Specialist Community Public Health Nursing Portfolio

Transcription

1 Florence Nightingale Faculty of Nursing & Midwifery King s College London Specialist Community Public Health Nursing Portfolio 2016/17 Student s name: 1

2 Contents Section 1 The Learning Contract P3-5 Section 2 Self and joint assessment document: Standards of Proficiency for Specialist Community Public Health Nurses P6-19 Section 3 Practice Teacher: Progression Point Reports P20-27 Section 4 Verification of Practice Attendance P28-29 Section 5 Section 6 Verification of experience not central to defined area of practice Learning Outcomes for Prescribing from the Nurse Prescribers Formulary for Community Practitioners (health visitors and school nurses who have undertaken the prescribing module) P30-33 P34-36 Section 7 Troubled Placement Algorithm P37-38 Section 8 Theory sections Standards of Proficiency for Specialist Community Public Health Nurses P39 Section 9 Practice Accounts P40 Section 10 Observation and Assessment Schedule P40 Appendix 1 Self and joint assessment examples P41-42 Appendix 2 Frequently asked questions P

3 Section 1 The Learning Contract 3

4 The Contracting Process Steps in Contracting Exploring learning needs Establish goals and targets Identify resources and/or mentor Develop and agree a contract Make a written plan Carry out the contract Evaluate achievements and the contracting process On-going process Activities Involved Consider your future role and past experience, identify your strengths and areas of development. Discuss with your practice teacher. Use the contract outline to help raise questions and formulate ideas. Be SMART (specific, measurable, achievable, relevant, timed). Consider goals and targets for both college work and practice. Take account of course requirements and standards of proficiency for specialist community public health nursing. Your practice may be a more useful starting point than college work. Seek out available resources and talk to your practice teacher and/or mentor, lecturers, fellow students, other professionals and agencies. Look at the literature, media and internet. Be imaginative. Agree goals, identify resources, determine time span and identify evaluation strategies. Discuss with your practice teacher. Use the contract outline to articulate your identified needs and goals. Make good use of resources. Remember that targets may change as your knowledge and experience develops. The targets you set should not act as a constraint for your learning and practice. Discuss with your practice teacher and college lecturers and complete your contracting record. Remember that targets may not be achieved for various reasons. You should celebrate your successes and identify reasons why you have not been able to achieve all of your targets. Re-negotiate your contract with your practice teacher. You should amend your contract and review the process. As well as evaluating progress for each learning need identified, new needs should be identified throughout the placement. 4

5 Name Learning Contract Outline Learning needs identified Resources available Agreed Targets (with dates identified for review or achievement) Joint evaluation with Practice Teacher (PT) (PT should sign and date the evaluation) 5

6 Section 2 Self and joint assessment document: Standards of Proficiency for Specialist Community Public Health Nursing 6

7 Self and joint assessment document: Standards of proficiency for Specialist Community Public Health Nurses The self and joint assessment document is to support you in identifying your learning needs in order to achieve the standards of proficiency necessary to be admitted to the register as a specialist community public health nurse. It may be used as point of discussion with the programme leaders and your practice teacher when drawing up your learning contract and facilitating your learning needs in practice. This self and joint assessment is not summatively assessed, however you may wish to use it as evidence of your own professional development in discussion with your practice teacher and managers. The self and joint assessment document supports and works in conjunction with the progression point reporting system. The standards of proficiency underpin the ten key principles of public health practice in the context of specialist community public health nursing and are grouped into four domains: Search for health needs Stimulation of awareness of health needs Influence on polices affecting health Facilitation of health enhancing activities It is anticipated that you will undertake the self assessment three times throughout the duration of the programme. In order to help you identify your learning needs it is suggested that the first assessment is undertaken early in the first term, again in the second and third terms and, finally, towards the end of your consolidation period if you are undertaking the one year programme. If you are undertaking the part time pathway you will need to discuss the appropriate assessment intervals with one of the programme lecturers. The first assessment should be completed by yourself with or without discussion with your practice teacher. However you will need to discuss and agree your identified learning needs with your practice teacher. The second assessment should be undertaken jointly in consultation with your practice teacher to help monitor your progress. The final assessment must be carried out jointly with your practice teacher. The self and joint assessment document will enable you and your practice teacher to assess skill levels for each of the proficiencies. Each proficiency should be assessed using the following key: 0- No experience/skill or knowledge acquired to date 1- Require teaching/training in this area 2- Utilise skills as part of a team 3- Able to work alone but with advice from a supervisor 4- Skills and ability to practise safely and effectively without the need for direct supervision (Fitness for Practise, NMC, 2004) It is anticipated that the level of skill attained at the end of training will be level 4 for those proficiencies required by the NMC although some proficiencies may be at level 3. 7

8 The self and joint assessment document identifies those proficiencies required for entry to the register. Additional proficiencies have been identified which the programme leaders consider necessary in order to practice within the context of public health nursing. These additional proficiencies are based upon the self audit tool of the Faculty of Public Health Medicine (FPHM) and are identified in this document as such (fphm). This Self & Joint Assessment Document should be completed and submitted as part of your professional practice portfolio. The table only requires numbers, text related to evidence is not expected to be included within the table. The numbers on the table do not need initialling unless there is no agreement between student and practice teacher. In the case of disagreement, please record as follows: e.g. student is PB, practice teacher is VW. In the cell put: 4 PB 3VW See Appendix 1 for further guidance on possible discussions informing assessment decisions. 8

9 Domain: Search for Health Needs Principle of Public Health: Surveillance and assessment of the population s health and wellbeing Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Collection and structure data on population health needs Analyse, interpret and communicate data and information on health needs of a defined population Undertake a needs assessment for a target group or service (fphm) Develop and sustain relationships with groups and individuals to improve health and social well-being Identify individuals, families and groups who are at risk and in need of further support Undertake screening of individuals and populations and respond to findings Date: end October 2016 Date: Date : Date:

10 Domain: Stimulation of awareness of health needs Principal of public health: Collaborative working for health and well being Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Raise awareness about health and social wellbeing and related factors, services and resources. Develop, sustain and evaluate collaborative work Date: end October 2016 Date: Date : Date: Recognise and value the potential contribution to improving health made by different agencies; health and other, in public, private and voluntary sectors (fphm) Understand and value the different roles of public health practitioners in different settings (fphm) Understand and value the work of local authorities and the non statutory sector and their role in improving public health (fphm) 10

11 Domain: Stimulation of awareness of health needs Principal of public health: Working with and for communities to improve health and wellbeing Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Communicate with individuals, groups and communities about promoting their health and wellbeing Raise awareness about the actions that groups and individuals can take to improve their health and social wellbeing Develop capacity and confidence of individuals and groups, including families and communities, to influence and use available services, information and skills, acting as an advocate where appropriate. Work with others to protect the public s health and well being from specific risks Understand the importance of addressing the wider determinants of health within communities e.g. housing, employment and education (fphm) Date: end October 2016 Date: Date : Date:

12 Domain: Influence on polices affecting health Principal of Public Health: Developing health programmes and services and reducing inequalities Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Work with others to plan and implement and evaluate programmes and projects to improve health and well being Date: end October 2016 Date: Date : Date: Ensure that the development of programmes and projects are informed by consideration of health inequalities (fphm) Identify and evaluate service provision and support networks for individuals and groups in local area or setting Use health needs of a population to inform decisions about health and preventive measures, demonstrating an ability to make realistic changes to meet identified needs taking into account local circumstances (fphm) 12

13 Domain: Influence on polices affecting health Principal of Public Health: Policy and strategy development and implementation to improve health and wellbeing Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Appraise policies and recommend changes to improve health and wellbeing Date: end October 2016 Date: Date : Date: 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 Contribute to policy development Influence polices affecting health 13

14 Domain: Influence on polices affecting health Principal of Public Health: Research and development to improve health and wellbeing Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Develop, implement, evaluate and improve practice on the basis of research evidence and evaluation. Date: end October 2016 Date: Date : Date: Conduct a literature review to look for primary and secondary research, using electronic databases, able to define a search strategy and summarise results of it. (fphm) 14

15 Domain: Facilitation of health enhancing activities Principal of Public Health: Promoting and protecting the population s health and well being Standards of Proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Work in partnership with others to prevent the occurrence of needs and risks related to health and wellbeing Work in partnership with others to protect the public s health and wellbeing from specific risks Recognise inequity, discrimination and its impact on health (fphm) Date: end October 2016 Date: Date : Date: Understand the theoretical models of behaviour change and their relevance in the context of health promotion (fphm) Identify clear aims and objectives for different health promotion interventions (fphm) Understand the principles involved in childhood immunisation programmes (fphm) 15

16 Domain: Facilitation of health enhancing activities Principal of Public Health: Developing quality and risk management within an evaluative culture Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student 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. Critically appraise the quality of primary research. Be familiar with the hierarchy of evidence and understand strengths and limitations of different approaches. (fphm) Critically appraise the quality of a review (secondary research) in a relevant policy context (fphm) Examine evidence of effectiveness for specific interventions and different health promotion programmes. (fphm) Contd. Date: end October 2016 Date: Date : Date:

17 Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Understand the principles of evaluation, audit, research and development of standard setting to improve quality (fphm) Demonstrate the use of evaluation/audit as a tool to introduce change (fphm) Demonstrate an understanding of the way in which data collected at a local level may be used to evaluate the effectiveness or outcomes of an intervention or service (fphm) Demonstrate an understanding of the way in which information on effectiveness and outcomes may be used to change a service or impact on the uptake of a new intervention (fphm) Identify the steps for the implementation of recommendations based on research where appropriate and possible. (fphm) Date: end October 2016 Date: Date : Date:

18 Domain: Facilitation of health enhancing activities Principal of Public Health: Strategic leadership for health and well-being Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Apply leadership skills and manage projects to improve health and well being Date: end October 2016 Date: Date : Date: Plan, deliver and evaluate programmes to improve the health and wellbeing of individuals and groups. Prepare and give appropriate written and verbal presentations. (fphm) Understand NHS funding arrangements and resource allocation (fphm) Demonstrate the ability to teach and educate a wide range of audiences on public health issues (fphm) 18

19 Domain: Facilitation of health enhancing activities Principal of Public Health: Ethically managing self, people and resources to improve health and well being Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Manage teams, individuals and resources ethically and effectively Date: end October 2016 Date: Date : Date: Demonstrate insight and the ability to learn from experience, identify personal learning needs and take action to meet them using appropriate continuing professional development. (fphm) Mentor and support others to maximise and realize their potential and identify others learning needs and take appropriate action to meet these. (fphm) 19

20 Section 3 Practice Teachers: First Progression Point Report Second Progression Point Report Third and final Progression Point Report 20

21 Guidance for Practice Teachers and Mentors regarding the 1 st and 2 nd progression point reports The following criteria are stated for the reports: 1 st progression point report hand-in Friday Able to undertake visits/interviews on their own to known* clients in a variety of settings *Known clients, are clients known to the student or the service. For example they could include follow-up visits to clients who the student has met during a supervised new birth visit or a clinic consultation, or a new birth visit to a client the practice teacher/mentor has previously visited. In school nursing the student would be expected to be able to conduct a health interview and write a care plan for a client who was considered to have uncomplicated health and social care needs. 2 nd progression point report hand-in Friday Able to undertake visits/interviews on their own to new clients in a variety of settings Please note that these are MINIMUM requirements, it is not expected that students wait to undertake these activities until the above dates. It is recognised that students will be ready to visit/interview clients alone at different points of the year depending on a range of factors, primarily their developing competence. It should be the aim for the majority of health visitor students to be undertaking follow-up and new birth visits to clients on their own from late in Term 1 to the middle of Term 2. If the health visitor student is not able to undertake new birth visits alone by the beginning of March the Practice Teacher should make contact with the visiting lecturer to discuss this further, so an action plan can be developed which will support the student being ready to progress to consolidated practice in June. School nursing students would be expected to be able to conduct a health interview and write a care plan for clients with complex health and social care needs and run drop-ins independently by the 2 nd progression point. 3rd and Final progression point report This must be completed in time for the student to submit it with/within the portfolio which is submitted on the 1st September The completed portfolio is submitted by the student via to the Programme Leader, the student must cc the mentor and practice teacher and where appropriate the long arm (sign-off) practice teacher into this . 21

22 Practice Teacher Assessment First Progression Point Report Name of student: Based on knowledge gained from supervised visits/observations, the practice teacher verifies that the student is able to undertake visits/interviews on their own to known clients in a variety of settings. Yes No Please include comments on the following when commenting on student s progress to date Assessment skills Interpersonal skills Maintenance of accurate, contemporaneous records Client feedback Print Name (Practice Teacher/mentor) Signature (Practice Teacher/mentor) Date AND/OR Print Name (Sign-off Practice Teacher) Signature (Sign-off Practice Teacher) Date 22

23 First Progression Point Report Student comments I agree with the practice teacher report Yes No Please comment on your progress and learning experience to date. If you do not agree with this report please provide evidence for your review. Print name (student) Signature Date I understand that I must notify the Programme Leader if there is any change to my circumstances regarding good health and good character at any point during the programme. Signed (student) Date 23

24 Practice Teacher Assessment Second Progression Point Report Name of student: Based on knowledge gained from supervised visits, the practice teacher verifies that the student is able to undertake visits/interviews on their own to new clients in a variety of settings. The student is ready to undertake the period of consolidated practice. Yes No Please include comments on the following when commenting on student s progress to date Assessment skills Interpersonal skills Maintenance of accurate, contemporaneous records Planning and service delivery Client feedback Print Name (Practice Teacher/mentor) Signature (Practice Teacher/mentor) Date AND/OR Print Name (Sign-off Practice Teacher) Signature (Sign-off Practice Teacher) Date 24

25 Second Progression Point Report Student comments I agree with the practice teacher report Yes No Please comment on your progress and learning experience to date. If you do not agree with this report please provide evidence for your review. Print name (student) Signature Date 25

26 Practice Teacher Assessment Third and Final Progression Point Report Name of student: Based on knowledge gained from student supervision, the practice teacher is able to recommend that: The student is able to assess, plan, provide and evaluate health interventions to meet health need and health related needs of individuals, families, groups and communities, as appropriate to the specialism. The student has achieved the NMC proficiencies and has completed the attendance requirement for practice. Yes No Print Name (Practice Teacher/mentor*) Signature (Practice Teacher/mentor) Date AND/OR Print Name (Sign-off Practice Teacher) Signature (Sign-off Practice Teacher) Date *NB The summative assessment must be signed/counter-signed by a Sign-off Practice Teacher. 26

27 Third and Final Progression Point Report Student comments I agree with the practice teacher report Yes No Please comment on your progress and learning experience to date. If you do not agree with this report please provide evidence for your review. Print name (student) Signature (student) Date 27

28 Section 4 Verification of Practice Attendance 28

29 Verification of Practice Attendance Name of student: date sign date sign date sign date sign Consolidation (NB consolidated practice cannot commence until the 2 nd progression point has been passed and is a minimum of 10 full-time weeks i.e. 50 days) date sign date sign date sign Number of practice days (including alternative experience) = Number of consolidated practice days Total days Agreed as a correct record: type name of practice teacher and name of student or if submitting as a pdf add both signatures 29

30 Section 5 Verification of experience not central to defined area of practice (often referred to as alternative experience or alternative practice) 30

31 List of the experience 15 days need to be accounted for (up to 3 hours is half a day, over 3 hrs is a full day) Name of organisation E.g. Speech and Language Therapy (SALT) Number of days ½ day Total days Copy the following 5 step form as many times as needed to provide a summary of the experiences, try to cluster experiences together where appropriate so less than 15 forms are needed. 31

32 Name of student Date(s) of experience Number of days Step 1 Identifying the setting and client group Why is this setting/client group considered important or a potential area of responsibility? How did you identify this setting/client group? How will this experience contribute to your professional development as a specialist community public health nurse? Step 2 What are your intended learning outcomes from this experience? Step 3 What will be the impact of this experience on: You and your specialist nursing practice? Users of your service? 32

33 Colleagues/peers? Step 4 Description of the setting and client group Step 5 Evaluation of experience What have you learnt from this experience How can you apply this learning to your specialist practice Have you met your intended learning outcomes 33

34 Section 6 Learning Outcomes for Prescribing from the Nurse Prescribers Formulary for Community Practitioners (only for those undertaking the prescribing module) NB Any issue regarded as unsafe practice will constitute an automatic fail. It is only after the qualification has been recorded on the NMC Register, that a registrant may prescribe. All registrants must record their prescribing qualification within twelve months of successfully completing the approved preparation programme. Guidance within the NMC Standards of proficiency for nurse prescribers must be followed: 34

35 Outcome 1 Assess and consult with patients/clients, parents and carers. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 2 Undertake a thorough history, including medication history and current medication (including over-the-counter, alterative and complementary health therapies) to inform diagnosis Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 3 Understand and apply the relevant legislation to the practice of nurse/midwife prescribing. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 4 Critically appraise, use sources of information/advice and decision support systems in prescribing practice. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 5 Understand the influences that can affect prescribing practice, and demonstrate your understanding by managing your prescribed practice in an ethical way. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 6 Understand and apply knowledge of drug actions in prescribing practice. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). 35

36 Outcome 7 Demonstrate an understanding of the roles and relationships others involved in prescribing, supplying and administering medicines. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 8 Prescribe safely, appropriately and cost-effectively. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 9 Practice within a framework of professional accountability and responsibility. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 10 Discuss legislative requirements involving prescribing. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). Outcome 11 Take an appropriate history, undertake a clinical assessment and make an appropriate diagnosis, having considered the legal, cognitive, emotional and physical differences between children and adults. Student Assessment Please provide examples from practice that demonstrate your knowledge, skills and understanding in relation to the above outcome (maximum 200 words). 36

37 Section 7 Troubled Placement Algorithm 37

38 Troubled Placement Algorithm Student identifies discuss PT identifies problem problem Resolution monitor Discuss with link lecturer (Students who raise concerns regarding their practice placement will be asked to put these concerns in writing so they can be addressed effectively) Resolution monitor no resolution Resolution monitor Joint meeting between link lecturer, student, SPT and manager* no resolution Consider change of placement NB * The purpose of the troubled placement algorithm is to identify difficulties at an early stage so that appropriate support can be provided to resolve the difficulties. Although the algorithm shows the Trust Manager involved at the third stage it is permissible and it may be necessary to contact the Trust Manager and/or Education Lead at each level within the Troubled Placement algorithm. For many difficulties the opportunity to air the issues tends to lead to their resolution without any need for escalation. However it is recognised that speed is important in resolving many issues so they do not adversely affect the student s progress, consequently involvement of Trust Managers at an early stage is supportive and enables the manager, who has an overview of the Trust s situation, to act early if this is needed. 38

39 Section 8 Standards of Proficiency for Specialist Community Public Health Nurses standards/standards-of-proficiency-for-specialist- community-public-health-nurses/ 39

40 Theory sections of the portfolio Section 9 Practice Account Section 10 Observation and Assessment Schedule (See information in the module handbook, additional information will also be provided on KEATs) The Practice Account will be handed in on you do not need to include it in the portfolio submission on

41 Self and joint assessment document APPENDIX 1 The entries below are examples of the types of discussion which might inform the self and joint assessment process and of how the numerical data or score might be entered as a result of the discussion. There is no need for the type of dialogue described here to be entered within the actual document; the score alone is sufficient. If either the Practice Teacher or the student wishes to record a rationale for the decision made that is also permissible. These are examples only The numbers on the table do not need initialling unless there is no agreement between student and practice teacher. In the case of disagreement, please record as follows: e.g. student is PB, practice teacher is VW. In the cell put: 4 PB 3VW Domain: Search for Health Needs Principle of Public Health: Surveillance and assessment of the population s health and wellbeing Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Collection and structure data on population health needs Date: end October 2016 Discussion about student s current knowledge of the sources of population level data is acquired from: e.g. Public Health Reports, Office of Population Census and Surveys returns. Consideration of the students ability to articulate how these data might be used within SCPHN practice based on early practice experience and the Leadership in Public Health Nursing Module. 2 S Student 1 PT Practice Teacher Date: The student is able to identify numerous sources and types of public health data and to identify how these inform the work of their Practice Teacher and the health promotion targets of the organisation. The student can identify and describe the roles of different workers (e.g. breastfeeding coordinators and immunisation coordinators) in responding to identified public health need. The student can contribute to team working by sharing data acquired through individual endeavour or for the Leadership in Public Health Nursing module. 2 Date : The student can use data retrieved from numerous sources, including data used for the Leadership in Public Health Nursing Module, to inform their decision making in practice but needs guidance from the Practice Teacher about how best to meet local needs. For example the PT may advise the student that although data indicate breast feeding is an important issue it is best addressed with individual families rather than through group work as groups tend to have a poor uptake in the locality. 3 Date: The student can now identify and access relevant data sources and use these to inform individual and population level health promoting practice based on local conditions and health needs. 4 41

42 Domain: Stimulation of awareness of health needs Principal of public health: Collaborative working for health and well being Standards of proficiency for entry to the Register Raise awareness about health and social wellbeing and related factors, services and resources Discussion and agreement of level between Practice Teacher and student Date: end October 2016 Discussion about student s current knowledge of health promotion theory and ecological models of health. Identification of information sources on services available to promote health and social wellbeing and the discussion of the mechanism which enables these to work. 1 Joint assessment of progress and agreement of level between Practice Teacher and Student Date: The student is able to describe the ecological model of health and to illustrate in conversation how this informs practice in terms of work with individual families and with groups within the population. The student can identify the contribution of different team members to promoting health and wellbeing and describe the particular role and function of the SCPHN. 1 S Student 2 PT Practice Teacher Joint assessment of progress and agreement of level between Practice Teacher and Student Date : The student uses the ecological model of health and the Assessment Framework to inform SCPHN work with individual families and to contribute, with support, to multidisciplinary approaches to health promotion. 3 Final joint assessment of progress and agreement of level between Practice Teacher and Student Date: The student works with increasing independence in complex situations to promote health and social wellbeing for individuals and for population groups. 4 Domain: Influence on policies affecting health Principal of public health: Developing health programmes and services and reducing inequalities Standards of proficiency for entry to the Register Discussion and agreement of level between Practice Teacher and student Joint assessment of progress and agreement of level between Practice Teacher and Student Joint assessment of progress and agreement of level between Practice Teacher and Student Final joint assessment of progress and agreement of level between Practice Teacher and Student Ensure that the development of programmes and projects are informed by consideration of health inequalities Date: end October 2016 Discussion about student s current knowledge of marginalised and disenfranchised groups and identification of their understanding of the ways in which marginalisation affects health and wellbeing.. Date: The student is able to identify and describe the ways in which SCPHNS work to include vulnerable others within healthcare provision. Date : The student uses inclusion strategies within their own supported practice and develops a critique of their effectiveness in discussion with the Practice Teacher. Date: The student works with increasingly challenging families and population groups to identify ways in which they can have greater access to services. The student is able to discuss with greater sophistication the health implications of exclusion and how these can be overcome

43 APPENDIX 2 Frequently asked questions the following answers have been provided to some of the most common questions asked by students and practice teachers. QUESTION How do I submit my first progression point report? How do I submit my second progression point report? How do I submit my third and final progression point report? ANSWER The first progression point report should be ed to lynn.sayer@kcl.ac.uk along with the learning outcomes and self and join assessment completed at the time of the first report. The second progression point report should be ed to lynn.sayer@kcl.ac.uk No other documentation is needed at this time. The third progression point report should be ed to lynn.sayer@kcl.ac.uk This should be included with the completed portfolio which includes: Learning Contract Self & Joint Assessment Document: Standards of Proficiency Practice Teacher Final Report The verification of practice attendance form (NB for FT students 10 weeks of fulltime consolidated practice should be identifiable on this form) The verification of experience not central to defined area of practice Learning outcomes for prescribing from the community nurses formulary (students undertaking prescribing module) Are my alternative experience days in addition to the minimum 113 days of practice required by the NMC? What is my normal working day in practice? Can I do more hours each day and do fewer days? Your practice teacher needs to be cc d into the as verification of the portfolio s content. Alternative experience days are included within the minimum 113 days required by the NMC. They are included within the 120 days of practice scheduled on your timetable. The working day is decided by the sponsoring Trust, this is normally a 7.5 hour day. No, for the SCPHN programme the NMC work to days not hours. 43

44 What do I do if I am unable to attend practice on a day timetabled as a day in practice? Can I swap my practice days and study day around? I have done 113 (120) days in practice, do I need to attend practice after this? I will have done 113 (120) days in practice, can I convert some of the days timetabled as study or practice to use for my own personal use such as a holiday? You must follow your Trust s absence reporting procedure. You need to find out what this is at the beginning of the programme and make sure you adhere to this process otherwise you are at risk of an unauthorised absence. You should also lynn.sayer@kcl.ac.uk to inform the College of your absence. You can do this if it is negotiated and acceptable with your practice teacher. You may be asked to change a study day for a practice day if your practice teacher will not be available on your timetabled practice day or if there is a good learning opportunity on a different day. Swapping College timetabled days is not negotiable. Swapping practice days must be carefully considered, you cannot build up practice days by converting your study days to practice or vice versa as this will result in study or practice occurring at the wrong time and jeopardising your progression through the programme. Yes, 120 days are scheduled in practice, it is expected that you complete all these days. Any reduction of these days must be discussed with your sponsoring Trust and the programme leader. Students have annual leave timetabled at specific times, these are not negotiable, outside these time students are expected to follow the timetable. Students cannot finish early unless consolidated practice commences early as the NMC require a minimum of 10 weeks consolidated practice. It is not acceptable to convert study days to practice and then use the accumulated study days for a different reason such as a holiday. This would be considered unauthorised leave and will jeopardise you completing academic assignment work. 44

45 I have a holiday/wedding/honeymoon/house move booked on practice days, is it OK to take these days away from practice? Can I take study days in consolidated practice? I have been sick for a day in consolidated practice do I need to make this up? I have a hospital appointment for 1/2 a day in consolidated practice do I need to make this up? Can I bring forward one or two weeks of my September annual leave and make up the practice week/s in September? I will not finish consolidated practice on the scheduled day (1.9.17). When do I submit my practice portfolio? If you have a commitment booked before the programme commenced which necessitates swapping study with practice you must gain permission for this from your sponsoring Trust and inform the programme leader how you will manage this so your absence does not negatively impact on your progression. No, consolidated practice for full-time students is undertaken on a full-time basis i.e. 5 days a week for a minimum of 10 weeks (50 days). The programme provides the structure to enable students to meet the NMC requirements, which for full-time students includes a minimum of 10 weeks consolidation at the end of the programme. Your practice teacher needs to sign your practice off at the end of the programme to demonstrate that you have met these NMC requirements and are ready to enter the Register. Students who inform us that they will miss half a day or a day due to something like a hospital appointment or sickness are informed that from our point of view missing up to two days is still within the spirit of the NMC requirements. If your practice teacher is happy with this then you would not need to make this up the day after the end of consolidated practice. However, you would need to follow your normal absence reporting within the Trust. More than two days absence will need to be made up. No, doing this would mean you miss the September assessment board. The next board is November which would delay you qualifying by three months. Extending practice beyond the end of August is only done in exceptional circumstances and is carefully managed to enable students to qualify as soon as appropriately possible. You submit your completed practice portfolio on the day you finish consolidated practice. 45

46 What are the criteria for progressing to consolidated practice? My practice teacher says I need to do reflections, but these are not required in the portfolio? Do I need to do a group health promotion session in practice? How do I demonstrate professionalism? Consolidated practice is the stepping stone between taught practice and qualified practice. At the point of entering consolidated practice the student should be able to demonstrate: that they are ready to work more autonomously; make appropriate decisions and articulate the rationale for these decisions; manage their workload/caseload and manage greater levels of client complexity. Students should be proficient in undertaking all the core elements of the SCPHN role within their field of practice (health visiting or school nursing). Reflective practice is a cornerstone of professional development. Although we do not require written evidence of reflective practice to be submitted in the portfolio we do expect you do undertake reflections. The format of these need to be discussed with your practice teacher and can take the form of a personal diary, verbal or written reflections or a combination of these. Your practice teacher needs to be able to see your ability to reflect on practice if they are to assess your developing proficiency. King s do not stipulate any specific experience e.g. we do not say that health visitor students have to undertake new birth visits or school nurses have to undertake health assessments. We expect however, that all activities which are core to the role are undertaken in practice and just as new birth visits and health assessments are core activities so are group health promotion sessions. Undertaking such activities addresses a number of the proficiencies listed in the self and joint assessment and are therefore seen as a very positive aspect of practice. Practice teachers will expect you to follow the NMC Code in all aspects of your work Time keeping and punctuality are important professional characteristics. Showing enthusiasm, commitment and taking initiative are all attributes sought in SCPHN students. Upholding the reputation of the profession in your work with clients, other disciplines and colleagues. 46

47 On the self and joint assessment do all the numbers in the final column have to be 4s? How many alternative experience forms do I need to complete? Do I need to complete NMC revalidation whilst I am a student? The self and joint assessment is not summatively assessed, it is part of the evidence you and your practice teacher use to identify learning outcomes during the programme. It is also used by the practice teacher in assessing your overall level of proficiency at the end of the programme. It is anticipated that the level of skill attained at the end of training will be level 4 for those proficiencies required by the NMC. However, it is recognised that some proficiencies may be at level 3. There is no set number required. We encourage students to cluster experiences together where appropriate so they can be entered on one form. This reduces the number of forms needed from 15 or more. On average students complete approximately 8-10 forms. If the three yearly revalidation of your Registration/s is due during the programme you will be required to undertake this. If you are due for revalidation you will follow the NMC revalidation procedure. You should make your practice teacher aware of this so you are able to complete the requirements for revalidation. It is your responsibility to complete revalidation not your employers so ensure you manage this process. For guidance you should keep updated through the NMC website: Be aware of when your annual and three yearly renewal dates are due and ensure your Registration does not lapse as this would prevent your sponsor employing you as a nurse or midwife and you continuing on the programme as a SCPHN student during the period of your lapsed Registration. 47