Supporting a student

A tale of three students

A tale of three students

Julie John Jo

Background Julie

• qualified for two years • appointed to a training post within your

department• previous post: staff nurse on a general medical

ward• She is hard working, keen to succeed but lacks

confidence• Very process driven – “tell me what to do and I’ll

do it” approach

Strengths and challenges associated with supporting Julie

• Highly motivated – wants to succeed

• Process driven: - good at a tick box

approach- Downside: “Tell me

what to do and I’ll do it” suggests she has difficulties thinking outside the box

• Learning contract – supports both parties

• Supportive strategies• Build on and nurture

her motivation and wish to succeed

• Help her to think creatively using past experiences in both OH and non-OH settings

Background John

• making a permanent career move into OH

• undertaking his degree in OH Nursing by distance learning

• previously a charge nurse in A&E• very confident: can “think on his feet” • Can be challenging to manage

Strengths and challenges associated with supporting John

• Distance learning – sometimes the only option available

• Not all students take to D/L opportunities

• Student must be a “self-starter” and independent learner

• Fewer opportunities for classroom learning and peer support

• Learning contract – supports both parties

• Supportive strategies• A member of your staff

– identify the reasons why he can be difficult to manage

• Very confident – could this be causing problems

Background - Jo

• ITU background• Sustained a neck and back injury at work • Decided on a career move into OH• Now a F/T OHN student• Very able• Highly motivated• Wishes to eventually set up her own OH

consultancy

Strengths and challenges associated with supporting Jo

• Self funding– not one of your staff

• Very able–less able/less knowledgeable OHNs may find this challenging

• Independent learner

• Keen to learn the minutiae of practice issues gaining a breadth of experience

• Learning contract – supports both parties

• Encourage Jo to identify what she wants to learn in the practice setting

• As with all three students Identify opportunities for alternative practice – Jo may surprise you with her ideas

Standards underpinning SCPHN programmes

• http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Standards-of-proficiency-for-specialist-communicty-public-health-nurses.pdf

10 key Standards – with principles and domains:

• Surveillance and assessment of the population's health and well-being

• Promoting and protecting the population's health and well-being• Developing quality and risk management within an evaluative culture• Collaborative working for health and well-being• Developing health programmes and services and reducing

inequalities• Policy and strategy development and implementation.• Working with and for communities.• Strategic leadership for health and well-being.• Research and development.• Ethically managing self, people and resources

10 key Standards – with principles and domains:

• Surveillance and assessment – health surveillance – audio/spiro

• Promoting and protecting health and well-being –fundamental to OH practice

• Developing quality and risk management within an evaluative culture health and risk assessment

• Collaborative working for health and well-being multi-disciplinary working

• Developing health programmes and services and reducing inequalities special/vulnerable groups eg workers with disabilities

10 key Standards – with principles and domains:

• Policy and strategy development and implementation – involve in policy development – material collection

• Working with and for communities – special groups –expectant/new mothers; young/older workers.

• Strategic leadership for health and well-being – explore how the OHS can lead on health issues.

• Research and development – evidence based practice.• Ethically managing self, people and resources -budgeting

Success!• .