INTRODUCTION TO PUBLIC HEALTH AND APPLICATION TO HEALTH VISITING PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB726140
Module Leader Emma MacDonald
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory and practice module aims to introduce the health visitor student to contemporary Health Visiting practice within a public health context. Students will critically evaluate and develop professional knowledge and skills relevant to contemporary public health practice, that seeks to improve the health and wellbeing of pre-school children and their families. The significance of the therapeutic relationship, the importance of partnership working and the promotion of a child and family centred approach to health visiting practice, will be developed further within the practice setting. Supported by a practice supervisor, and assessed by a practice assessor, the health visitor students will undertake 110 hours of practice as part of the total 675hrs required for the programme which is stipulated in NMC regulatory body standards

Syllabus

Principles of Public Health Core policies and drivers for practice Family Centred Assessment Normal ages and stages of child development, Stage & non stage theorists, Speech, Language and Communication Infant growth and nutrition Introduction to Brain development, infant and Perinatal Mental Health

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically reflect on knowledge and skills in relation to The Standards of Proficiency for Specialist Community Public Health Nurses (NMC 2004) and the NMC Code (2015)2. Critically evaluate public health principles and their application to contemporary health visiting practice in order to enhance health and wellbeing outcomes for pre-school children and families3. Critically analyse and evaluate the skills and knowledge required to undertake family centred assessment and evidence decision making, including enhanced communication skills and relationship building in the context of health visiting practice.4. Critically evaluate community and strength based approaches in addressing health inequalities and the wider determinants of health for the preschool population and their families.5. Critically evaluate and synthesise theories of normal age and stage development of pre-school children and stage theorists.

Teaching / Learning Strategy

The teaching and learning strategy is designed to meet the educational needs of experienced post registration practitioners and integrates a range of student centred methods including lectures, seminars and directed study . 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. Academic guidance will be integrated through the module and provide opportunity for both individual and group support. This will be provided by both the module team and the Learning and Development Centre.

Indicative Reading

Core AJAY, S. and COCKERILL, H., 2014. From Birth To Five Years, Children Developmental Progress, revised and updated 4th ed. New York, Routledge AJAY, S. and COCKERILL, H., 2014. From Birth to Five Years, Practical Developmental Examination. New York, Routledge CROWLEY, K,. 2017. Child Development; a practical introduction 2nd ed Sage UK DAHLGREN G. & WHITEHEAD. M. (1991) Policies and Strategies to Promote Social Equity in Health. Stockholm, Sweden Institute for Futures Studies HOWARD, J., 2017, Mary Sheridan's Play in Early Childhood: From Birth to Six Years 4 th Ed. New York, Routledge KEENAN, T, EVANS, S, & CROWLEY, K,.2016. An Introduction to Child Development 3rd ed, Sage UK LEVINE, L and MUNSCH, J. 2016. Child Development from Infancy to Adolescent, Los Angeles, Sage LUKER, K., A, GRETL, A., MCHUGH, A, BRYAR, R., M., 2017, Health Visiting Preparation for Practice, 4 th edn. Wiley Blackwell, West Sussex. MARMOTT,M., 2015, The Health Gap: The Challenge of An Unequal World. Bloomsbury, London MEGITT, C. 2012 Child Development: An Illustrated Guide, 3rd Edition, Edinburgh, Pearson Education Limited Naidoo, J., & Willis, J, 2016, Foundations for Health Promotion, 4 th Ed, Elsevier, London SCRIVEN, A. 2017, Ewles & Simnett's Promoting Health: A Practical Guide 7 th Ed, Elsevier, London Recommended BIKKER A., P., COTTON P., MERCER, C., 2014, Embracing Empathy, A Universal Approach to Person Centred Empathic Healthcare Encounters, CRC Press. DEBELL D., 2016, Public Health for Children, 2 nd edn. CRC Press, Taylor & Francis Group, Florida DORLING D., 2013, The Population of the UK, 2 nd edn. Sage Publications London. EVANS D., COUTSAFTIKI D., FATHERS C., P., 2017, Health promotion and Public Health, for Nursing Students, 3 rd edn. Learning Matters, Exeter. GREEN J., CROSS R., WOODALL J., & TONES K., 2019, Health Promotion: Planning and Strategies. 4th edition, London: Sage. JASPER, M., ROSSER, M., MOONEY G., 2016, Professional Development, Reflection and Decision Making in Nursing and Health Care. 2 nd edn., Wiley Blackwell, Oxford McCORMACK, B. & McCANCE, T., 2017 Person Centred Practice in Nursing and Health Care; Theory and Practice 2 nd Ed, Wiley, London OLGIVIE R., S., 2013, Community Development approaches to improving health, Routledge, New York. WEB Pages Association of Public Health Observatories: <http://www.apho.org.uk/> Glasgow Centre for Population Health: <http://www.gcph.co.uk/> HARVARD UNIVERSITY., 2019 Center on the Developing Child, Available at <https://developingchild.harvard.edu/> ISD Scotland: <http://www.isdscotland.org/isd/CCC_FirstPage.jsp> NHS Health Scotland: <http://www.healthscotland.com/> National Institute for Health and Clinical Excellence: <http://www.nice.org.uk/> Scottish Community Development Centre: <http://www.scdc.org.uk/> SCOTTISH GOVERNMENT, A Guide to Getting it Right for Every Child, Available from: <https://www.gov.scot/policies/girfec/> [viewed 13/08/19] Scottish Government, 2014, National Guidance for Child Protection in Scotland. [Available at: <https://www.gov.scot/publications/national-guidance-child-protection-scotland/> Scottish Government (2012) National Risk Assessment Framework. [online] Scot Gov. [Available at: <https://www2.gov.scot/Resource/0040/00408604.pdf>] <https://www.gov.scot/publications/children-young-people-scotland-act-2014-national-guidance-part-12/pages/3/> Children and Young People (Scotland) Act 2014: Available at: <http://www.legislation.gov.uk/asp/2014/8/contents/enacted> Scottish Government: <http://www.scotland.gov.uk/Home> Scottish Public Health Observatory: <http://www.scotpho.org.uk/home/home.asp> Supreme court Judgement: In the matter of Ev (A Child) (Scotland) 2017: file:///C:/Users/AG140314/Downloads/uksc-2016-0220-judgment.pdf <../../../../../AG140314/Downloads/uksc-2016-0220-judgment.pdf> UK Faculty of Public Health: <http://www.fph.org.uk/> World Health Organisation (WHO): <http://www.who.int/en/> World Health Organisation / Social Determinants of Health: <http://www.who.int/social_determinants/en/>

Transferrable Skills

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

Module Structure

Activity Total Hours
Independent Learning (FT) 84.00
Placement 110.00
Lectures (FT) 24.00
Assessment (FT) 30.00
Seminars (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Writen Assessment n/a 100.00 50% Written Assignment 3000 words
Practice Assessment n/a 0.00 50% Practice Assessment 110 hours (Pass/Fail)