CONSOLIDATION OF HEALTH VISITING PRACTICE

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB726139
Module Leader Bernadette Bradley
School School of Health and Life Sciences
Subject Community Health
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This practice and theory module aims, with the support of the Practice Supervisor and the Practice Assessor, to provide health visitor students with an opportunity to caseload manage. Allocated case load will include a defined number of preschool children and their families, that reflects the diversity of the population. The health visiting students should work with decreasing direct supervision, reflecting the stage of learning. In this context, the health visitor students will apply their critical analytical skills and knowledge to undertake robust and evidenced based assessments that will support synthesis, decision making and child centred care planning. In addition, the health visitor students will, from a critical analytical perspective, demonstrate their ability to apply theory to practice commensurate with the stipulation of the NMC regulatory body standards (2004). Health visitor students will also evidence their understanding of policy, drivers and legislation that are essential and pivotal for delivering safe, effective and child centred care. Supported by a practice supervisor, and assessed by a practice assessor, the health visitor students will undertake 300 hours of practice over 10 consecutive weeks, which will complete the required 675hrs for the SCPHN programme (2004)

Syllabus

Case load management Professional resilience, governance & self-care Managing additional competing priorities Application of Practice Supervision Reflection in practice

Learning Outcomes

1 Learning OutcomesOn successful completion of this module the student should be able to:1. Critically evaluate health visitors contribution to the planning, delivery and evaluation of programmes to improve the health and wellbeing of preschool children and their families.2. Critically reflect on, and develop ethical leadership skills required for effective partnership working with families, colleagues and other agencies in supporting preschool children and families.3. Demonstrate the ability to critically analyse and reflect on skills, knowledge and practice in relation to caseloadmanagement.4. Critically reflect and analyse areas for further development at point of transition to the role of health visitor and entry toPart 3 of the NMC Register5. Critically assess and analyse the role as Practice Supervisor to support learners in practice6. Demonstrate engagement with and application of contemporary professional, political and social drivers in relation to the role of the health visitor.7. Evaluate personal and professional self-care strategies that help to develop resilience, in order to manage work-related stress related to the role of the health visitor.

Teaching / Learning Strategy

The teaching and learning strategy is designed to meet the educational needs of health visitor students as they prepare for transition to part 3 of the NMC register, and also designed to increase the health visitor students' independence in practice. A range of student centred learning and teaching methods will be used to enable the student to combine independent and directed study. This practice based module will allow service partners, users and carers to contribute to the authenticity of the teaching and learning experience. The virtual learning environment, GCU Learn, will also provide a platform for peer independent study materials and learning resources to support students to enhance their skills of evaluation, analysis and synthesis commensurate with SCQF Level 11 learning. The students' readiness for progression to part 3 of the NMC register will be supported by 5 reflective accounts which will be documented within the PLP and discussed with practice assessor

Indicative Reading

Core CONKBAYIR, M 2014, Early Childhood Theories and Contemporary Issues, Bloomsbury Publications, London DICKENSON, H, 2016, Evaluating Outcomes in Health & Social Care (Better Partnership Working), Sage Publications, London. HAYES, J, 2014, The Theory and Practice of Change Management, 4th edn. Palgrave MacMillan, Hampshire. LUKER, K., A., MCHUGH, G., A, BRYAR, R., 2016, Health Visiting, Preparation for Practice, Wiley-Blackwell, Oxford REES, R., G, 2016, Leading, Managing and Developing People. 5th edn. Chartered Institute of Personnel and Development, Broadway, London. Recommended ELLIS, P, 2016, Evidence Based Practice in Nursing, 3rd edn. Sage Publications London EVANS, D, COUTSAFTIKI D, FATHERS, C., P, 2011 Health Promotion and Public Health for Nursing Students, Learning Matters, Exeter HARVEY, J, TAYLOR, V, 2013, Measuring Health & Wellbeing, Sage Publications London LUKER, K., A., ORR, J., MCHUGH, A., G, 2012, Health Visiting A Rediscovery 3rd edn. Wiley-Blackwell, Oxford MILLER, L., HEVEY, D., 2013, Policy Issues in the Early Years (Critical Issues in the Early Years), Sage Publications, London. SINES, D., ALDRIDGE-BENT., S, FANNING, A., POTTER, K, WRIGHT, J., 2013, Community and Public Health Nursing.5th edn. Wiley-Blackwell, West Sussex. Web pages SCOTTISH GOVERNMENT, 2008, Early Years Framework, Part 11, SO Edinburgh. SCOTTISH GOVERNMENT, 2008, Equally Well, SO Edinburgh SCOTTISH GOVERNMENT, 2011, Improving Maternal and Infant Nutrition: A Framework for Action, SO Edinburgh. SCOTTISH GOVERNMENT, 2013, Route Map to 2020 Vision, SO, Edinburgh SCOTTISH GOVERNMENT 2014, Children & Young People (Scotland) Act SO Edinburgh. SCOTTISH GOVERNMENT, 2016, Quality Strategy, SO Edinburgh Useful URLs <http://www.gov.scot/Topics/Health> <https://www.nice.org.uk/guidance> <http://www.bmj.com/archive> www.nes.scot.nhs <http://www.nes.scot.nhs> <http://www.material-and-early-years.org.uk/> <http://www.isdscotland.org/> <http://www.gcph.co.uk/latest/new482_resilienceandpublichealth> <https://www.unicef.org.uk/babyfriendly/baby-friendly-resources/guidance-for-health-professionals/implementing-the-baby-friendly-standards/guide-to-the-baby-friendly-initiative-standards/> -900

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical and analytical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Application of a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Assessment (FT) 90.00
Lectures (FT) 6.00
Independent Learning (FT) 198.00
Placement hours 300 300.00
Seminars (FT) 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Written Assignment n/a 100.00 50% Written Assignment 3000 words
Practice Placement n/a 0.00 50% Practice Placement (Pass/Fail)