PgDIP/MSc SPECIALIST COMMUNITY PUBLIC HEALTH NURSING … · 2015-11-09 · The PgDip/Msc/BSc (Hons)...

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16\Programme Handbook - PgDip & MSc.doc 1

PgDIP/MSc SPECIALIST COMMUNITY PUBLIC

HEALTH NURSING

PROGRAMME HANDBOOK

SEPTEMBER 2015

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated Documentation\2015-16\Programme Handbook - PgDip & MSc.doc ©TU-SOHSC (2015)

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CONTENTS Page

1 WELCOME FROM THE PROGRAMME TEAM 1

1.1 Programme Team 1 2 AIMS AND OUTCOMES OF THE PgDip/MSc PROGRAMMES 2 3 PROGRAMME STRUCTURE 4

3.1 Diagrams of PgDip Structure 7 3.2 Diagrams of MSc Structure 13

4 MODULE OVERVIEW 19 5 LEARNING AND TEACHING STRATEGY 22

6 ASSESSMENT STRATEGY 23 7 STUDENT FEEDBACK 30 8 HOW WILL I BE SUPPORTED TO SUCCEED? 31 9 WHAT ARE MY RESPONSIBILTIES AS A STUDENT 31 10 PROGRAMME EVALUATION 33

11 REFERENCES 33 APPENDICES 34 Appendix 1 Specialist Community Public Health Nursing Standards of 35

Proficiency Mapped against Modules Appendix 2 Cause for Concern 37 Appendix 3 Overview of Specialist Fields 40 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.


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1 WELCOME FROM THE PROGRAMME TEAM Welcome to the Specialist Community Public Health Nursing programme (SCPHN) at postgraduate level. This programme has been designed to enable you, as a registered nurse, to build upon previous knowledge and experience and develop those attributes demanded by the Nursing and Midwifery Council (NMC) for registration as a Specialist Community Public Health Nurse. This programme of education is based upon achievement of the Standards for Proficiency for Specialist Community Public Health Nursing within three specified fields of practice: health visiting, school nursing and occupational health nursing. You will develop public health practice knowledge and skills in addressing health inequalities with individuals and communities. You will also develop public health leadership skills, responding to policy drivers and health needs assessment skills in order to effect positive change. This practice-based programme will enable you to experience 50% theory and 50% practice within an integrated approach and is designed to develop a range of generic and specialist public health nursing skills. This will facilitate your development as a responsive and flexible practitioner who is able to respond to the changing health and social care environment and contribute to the public health nursing workforce. This programme promotes the development of practitioners who are fit for purpose and fit for practise, who are able to respond flexibly and with resilience to the challenges of a contemporary practice. All information in this handbook provides you with specific programme information and it should be read in conjunction with School of Health & Social Care (SOHSC) and University Handbooks and regulations.

1.1 Programme Team Contact Details Aileen Monkhouse is the Programme Leader. She is based in room H0.32 of the Centuria building at Teesside University and can be contacted by telephone on 01642 384955 or by email at [email protected]. Individual Field Leaders are as follows: Occupational Health Nursing Aileen Monkhouse. Centuria building Room: H0.032 Tel: 01642 384955 Email: [email protected] School Nursing Rachael Barker, Centuria building Room: H2.40 Tel: 01642 384917 Email: [email protected]

mailto:[email protected]




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Health Visiting Debbie Hall Centuria building Room: H2.28 Tel: 01642 384525 Email: [email protected] Additional team members: Dr Dorothy Hannis Centuria building Room: H2.40 Tel: 01642 384526 Email: [email protected] Michelle Sobande Centuria building Room: H1.28 Tel: 01642 384909 Email: [email protected] The Field Leaders are responsible for the planning, co-ordination and evaluation of the field, as well as the ongoing support of students and Practice Teachers. If you have any questions, queries or concerns you should direct them to the relevant Field Leader in the first instance.

2 AIMS AND OUTCOMES OF THE PgDip/MSc PROGRAMMES Aims The aims of the programme are to enable you to develop as a:

Specialist Community Public Health Nurse who is fit for practice and purpose in your field of practice.

Develop you to challenge orthodoxy and formulate new or alternative solutions based on a systematic and critical breadth and depth of knowledge and understanding of evidence-based practice.

If you are studying the MSc programme you will develop to:

Independently and critically evaluate a service improvement within your area of practice.

Programme Outcomes The programme outcomes reflect the NMC Standards for Specialist Community Public Health Nursing and encapsulate the 10 principles which underpin public health nursing.





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PgDip Specialist Community Public Health Nursing At the end of the programme you will be able to: Knowledge and Understanding

Demonstrate a comprehensive and critical understanding of appropriate research techniques and methodologies to inform evidence-based practice in order to plan and manage a research project.

Demonstrate a systematic and critical understanding of the breadth and depth of knowledge of specialist community public health nursing in your field of practice.

Demonstrate the ability to integrate, synthesise and critically evaluate the pathophysiological, psychosocial, political, socio-cultural, socio-economic and environmental factors that influence health needs and critically apply this to promote health and wellbeing in individuals, families, groups and the wider community.

Demonstrate a comprehensive and critical understanding of the concept of leadership and the development of leadership skills and apply to collaborative working in specialist community public health nursing.

If you are studying on the MSc Specialist Community Public Health Nursing in additional you will be able to:

Demonstrate the ability to undertake and manage an independent evaluation of a service improvement relevant to your field of practice, using appropriate empirical and methodological underpinnings and exploring the associated ethical dilemmas.

Cognitive and Intellectual Skills

Demonstrate the ability to integrate, synthesis and critically evaluate different aspects of disciplinary knowledge with originality and the ability to challenge orthodoxy, whilst working collaboratively and managing complex ethical dilemmas in specialist community public health nursing.

Using the best available evidence demonstrate the ability to formulate new or alternative hypotheses or solutions and where appropriate to challenge orthodoxy to advance specialist community public health nursing in Health Visiting.

Demonstrate the ability to integrate, synthesise and critically evaluate complex moral, ethical and legal decisions in order to foster equality, diversity and rights of colleagues, service user/carers, families, networks and groups and to challenge inequalities.

Demonstrate the ability to make argued conclusions on the basis of incomplete or contested data in the context of your field of specialist community public health nursing.

If you are studying the MSc Specialist Community Public Health Nursing in additional you will be able to:

Critically review and synthesise how established evaluation techniques of research are used to create and interpret knowledge in your field of practice.


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Practical/Professional Skills

Demonstrate the achievement of the SCPHN Standards of Proficiency as applied in your field of practice.

Lead and manage teams, individuals and resources ethically and effectively within a changing environment to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources.

Utilise personal skills to work collaboratively with others in order to ensure continuous quality service improvement.

Demonstrate sound professional judgement and behaviour, working within approved Codes of Practice at all times and working autonomously with limited supervision in your field of practice.

Demonstrate advanced problem-solving skills and intellectual flexibility to make informed judgements in ethically complex and unpredictable contexts in specialist community public health nursing in health visiting.

Key Transferable Skills

Critically evaluate and reflect on and demonstrate the independent learning ability required for continuing professional development.

Communicate complex academic or professional issues clearly to specialist and non-specialist audiences in an appropriate manner.

Demonstrate and apply appropriate numeracy and IT skills in research and academic study.

If you are studying the PgDip/MSc SCPHN Health Visiting or School Nursing you will be able to:

Demonstrate a comprehensive and critical understanding of knowledge and skills required to advance prescribing from the community nursing formulary in accordance with current legislation.

If you are studying the PgDip/MSc SCPHN Occupational Health Nursing you will be able to:

Demonstrate a systematic and critical understanding of a breadth and depth of knowledge and understanding of health and safety legislation and risk management and its application in the working environment.

3 PROGRAMME STRUCTURE The programme comprises of the PgDip SCPHN with license to practice which is a 52-week programme (104 weeks for part-time students) that is structured to meet the NMC standard of a 50% theory and 50% practice programme. Therefore, on commencement of the programme you must have an agreement with a health trust/employer to provide a clinical placement and a Practice Teacher for the duration of the course and this or equivilant must be inplace through out the entire programme. The taught component of the programme will be delivered on the main campus, Teesside University, during term times with modules taking place during the morning, afternoon or evening. Across the programmes you will spend the equivilant of 2 days a week in university until you enter consolidated practice however the


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number of days that you will attend university per week will vary across the programme. You will also spend the equivalent of two full days or one full day (if a part-time student) per week in clinical practice. One day per week (half a day for part-time students) will be allocated for self-directed study at specified points in the programme. The final part of your programme includes a 10-week period (20 weeks x 2 ½ days* for part-time students) of consolidated practice. The PgDip/Msc/BSc (Hons) Specialist Community Public Health Nursing (Health Visiting), is a United Nations International Children’s Emergency Fund (UNICEF) accredited programme, meeting the UNICEF UK Baby Friendly Initiative (BFI) University Standards (www.UNCEF.org). The programme facilitates you to gain the basic knowledge and skills, in collaboration with practice colleagues to enable you to support breast feeding effectively when they qualify as Health Visitors. Explicit throughout the programme is the assessment of competency in practice based upon the NMC Standards for Specialist Community Public Health Nursing. This will be assessed at Level 6 within Specialist Community Public Health Nursing Practice. To facilitate the development of theory and practice, you will engage in a tripartite relationship with your Practice Teacher and your Academic Mentor. Your tripartite group will meet each term or equivalent on the part-time route to facilitate achievement and assessment of the practice outcomes. This process will be aided through the use of contract learning. During the programme you will also experience 15 days in alternative practice settings which will be negotiated on an individual basis between yourself, your Practice Teacher and Academic Mentor. You will keep a Learning Log of such experiences and the Practice Teacher will ensure that experiences are planned using Learning Contracts to enable students to understand the context for practice within all community public health settings. You and your Practice Teacher will also ensure that experiences are provided within a variety of areas of practice to facilitate the development of transferable skills. These experiences will also be recorded within the Learning Log and mapped against the programme outcomes. Following successful completion of the PgDip SCPHN (all fields) you will have the opportunity to enroll on RMH4014-N Evaluating Practice to achieve a full masters over one academic year for full-time and part-time students. This must be completed within five years of commencing the PgDip. If you would like further information please contact the Programme Leader. Programme overviews, which detail these arrangements, can be found in Appendix 3. Please note A day is defined as 7.5hrs.


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MSc Students Year 2 for those undertaking full-time or Year 3 for part-time study

Year 2 Full-time MSc

Year 3 Part-time MSc

October 2016 Commence module RMH4014-N Evaluating Practice

October 2017 Commence module RMH4014-N Evaluating Practice

Complete May 2017 Complete May 2018


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3.1 DIAGRAMS OF THE STRUCTURE OF PgDip SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PROGRAMME

Health Visiting Field (Full-time)

Induction 3 weeks

Formative Practice Assessment Point

Summative Practice Assessment Point

Final Summative Practice Assessment

Summer Term Consolidated Practice

CONSOLIDATION

Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days

Advancing Public Health 20 credits Level 7

Advancing Health Visiting Practice 20 credits Level 7

Evidence-based practice 20 credits Level 7

Advancing Leadership in the Context of Specialist Practice

10 credits Level 7

Advancing Community Practitioner Prescribing 10 credits Level 7

Designing Research Projects 20 credits Level 7

Contemporary Issues in Public Health 20 credits Level 7

Specialist Community Public Health Nursing Practice 20 credits Level 6

45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice


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School Nursing Field (Full-time)

Induction 3 weeks





CONSOLIDATION



Advancing Contemporary School Nursing Practice

20 credits Level 7



10 credits Level 7







9

Occupational Health Nursing Field (Full-time)

Induction 3 weeks





CONSOLIDATION

Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days Advancing Public Health

20 credits Level 7



10 credits Level 7

Advancing Health and Safety in the Working

Environment 10 credits

Level 7

Advancing Occupational Health Nursing Practice 20 credits Level 7






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Health Visiting Field (Part-time)

Induction 3 weeks

Formative Practice Assessment

Year 1 Term 1 Term 2 Term 3 Summer Term



Study 15 days/Practice 10 days



Back to Study

Summative Practice Assessment

Final Summative Assessment of Practice

C O N S O L I D A T I O N

Year 2 Advancing Public Health 20 credits Level 7


10 credits Level 7

Consolidated practice 50 days, 20 weeks x 21/2 days

Advancing Community Practitioner Prescribing

10 credits Level 7






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School Nursing Field (Part-time)

Induction 3 weeks





20 credits Level 7




Back to Study






10 credits Level 7



10 credits Level 7






12

Occupational Health Nursing Field (Part-time)

Induction 3 weeks






Environment 10 credits

Level 7

Advancing Occupational Health Nursing Practice

20 credits Level 7

Contemporary issues in Public Health 20 credits Level 7

Back to Study






10 credits Level 7





104 weeks’ programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice


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3.2 DIAGRAMS OF THE STRUCTURE OF MSc SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PROGRAMME

Health Visiting Field (Full-time)

Induction 3 weeks





CONSOLIDATION






10 credits Level 7



Contemporary Issues in Public Health Nursing 20 credits Level 7


Year 2 Evaluating Practice 60 credits Level 7



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School Nursing Field (Full-time)

Induction 3 weeks





CONSOLIDATION




20 credits Level 7



10 credits Level 7



Contemporary Issues in Public Health Nursing 20 credits Level 7





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Occupational Health Field (Full-time)

Induction 3 weeks





CONSOLIDATION

Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days Advancing Public Health

20 credits Level 7



10 credits Level 7

Advancing Health and Safety in the Working Environment

10 credits Level 7



Contemporary Specialist Community Public Health Nursing 20 credits Level 7




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Health Visiting Field (Part-time)

Induction 3 weeks









Back to study




Year 2



10 credits Level 7



10 credits Level 7







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School Nursing Field (Part-time)

Induction 3 weeks





20 credits Level 7





Back to study




Year 2



10 credits Level 7



10 credits Level 7







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Occupational Health Nursing Field (Part-time)

Induction 3 weeks






Environment 10 credits Level 7




Back to Study






10 credits Level 7








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4 MODULE OVERVIEW Here is an overview of the modules that you will be taking, a brief description about them and the name and contact details of the module leader. Core Modules There are core modules which are taken by all students undertaking the SCPHN programme. For each field of practice there are subject-specific modules that are compulsory. Details of these are included below.

Evidence-based Practice RMH4008-N 20 Credits, Level 7

Module Leader: Katherine Sanderson Tel: 01642 384912, Email: [email protected], Base: Centuria H0.35

The module aims to facilitate your transition to postgraduate study and set the programme in the context of evidence-based practice. You will develop key skills in areas such as literature searching and advance your skills of critical appraisal as part of an integral part of decision-making in health and social care.

Designing Research Projects RMH4013-N 20 Credits, Level 7

Module Leader; John Franklin Tel 01642 388508, Email: [email protected], Base Constantine CG.16a

This module will enable you to gain the knowledge and skills to design and manage a primary or secondary research audit or evaluation project that is relevant to your practice. The module will also cover research governance and ethics and prepare students for applying for ethical approval or release. It also prepares the student for the dissertation for those wishing to progress to the master’s programme.

Advancing Public Health CCH4027-N 20 Credits, Level 7

Module Leader: Dorothy Hannis Tel: 01642 384526, Email: [email protected], Base: Centuria, H2.40

This module is shared by all fields of practice. It aims to develop confident and effective public health practitioners who can reflect, respond and contribute to the public health agenda. It explores health, health needs assessment, health improvement and community development from a theoretical perspective and within the social, political and economic context. You will apply the principles to your own field of practice. You will learn through a combination of lectures, discussions, group work and experiential learning.


SIH4037-N 10 Credits, Level 7

Module Leader: Carol Schubert Tel: 01642 384001, Email: [email protected], Base: Centuria H1.21

This module will facilitate you to critically evaluate your leadership philosophy and leadership abilities in the context of working within and across professional organisational structures. You will identify strategies to develop your leadership skills and behaviours that will enable you function effectively within clinical/professional practice and lead within collaborative working environments. A range of learning strategies will be used; seminars, student-led discussions and self-directed study. You will be encouraged to share your experiences of clinical





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leadership and organisational contexts to enable debate and examination of leadership styles and behaviours relevant for specialist community public health practice and working in a collaborative and social care context.

Contemporary Issues in Public Health CCH4032-N 20 Credits, Level 7

Module Leader Debbie Hall, Tel 01642 384525, Email: [email protected] Base:Centuria H2.28

This module is designed to enable you to study in-depth a range of contemporary and emerging issues in specialist community public health nursing practice and their potential implications for practice. You will synthesise, critically evaluate and robustly challenge and debate new and emerging areas of public health nursing and their legal and ethical dimensions and potential implications of the advances for specialist community public health nursing practice. You will then build on these skills through learning sets to facilitate developing your own personal decision-making skills and practice through action learning sets. This module will be run alongside the Level 6 practice module Specialist Community Public Health Nursing Practice CCH3088-N.

Specialist Community Public Health Nursing Practice

CCH3088-N 20 Credits, Level 6

Module Leader Dr Dorothy Hannis Tel: 01642 384526, Email: [email protected], Base Centuria H2.40

This module will enable you to develop your competence and skills in practice and demonstrate achievement of the SCPHN Standards of Proficiency through achievement of the Practice Progress File.



Module Leader: Bernadette Martin Tel: 01642 384966, Email: [email protected], Base: Centuria H2.28

This module prepares Specialist Community Public Health Nurses (ie Health Visiting and School Nursing) to prescribe from the Community Practitioners’ Formulary. It is undertaken by those students studying health visiting and school nursing and utilises seminars, student-led discussions, learning sets and exposure to supervised prescribing experiences with their Practice Teacher in the student’s practice placement. There will also be periods of self-directed study based upon both the indicative content and an assessment of your own learning needs in relation to prescribing. E-learning via the Virtual Learning Environment (VLE), [email protected] site will be used as a resource for students to keep a Learning Log of prescribing practice experience from which they will develop a selection of case studies for analysis.





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In addition to these core modules, there are also field-specific modules as shown below. Health Visiting

Advancing Health Visiting Practice CCH4028-N 20 Credits, Level 7

Module Leader: Debbie Hall Tel: 01642 384525, Email: [email protected], Base: Centuria H2.28

This module will explore the many factors which impact upon the health and wellbeing of children and their families in a variety of settings and life circumstances. Current policy and legislation will be considered and linked to the protection of children and families. Throughout, the module content has been developed to meet the new Health Visiting agenda and also demonstrates achievement of the UNICEF BFI standards. You will engage in a variety of learning strategies, lectures, seminars, problem-based learning and independent, student-directed activities to develop and enhance knowledge. Scenarios, case study work and simulations will be used to develop students’ skills in promoting breastfeeding and attachment.

School Nursing



Module Leader: Shawn Costello/Rachael Barker Tel 01642 384922, Email: [email protected], Base: centuria H1.40,Tel: 01642 384917, Email: [email protected], Base: Centuria H2.40

This module has been developed in line with the new school nursing agenda, developing your ability to critique and critically evaluate the complexities and opportunities associated with contemporary school nursing within a constantly changing health and social care setting. There will be an emphasis on child/adolescent/family-centred care. You will have key lecturers to introduce you to the theories underpinning school nursing practice and use enquiry-based learning to further develop your knowledge, skills and attitudes. Real-world problems will be used as a focus for applying and testing knowledge and developing practice. Simulations will be used to facilitate you to develop your ability to analyse complex practice situations. Workshops will enable you to develop debating skills, synthesis and the integration of your knowledge base.

Occupational Health Nursing

Advancing Health and Safety in the Working Environment


Module Leader: Aileen Monkhouse Tel: 01642 384955, Email: [email protected], Base: Centuria H0.32

This module enables you to have a comprehensive and critical understanding of risk management strategies available to manage hazards in the working environment. You will be able to critically evaluate assessments of the working environment with reference to current legislation, guidance notes, literature and the validity and reliability of the methodologies used. You will be taught using






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interactive lectures, seminars, case studies and scenarios. Workshops will develop your evaluative skills and your ability to explore a range of environments and complex ethical issues and their potential solutions. Group work will be used to stimulate debate, analysis justification and defense of methodologies.

Advancing Occupational Health Practice CCH4030-N 20 Credits, Level 7

Module Leader: Aileen Monkhouse Tel: 01642 384955, Email: [email protected], Base: Centuria H0.32

This module aims to develop practitioners who are able to respond in analytical and innovative ways to the challenging occupational health environment. You will be able to design, initiate and evaluate health surveillance in the working environment and carry out physiological and mental health and complex attendance management assessments; making appropriate recommendations to management and ensuring compliance with relevant legislation. You will be taught using interactive lectures, seminars and discussion groups, skills workshops, peer review and simulations to develop their knowledge and skills and their application in complex situations.

MSc Only Core

Evaluating Practice RMH4014-N 60 credits, Level 7

Module Leader: Katherine Sanderson Tel: 01642 384912, Email: [email protected], Base: Centuria H0.35

This module will enable you to demonstrate the knowledge and experience of developing and advancing practice. It allows you to synthesise your learning from previous research and theoretical modules through the evaluation of a focused area within your field of practice. In addition to some taught workshops, you will be supported by a Dissertation Supervisor who will monitor your progress and support you through the process of ethical clearance.

5 LEARNING AND TEACHING STRATEGY The learning and teaching strategy for your programme is built around the University Learning, Teaching and Student Experience Strategy (LTSES), 2012-15), as well as any professional requirements, particularly as they pertain to those specialist community public health nursing fields within the programme leading to recordable qualifications with the NMC. As a learner on the programme you will be provided with clear Learning Outcomes which foster a systematic and integrated approach to study as well as your development as an independent learner and finally the development of key transferable skills (academic writing, computer literacy etc). An important philosophy of the programme is the emphasis placed upon work-based learning and the need to enable you to reflect on your new knowledge and skills in relation to your competence in your work-setting. The programme places emphasis upon supported learning between academic and practice staff (Practice Teachers and Academic Mentors) whilst recognising the prior learning and experience which you bring to the programme. You will find throughout the programme that you will encounter varied and creative approaches to learning. It is important to realise that this varied approach will enhance the opportunities for you to engage with the programme content and further develop your skills as an independent learner. Our




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goal is to enable you to be a confident,critical,creative, articulate, adaptable and aspiring SCPHN Practioner in your chosen field. A number of core modules in the programme use [email protected] as a medium for delivering learning. You may find that this is new or unfamiliar to you and it is essential to discuss any concerns you have regarding its use with your Module Leader. Academic staff are here to support and enhance your learning and ultimately facilitate your successful progression through the programme (provided you work and produce the required standard in your assessments). You will also find that in some of your modules you will have the opportunity to share learning with colleagues from different professional backgrounds and work settings. This represents an important philosophy of the programme, that of multi-professional learning. Within the field-specific modules some key content will be shared with students undertaking the BSc (Hons) Specialist Community Public Health Nursing programme. Service user/carer involvement is a key agenda in current health care delivery; this is reflected in the programme through the use of patient narratives and the involvement of service user/carers in your assessments. Each Module Leader will provide you with the necessary information for their specific modules. These are usually distributed during the first session of a module. If you have any queries regarding any of the information provided, please do not hesitate to ask the appropriate module team or Field Leader. 6 ASSESSMENT STRATEGY Detailed information on how you will be assessed in each module will be provided by the relevant module team in the Module Guide. However, it is important that you have an overview of the assessment schedule throughout the programme in order to help you manage your studies. This has been designed to spread the assessment load and utilise a variety of assessment strategies. The following table summarises the assessment requirements for this programme:


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ASSESSMENT CHART

Module Name Formative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

Submission

Induction Week for all students

1,000-word formative essay Week 4

RMH4008-N Evidence-based Practice

1,000-word formative essay Week 7

4,000-word report (100%) Week 19, 11.01.16

CCH4032-N Contemporary Issues in Public Health

4,000-word essay (100%) Week 39, 06.06.16

CCH4027-N Advancing Public Health

Seminar presentation Week 7

Poster presentation (30%) Week 14, 09.12.15

20-minute oral defence of poster (70%) Week 14, 09.12.15

SIH4037-N Advancing Leadership in the Context of Specialist Practice

2,000-word reflective essay (100%) Week 33, 18.04.16

RMH4013-N Designing Research Projects

Outline of a research audit or evaluation proposal Week 22

Research Audit or evaluation proposal (100%) 4,000-words Week 35, 05.05.16

CCH3088-N Specialist Community Public Health Nursing Practice

Formative Tripartite Week 14

Practice Progress File Six Standards of Proficiency (Pass/Fail) Week 27, 07.03.16

Practice Progress File All Standards of Proficiency (Pass/Fail) Week 37, 23.05.16

RMH4014-N Evaluating Practice

Dissertation evaluating a service improvement (100%)


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15,000-words

New Academic Year Week 27

FIELD SPECIFIC MODULES

CCH4033-N Advancing Community Practitioner Prescribing (Field specific for Health Visiting and School Nursing)

Formative debate Week 8

One-hour exam (Pass/Fail) Week 12, 24.11.15

Portfolio: o Critical reflective

evaluation (100%)

o Achievement of Learning Outcomes (Pass/Fail) Week 36

10.05.16

Health Visiting CCH4028-N Advancing Health Visiting Practice

Mock OSCE Week 23

OSCE (30%) Week 28, 08.03.16

2,500-word assignment (70%) Week 29, 12.04.16

School Nursing CCH4029-N Advancing Contemporary School Nursing Practice

Verbal presentation to peers based on current issue from practice Week 23

OSCE (30) Week 2808.03.16

2,500-word assignment (70%) Week 29, 12.04.16

Occupational Health Nursing CCH4031-N Advancing Health and Safety in the Working Environment

Formative workplace assessment and report on their findings Week 15

15-minute Viva (100%) Week 22, 01.02.16


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CCH4030-N Advancing Occupational Health Nursing Practice

Mock OSCE Week 34

3,000-word assignment (70%) Week 3410.05.16

OSCE (30%) Week 36, 25.04.16

Submission dates will be as stated by the Module Leader at the start of the module and written in the Module Guide. Assessment in Practice The Tripartite Approach During the programme you will be undertaking a field of practice which concludes in a registerable qualification with the NMC. Your Practice Teacher and Academic Mentor will form a tripartite relationship in order to help you bring together both the theoretical and competence-based aspects of the modules. This will help you as a learner to develop essential skills, competence and capabilities through a process of collaboration and negotiation. The dynamic relationship between these three roles in the learning process, set within the workplace, enables you to reflect upon practice situations, problems and issues developing a combination of action, reflection and evaluation. Through the learning and teaching strategies employed within the Specialist Community Public Health in Practice module, you will be encouraged to reflect back upon your progress and development in order to promote lifelong learning skills. In the tripartite relationship, you will have an initial tripartite at the beginning of the programme, will meet a minimum of once in the practice area during each term (see Practice Progress File for part-time students) in order to assess your learning needs and help formulate your programme of workplace learning. The first meeting will focus upon two main areas – the practicalities of learning and teaching and the underpinning philosophy. Further visits will discuss your overall progress and the development of your competence. This will include a review of the validity of the evidence provided by you. As a learner you will be expected to utilise your reflective skills to evaluate your progress and link your practice and development of competence to the evidence base. The Different Roles within the Tripartite Relationship Student You will be prepared for your practical experience during the theory hours of the modules. Your role within the tripartite approach is to take responsibility for your own learning and demonstrate a willingness to develop both academically and in practice. You will be expected to discuss your own learning needs with your Practice Teacher and Academic Mentor. You must be willing to undertake honest self-assessment, articulate your learning needs, seek and accept formative feedback from your Practice Teacher and Academic Mentor. You will need to recognise and appraise your own abilities and limitations. Further to this you will need to maintain contact with your Academic Mentor and organise tripartite meetings.


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Practice Teacher The Practice Teacher will provide honest, tactful and specific feedback, discussing and recognising your achievements as well as highlighting areas for further development. The Practice Teacher will provide a patient/client-centred approach to caring in the clinical setting in which learning can be negotiated and facilitated. The Practice Teacher will identify and document any cause for concern eg concerns regarding competence acquisition, or conduct, or unsafe practice, at the earliest possible stage and discuss this with the Academic Mentor. Overall, the Practice Teacher will facilitate, observe and assess your performance over the continuous period of the programme. The Practice Teacher in partnership with the Academic Mentor will judge whether or not you have achieved the field-specific outcomes and the SCPHN Standards of Proficiency. Academic Mentor The Academic Mentor will fulfill a dual role that also encompasses the Personal Tutor role. The primary role of the Academic Mentor is to give you and the Practice Teacher support and guidance as part of the practice experience. They will provide increasingly student-centred educational support both within the academic and practice settings. They will be involved in an initial discussion to clarify your learning needs whilst on placement. They will monitor progress and aid development of theory/practice links and participate in final discussions to verify achievement of programme outcomes based on discussion with you and the Practice Teacher. The Academic Mentor must be approachable and will maintain close liaison with the Practice Teacher so that any issues may be clarified and any cause for concern identified at an early stage. They must, together with the Practice Teacher, address and document any cause for concern as a matter of urgency in order to arrange an appropriate Action Plan. The Academic Mentor will liaise with the Field Leader as appropriate. The Academic Mentor in conjunction with the Practice Teacher will have an important role in judging whether any remedial action has been successful. The Academic Mentor will, in partnership with the Practice Teacher, judge whether or not field-specific outcomes and SCPHN Standards of Proficiency have been achieved. Practice Progress File Practice Progress Files are now becoming an important part of learning in Higher Education. Practice Progress Files provide an opportunity for you as a learner to address key Standards of Proficiency seen as important in further promoting your employability as a graduate. The main philosophy of Practice Progress Files is that they enable learners to document and therefore record key achievement in relation to academic and professional skills throughout their studies in higher education. For example, you will be involved in undertaking an individual Strengths, Weaknesses, Opportunities, and Challenges (SWOC) Analysis during the early stages of your programme. The achievement of computer and basic literacy skills will be further enhanced throughout the programme. As a learner on this programme it will be your responsibility to keep your Practice Progress File up to date – it is in your interest to ensure this happens. Academic support has been built into your programme to address the ongoing development of your Practice Progress Files at key stages in your programme. You will find that in your very first module, Evidence Appraisal, you will be introduced to computer skills and literature searching which will be the beginning of your Practice Progress Files. As you progress through the programme


28

you will be responsible for making appointments with your named Field Leader to discuss your Practice Progress File. It will be important for you to keep a record of the successes and challenges that you have throughout the programme particularly regarding how you have achieved the overall programme outcomes. Much of the Practice Progress File will be concerned not only with your personal growth but also with the development of professional competence and capabilities which are highly valued by employers. The modules Advancing Public Health,Speacilist Community Public Health Practice and Contemporary Public health in Practice, which are core to your programme, will provide the vehicle for the integration of much of what the Practice Progress File supports and represents.. Within the current programme this will occur during an initial SWOC analysis in discussion with individual Field Leaders as a preliminary to further individual meetings held in Term 3 of the programme or equivalent of the part-time programme. Following an initial tripartite at the commencement of the programme, one tripartite meeting will be held in the practice area each term to assess your learning needs (see Practice Progress File for part-time students), agree a programme of workplace learning and assess progression towards achievement of the field-specific outcomes/NMC Requirements for Specialist Community Public Health Nursing. The first meeting will focus upon two main areas - the practicalities of learning and teaching and the underpinning philosophy. Subsequent meetings will focus on your overall progress; achievement of competency and the development of capability will be discussed. You will be expected to utilise reflective skills to evaluate your progress and link practice and capability development to the evidence base. This Practice Progress File should provide a documentary record illustrating this learning and the achievement of competency within the practice area. Tripartite meetings in the first two terms are part of the formative assessment process although Term 2 also contains a summative assessment of achievement of defined programme outcomes. The meeting at the end of Term 3 is summative (see Practice Progress File for part-time students) and the student must have achieved the necessary Standards of Proficiency to proceed to supervised practice. This process involves:

The use of an appropriate model to reflect upon existing competence, knowledge, skills attitudes and values.

An evaluation of strengths and areas for development in relation to the field outcomes/NMC Requirements for Specialist Community Public Health Nursing. This is designed to enable the student to identify the knowledge and skills they bring into the programme and clarify what they are required to achieve.

Exploration of competence within the tripartite relationship – this should take account of the practice responsibilities, any specialist practice requirements, and practice specific issues drawn from other modules.

Identification of learning needs in order to achieve capability.

Establishment of a plan or Learning Contract to meet learning needs.

Formative and summative evaluation of progression and achievement of competence.

Identification of future learning needs.


29

A record of the tripartite meetings is documented upon dialogue sheets at the end of each meeting. A separate sheet is completed by each member of the tripartite relationship. The dialogue sheets are duplicated so that a copy can be kept in your portfolio and another in your personal file at the University.

The dialogue sheets record your learning needs and progress, as well as formative and summative decisions regarding progression towards or achievement of the practice Standards of Proficiency. They are also used to document concerns regarding your progression and/or behavior and professional development. Assessment Regulations This programme is assessed in accordance with the Standard University Regulations for postgraduate programmes, with the exception that all componants of a module must be passed and all modules are non-compensatable that means you must pass all modules. University undergraduate regulations will apply to the Level 6 practice module. Detailed information on Assessment Regulations at the University can be found on the Student Intranet. To pass you must:

Achieve a minimum overall mark of 50% for the academic work.

Pass all compolnants of a module.

Achieve competency in the practice outcomes signed by your Practice Teacher and Academic Mentor.

Variance Variance arrangements in relation to the assessment of practice are in place. Students must pass all Standards of Proficiency and successfully complete the associated portfolio evidence. If students do not pass one or more Standards of Proficiency or associated benchmarks, they will be given one further opportunity at the discretion of the board. The Learning Hub The Learning Hub is located on the ground floor of the Library. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year. Learning Hub staff will collaborate with your School to ensure that in-depth help is available to you. On-line information on topics such as referencing, writing essays and information literacy can be accessed via the Library website at http://lis.tees.ac.uk or you can contact the Library by telephoning 01642 342100. External Examining Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External

http://lis.tees.ac.uk/


30

Examiner does this by looking at a sample of work (eg assignments, exam answers, dissertations), discussing the work with your lecturers and attending the assessment boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to student representatives and School representatives. You can also request the relevant External Examiner report for your course by e mailing [email protected].

The main External Examiner for your course is Susan Winterburn who is a former academic and NMC reviewer and is currently a SCPHN Practitioner. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact external examiners directly and external examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader. 7 STUDENT FEEDBACK The School of Health & Social Care (SOHSC) relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module. You will also be given feedback from your Programme Team and Personal Tutor and we expect you to take note of and act upon feedback received. Please note that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your programme of study, and actions taken as a result of the evaluations made by previous student cohorts. As students you will receive feedback in a variety of ways, verbally in class, from tutors and peers, in discussion individually with academic staff, in tutorials and regularly from your Practice Teacher and colleagues as part of your daily contact with them and in the more formal tripartite arrangement. In writing following submission of formative work, which is designed to inform your future assessed work and in feedback to you following submission of assessed work, this includes areas in which you can enhance your future work. The VLE is used to enable you to evaluate your own progress through quizzes and learning activities such as blogs.

You should view feedback in a positive and developmental way, it is designed to help you to develop and get the most from your programme and to become the best practitioner possible. Equally we welcome your feedback to us, there are points in your programme when you will be asked to give both verbal and written feedback on modules and the programme and on your practice experience however if you have any concerns or feedback you wish to give the team outside these points please do so. Feedback from previous students and colleagues enables the programme team



31

to keep enhancing your learning experience and resolve any difficulties you may be experiencing.

8 HOW WILL I BE SUPPORTED TO SUCCEED? Successful learning at Teesside University is viewed as a partnership between the University and its staff, practice colleagues and you, the student. A wide range of student services are available to support you in your learning. Detailed information on these can be found in the SOHSC Student Essential Guide

http://sohsc.tees.ac.uk/sites/handbook/. In addition, the following individuals will be available to help and guide you:

Field Leader – has overall responsibility for the field and your progression. They will liaise with other members of the programme and field team; however you should negotiate with them any changes to your proposed study programme.

Academic Mentor – you will be allocated a member of the field team who will act as your Academic Mentor throughout the programme. This will include academic support for the Community Practice Project module. They should be your first point of contact for any queries or concerns re your field studies and will monitor your overall progress.

Personal Tutor – you will be allocated a Personal Tutor at the beginning of the programme; this will normally be the same person who is your Academic Mentor. The role of the Personal Tutor is to provide pastoral support and guidance during your programme. You should arrange to meet with your Personal Tutor at least once a term to discuss your progress and gain feedback on your development. See Section 2:2 of the SOHSC Student Essential Guide for more details.

Practice Teacher – you will have an identified individual in your practice area who is able to act as a teacher/assessor for you within the practice setting, working with you to support your learning.

Module Leader – the relevant Module Leader is your point of contact for any queries or concerns regarding a specific module. Details of Module Leaders for this field are given in this handbook.

Postgraduate peer support group – under the guidance of an academic experienced in supporting masters and doctorate students.

Student Representative – this is a very important role and further details can be found in the SOHSC Student Essential Guide.

If you have any special learning needs or requirements, or think you may have, Mary van Loo is the SOHSC Care Disability Co-ordinator. Mary will see you by appointment or at one of her weekly drop-in sessions. She can be contacted on ext 4912 or by email at [email protected]. Student Support Officer The Student Support Officer is Sam Evans and she can be contacted on [email protected]

http://sohsc.tees.ac.uk/sites/handbook/




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9 WHAT ARE MY RESPONSIBILITIES AS A STUDENT? In keeping with the philosophy of adult learning and the development of increasingly student-centred learning as you progress through the programme, full details of your responsibilities as a student are given in the SOHSC Student Essential Guide. These include:

Engaging actively in the learning process.

Taking responsibility for your own learning.

Behaving in a professional manner in accordance with the NMC Code

Communicating regularly with the relevant Module Leader/Tutor.

Communicating regularly with the relevant Field Leader.

Communicating regularly with your Practice Teacher.

Effective self-management of your studies. The field team looks forward to engaging in a learning partnership with you. We sincerely hope that you will find studying in this field enjoyable, challenging and rewarding. If you have any further queries please do not hesitate to contact Aileen Monkhouse or any member of the field team.

Sickness and Absence It is an NMC requirement that you have 100% attendance on the course and that any time missed is made up at the end. This may mean an extension to your contract so you will need to inform your sponsoring PCT/employer. Sickness and absence must be reported to the University following the sickness and absence reporting procedure (please see Student Essential Guide).

If you are unable to attend for whatever reason, you must advise the Student Records Office on 01642 384139 or email [email protected] by 10.00am and inform your placement area. If the absence is supported by a doctor’s note, the note should be sent or given to the Student Records Office as soon as possible after the period of sick leave commences. If necessary, someone may telephone on your behalf. You must complete timesheets. All sickness and absences should be recorded on your timesheets. The recording of the attendance sheet whilst on placement is your responsibility but must be verified by your Practice Teacher and monitored by your Academic Mentor. Time sheets will be collected at each tripartite meeting. Change of Personal Details/Criminal Records Bureau/Health Status You are expected to inform the Student Records Office of any change of personal details (including term and home address, telephone number). You can do this by completing the Change of Personal Details form - blank copies of which are held in the Student Records Office and the Student Intranet. This is essential as there are occasions when the School staff need to contact you in the event of an emergency. It is also a requirement that we are informed of any changes in your health status, or DBS (formally CRB) status (including any current allegations/investigations, as these may affect your continuation on the programme and eligibility to register with the NMC. The NMC has produced



33

guidance for good health and good character with respect to entry to education, continued participation and registration requirements. 10 PROGRAMME EVALUATION Informal feedback from students is welcomed throughout the programme. You will also have the opportunity to provide formal feedback at the end of each module. There is also the opportunity for evaluation and feedback regarding the programme through the student representative system. Please see the School’s Student Essential Guide for information on this process. Comments that you may have and suggestions for improvement that you may wish to make will be valued and appreciated. Everyone is here to help you successfully complete your programme. If in doubt, please ask. I hope you enjoy your time studying with us. 11 REFERENCES NMC (2004) Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC. NMC (2008) Standards to Support Learning and Assessment in Practice. London. UNICEF(2013) The UNICEF UK Baby Friendly Initiative University Standards. London: UNICEF


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APPENDICES

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APPENDIX 1 SPECIALIST COMMUNITY PUBLIC HEALTH NURSING STANDARDS OF PROFICIENCY MAPPED AGAINST MODULES

Proficiency: Domain: Search for health needs

Module Number

1 2 3 4 5 6 7 8

1. Collect and structure data and information on the health and wellbeing and related needs of a defined population

2. Analyse, interpret and communicate data and information on the health and wellbeing and related needs of a defined population

3. Develop and sustain relationships with groups and individuals with the aim of improving health and social wellbeing

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

5. Undertake screening of individuals and populations and respond appropriately to findings

Domain: Stimulation of awareness of health needs

6. Raise awareness about health and social wellbeing and related factors, services and resources

7. Develop, sustain and evaluate collaborative work

8. Communicate with individuals, groups and communities about promoting their health and wellbeing

9. Raise awareness about the actions that groups and individuals can take to improve their health and social wellbeing

10. 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

11. Work with others to protect the public’s health and wellbeing from specific risks

Domain: Influence on policies affecting health

12. Work with others to plan, implement and evaluate programmes and projects to improve health and wellbeing

13. Identify and evaluate service provision and support networks for individuals, families and groups in the local area or setting

14. Appraise policies and recommend changes to improve health and wellbeing 15. 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

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16. Contribute to policy development

17. Influence policies affecting health

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

Domain: Facilitation of health-enhancing activities

19. Work in partnership with others to prevent the occurrence of needs and risks related to health and wellbeing

20. Work in partnership with others to protect the public’s health and wellbeing from specific risks

21. Prevent, identify and 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

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

23. Plan, deliver and evaluate programmes to improve the health and wellbeing of individuals and groups

24. Manage teams, individuals and resources ethically and effectively

Additional outcome where prescribing from the community practitioner formulary is a designated part of the programme

25. Demonstrate the knowledge and skills required to prescribe from the community practitioner formulary

Key 1 Public Health in Practice 2 Leadership in the Context of Specialist Practice 3 Community Practitioner Prescribing 4 Specialist Module/s 5 Evidence Appraisal 6 Specialist Community Public Health Nursing Project


37

APPENDIX 2

CAUSE FOR CONCERN

NATURE OF CONCERN

Signature Date

Practice Teacher:

Academic Mentor:

Student:


38

ACTION PLAN AND REVIEW

Signature Date

Practice Teacher:

Academic Mentor:

Student:


39

OUTCOME OF REVIEW

Signature Date

Practice Teacher:

Academic Mentor:

Student:


40

APPENDIX 3

PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS FULL-TIME PROGRAMME OVERVIEW

W K

Monday Tuesday Wednesday Thursday Friday

IND 07/09/2015 1 Induction

Practice 14/09/2015 2 PRACTICE

Practice 21/09/2015 3

Au

tum

n T

erm

2+3 28/09/2015 4 IT THEORY THEORY THEORY

2+3 05/10/2015 5

2+3 12/10/2015 6

2+3 19/10/2015 7

2+2½+½ 26/10/2015 8

2+2½+½ 02/11/2015 9

2+2½+½ 09/11/2015 10

2+2½+½ 16/11/2015 11

2+2½+½ 23/11/2015 12

2+2½+½ 30/11/2015 13

SELF-DIRECTED STUDY*

2+1½+1½ 07/12/2015 14

2+1½+1½ 14/12/2015 15 FT

A/L 21/12/2015 16 CHRISTMAS HOLIDAYS

A/L 28/12/2015 17

STUDY 04/01/2016 18

First Day DRP (pm)

Sp

rin

g T

erm

2+3 11/01/2016 19

2+2½+½ 18/01/2016 20

2+3 25/01/2016 21

2+2½+½ 01/02/2016 22

2+3 08/02/2016 23

2+2½+½ 15/02/2016 24

2+2½+½ 22/02/2016 25

2+2½+½ 29/02/2016 26

2+3 07/03/2016 27 S&FT

2+2½+½ 14/03/2016 28

A/L 21/03/2016 29

SPRING BREAK A/L 28/03/2016 30

Su

mm

er

Te

rm

A/L 04/04/2016 31

11/04/2016 32

18/04/2016 33

25/04/2016 34

02/05/2016 35

09/05/2016 36

16/05/2016 37

23/05/2016 38 ST

STUDY 30/05/2016 39

Consol/AL 06/06/2016 40

At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation Two weeks’ holiday

Consol/AL 13/06/2016 41

Consol/AL 20/06/2016 42

Consol/AL 27/06/2016 43

Consol/AL 04/07/2016 44

Consol/AL 11/07/2016 45

Consol/AL 18/07/2016 46

Consol/AL 25/07/2016 47

Consol/AL 01/08/2016 48

Consol/AL 08/08/2016 49

Consol/AL 15/08/2016 50

Consol/AL 22/08/2016 51

Evaluation 29/08/2016 52

Key:

* Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite


41

PgDip/MSc SCPHN OCCUPATIONAL HEALTH NURSING FIELD FULL-TIME PROGRAMME OVERVIEW

W K



Practice 14/09/2015 2 PRACTICE

Practice 21/09/2015 3

Au

tum

n T

erm

2+3 28/09/2015 4

IT THEORY THEORY SELF DIRECTED STUDY*

2+3 05/10/2015 5

2+3 12/10/2015 6

2+3 19/10/2015 7

2+2+1 26/10/2015 8

2+2+1 02/11/2015 9

2+2+1 09/11/2015 10

2+2+1 16/11/2015 11

2+2+1 23/11/2015 12

2+2+1 30/11/2015 13

2+2+1 07/12/2015 14

2+2+1 14/12/2015 15 FT


A/L 28/12/2015 17

STUDY 04/01/2016 18

1st day DRP (pm)

Sp

rin

g T

erm

2+3 11/01/2016 19

2+2½+½ 18/01/2016 20

2+3 25/01/2016 21

2+2½+½ 01/02/2016 22

2+3 08/02/2016 23

2+2½+½ 15/02/2016 24

2+2½+½ 22/02/2016 25

2+2½+½ 29/02/2016 26

2+3 07/03/2016 27 S&FT

2+2½+½ 14/03/2016 28

A/L 21/03/2016 29


Su

mm

er

Te

rm

A/L 04/04/2016 31

2+2+1 11/04/2016 32

2+2+1 18/04/2016 33

2+1+2 25/04/2016 34

2+1+2 02/05/2016 35

2+1+2 09/05/2016 36

2+1+2 16/05/2016 37

2+1+2 23/05/2016 38 ST

STUDY 30/05/2016 39

Consol/AL 06/06/2016 40

At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation Two weeks’ holiday

Consol/AL 13/06/2016 41

Consol/AL 20/06/2016 42

Consol/AL 27/06/2016 43

Consol/AL 04/07/2016 44

Consol/AL 11/07/2016 45

Consol/AL 18/07/2016 46

Consol/AL 25/07/2016 47

Consol/AL 01/08/2016 48

Consol/AL 08/08/2016 49

Consol/AL 15/08/2016 50

Consol/AL 22/08/2016 51


Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite


42

PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW

YEAR 1 W K



Practice 14/09/2015 2

Practice 21/09/2015 3

Au

tum

n T

erm

1+3 28/09/2015 4 IT THEORY

2+3 05/10/2015 5

2+3 12/10/2015 6

2+3 19/10/2015 7

2+3 26/10/2015 8

2+3 02/11/2015 9

2+3 09/11/2015 10

2+3 16/11/2015 11

2+3 23/11/2015 12

1+1+½ 30/11/2015 13

SELF-DIRECTED

STUDY*

1+1+½ 07/12/2015 14

1+1+½ 14/12/2015 15


Pro-rata 2 ½ days per week A/L 28/12/2015 17

STUDY 04/01/2016 18

Sp

rin

g T

erm

2+2+1 11/01/2016 19

2+2+1 18/01/2016 20

2+2+1 25/01/2016 21

2+2+1 01/02/2016 22

2+2+1 08/02/2016 23

2+2+1 15/02/2016 24

2+2+1 22/02/2016 25

2+2+1 29/02/2016 26

2+2+1 07/03/2016 27

2+2+1 14/03/2016 28

A/L 21/03/2016 29 SPRING BREAK


A/L 04/04/2016 31

1+1+ ½ 11/04/2016 32

Su

mm

er

Te

rm

1+1+ ½ 18/04/2016 33

1+1+ ½ 25/04/2016 34

1+1+ ½ 02/05/2016 35 BH

1+1+ ½ 09/05/2016 36

1+1+ ½ 16/05/2016 37

1+1+ ½ 23/05/2016 38

STUDY 30/05/2016 39

Practice/ SD Study/AL 06/06/2016 40 FT

Holiday 2 Weeks pro rata (5 whole days) Practice 12 days

2 ½ days self-directed study

Practice/ SD Study/AL 13/06/2016 41











STUDY 29/08/2016 52



43

PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW

May be subject to change YEAR 2 W K


A/L 05/09/2016 53

Practice 12/09/2016 54

Practice 19/09/2016 55

Au

tum

n T

erm

1+1+ ½ 26/09/2016 56 SD THEORY

1+1+ ½ 03/10/2016 57 S&FT

1+1+ ½ 10/10/2016 58

1+1+ ½ 17/10/2016 59

1+1+ ½ 24/10/2016 60

1+1+ ½ 31/10/2016 61

1+1+ ½ 07/11/2016 62

1+1+ ½ 14/11/2016 63

1+1+ ½ 21/11/2016 64

1+1+ ½ 28/11/2016 65

1+1+ ½ 05/12/2016 66

1+1+ ½ 12/12/2016 67

A/L 19/12/2016 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 26/12/2016 69

Study 02/01/2017 70

Sp

rin

g T

erm

1+1+½ 09/01/2017 71

1+1½ 16/01/2017 72

1+1+½ 23/01/2017 73

1+1+½ 30/01/2017 74

1+1+½ 06/02/2017 75

1+1+½ 13/02/2017 76 ST

1+1+½ 20/02/2017 77 CONSOL*

1½+½+½ 27/02/2017 78

1+1½ 06/03/2017 79

1½+1 13/03/2017 80

1½+½+½ 20/03/2017 81

1½+½+½ 27/03/2017 82

1½+1 03/04/2017 83

A/L 10/04/2017 84 SPRING BREAK


CONSOL 24/04/2017 86

CONSOL 01/05/2017 87 CONSOL 08/05/2017 88 CONSOL 15/05/2017 89 CONSOL 22/05/2017 90

STUDY 29/05/2017 91

CONSOL 2 ½ 0506/2017 92

*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’ holiday

CONSOL 2 ½ 12/06/2017 93

CONSOL 2 ½ 19/06/2017 94

CONSOL 2 ½ 26/06/2017 95

CONSOL 2 ½ 03/07/2017 96

CONSOL 2 ½ 10/07/2017 97

CONSOL 2 ½ 17/07/2017 98

CONSOL 2 ½ 24/07/2017 99

CONSOL 2 ½ 31/07/2017 100

CONSOL 2 ½ 07/08/2017 101

CONSOL 2 ½ 14/08/2017 102

CONSOL 2 ½ 21/08/2017 103

CONSOL 2 ½ 28/08/2017 104




44

PgDip/MSc SCPHN OCCUPATIONAL HEALTH FIELD PART-TIME PROGRAMME OVERVIEW

YEAR 1 W K



Practice 14/09/2015 2

Practice 21/09/2015 3

Au

tum

n T

erm

1+1+ ½ 28/09/2015 4 IT THEORY

1+1+ ½ 05/10/2015 5

1+1+ ½ 12/10/2015 6

1+1+ ½ 19/10/2015 7

1+1+ ½ 26/10/2015 8

1+1+ ½ 02/11/2015 9

1+1+ ½ 09/11/2015 10

1+1+ ½ 16/11/2015 11

1+1+ ½ 23/11/2015 12

1+1+ ½ 30/11/2015 13

1+1+ ½ 07/12/2015 14

1+1+ ½ 14/12/2015 15


A/L 28/12/2015 17

STUDY 04/01/2016 18

Sp

rin

g T

erm

1+1+ ½ 11/01/2016 19

1+1+ ½ 18/01/2016 20

1+1+ ½ 25/01/2016 21

1+1+ ½ 01/02/2016 22

1+1+ ½ 08/02/2016 23

1+1+ ½ 15/02/2016 24

1+1+ ½ 22/02/2016 25

1+1+ ½ 29/02/2016 26

1+1+ ½ 07/03/2016 27

1+1+ ½ 14/03/2016 28

A/L 21/03/2016 29


A/L 04/04/2016 31

1+1+ ½ 11/04/2016 32

Su

mm

er

Te

rm

1+1+ ½ 18/04/2016 33

1+1+ ½ 25/04/2016 34

1+1+ ½ 02/05/2016 35 BH

1+1+ ½ 09/05/2016 36

1+1+ ½ 16/05/2016 37

1+1+ ½ 23/05/2016 38

STUDY 30/05/2016 39

Practice/ SD Study/AL 06/06/2016 40 FT

Holiday 2 Weeks ( pro rata ) 5 whole days

Practice 12 days 2 ½ days self-directed study

Summer Term












STUDY 29/08/2016 52



45

PgDip/MSc SCPHN OCCUPATIONAL HEALTH FIELD PART-TIME PROGRAMME OVERVIEW

May be subject to change YEAR 2 W K


A/L 05/09/2016 53

Practice 12/09/2016 54

Practice 19/09/2016 55

Au

tum

n T

erm

1+1+ ½ 26/09/2016 56 SD THEORY

1+1+ ½ 03/10/2016 57 S&FT

1+1+ ½ 10/10/2016 58

1+1+ ½ 17/10/2016 59

1+1+ ½ 24/10/2016 60

1+1+ ½ 31/10/2016 61

1+1+ ½ 07/11/2016 62

1+1+ ½ 14/11/2016 63

1+1+ ½ 21/11/2016 64

1+1+ ½ 28/11/2016 65

1+1+ ½ 05/12/2016 66

1+1+ ½ 12/12/2016 67

A/L 19/12/2016 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 26/12/2016 69

A/L 02/01/2017 70

Sp

rin

g T

erm

1+1+½ 09/01/2017 71

1+1½ 16/01/2017 72

1+1+½ 23/01/2017 73

1+1+½ 30/01/2017 74

1+1+½ 06/02/2017 75

1+1+½ 13/02/2017 76 ST

1+1+½ 20/02/2017 77 CONSOL

1½+½+½ 27/02/2017 78 *

1+1½ 06/03/2017 79

1½+1 13/03/2017 80

1½+½+½ 20/03/2017 81

1½+½+½ 27/03/2017 82

1½+1 03/04/2017 83

Study 84

A/L 85

SPRING BREAK Pro-rata 2 ½ days per week

CONSOL 24/04/2017 86

CONSOL 01/05/2017 87 CONSOL 08/05/2017 88 CONSOL 15/05/2017 89 CONSOL 22/05/2017 90

Study 29/05/2017 91

CONSOL 2 ½ 0506/2017 92

*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’ holiday (inc. BH

CONSOL 2 ½ 12/06/2017 93

CONSOL 2 ½ 19/06/2017 94

CONSOL 2 ½ 26/06/2017 95

CONSOL 2 ½ 03/07/2017 96

CONSOL 2 ½ 10/07/2017 97

CONSOL 2 ½ 17/07/2017 98

CONSOL 2 ½ 24/07/2017 99

CONSOL 2 ½ 31/07/2017 100

CONSOL 2 ½ 07/08/2017 101

CONSOL 2 ½ 14/08/2017 102

CONSOL 2 ½ 21/08/2017 103

CONSOL 2 ½ 28/08/2017 104

Evaluation 105


PgDIP/MSc SPECIALIST COMMUNITY PUBLIC HEALTH NURSING … · 2015-11-09 · The PgDip/Msc/BSc (Hons)...

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Transcript of PgDIP/MSc SPECIALIST COMMUNITY PUBLIC HEALTH NURSING … · 2015-11-09 · The PgDip/Msc/BSc (Hons)...