SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB726141
Module Leader Bernadette Bradley
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory and practice module aims to develop health visiting students to critically evaluate and analyse the impact of inequalities and adversities and the health and wellbeing of the pre-school children and their families. It will build on the theory and practice from the Introduction to Public Health and Application to Health Visiting Practice Module, by engaging more with the complexities and challenges of contemporary Health Visiting practice. Students will critically evaluate and develop their professional skills of assessment, analysis, synthesis and decision making in relation to safeguarding and supporting vulnerable pre-school children and their families. Supported by a practice supervisor, and assessed by a practice assessor, the health visitor students will undertake 155 hours of practice as part of the total 675hrs required for the programme, as stipulated in the NMC regulatory body standards


Contemporary Practice: Policies, drivers & legislation Child Development; recognising and responding to atypical development Vulnerability; Identifying, minimising and managing the impact of inequalities and adversities on the wellbeing of the pre-school child and their families Family Centred assessment and decision making when working with vulnerable pre-school children and their families Safeguarding, Child Protection, escalating and responding to concerns Partnership working with families with complex needs Professional resilience and self-care

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically analyse and evaluate the theory and practice related to early intervention and advocacy when working in partnership with preschool children and their families, and the multi-disciplinary/agency workforce2. Critically evaluate policies, drivers and strategies that support pre-school children, individuals, families and groups in need of further interventions.3. Critically evaluate and synthesise the application of theory into practice in relation to family centred assessment and decision making for preschool children and their families who have additional and complex needs. 4. Critically evaluate and synthesise knowledge of the multi-factorial nature of vulnerability and risk assessment.5. Critically analyse and synthesise understanding of the holistic assessment of wellbeing of the pre-school child in relation to safeguarding and child protection.6. Critically evaluate the theoretical and scientific understanding of child development in the preschool stage, and the impact of adverse childhood experiences and toxic stress on neurodevelopment.

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 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 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. DOWLER E., SPENCER, N, 2007, Challenging health inequalities; From Acheson to "Choosing health", Policy Press Bristol. HEASLIP V, RYDEN J., 2013, Understanding Vulnerability; A Nursing and Healthcare Approach, Wiley Blackwell, Singapore HOWARD, J., 2017, Mary Sheridan's Play in Early Childhood: From Birth to Six Years 4 th Ed. New York, Routledge JONES, L., DOUGLAS, J., 2012, Public Health: building innovative practice, The Open University Press, Glasgow. 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 RODWELL, S., WATSON, G, 2014, Safeguarding and Protecting children, young people and families, Sage Publications, London. Recommended AJAY, S. and COCKERILL, H., 2014. From Birth to Five Years, Practical Developmental Examination. New York, Routledge HARVARD UNIVERSITY., 2019 Center on the Developing Child, Available at <> 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 MEGITT, C. 2012 Child Development: An Illustrated Guide, 3rd Edition, Edinburgh, Pearson Education Limited OLGIVIE R., S., 2013, Community Development approaches to improving health, Routledge, New York. WEB Pages SCOTTISH GOVERNMENT, A Guide to Getting it Right for Every Child, Available from: <> [viewed 13/08/19] Scottish Government, 2014, National Guidance for Child Protection in Scotland. [Available at: <> Scottish Government (2012) National Risk Assessment Framework. [online] Scot Gov. [Available at: <>] 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> -900 <> Children and Young People (Scotland) Act 2014: Available at: <> Association of Public Health Observatories: <> Glasgow Centre for Population Health: <> ISD Scotland: <> NHS Health Scotland: <> National Institute for Health and Clinical Excellence: <> Scottish Community Development Centre: <> Scottish Government: <> Scottish Public Health Observatory: <> UK Faculty of Public Health: <> World Health Organisation (WHO): <> World Health Organisation / Social Determinants of Health: <>

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
Seminars (FT) 24.00
Placement 155.00
Assessment (FT) 60.00
Lectures (FT) 48.00
Independent Learning (FT) 168.00

Assessment Methods

Component Duration Weighting Threshold Description
Practice Assessment 0.00 0.00 50% Practice Assessment (Pass/Fail)
Exam (School) 3.00 100.00 50% Unseen Exam