITIONER NURSE PRESCRIBING (V100 MODE 2)

Contained within the SCPHN programme is the Community Practitioner Nurse Prescribing element. The successful completion of this element will enable a SCPHN student to prescribe from the Nurse Prescribers Formulary for Community Practitioners. This aspect of the programme is supported by workshops in the practice area plus sessions of examination preparation.

This element is currently optional for students on the School Nurse pathway but is a requirement locally for students on the Health Visiting pathway.

Following satisfactory completion of the module theoretical element there will be summative assessments, both practical and theoretical. Assessment of theory will be via a timed written examination. In practice students will be required to undertake a specific practice competency and generate evidence for their practice reflective review demonstrating safe and appropriate prescribing from the Nurse Prescribers Formulary for Community Practitioners. This evidence will be reviewed and assessed by a health visitor/school nurse (as appropriate) who regularly prescribes. A pass in both the examination and the practice assessment is a local requirement for a student health visitor’s overall successful completion of the programme.

STRUCTURE AND ORGANISATION OF THE PRACTICE ELEMENT

The Practice element values previous experience, individual learning styles as well as the needs and requirements of students related to the development of new knowledge and skills. Learning in practice is supported by, and runs in parallel to, the theoretical knowledge and experience provided during student attendance at UCS.

Each student will receive a detailed outline structure of the programme at the beginning of the programme. This indicates how theory and practice time have been structured and allocated. If necessary self directed study days (SD) may be exchanged with practice days if this is more convenient for both practice teacher/mentor and student and will improve the learning opportunities.

Opportunities to gain experience in an alternative environment are provided in the programme. These should be arranged by the student in close collaboration with Practice Teacher, Mentor, PCO managers (where appropriate) and Pathway Leaders.

Period of orientation and inductionOpportunities for orientation and induction to the programme will be provided before the programme begins and at the beginning of the programme and will comprise of three elements:

Part A will consist of a pack of pre-programme information containing outline timetables, suggested reading, activities etc.

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Part B will consist of orientation to the University (Campus Suffolk, Herts, Beds and ARU) and its facilities, the programme, and the programme team. There will be opportunities to discuss issues related specifically to the programme as well as the personal/professional needs of individual students. Consideration will also be given to guiding and clarifying the rights to and use of information and intellectual property. All key programme documents will be made available via the virtual Learning Environment.

Part C will consist of orientation to the practice placement. A period of time will be allocated for the student to orientate to her/his particular practice setting and placement. This will include an introduction to key personnel, particular caseloads and communities and familiarisation with health and safety requirements and key PCO/Practice policies and protocols.

The role of the Practice TeacherThe Practice Teacher will organise, co-ordinate and supervise student learning activities in the practice learning environments. Supervision is to include setting and monitoring achievement of realistic learning objectives in practice and providing effective and constructive evidence of progression and attainment. He/she will be responsible for assessing the progress and performance of the student towards achieving the practice based SCPHN standards of proficiency (NMC, 2004). They will make the final assessment of practice and confirm to the NMC that the required proficiencies for entry to the register have been achieved i.e. signed off as being capable of safe and effective practice as a Specialist Community Public Health Nurse (3.3.6 NMC 2006). The Practice Teacher will support Mentors in Health Visiting offering guidance and share their expertise. They will be responsible for the sign off of all students including those mentored by health visitor mentors.

The role of the Practice Teacher is to:

Design, deliver and assess programmes of learning in practice settings by organising and co-ordinating learning activities.

Identify, develop and maintain appropriate learning opportunities and environments.

Provide support and clear guidance to the student when learning new skills, applying new knowledge and transferring existing knowledge and competence to a new context of practice, taking into account the individual level of skill and experience.

Set and monitor achievement of realistic learning objectives in practice.

Act as a resource to the student to facilitate learning and professional growth for SCPHN practice.

Support interprofessional learning by selecting and supporting a range of learning opportunities, relevant to the student’s level of practice and specialist expertise, in order to enable the development of effective learning environments.

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Directly observe the student’s practice, or use indirect observation where appropriate, to assess student performance, competence and progress towards achievement of the defined practice learning outcomes and SCPHN standards of proficiency.

Maintain an ongoing and effective communication pathway with the academic institution and programme team.

Manage the student’s learning in practice in order to ensure public protection.

Manage the students’ variety and value of practice experience.

Provide appropriate, consistent and timely information and feedback to the student at all stages of the programme.

Liaise, manage and communicate appropriately issues of student performance or difficulty and/or concern, agreeing action as appropriate.

Maintain a record of student absence from practice and respond appropriately.

Maintain a record of meetings in conjunction with the student.

Make judgments about the proficiency of SCPHN students, assessing total performance including skills, attitudes and behaviours.

Maintain an ongoing evidential record of student’s progress and achievement (or lack of it) so as to support and justify their decisions and provide constructive and timely feedback to the student and others.

Support Health Visitor Mentors offering guidance and share their knowledge and expertise.

Confirmation of proficiencyThe Practice Teacher is responsible and accountable for making the final decision to ‘sign-off’ in practice a student and confirm that they have successfully completed all practice requirements for a Specialist Community Public Health Nurse qualification and NMC registration on the SCPHN part of the professional register. This confirmation will contribute to the portfolio of evidence considered by the programme’s final assessment board, who will confirm to the Nursing & Midwifery Council that the Specialist Community Public Health Nurse proficiencies in relation to both theory and practice programme requirements have been successfully achieved.

The role of the MentorWhere a Practice Teacher (possibly from another field of practice) and Mentor are involved jointly with a student, the role of the Practice Teacher is to support the Mentor and to assist the student to meet the practice competencies of the course. How this is achieved will be largely by negotiation between the Practice Teacher, Mentor and student (and PPA if required). The relationship between the Practice

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Teacher and Mentor is one of partnership. The Mentor will be a role model for the student. She/he will act as facilitator and teacher of new specialist practical knowledge and skills and will assist the student to reflect on his/her practice. Both the Practice Teacher and Mentor will assess the competence of the student to practise as a specialist community public health nurse and participate in the required practice assessments.

The role of the StudentThis programme has been designed to prepare students to meet the complex, challenging and changing environment of specialist community public health nursing both systematically and creatively. Thus of central importance to this curriculum development exercise is the facilitation of sound strategic thinking and problem solving combined with political and socio-economic, psychological awareness and responsiveness and an ability to critically evaluate the practice of themselves and others. Students are therefore required to be aware of their individual strengths and weaknesses and develop their personal and professional qualities with a view to advancing their skills, abilities and proficiencies and facilitating their individual growth and advancement.

In essence the role of the student is:

To contribute to and share with the Practice Teacher/Mentor/PPA/PCO the responsibility for negotiating the experience of specialist community public health practice, increasingly managing their own learning and professional relationships as the programme progresses.

To seek out and utilise opportunities to observe and reflect upon his/her experiences, integrating new knowledge and skills with practice.

To use opportunities to integrate theoretical perspectives with delivery and evaluation of care.

To identify and respond to individual learning needs through the processes of individual reflection and joint appraisal and discussion with Practice Teachers, Mentors, Professional Practice Advisor, lecturers and colleagues.

To identify at an early stage any potential or actual problems that may be interfering with their learning and/or progression or satisfactory undertaking/completion of the practice element.

To maintain a reflective diary/journal.

To actively participate and contribute to the development of a continuous and sequential record of their practice progression.

To actively participate and contribute to the regular review/assessment events.

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To uphold the principles and requirements of professional codes of conduct.

The role of the Professional Practice Advisor.Each student will be allocated a member of the programme team as their Professional Practice Advisor (PPA). This person will be registered as a Specialist Community Public Health Nurse and will be from the student’s intended field of practice. They will be responsible for monitoring the students academic and professional practice progress throughout the programme.

The Professional Practice Advisor (PPA) is available to support Practice Teachers, Mentors and students in the achievement of practice competencies. Each student will be visited in practice by their PPA at identified times to facilitate their learning and achievement in both the theoretical and practical elements of the programme. Any further visits to the student are arranged when thought necessary, or as requested by the Practice Teacher, Mentor or student.

The role of the PPA is to ensure continuity, coherence and specialist application of both theory and practice. They will offer additional support i.e. learning resources, clarification of assessment strategy etc. They may also fulfil the role of Personal Tutor and Module Leader.

THE PROCESS AND FRAMEWORK FOR PRACTICE LEARNING AND ASSESSMENT

The following assessment process and framework is to assist the student and Practice Teacher/Mentor plan, pace and assess practice experience and outcome. It is designed to act as a guide to ensuring that the student is progressing to a satisfactory standard. As the programme comprises 50% theory and 50% practice, the integration of theory and practice is vital.

The practice assessment strategy for this programme will consist of formative, intermediate and summative elements. All of these elements will be strongly influenced by the observations and judgements of the Practice Teachers/Mentors and others and supported by portfolios of learning generated by the student.

Students will be required to generate practice based portfolios for the intermediate practice assessment and for the final, summative practice assessment. Students will be expected to illustrate within the portfolio their learning from practice experience through a written reflective review and other supporting evidence. Further guidance and instruction on what constitutes evidence will be provided during the programme by Practice Teachers/Mentors and designated classroom time with lecturers.

The criteria to be used by Practice Teachers and other assessors to assess student attainment and proficiency for intermediate and summative practice assessments has been developed from the Quality Assurance Agency (QAA) descriptors of masters level achievement and graduateness (Jasper & Fulton 2005).

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Criteria for assessment of practice

The criteria are presented as areas of achievement in respect of:

A) A critical and systematic understanding of a specialist knowledge base;

B) Originality in utilizing knowledge base and methods of inquiry in practice;

C) The ability to assess complex situations and articulate problems;

D) Decision making and professional judgment in planning strategies to deal with complex situations;

E) The ability to act autonomously in planning and implementing, and use others appropriately;

F) The development of new insights which enhance and develop practice;

G) Independent, critical and reflective thinking;

H) Effective communication with professionals and non-professionals;

I) Personal insight and self awareness, acknowledgement of own limitations;

J) Presentation of the portfolio within a coherent structure, which contains all the required elements, including the use of English and referencing system.

The assessment criteria are presented in the form of clear and unambiguous statements on each Assessment of Practice form. These criteria offer the opportunity to incorporate features of the structures, processes and outcomes of both practice and learning (Donabedian 1986). The structure is laid down through teaching, learning and the theoretical input. The individual practitioner then engages with the process of learning and application to practice, resulting in the achievements of practice and learning outcomes.

The criteria are generic and designed to present a standard against which student performance in respect of the specific programme practice competencies can be assessed. These criteria should also be helpful to the student in guiding the development of their reflective review and portfolio of evidence.

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The practice assessment criteria will be utilized by Practice Teachers and other assessors to judge whether the performance and attainment of the student is satisfactory and therefore constitutes a PASS, or is unsatisfactory and warrants a REFER or FAIL. A satisfactory judgment can be allocated a level of SATISFACTORY, GOOD or EXCELLENT.

At the Intermediate Practice Assessment and at the Summative Practice Assessment the Practice Teacher (and where appropriate the Mentor) will review progress in respect of the practice competencies outlined in this Practice Handbook. In discussion with the student, the Practice Teacher will indicate the student’s current level of achievement (skill acquisition) - i.e. NOVICE; ADVANCED BEGINNER; COMPETENT; PROFICIENT or EXPERT. This will be recorded and accompanied by the date and signatures of both the Practice Teacher (and Mentor if required) and student.

THE PROCESS OF PRACTICE LEARNING AND ASSESSMENT

Initial interview between student and Practice Teacher (and Mentor if applicable)The learning and assessment strategy begins with an initial interview between the student and Practice Teacher (and Mentor where applicable) at the beginning of the programme.

The purpose of this interview is to enable:

Identification and discussion of the Specialist Community Public Health Nursing standards of proficiency demonstrated in the principles and practice competencies for the programme.

Discussion relating to the initial self-assessment completed by the student (prior to the initial interview) indicating previous experience and study related to the Specialist Community Public Health Nursing principles and practice competencies (SELF ASSESSMENT FORM).

The beginning of discussions and identification of planned student development and achievement for semester 1 – related to identified practice competencies and learning opportunities.

Identification of dates for regular formative meetings together and for informal discussion opportunities. These meetings to provide the opportunity for learning contracts to be developed for practice competencies.

Identification and date for the first intermediate review and assessment of progress in practice.

Creation of learning contractsThe process for developing and recording the agreed activities and evidence required by the student for achieving practice competencies is undertaken by the construction of a LEARNING CONTRACT. This learning contract is constructed and agreed in discussion with the

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Practice Teacher/Mentor and PPA. Knowles (1984) has identified eight stages that may guide a student to develop a learning contract. These stages are described at the rear of the Practice Handbook, as is also an outline Learning Contract form for recording the activities and evidence agreed for achieving specific practice learning outcomes.

Intermediate assessments of practiceIntermediate practice assessments will occur at the end of each semester during an identified week for practice assessment (see timetable). Intermediate practice assessments will be undertaken jointly between the student and the Practice Teacher (+ Mentor). The aim of the intermediate practice assessment is to provide early feedback to the student and identify if the student is progressing satisfactorily in the achievement of the practice competencies.

These practice reviews/assessments will:

Undertake a review of student progress and performance by the Practice Teacher and Mentor (direct, indirect observation etc.) via verbal and written feedback (via use of Practice Teacher Assessment Form).

Include a review of student progress and performance by the student.

Require a reflective review and supporting evidence to be generated by the student in the form of a practice portfolio.

Conduct an assessment of student practice progress and performance by both student and Practice Teacher (and Mentor) using defined criteria for assessment identified on the Assessment of Practice form, to create a profile of student progression and performance, indicating areas of strength and weakness.

Require completion by student and Practice Teacher and Mentor of the Assessment of Practice form.

Require the Practice Teacher and Mentor to indicate an overall level of achievement for the practice assessment – i.e. unsatisfactory or satisfactory or good or excellent.

Require the Practice Teacher (and Mentor), in discussion with the student, to indicate in the student Practice Handbook a judgment on progress of practice competencies towards that of being ‘competent’; both student and Practice Teacher (and Mentor) to sign and date.

Require the completed forms and supporting documentation (i.e. record of meetings, learning contracts etc) and student practice portfolio to be submitted to the appropriate Pathway Leader for submission and consideration by the Moderation Panel.

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Summative Practice Assessment The Summative Practice Assessment will occur during an identified practice assessment week towards the end of the period of consolidation at the end of the programme. The format, content and requirements for this assessment will be the same as for Intermediate Practice Assessments.

In addition the final summative practice assessment will: Require that each of the students’ practice competencies has achieved the judgment by a Practice Teacher in consultation with a

mentor where applicable of at least the stage of ‘competent’.

Require the Practice Teacher in consultation with a mentor where applicable to decide on the student’s overall fitness for practice and registration as a Specialist Community Public Health Nurse in a particular field of practice.

Require the Practice Teacher to complete and sign the Fitness for Practice form and include this with the rest of the documentation being submitted to the Moderation Board.

Require submission of the completed practice competency grids contained within the student Practice handbook (student to keep a copy).

MODERATION OF PRACTICE ASSESSMENTS

A Moderation Panel will be convened each semester of the programme. This Panel will consist of representatives from the programme lecturers, Professional Practice Advisors (PPAs) and Practice Teachers in the fields of Health Visiting and School Nursing. The aims of the Panel are:

To ensure that all required elements of practice assessment are achieved.

To ensure that the standards of practice assessment are appropriate.

To achieve equity of assessment processes and standards across different fields of Specialist Community Public Health Nursing practice.

To feedback to Practice Teachers, Mentors and others illustrations of skilled and not so skilled examples of Practice Portfolios and assessment of practice.

To confirm a decision to refer/fail a student in practice.

To prepare a report for the next Assessment Board, with recommendations as appropriate.

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A sample of practice portfolios and supporting documentation will also be sent externally for review to External Examiners.

The Panel will either:

Verify the assessment processes OR Raise ‘an issue of concern’.

Moderation Panel – Resolving issues of concern A meeting will be arranged between the Practice Teacher and Mentor, PPA and student (and Programme Leader if requested). The PPA will relay the concerns of the Moderation Panel to the Practice Teacher and student. This meeting will provide an opportunity for the Practice Teacher and student to be informed and respond to the concerns raised by the Moderation Panel. A further review and verification of practice assessment and outcome will follow via an additional moderation process/Panel. The outcome of this will be either:

A verification of the adjusted/additional practice assessment processes, documentation or outcome OR A recommendation to the Assessment Board that the student practice assessment does not constitute a PASS.

Failure to achieve a pass in Intermediate or Final practice assessmentsAny student who is ‘referred’ in an Intermediate Practice Assessment or Summative Practice Assessment is allowed a second attempt.

A student who is referred in either an Intermediate Practice Assessment or Summative Practice Assessment is allowed to repeat the Assessment up to a maximum of a further 10 weeks in practice in order to achieve a PASS, although a shorter period of assessed practice may be recommended by the Assessment Board.

For students referred in a practice assessment the following plans must be in place prior to progressing:

Following a tripartite meeting in practice (involving the student, Practice Teacher, Mentor and Professional Practice Advisor gaps/deficiencies in the student’s knowledge/skills must be formally and explicitly identified in writing and a remedial programme of action developed to assist the student to achieve the required attainment/progression in the practice competencies. Agreement and copy of this action plan will be required by all three members.

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Students who are referred in an Intermediate Practice Assessment or Final Summative Practice Assessment and are allowed a second attempt may either: PASS the Practice Assessment and continue to complete an extended period of practice beyond the normal programme length, if

placement and funding are available OR FAIL the practice assessment and be required to withdraw from the course.

CHALLENGES IN PRACTICE PLACEMENTS

Issues of concern regarding key relationships, practice placement factors, personal circumstances, learning difficulties etc, can occur. It is important that these are identified and discussed and where possibly resolved at the earliest opportunity. Protocols have been designed (see rear of Practice Handbook) to guide and instruct responses to such concerns and will be fully explained during the period of orientation.

PARTNERSHIP WORKING

A key belief of this programme lies in the value, importance and requirement to work collaboratively and in partnership with others - other professionals, practitioners, agencies (statutory or voluntary) and service users. This principle of proactive partnership working between academic staff, Practice Teachers, Mentors and students is a dominant and a significant feature of this programme.

Representatives from students and Practice Teachers and Mentors will be invited to join the programme Course Committee and contribute to its meetings.

Practice Teacher representation will be an important and essential feature of each Moderation Panel. Practice Teachers will also be invited to each Assessment and Award Board.

PRACTICE BASED PORTFOLIO

This programme considers ‘a portfolio’ to be a collection of evidence, usually in written form that includes the products, processes and outcomes of learning. It demonstrates achievement, progression and personal and professional development, by providing critical analysis, evaluation and reflection of its contents. The overall value and use of the portfolio will be as a vehicle to demonstrate and assess student achievement of practice proficiencies and their theoretical underpinning. The student will use the generation of a reflective experiential review with supporting evidence (i.e. a practice based portfolio) as a means to assess their own practice and show their attainment of the prescribed practice competencies.

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Specifically practice portfolios will be used to show:

A record of ongoing student personal and professional development.

The theoretical dimension of the programme and its integration and application to practice proficiency and development.

How student learning is developing, enhancing and changing practice.

The individual’s competence to practice as a SCPHN.

The student’s application of learning and its impact on their practice.

The student’s critical and analytical skills – i.e. considering how they have achieved what they have, how the evidence supports this and what they have learnt.

The student’s own analysis and evaluation of their achievements, supported by evidence to corroborate this.

The nature of evidenceThe following are some examples of the nature and variety of evidence desired for portfolio development. Such evidence should reflect a holistic, evidence-based approach to specialist community public health nursing. It is expected that the principles of legality, professionalism, equity, and fairness should be evident in all evidence submitted. An ethos of respect for confidentiality and anonymity is also a requisite for all evidence submitted.

What constitutes evidence?* Direct observations by Practice Teacher, Mentor and others (e.g. manner of communication, relationship building; effectiveness of

referral decision making processes and mechanisms; nature of collaboration; nature and effectiveness of practice activities, skills, knowledge application etc.)

* Client satisfaction reports* Outcomes of conversations and discussions* Self-reports from students* Statements from other colleagues* Simulations* Testimonials* Critical incident analysis* Reflective comment * Presentations

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* Health promotion material* Protocols, care pathways, policies etc.* Projects and assignments* Peer reports* Examples of assessing, planning, delivering and evaluating care* Documentation and record keeping

How much evidence is enough?All practice portfolios need to be kept to a manageable size. Therefore what a student decides to generate as evidence requires careful thought. Evidence submitted may apply to more than one practice competency. Essentially it is quality, not quantity that counts. Further guidance on this will be provided during the period of orientation and will also be provided throughout the programme.

REFLECTIVE PRACTICE

One of the key and enduring features of this programme is the facilitation and development of reflective practitioners. Therefore, the processes and outcomes of reflective activity are an integral and essential part of both educational and practice learning. Opportunities will be provided throughout the programme for students to reflect on their experiences and how these experiences relate to their personal and professional growth and the achievement of the SCPHN practice learning outcomes. Practice Teachers and Mentors are required to build in time for, and facilitate, reflection so that they and students can review observations and experiences and evaluate the personal and professional development of individual students.

Boud et al define reflection as ‘an important human activity in which people recapture their experience, think about it, mull it over and evaluate it (1985: 19). They also suggest that reflection is a term for those intellectual and affective (emotional) activities that individuals engage in to explore their experience, which leads to new understandings and appreciations. Reflection, therefore, can be viewed as a concept, a process and an outcome. Reflection (involving active observation) is an important element of the experiential learning process. Kolb (1984) developed what he called a cycle of experiential learning – a cycle of stages that we go through that informs any action that we take as a result of the experience. Kolb’s ideas on the cyclical nature of reflective practice forms the basis of many strategies, models and frameworks for reflective practice. A simplified illustration of the cycle is provided for you on the following page.

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PERIOD/EPISODE OF SPECIALISTCOMMUNITY PUBLIC HEALTH

NURSING PRACTICE

MAKE A STATEMENT ABOUT ACTIVE OBSERVATION OF THE EXPERIENCE ON RECORD SPECIALIST COMMUNITY PUBLIC

HEALTH PRACTICE EXPERIENCE

INTERPRETATION OF REFLECTION ON EXPERIENCE EXPERIENCE

DESCRIPTION OF EXPERIENCE

Reflective models and frameworksReflective models and frameworks can be used to structure reflective activities. They can provide a useful initial and fundamental organization of/for reflective activities and practice as they offer a starting point for understanding what reflective cycles and processes involve. Many models/frameworks are of cyclical nature. Johns’ framework (2000) however consists of a series of questions and stages which aim to tune the practitioner into his/her experience in a structured and meaningful way. The focus of this framework is on uncovering and making explicit the knowledge that we use in our practice. Johns framework, therefore, includes and adopts a typology (classification) of nursing knowledge identified by Carper (1978). Johns framework is outlined and provided at the rear of this document.Students are encouraged to utilise a range of reflective frameworks and models as they progress through the programme.

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Reflective JournalStudents are required to maintain a personal, reflective journal throughout the programme. This is in order to promote and facilitate the process and outcomes of reflection and provide a continuous and progressive record. This Journal is personal to the student and as such is not required to be viewed by Practice Teachers, Mentors or lecturers. However it can be used as a focus for:

Reflective/supervisory sessions with Practice Teacher and/or Mentor The development of reflective reviews for assessment of practice experience The generation of academic formative and summative assessments.

Reflective thinking and writing can enhance student: Self awareness Interpersonal Understanding Critical analysis Cognitive learning Demonstration of competence to themselves and others Identification of learning needs Clinical reasoning and judgement Ability to identify the ways in which they learn best The development of new perspectives, appreciations, behaviour Ways of problem solving Awareness of the consequences of actions Confidence to practice Ability to resolve uncertainty and ambiguity Self reflection on attitudes and feelings Linking of prior knowledge, feelings and attitude with new knowledge, feelings and attitude Understanding of professional behaviour and boundaries

Your reflections should incorporate:

How specific practice experiences and situations have impacted on you

How you have affected others in these situations (including clients, carers, colleagues, other professionals, others)

What and how have you learnt from this insight?

How, as a result of these insights, you feel you have changed and how will this alter your future practice?19

REFERENCES

Boud, D., Keogh, R. & Walker, D. (Eds.) (1985) Reflection: Turning Experience into Learning. London: Kogan Page.

Carper, B. (1987) ‘Fundamental patterns of knowing in nursing’, Advances in Nursing Science, 1: 13-23.

Donabedian, A. (1986) The Price of Quality and the Perplexities of Cure. Chicago: Centre for Health Administration Studies: University of Chicago.

Dreyfus, H. & Dreyfus, S. (1982) Mind Over Machine. Free Press.

Jasper, A. M. & Fulton, J. (2005) ‘Marking criteria for assessing practice-based portfolios at masters’ level’, Nurse Education Today, 25: 377-389.

Johns, C. (2000) Becoming a Reflective Practitioner. Oxford: Blackwell Science.

Knowles, M. S. (1984) Andragogy in Action. Applying modern principles of adult education. San Francisco: Jossey Bass.

Kolb, D. (1984) Experiential Learning as the Science of Learning and Development. Englewood Cliffs, New Jersey: Prentice Hall.

Nursing and Midwifery Council (2004) Standards of proficiency for specialist community public health nurses. London: NMC.

20

PRACTICE COMPETENCIES

FOR THE BACHELOR OF SCIENCE / POST GRADUATE DIPLOMA IN SPECIALIST COMMUNITY PUBLIC HEALTH NURSING

UNIVERSITY CAMPUS SUFFOLK

1 – NOVICE 2 – ADVANCED BEGINNER 3 – COMPETENT 4 – PROFICIENT 5 – EXPERT Rigid adherence to taught rules or

plans Focus to task only No discretionary judgement is used Needs direction all the time Slow and laboured performance Requires continuous supervision

Begins to recognise patterns or characteristics of situations

Can recognise when to apply agreed guidelines or instructions

Some awareness and response to the immediate context of practice

Needs direction most of the time

Aspects of the skill are treated separately and given equal importance

Recognises the need for continuous or intermittent supervision

Copes with the dynamics of frequently occurring clinical situations

Able to discuss the plan selected to manage the specific situation

Can articulate decision making process

Skilful when dealing with standardised and routine procedures

Involvement with the situation and looks to self regarding the outcome of success or failure

Intermittent supervision may be required

Sees situations holistically rather than in terms of aspects

Sees what is most important in a situation

Perceives deviations from the normal pattern and responds to them

Uses maxims for guidance (e.g. protocols, guidelines) and can adapt them to the situation

Decision-making becoming more fluid and adaptable

Skilful and fluid performance Involved with, and concerned about,

the situation Recognises situations where

supervision or referral required

Intuitive grasp of situations based on deep tacit understanding – sees what is to be done and decides how to do it

Analytic approaches used in novel situations or when problems occur

Can vision what is possible Justifies the interpretation of

maxims for guidance (e.g. protocols, guidelines)

Decision making fluid and can adapt to most situations

Skilful and fluid performance Involved with, and concerned

about, the situation Recognises situations where

supervision or referral required

Dreyfus and Dreyfus (1982)

21

PRINCIPLE 1: Surveillance and assessment of the population’s health and wellbeing:

PRACTICE COMPETENCIESInitial interview Intermediate assessment Intermediate assessment Intermediate assessment Final assessment

LEVEL ACHIEVED

DATE & INITIALS (PT & STUDENT)

LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


1a Collect and collate surveillance and assessment data on the health and wellbeing and related needs of individuals, families and populations.1b Organise, analyse, interpret and communicate data and information on the health and wellbeing and related needs of individuals, families and populations.1c Following analysis and interpretation of data - action and prioritise activities focusing on identified areas of need.1d Identify individuals, families and groups who are at risk and in need of further support1e Undertake screening and/or monitoring of individuals, families and populations and respond appropriately to findings.1f Identify and evaluate service provision and support networks in the local area.

22

FOR STUDENTS UNDERTAKING THE COMMUNITY PRACTITIONER NURSE PRESCRIBING ELEMENT (V100 MODE 2)THE EVIDENCE FOR THIS PRACTICE COMPETENCY IS REQUIRED TO BE REVIEWED BY A HEALTH VISITOR/SCHOOL NURSE (AS

APPROPRIATE) WHO REGULARLY PRESCRIBES.


Initial interview Intermediate assessment Intermediate assessment Intermediate assessment Final assessment

LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED

DATE & INITIALS (PTSTUDENT)

LEVEL ACHIEVED

DATE & INITIALS (PT &STUDENT)

1g Within a case scenario prescribe safely and appropriately from the Nurse Prescribers’ Formulary for Community Practitioners.

23

PRINCIPLE 2: Collaborative working for health and wellbeing


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED

DATE& INITIALS (PT & STUDENT)

LEVEL ACHIEVED


2a Raise awareness about holistic health and wellbeing and the services and resources accessible to the family.2b Develop, sustain and evaluate collaborative work within teams and communities.Evidence

24

PRINCIPLE 3: Working with, and for, communities to improve health and wellbeing


Initial interview Intermediate assessment Intermediate assessment Intermediate assessment Final assessment

LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVELACHIEVED

DATE & INITIALS

(PT & STUDENT)

3a Communicate with individuals, families and groups within communities to promote health and wellbeing.3bRaise awareness about the actions that groups, individuals and families can take to improve their health and social wellbeing.3c Develop the ability, capacity and confidence of families individuals and groups to influence and use available services, information and skills, acting as an advocate where appropriate.3d Work with others to protect the individual, families and groups health and well being from specific identified risks.

Evidence

25

PRINCIPLE 4: Developing health programmes and services and reducing inequalities


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


4a Develop, plan, implement and evaluate programmes and projects to improve health and wellbeing.4b Identify and evaluate service provision and support networks for individuals, families and groups in the local area or setting.

Evidence

26

PRINCIPLE 5: Policy and strategy development and implementation to improve health and wellbeing:


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


5a Appraise policies and recommend changes to improve health and wellbeing.5b Interpret and implement policies strategies relating to health protection.

5cContribute to policy development.

5d Influence policies affecting health.

Evidence

27

PRINCIPLE 6: Research and development to improve health and wellbeing:


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


6a Develop, implement, evaluate and improve practice on the basis of research, evidence and evaluation.

Evidence

28

PRINCIPLE 7: Promoting and protecting the population’s health and wellbeing:


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


7a Work in partnership with others to prevent the occurrence of needs and risks related to health and wellbeing.7b Work in partnership with others to protect the public’s health and wellbeing from specific risk.

29

PRINCIPLE 8: Developing quality and risk management within an evaluative culture:


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


8a Prevent, Identify, minimize 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. 8b Demonstrate an understanding of and participation in organisational quality assurance processes and structures.

30

PRINCIPLE 9: Strategic leadership for health and wellbeing


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


9a Apply leadership skills and manage projects to improve health and well being.9b Lead the planning delivery and evaluation of the Healthy Child Programme.

Evidence

31

PRINCIPLE 10: Ethically managing self, people and resources to improve health and wellbeing:


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


LEVEL ACHIEVED


10a Manage teams, individuals and resources ethically and effectively.

10b Ethical management of self, act in a professionally appropriate manner.

Identification of available resources

Uphold professional standards and accountability

Evidence

32

SKILL ACQUISITION FRAMEWORK

The following framework will be used to assess student progression within the practice setting. The framework has been adapted from the work of Dreyfus & Dreyfus (1982).

LEVEL OF PRACTICE NOVICE ADVANCED BEGINNER COMPETENT PROFICIENT EXPERT

MANAGING THE SITUATION

Rigid adherence to taught rules or plans

Begins to recognise patterns or characteristics of situations

Copes with the dynamics of frequently occurring clinical situations

Sees situations holistically rather than in terms of aspects

Intuitive grasp of situations based on deep tacit understanding – sees what is to be done and decides how to do it

JUDGING THE CLINICAL

CONTEXT WITHIN WHICH PRACTICE

OCCURS

Focus to task only

No discretionary judgement is used – does not respond to cues from patient, client or practice context

May appear detached from the patient or client

Can recognise when to apply agreed guidelines or instructions

Some awareness and response to the immediate context of practice

Able to discuss the plan selected to manage the specific situation

Can see actions at least partially in terms of longer-term goals

Sees what is most important in a situation

Perceives deviations from the normal pattern and responds to them

Uses maxims for guidance (e.g. protocols, guidelines), and can adapt them to the situation

Analytic approaches used in novel situations or when problems occur

Can vision what is possible

Justifies the interpretation of maxims for guidance (e.g. protocols, guidelines)

DECISION MAKINGNeeds direction all the time

Needs direction most of the time

Can articulate decision making process

Decision-making becoming more fluid and adaptable.

Decision making fluid and can adapt to most situations

OBSERVED PERFORMANCE

Slow and laboured performance

All attributes or aspects of the skill are treated separately and given equal importance

Skilful when dealing with standardised and routine procedures

Skilful and fluid performance

Involved with, and concerned about, the situation

Skilful and fluid performance

Involved with, and concerned about, the situation

LEVEL OF SUPERVISION

REQUIRED

May practice in simulated or real situations under continuous supervision

Practices in real situations and recognises the need for continuous or intermittent supervision

Involvement with the situation and looks to self regarding the outcome of success or failure

Intermittent supervision may be required

Recognises situations where supervision or referral required

Recognises situations where supervision or referral required

33

STUDENT NON-ATTENDANCE RECORD

Registers will be maintained at UCS for designated University days. If students are absent in practice these days should be recorded below and if the total exceeds five days the PPA should be informed and a plan agreed as to how the student will fulfil learning needs/requirements. The PT needs to sign to say that this is a true record of absence at the bottom of the table.

Semester 1 – Dates absent Action (if necessary) Signatures of Practice Teacher/Mentor and Student



PT Signature:34

ASSESSMENT OF PRACTICE PORTFOLIO BY PRACTICE TEACHER

Student I. D. number Name of Practice Teacher Date of Assessment

35

Overall Criteria for Assessing Performance and AchievementA) A critical and systematic understanding of a specialist knowledge baseB) Originality in utilising knowledge base and methods of inquiry in practiceC) The ability to assess complex situations and articulate problemsD) Decision making and professional judgement in planning strategies to deal with complex situationsE) The ability to act autonomously in planning and implementing and use others appropriatelyF) The development of new insights which enhance and develop practiceG) Independent, critical and reflective thinkingH) Effective communication with professionals and non-professionalsI) Personal insight and self-awareness, acknowledgement of own limitationsJ) Presentation of portfolio within a coherent structure, which contains all the required elements, including the use of English and referencing system (after Jasper & Fulton 2005)

ELEMENT 2Assessment comments:

REFLECTIVE REVIEW

A) Critical and systematic understanding of specialist knowledge base

B) Originality in utilising knowledge base and methods of inquiry in practice

Assessment comments: ELEMENT 1

DOCUMENTATION

36

ELEMENT 2Assessment comments:

REFLECTIVE REVIEW

C) The ability to assess complex situations and articulate problems

D) Decision making and professional judgement in planning strategies to deal with complex situations

E) The ability to act autonomously in planning and implementing and using others appropriately

F) The development of new insights which enhance and develop practice

G) Independent, critical and reflective thinking

H) Effective communication with professionals and non-professionals

I) Personal insight and self-awareness, acknowledgement of own limitations

J) Presentation of portfolio within a coherent structure

Assessment comments: ELEMENT 3

SUPPORTING EVIDENCE

ASSESSMENT OF PRACTICE

Students to self-assess themselves against these criteria using a O. (These criteria should form the basis of your reflective review).

Assessor to assess students against these criteria using an X.

Join up the marks to create a profile that will indicate areas of strength and weakness.

Areas of achievement UNSATISFACTORY SATISFACTORY GOOD EXCELLENT

A) A critical and systematic understanding of a specialist knowledge base

B) Originality in utilising knowledge base and methods of inquiry in practice

C) The ability to assess complex situations and articulate problems

D) Decision making and professional judgement in planning strategies to deal with complex situations

E) The ability to act autonomously in planning and implementing and use others appropriately

F) The development of new insights which enhance and develop practice

G) Independent, critical and reflective thinking

H) Effective communication with professionals and non-professionals

I) Personal insight and self-awareness, acknowledgement of own limitationsJ) Presentation of portfolio within a coherent structure, which contains all the

required elements, including the use of English and referencing system (after Jasper & Fulton 2005)

(Please sign below indicating the overall level selected)

Overall level of practice achievement

REFER/FAIL RECOMMENDED PASS RECOMMENDED

37

Name of Practice Teacher/ Mentor

Name of student Date

OBSERVATION OF PRACTICE

38

Observer name: ……………………………………………………………. Student name: ………………………………………………………………………

Date: …………………………………… Observation of: .…………………………………………………………………………………………………………..

FACTORS FOR CONSIDERATION COMMENT ON OBSERVATION

Understanding and utilisation of specialist

knowledge base

Ability to assess complex situations and

articulate problems

Decision making and professional

judgement

Acting autonomously

Independent critical and reflective thinking

Effective communication

Acknowledgement of own limitations

Assessing and managing risk

Innovative practice

Other –

Other –

Other –

STUDENT OVERALL INITIAL SELF-ASSESSMENT

Use the following table to consider your previous experience, activities, knowledge, study and observations associated with the key principles of SCPHN. Take this completed form to your initial meeting with your Practice Teacher/Mentor. The information you record below will provide a starting point to plan and pace your achievement of all the practice competencies required for this programme.

TICK AS APPROPRIATE

PRINCIPLE NATURE AND DEGREE OF PREVIOUS EXPERIENCE NONE SOME SUBSTANTIAL

Surveillance and assessment of the population’s health and wellbeing

Collaborative working for health and wellbeing

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

Developing health programmes and services and reducing inequalities

Policy and strategy development and implementation to improve health and wellbeingResearch and development to improve health and wellbeing

Promoting and protecting the populations health and wellbeing

Developing quality and risk management within an evaluative cultureStrategic leadership for health and wellbeing

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

39

GUIDELINES FOR DEVELOPING AND COMPLETING LEARNING CONTRACTS

Knowles (1984) identifies eight stages in the learning contract from the learner’s point of view. These have been adapted for your use:

Stage 1

Diagnose your learning needsYour need to complete a self-assessment of your performance against the general principles of the programme and then progress to self-assessing your learning needs and required performance against specific practice competencies. Use these self-assessments during meetings with your Practice Teacher (PT) and/or Mentor.

Stage 2

Specify your learning objectivesAt meetings with your PT/Mentor you will need to agree how you, and your PT/Mentor anticipate your role developing in practice. You will also need to identify the people/places that can assist with meeting the specific practice competencies for that period of practice.

Stage 3

Specify agreed activities for each practice competenceWork out how your learning will take place. Identify sources such as visits to specialist areas; dialogue with other agencies; case discussions; critical incident analysis, access to www facilities; books & journals. You need to agree these activities with your PT/Mentor.

Stage 4

In discussion with your PT/Mentor specify what evidence of achievement you will aim to provideYou need to consider how the masters level thinking requirement of each practice competence can be evidenced. Discussion with your PPA will support this stage of the learning contract.

Stage 5

Specify how the evidence will be validatedClearly state how you are going to evidence how and what you have achieved in relation to the practice competencies.

Stage 6

Review your learning contractRegularly discuss and review progress of your learning contract with your PT/Mentor. Each learning contract needs to show activities and evidence that is ‘RUMBA’ - Relevant, Understandable, Measurable, Behaviourally-stated and Achievable.

Stage 7

Carry out the learning contract Arrange regular meetings with your PT/Mentor to review progress with your learning contract.

Stage 8

Evaluate your learning contractThe evidence you submit will be examined at the intermediate and summative practice assessment meetings, as well as by the moderation panel.

40

STUDENT SELF-ASSESSMENT FORM

Affirming current and future activities and practice in relation to specific practice competencies.

SPECIFIC PRACTICE COMPETENCE SELF ASSESSMENT OF CURRENT PERFORMANCE (comments and reflections)

41

PRACTICE TEACHER’S/MENTOR’S COMMENTS AND REFLECTIONS

SPECIFIC PRACTICE COMPETENCE ASSESSMENT OF CURRENT PERFORMANCE OF THE STUDENT

42

LEARNING CONTRACT PRINCIPLE/PRACTICE ELEMENT:

Practice Competence

43

Agreed activities

Agreed evidence

Comments by Practice Assessor

Number _______

Comments by Practice Teacher/Mentor

STUDENT ASSESSMENT FORM – FOR USE BY PRACTICE TEACHER/MENTOR

Student Practice Teacher/Mentor Date

Understanding and utilising specialist knowledge base

Critical and systematic understanding and appraisal of knowledge base

Original and creative utilisation of knowledge base

Ability to assess complex situations

Ability to articulate problems

Planning strategies to deal with complex situations

Identifying, assessing and managing risk

Problem solving, decision making and professional judgement

Ability to act autonomously

Ability to use others appropriately

44

Independent, critical and reflective thinking

Personal insight and self awareness

Acknowledgement of own limitations

Utilisation of new insights to enhance and develop practice

Effective communication with professional and non-professionals

Developing therapeutic relationships

Planning and prioritising activities

Record keeping, report writing, etc.

Time management

Any other comments by Practice Teacher

( + Mentor) :

45

RECORD OF MEETINGS – SEMESTER

46

STATEMENT OF FITNESS OF STUDENT FOR SCPHN PRACTICE AND REGISTRATION

47

Initial Meeting Date _________Comments

Practice Teacher/Mentor Student’sSignature __________________________ Signature _____________________________

Meeting Date _________Comments

Practice Teacher/Mentor Student’sSignature __________________________ Signature ______________________________

Meeting Date _________Comments:

Practice Teacher/Mentor Student’sSignature __________________________ Signature _____________________________

Meeting Date _________Comments:

Practice Teacher/Mentor Student’sSignature ___________________________ Signature ______________________________

Name of Student (print)

Confirmation that student is fit for practice

(tick box)

Confirmation that student is NOT fit for practice

(tick box)

48

I confirm that the above named student is, in my professional opinion, fit for practice and registration as a Specialist Community Public Health Nurse – Health Visitor/School Nurse (delete as appropriate).

I confirm that the above named student is, in my professional opinion, NOT fit for practice and registration as a Specialist Community Public Health Nurse – Health Visitor/School Nurse (delete as appropriate).

Name of Practice Teacher (+ Mentor)(print)

Signature of Practice Teacher (+Mentor) Date

If student is NOT fit for practice, please provide brief details below:

AIMS AND OUTCOMES OF PRACTICE EXPERIENCE

NATURE OF EXPERIENCE

DATE AND LENGTH OF

EXPERIENCE

AGENCY/ LOCATION OF EXPERIENCE

AIMS OUTCOMES ACHIEVED(related to practice competencies)

49

COMMUNICATION PROCESS FOR SCPHN STUDENTS AND PRACTICE TEACHERS/MENTORS

MANAGING CONCERNS AROUND STUDENT ACHIEVEMENT AND PERFORMANCE IN PRACTICE (After Duffy, NMC 2004)

50AREA OF CONCERN

If minor consider informal awareness raising Recognise need for ’settling in’ period

IDENTIFICATION OF AREA OF CONCERN

Practice/Learning Outcomes Issue

See separate flow chart entitled - MANAGING CONCERNS AROUND

STUDENT ACHIEVEMENT AND PERFORMANCE IN

PRACTICEContinue to monitor situation (UCS and

PT/PCT).

For academic advice contact one of the following: Module Leader Pathway Leader PPA

Is the issue resolved?

No further action

Student support available from: Pathway Leader/PPA Programme Leader and Deputy Student Support Services (UCS) Chaplain (UCS) PCT – PT, Occupational Health?,

Counselling Services?, Human Resources?

Should the student remain in practice?

Academic issue Portfolio construction Assignment support Achieving learning outcomes etc.

Social/Pastoral Issue

Are there concerns about the student achieving the desired

level of clinical competence and performance?

Yes No

Issues other than performance Sickness – students MUST report sickness to the Programme Leader (or Deputy) on 01473-702507 as well as the PT/PCT Incidents or accidents – if a student is involved in an incident or accident they must follow their employing PCT’s procedures. They must also inform their

PT/Mentor, PCT and Pathway Leader at UCS.

Yes No

Contact and discuss with Programme Leader or Deputy Programme

Leader

Yes No

UCS staff and PT/PCT to develop

a strategy to support the student

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Arrange meeting with student Inform PPA

AT FIRST MEETING- Discuss area of concern- Negotiate action plan and identify outcomes to be

achieved- Identify how improvements will be measured- Record outline of meeting and outcome - Set date for review of performance with student- Inform PPA, UCS

Inform tutor PPA, UCS

Do I need to inform a PCT manager as well as PPA, UCS?

REVIEW MEETING- Review progress against action plan- Achieved or not achieved?- Record outline of meeting and outcome

Action plan - progress achieved.NO FURTHER ACTION

Action plan - progress not achieved.- Inform tutor- Inform PCT manager- Inform PPA, UCS

Tripartite meeting in practice to be arranged.

Discuss and document outcome of tripartite.- Set further action plan(s), identify

timescale and record?- Other actions?

Training terminated? Student withdraws from course?

JOHNS MODEL OF STRUCTURED REFLECTION (2000)

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Core question – What information do I need to access in order to learn through this experience?

Cue questions

1 – Description of the experience Phenomenon – describe the here and now experience Causal – what essential factors contributed to this experience? Context – what are the significant background factors to this experience? Clarifying – what are the key processes (for reflection) in this experience?

2 – Reflection What was I trying to achieve? Why did I intervene as I did? What were the consequences of my actions for:

- Myself?- The patient/family?- The people I work with?

How did I feel about this experience when it was happening? How did the patient feel about it? How do I know how the patient felt about it?

3 – Influencing factors What internal factors influenced my decision-making? What external factors influenced my decision-making? What sources of knowledge did/should have influenced my decision-making?

4 – Could I have dealt with the situation better? What other choices did I have? What would be the consequences of these choices?

5 – Learning How do I feel now about this experience? How have I made sense of this experience in light of past experiences and future practice? How has this experience changed my ways of knowing:

- Empirics (observational, scientific knowledge that can be measured in some way)?- Aesthetics (artistic, holistic knowledge)?- Ethics (moral knowledge and questions)?- Personal (self knowledge)?

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