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BSc (HONS)/ PROFESSIONAL GRADUATE

CERTIFICATE SPECIALIST COMMUNITY

PUBLIC HEALTH NURSING (HEALTH VISITING/

OCCUPATIONAL HEALTH NURSING/SCHOOL NURSING)

COURSE HANDBOOK

SEPTEMBER 2018

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated

Documentation\2018-19\Course Handbook BSc (Hons) Prof Grad Cert.doc 2 ©TU-SOHSC (2017)

CONTENTS Page

1 WELCOME FROM THE COURSE TEAM 1

1.1 Course Team Contact Details 2 1.2 Contacting Staff 3

2 WHAT DOES THIS COURSE OFFER ME? 4 3 WHAT WILL I LEARN? 4

4 WHAT WILL I BE STUDYING? 8 5 MODULE OVERVIEW 10 6 HOW WILL I LEARN? 12 7 HOW WILL I BE ASSESSED? 15

8 STUDENT FEEDBACK 21

9 HOW WILL I BE SUPPORTED TO SUCCEED? 22 10 WHAT ARE MY RESPONSIBILITIES AS A STUDENT? 24 11 HOW IS THE COURSE EVALUATED? 25 12 USEFUL REFERENCES 26 13 HEALTH VISITING COURSE STRUCTURES & COURSE PLANNERS 27 14 OCCUPATIONAL HEALTH NURSING COURSE STRUCTURES & 41 COURSE PLANNERS 15 SCHOOL NURSING COURSE STRUCTURES & COURSE PLANNERS 55 APPENDICES Appendix 1 Modules Mapped Against NMC Standards of Proficiency 70 Appendix 2 Modules Mapped Against Public Health Skills and Knowledge 72 Framework (2016) Appendix 3 Modules Mapped Against Public Health England Educating 86 Occupational Health Nurses (2016) Appendix 4 Modules Mapped Against RCN OHN Competence 104

Dimensions Appendix 5 Cause for Concern Forms 119 Appendix 6 Information regarding Time to Make Up for Completion of the 122 Course



DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated Documentation\2018-19\Course Handbook BSc (Hons) Prof Grad Cert.doc

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1 WELCOME FROM THE COURSE TEAM Congratulations on gaining a place on the BSc (Hons)/Professional Graduate Certificate Specialist Community Public Health Nursing (SCPHN) course and welcome. We hope that you will find your experience here at Teesside University enjoyable, rewarding and a challenging prospect. During the course you will develop your theoretical knowledge and practice skills, enabling you to become a knowledgeable and autonomous practitioner demonstrating achievement of the theoretical and practice skills leading to academic qualification and eligibility to apply to the Nursing and Midwifery Council (NMC) for registration as a specialist community public health nurse in your chosen field. This course is based upon achievement of the Standards for Proficiency for Specialist Community Public Health Nursing within three specified fields of practice; health visiting, school nursing and occupational health nursing. You will develop public health practice knowledge and skills in addressing health inequalities with individuals and communities. You will also develop public health leadership skills, responding to policy drivers and Health Needs Assessment in order to effect positive change. This practice-based course will enable you to have equal experience in theory and practice within an integrated approach, and is designed to develop a range of generic and specialist public health nursing skills. This will facilitate your development as a responsive and flexible practitioner who is able to respond to the changing health and social care environment and will contribute to the public health nursing workforce. This course promotes the development of practitioners who are fit for purpose and fit for practice, who are able to respond flexibly and with resilience to the challenges of contemporary practice. The document you are reading is the BSc (Hons)/Professional Graduate Certificate Specialist Community Public Health Nursing (Health Visiting/School Nursing/ Occupational Health Nursing) Course Handbook. This document has been designed to provide you with relevant information about the course, which will be useful to you throughout. It contains lots of information that is specific to your programme and should be read in conjunction with the School Student Guide: this includes information relating to referencing, assessment, student support services and assignment regulations, etc. A copy of this is available on the University website: http://sohsc.tees.ac.uk/sites/handbook/

http://sohsc.tees.ac.uk/sites/handbook/


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It should also be read in conjunction with the University Undergraduate Assessment Regulations and University Students’ Protocol, which can be found on the University website: http://www.tees.ac.uk.

The University Student Handbook- includes information on University-wide services and procedures. It includes sections on the library and equal opportunities. It also includes details of the University procedures such as the grievance procedure and the assessment review process: http://www.tees.ac.uk/student handbook/

Module Guides provide vital information about each of the modules you will study. Included in the module guides are the contact details of the module lead and teaching team. In addition, you will find detailed information of the teaching, learning and assessment strategies used within the module, and a list of recommended reading. Copies of the Module Guides are available on individual module support sites. To assess your achievement in the practice environment you will be provided with a Practice Progress File, where you will demonstrate achievement and competency on the Specialist Community Public Health Nursing Proficiencies. https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-of-proficiency-for-specialist-community-public-health-nurses.pdf When using this handbook it is important to note that the course covers three fields of SCPHN practice (Health Visiting/School Nursing/Occupational Health Nursing). It is important to read both the generic and specific sections which relate to your chosen field. Best wishes for your course.

1.1 Course Team Contact Details We are an experienced team within the SOHSC with a variety of clinical backgrounds within Specialist Community Public Health Nursing Practice, and we are registered with the NMC.

http://www.tees.ac.uk/

http://www.tees.ac.uk/student%20handbook/

https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-of-proficiency-for-specialist-community-public-health-nurses.pdf

https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-of-proficiency-for-specialist-community-public-health-nurses.pdf


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Mark Telford is the Course Leader. He is based in room H2.27 of the Centuria Building at Teesside University and can be contacted by telephone on 01642 384956 or by email at [email protected] Individual Field Leaders are as follows: Occupational Health Nursing Aileen Monkhouse Centuria Building Room: H0.32 Tel: 01642 384955 Email: [email protected] School Nursing Rachael Barker Centuria Building Room: H2.40 Tel: 01642 384917 Email: [email protected] Health Visiting Mark Telford Centuria Building Room: H2.27 Tel 01642 384956 Email: [email protected] Additional team members: Dr Dorothy Hannis Centuria Building Room: H2.40 Tel: 01642 384526 Email: [email protected]

The Field Leaders are responsible for the planning, co-ordination and evaluation of their fields, as well as the ongoing support of students and Practice Teachers. If you have any questions, queries or concerns you should direct them to the relevant Field Leader in the first instance.

1.2 Contacting Staff

The most effective way of contacting staff is via email and they will respond normally within three working days, as they may be working off site. Please be aware staff will not respond to emails after working hours and during the weekends. Please ensure when emailing staff you have their correct address; staff do have student accounts and it is important you do not send emails to these accounts. It is equally important you only contact staff using your University account not a personal email account.

mailto:[email protected]






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If you need to contact a member of staff urgently, please contact main reception in Centuria and they will ensure that your message is passed on and an academic member of staff will contact you.

2 WHAT DOES THIS COURSE OFFER ME? The BSc (Hons)/Professional Graduate Certificate SCPHN (Health Visiting/School Nursing/Occupational Health Nursing) course offers you the opportunity to build upon your prior knowledge, skills and experience and explore exciting new dimensions of learning in an environment where you will feel valued. The course aims to provide you with an educational journey of personal and professional development in a supportive and student-centred environment. Furthermore, the course will provide opportunities for you to continue your professional development by enabling you to identify and plan your future learning needs. 3 WHAT WILL I LEARN? Course Aims The overall aim of the course is to produce caring, compassionate, resilient, dynamic graduates, eligible for NMC registration, who are fit for purpose, fit for practice, fit for award and prepared for the challenges of contemporary practice within their field. This will be achieved by developing graduates who:

Promote a critical enquiry of specialist community public health nursing practice in order to lead and deliver safe and effective interventions.

Undertake an independent project and propose a service improvement in your specialist community public health nursing

Course Outcomes The course outcomes reflect the NMC Standards for Specialist Community Public Health Nursing and encapsulate the 10 principles which underpin public health nursing. Following completion of the course you will be able to: Health Visiting Personal and Transferable Skills

Take responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraise alternatives and plan and implement action to enhance personal development.

Communicate theoretical frameworks to inform their ideas in a wide range of situations to colleagues and service users/carers and their networks.

Engage effectively in academic discussion and present arguments in a professional manner.

Select and appropriately use a range of digital mediums to enhance practice.


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Research, Knowledge and Cognitive Skills

Identify and appraise key policies, relevant data, and evidence and use these to inform problem solving in specialist community public health nursing practice and service improvement in health visiting.

Identify and critically analyse theoretical models, frameworks and evidence that informs practice in specialist community public health nursing in health visiting.

Critically appraise and evaluate the moral, ethical and legal decisions made in specialist community public health nursing in order to foster equality diversity and the rights of colleagues, service users/carers, individuals, families, networks and groups and to challenge inequalities.

Critically appraise the pathophysiological, psychosocial, political, sociocultural, socio-economic and environmental factors that influence health needs and apply to the promotion of health and wellbeing for individuals, families, groups and the wider community.

Demonstrate the ability to work with and articulate abstract ideas, comparing alternative methods and techniques in specialist community public health nursing in health visiting.

Apply leadership theory in the context of specialist community public health nursing in health visiting.

Critically use appropriate theoretical models, frameworks, evidence and data to inform the design and development of a self-managed project to improving specialist community public health nursing practice in health visiting.

Plan and undertake a negotiated, self-managed major project in relation to improving specialist community public health nursing practice in health visiting.

Demonstrate achievement of the knowledge, numeracy and decision making required to prescribe from the community nursing formulary, in accordance with current legislation.

Practical/Professional Skills

Operate using sound professional judgement and behaviors, whilst working autonomously with limited supervision in health visiting practice.

Utilise a range of personal skills to work collaboratively with others in order to ensure continuous service improvement and promote resilience.

Practice ethically in complex and challenging contexts which require the selection and application of a wide range of standard or innovative techniques.

Lead and manage teams, individuals and resources ethically and effectively within a changing environment, to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources.

Demonstrate achievement of the specialist community public health nursing Standards of Proficiency as applied to health visiting practice to achieve registration.

Demonstrate achievement of the competencies required to gain recorded status as a community practitioner nurse prescriber.


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School Nursing Personal and Transferable Skills


Communicate theoretical frameworks to inform their ideas in a wide range of situations to colleagues and service users/carers and their networks.


Select and appropriately use a range of digital mediums to enhance practice. Research, Knowledge and Cognitive Skills

Identify and appraise key policies, relevant data, and evidence and use these to inform problem solving in specialist community public health nursing practice and service improvement in school nursing.

Identify and critically analyse theoretical models, frameworks and evidence that informs practice in specialist community public health nursing in school nursing.



Demonstrate the ability to work with and articulate abstract ideas, comparing alternative methods and techniques in specialist community public health nursing in school nursing.

Apply leadership theory in the context of specialist community public health nursing in school nursing.

Critically use appropriate theoretical models, frameworks, evidence and data to inform the design and development of a self-managed project to improving specialist community public health nursing practice in school nursing.

Plan and undertake a negotiated, self-managed major project in relation to improving specialist community public health nursing practice in school nursing.

Demonstrate achievement of the knowledge, numeracy and decision making required to prescribe from the community nursing formulary, in accordance with current legislation.


Operate using sound professional judgement and behaviors, whilst working autonomously with limited supervision in school nursing practice.




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Demonstrate achievement of the specialist community public health nursing Standards of Proficiency as applied to school nursing practice to achieve registration.

Demonstrate achievement of the competencies required to gain recorded status as a community practitioner nurse prescriber.

Occupational Health Nursing Personal and Transferable Skills


Communicate theoretical frameworks to inform their ideas in a wide range of situations to colleague’s and service users/carers and their networks.


Select and appropriately use a range of digital mediums to enhance practice. Research, Knowledge and Cognitive Skills

Identify and appraise key policies, relevant data, and evidence and use these to inform problem solving in specialist community public health nursing practice and service improvement in occupational health nursing.

Identify and critically analyse theoretical models, frameworks and evidence that informs practice in specialist community public health nursing in occupational health nursing.



Demonstrate the ability to work with and articulate abstract ideas, comparing alternative methods and techniques in specialist community public health nursing in occupational health nursing.

Apply leadership theory in the context of specialist community public health nursing in occupational health nursing.

Critically use appropriate theoretical models, frameworks, evidence and data to inform the design and development of a self-managed project to improving specialist community public health nursing practice in occupational health nursing.

Plan and undertake a negotiated, self-managed major project in relation to improving specialist community public health nursing practice in occupational health nursing.


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Operate using sound professional judgement and behaviors, whilst working autonomously with limited supervision in occupational health nursing practice.




Demonstrate achievement of the specialist community public health nursing Standards of Proficiency as applied to occupational health nursing practice to achieve registration.

4 WHAT WILL I BE STUDYING? This is a 52-week course (104 weeks or 137 weeks for part-time students) that is structured to meet the NMC standard of equal theory and practice. You will study 120 credits at Level 6. Across the course you will spend the equivalent of two days a week in University until you enter consolidated practice, however the number of days that you will attend University per week will vary across the course. You will also spend the equivalent of two full days or one full day (if a part-time student) per week in clinical practice. At different points in your course time will be allocated for self-directed study to support you in your theoretical study. The final part of your course includes 50 days of consolidated practice experience. Therefore, on commencement of the course you must have an agreement with a Health Trust/Local Authority/Employer to provide a clinical placement and a Practice Teacher for the duration of the course and this or equivalent must be in place throughout the entire course. The taught component of the course will be delivered at Teesside University main campus, as specified in the course timetable, with modules taking place during the morning, afternoon or evening. Within the core elements of the course, you will develop skills in the appraisal and utilisation of evidence from both a qualitative and quantitative perspective and exploration of contemporary issues influencing health and social care. Field-specific modules will address the theory and application of health development, community development, public health and leadership within the context of specific practice requirements. You will experience a wide range of public health theory and practice experiences that will equip you with the ability to practice as an effective and resilient Specialist Community Public Health Nurse. Explicit throughout the course is the assessment of competence in practice based upon the NMC Standards for Specialist Community Public Health Nursing


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Throughout the duration of the course you will work towards the development of a Practice Progress File that will provide evidence of achievement of the specific competencies related to specialist community public health nursing practice. To facilitate the development of theory and practice, you will engage in a bipartite and tripartite relationship with your Practice Teacher and your Academic Mentor. Your bipartite group will meet twice in Semester 1 and once in Semester 2, and your tripartite group once in Semester 2, or equivalent on the part-time route to facilitate achievement and assessment of the practice outcomes. This process will be aided through the use of contract learning. You will also meet with your Practice Teacher on a four-weekly basis (pro rata for part-time students), until you enter consolidated practice to reflect and discuss your progression towards attaining your Specialist Community Public Health Nursing Practice Competencies. During the course you will also experience 15 days in alternative practice settings which will be negotiated on an individual basis between yourself, your Practice Teacher and Academic Mentor. You will keep a Learning Log of such experiences and the Practice Teacher will ensure that experiences are planned using Learning Contracts to enable students to understand the context for practice within all community public health settings. You and your Practice Teacher will also ensure that experiences are provided within a variety of areas of practice to facilitate the development of transferable skills. These experiences will also be recorded within the Learning Log and mapped against the Specialist Community Public Health Nursing Standards of Proficiency outcomes. Course overviews, which detail these arrangements, can be found in Appendix 3. *Please note that your contracted weekly working hours will be defined by your employing organisation. Existing Prescribers If you are entering the SCPHN course with an existing NMC community (V150) or independent/supplementary (V300) prescribing recordable qualification you will follow the Recognition of Prior Learning (RPL) process. If you are accessing the PgDip/MSc courses you are required to undertake the academic Level 6 to Level 7 RPL process to enable you to transfer your Level 6 credits to Level 7. If you are entering the course as an existing prescriber you must demonstrate that you have maintained your prescribing competency and developed this within your new field of practice (if applicable) throughout the duration of the course and, as such, you must meet the V100 prescribing course competency. In addition to this you will map the V100 outcomes to either the V300 or V150 course outcomes to demonstrate that you meet the NMC requirements for V100. This will be verified by your Practice Teacher. You can discuss with the Module Leader access to any appropriate content of the V100 module.


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Registration and Recording of your Qualification(s)

Specialist Community Public Health Nursing On successful completion of your course you must register your qualification with the NMC within five years of completing the course. You must not act in the capacity of a SCPHN registrant until your registration is on your NMC statement of entry. Prescribing On successful completion of this course you are not initially legally able to prescribe and therefore must not do so. You can only prescribe once you have received notification from the NMC that your prescribing qualification has been recorded on the professional register. You must record your prescribing qualification within 12 months of completing your course. 5 MODULE OVERVIEW Here is an overview of the modules that you will be taking, a brief description about them and the name and contact details of the Module Leader. Each module has a VLE site, [email protected], which will contain a detailed Module Guide, timetable, learning materials and reading lists for you to access. Core Modules There are core modules which are taken by all students undertaking the specialist community public health nursing course; for each field of practice there are subject-specific modules that are compulsory. Details of these are included below.

Evidence Appraisal RMH3007-N 20 Credits, Level 6

Module Leader: Peter Raby Tel: 01642 384100, ext 5100, email: [email protected], Base: Centuria H2.21

This module develops your understanding of the concept of evidence-based practice as a framework in which to explore different research methodologies. It will help develop key skills in critical thinking, academic writing and information retrieval and begins the preparation for the final year independent project.

Public Health in Practice

CCH3108-N 20 Credits, Level 6

Module Leader: Dorothy Hannis Tel: 01642 384526, Email: [email protected], Base: Centuria H2.40

The module aims to develop you as a confident and effective public health practitioner who can reflect, respond and contribute to the new public health agenda. The module explores health, health needs assessment, health improvement and community development from a theoretical perspective and within the social, political and economic context. The module content and delivery allows you to apply the principles to your own defined community. It critiques the evidence base for public health practice and encourages you to identify, prioritise and facilitate health improvement in the public health context.




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Enhancing Leadership Skills in Specialist Community Public Health Nursing Practice


Module Leader: Module Leader: Mark Telford Tel: 01642 384956, Email: [email protected], Base: Centuria H2.27

The module aims to evaluate the concept of professional leadership and its application in the context of Specialist Community Public Health Nursing. You will be evaluating key professional leadership theories and organisational culture in relation to your area of practice. Within the module a strong emphasis will be placed on quality improvement and how leadership skills and qualities influence achievement of sustained change within SCPHN practice. The module will be delivered by open distance learning using a range of digital platforms and social media.

Specialist Community Public Health Nursing Independent Project


Module Leader: Aileen Monkhouse Tel: 01642 384955 Email: [email protected], Base: Centuria H0.32

This module is designed to enable you to demonstrate your ability to contribute to practice and service development by planning an evidence-based intervention in a negotiated, self-managed Specialist Community Public Health Nursing Practice Project.

Community Practitioner Prescribing CCH3048-N 10 Credits, Level 6

Module Leader: Rachael Barker Tel: 01642 384917, Email:[email protected], Base: Centuria H2.40

This module prepares specialist community public health nurses (ie Health Visiting and School Nursing) to prescribe from the Community Practitioners’ Formulary.

In addition to these core modules, there are also field-specific modules; some of these have shared learning between cohorts as identified below Health Visiting

Enhancing Safe and Effective Practice in Health Visiting


Module Leader: Mark Telford Tel: 01642 384956, Email: [email protected], Base: Centuria H2.27

This module will explore the many factors which impact upon the health and wellbeing of children and their families in a variety of settings and life circumstances. Current policy and legislation will be considered and linked to the protection of children and families throughout the module. It will provide you with the foundations for health visiting practice within the community setting. Embedded within the module is the practice progress file.




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School Nursing

Enhancing Safe and Effective Practice in School Nursing


Module Leader: Rachael Barker, Tel: 01642 384917, Email: [email protected], Base: Centuria H2.40

This module will explore and evaluate the complexities and opportunities associated with contemporary school nursing within a constantly changing health and social care setting. There is an emphasis on child/adolescent/family-centred care within a forward-thinking, public health context. Consideration will be given to the assessment and management of additional or complex needs and the acquirement of professional resilience and competence. Embedded within the module is the practice progress file.

Occupational Health Nursing

Recognizing Risk and Hazards in the Working Environment


Module Leader: Aileen Monkhouse Tel 01642 384955, Email: [email protected], Base Centuria H0.32

This module will enable you to have an in-depth knowledge of the principle hazards present in the workplace and the risk management strategies available to reduce hazards within the working environment. It will also enable the student to analyse and evaluate assessments of the working environment with reference to current legislation, guidance notes, literature and validity and reliability.

Enhancing Safe and Effective Practice in Occupational Health Nursing


Module Leader: Aileen Monkhouse Tel 01642 384955, Email: [email protected], Base Centuria H0.32

The module aims to facilitate the development of practitioners who are able to respond in analytical and innovative ways to the challenging occupational health environment; who can, through evidence-based practice, design, initiate and evaluate health surveillance in the working environment and carry out attendance management assessments, making appropriate recommendations to management, ensuring compliance with relevant legislation to improve the health and wellbeing of the working population. Embedded within the module is the practice progress file.

6 HOW WILL I LEARN? This section describes our approach to learning and explains how learning experiences are arranged to support your achievement of the programme outcomes. Learning and Teaching Strategy The emphasis of our learning and teaching strategy will be to facilitate and support your learning and progress towards becoming an independent, resilient, dynamic, fit for practice and purpose practitioner; who can promote a critical enquiry of specialist community public health nursing practice in order to lead and deliver safe and





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effective interventions. As a reflective learner you will engage in lifelong learning and continuing professional development to maintain competence. Academic skills are as essential as practical and professional skills. The course structure, learning activities, culture and assessment strategy are all designed to enable you to develop confidence and independence in learning in all aspects of the course. From the outset the learning environment is adult-centred and allows time and opportunity to reflect on learning and progress. A fundamental feature of the learning strategy is dialogue with peers, which encourages your active engagement and social life within the learning environment. Learning and teaching methods used within the course are built around the University Learning, Teaching and Student Experience Strategy (LTSES), 2020), as well as any professional requirements, particularly as they pertain to those specialist community public health nursing fields within the course leading to registerable and recordable qualifications with the NMC. As a learner on the course you will be provided with clear learning outcomes which foster a systematic and integrated approach to study, as well as your development as an independent learner and finally the development of key transferable skills (academic writing, digital literacy etc). Learning and teaching strategies employed will facilitate the development of both your academic and professional knowledge and skills. This begins within the induction week in the University where you will meet your fellow students, academic staff, the course and the University. In preparation to study at Level 6, you will undertake a number of activities to enhance your skills. These will include reviewing a range of given work and peer marking them against Level 6 assessment criteria and feeding back to the class. The course team are able to draw on their academic and teaching qualifications as well as clinical expertise in relevant topics. For some areas, experts from clinical practice will be invited to participate in the learning and teaching in a supported way. You are encouraged to read around topics and to bring knowledge and experiences from practice for discussion and dissemination. This assists in fostering a culture of enquiry and critical reflection. The University learning environment encourages active learning facilitated by the use of group activities, self and peer assessment. A range of different learning and teaching strategies will be utilised in modules. There will be shared learning and teaching with some of the teaching of subject-specific content in the specialist modules in the postgraduate SCPHN courses. Public Health in Practice and The Enhancing Leadership Skills in SCPHN Practice is shared by all SCPHN fields and this facilitates you to explore public health and leadership from a generic perspective and apply the theories and concepts to your field of practice. You are also able to gain a knowledge and understanding of the application of public health principles and leadership across a range of fields.


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The Enhancing Leadership Skills in SCPHN Practice module will be delivered via distance learning. This will provide you with the theoretical perspectives of leadership which you will then debate and apply in seminars to case studies in your field specific modules. You will be encouraged to share your experiences of clinical leadership to explain attitudes and behaviours and to build your own leadership philosophy. You will use your practice placements to explore leadership requirements in the context of their new professional roles. The development of your own personal leadership philosophy will enable you to define the skills and knowledge required to lead within Specialist Community Public Health Nursing Practice. Field-specific Modules In your field-specific modules you will engage in a variety of learning strategies, lectures, seminars, scenario e- learning and case study work and simulations to develop your skills and knowledge base to inform your practice. Consolidation On demonstrating achievement of SCPHN Standards of Proficiency students will commence a 50-day period of consolidated practice. This is an NMC requirement. This enables the you to consolidate your learning and work at the level of a qualified practitioner with a minimal amount of supervision. You will be supported in your personal development through this period with a series of learning sets, a consolidation workbook to complete and two weekly meetings with your Practice Teacher. The two and a half days at the end of the course is a period of evaluation during which you will present a poster of the findings of your project to your peers, academic staff, Practice Teachers, managers and other stakeholders. Workshops are provided on writing for publication, future career development and continuing professional development Course VLE e-learning@tees Site This enables you to access learning materials and information, as well as reading lists and links to other electronic facilities such as the Intranet, library facilities and tutorial booking. Announcements are updated and communicated to you via the VLE. Discussion boards and reflective diaries will be utilised and facilitated and you will be encouraged to contribute by sharing experiences and ideas. A number of core modules in the course use the VLE, [email protected], as a medium for delivering learning. You may find that this is new or unfamiliar to you and it is essential to discuss any concerns you may have regarding its use with your Module Leader. Academic staff are here to support and enhance your learning and ultimately facilitate your successful progression through the course. You will also find that in some of your modules you will have the opportunity to share learning with colleagues from different professional backgrounds and work settings. This represents an important philosophy of the course; that of multi-professional learning. Within the field-specific modules some key content will be shared with students undertaking the PgDip/MSc Specialist Community Public Health Nursing course.


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Service user/carer involvement is a key agenda in current healthcare delivery; this is reflected in the course through the use of patient narratives and the involvement of service user/carers in your assessments. Each Module Leader will provide you with the necessary information for their specific modules. These are usually distributed during the first session of a module. If you have any queries regarding any of the information provided, please do not hesitate to ask the appropriate module team or Field Leader. 7 HOW WILL I BE ASSESSED?

Detailed information on how you will be assessed in each module will be provided by the relevant module team in the Module Guide. However, it is important that you have an overview of the assessment schedule throughout the course in order to help you manage your studies. These have been designed to spread the assessment load and utilise a variety of assessment strategies. The following table summarises the assessment requirements for this course:

Module Name

Formative Assessment Type

and Week of Completion

Summative Assessment Type and Course Week of

Submission

CCH3108-N Public Health in Practice

Seminar presentation Week 7

20-minute seminar presentation (100%) Week 15 2 & 3-yr PT Week 67

RMH3007-N Evidence Appraisal

Two-hour exam (100%) Week 20 All students

CCH3109-N Enhancing Leadership Skills in Specialist Community Public Health Nursing Practice

2,000-word reflective essay (100%) Week 27 2 & 3-yr PT Week 42

CCH3110-N Specialist Community Public Health Nursing Independent Practice Project

5,000-word project and action plan (100%)

Week 39 2-yr PT Week 78 3-yr PT Week 80

Field-specific Modules

CCH3048-N Community Practitioner Prescribing (Field-specific for Health Visiting and School

Formative debate Week 8

Exam (Pass/Fail) Week 12 All Students

Portfolio containing:


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Nursing) 1,500-word critical reflection (100%) Week 36

Achievement of Standards of Proficiency (Pass/Fail) Week 36 2-yr PT Week 72 3-yr PT week 75

Health Visiting

CCH3111-N Enhancing Safe and Effective Practice in Health Visiting

Formative Bipartite Week 14 2-yr PT Week 37 3-yr PT Week 37

Component 1

1,000-word assignment (20%)

Week 8 All students Component 2

30-minute Simulation with 10 minutes’ questions (80%) Week 20 All students

Component 3

Practice Progress File demonstrating achievement of Six Standards of Proficiency (Pass/Fail)

Week 27 2 & 3-yr PT Week 61

Practice Progress File demonstrating achievement of All Standards of Proficiency (Pass/Fail) Week 38

2-yr PT Week 77 3-yr PT Week 80

School Nursing

CCH3113-N Enhancing Safe and Effective Practice in School Nursing


Component 1


Week 8 All students


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Component 2


Component 3





Occupational Health Nursing

CCH3050-N Recognising Hazards and Risks in the Working Environment

Formative work station assessment and report Week 4

2,000-word report (100%) Week 12 All students

CCH3112-N Enhancing Safe and Effective Practice in Occupational Health Nursing


Component 1


Week 8 All students Component 2


Component 3


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Submission dates will be as stated by the Module Leader at the start of the module and written in the Module Guide. Assessment in Practice

The Bipartite and Tripartite Approach A bipartite and tripartite approach to the assessment of practice involves you and your Practice Teacher in a bipartite and Academic Mentor in a tripartite relationship to help you bring together both the theoretical and competence-based aspects of the modules. This will help you to develop essential skills, competence and capabilities through a process of collaboration and negotiation. The dynamic relationship between these three roles in the learning process set within the workplace enables you to reflect upon practice situations, problems and issues developing a combination of action, reflection and evaluation. Through the learning and teaching strategies employed within your Enhancing Safe and Effective field specific module you will be encouraged to reflect on your progress and development in order to promote lifelong learning skills. Practice Progress File Practice Progress Files are now an important part of learning in Higher Education. Practice Progress Files provide an opportunity for you as a learner to address key competencies seen as important in further promoting your employability as a graduate. The main philosophy of Practice Progress Files is that they enable learners to document and therefore record key achievement in relation to key academic and professional skills throughout their studies in higher education. For example, you will be involved in undertaking an individual Strengths Weaknesses Opportunities and Challenges (SWOC) Analysis during the early stages of your course. The achievement of computer and literacy skills will be further enhanced throughout the course. As a learner on this course it will be your responsibility to


©TU-SOHSC (2018) 19

keep your Practice Progress File up to date – it is in your interests to ensure this happens. Academic support has been built into your course to address the ongoing development of your Practice Progress Files at key stages in your course. As you progress through the course you will be responsible for making appointments with your named Field Leader to discuss your Practice Progress File. It will be important for you to keep a record of the successes and challenges that you have through the course particularly how you have achieved the overall course outcomes. Much of the Practice Progress File will be concerned not only with your personal growth but also the development of professional competence and capabilities which are highly valued by employers. The modules and Public Health in Practice, your specialist field modules and the Specialist Community Public Health Nursing Independent Project, which are core to your course, will provide the vehicle for the integration of much of what the Practice Progress File requires. Within the current course this will occur during an initial SWOC analysis in discussion with individual Field Leaders and Practice Teachers as a preliminary to further individual meetings held once in each semester with your Academic Mentor and on a four-weekly basis with your Practice Teacher across the course or equivalent of the part-time course. You will meet with your Practice Teacher within the first two weeks of the commencement of the course to discuss your SWOC analysis, develop and agree through the production of a Learning Contract, a course of workplace learning and assessment of progression towards achievement of the Standards of Proficiency for the first 15 weeks of the course (for part time students as per your course planner). If either you or your Practice Teacher have any queries, contact must be made with your Academic Mentor for advice and support. The Academic Mentor will if necessary undertake a tripartite. Two bipartite and one tripartite meeting will be held in the practice area, one in Semester 1 and two in Semester 2 to assess your learning needs (see Practice Progress File for part-time students), agree a course of workplace learning and assess progression towards achievement of the Standards of Proficiency. These meetings will focus on your overall progress: achievement of the Standards of Proficiency (SoP) will be discussed. You will be expected to utilise reflective skills to evaluate your progress and link practice and competency development to the evidence-base. The Practice Progress File should provide a documentary record illustrating this learning and the achievement of the Standards of Proficiency within the practice area. Bipartite and tripartite meetings in the Semester 1 and the first in Semester 2 are part of the formative assessment process, although the first in Semester 2 also contains a summative assessment of achievement of defined Standards of Proficiency. The meeting in Semester 3 is summative (see Course Handbook planner for part-time students) and the student must have achieved the necessary Standards of Proficiency to proceed to supervised practice (consol). This process involves:

The use of an appropriate model to reflect upon existing competence, knowledge, skills attitudes and values.

An evaluation of strengths and areas for development in relation to the Standards of Proficiency. This is designed to enable you to identify the


©TU-SOHSC (2018) 20

knowledge and skills you will bring into the course and clarify what you are required to achieve.

Exploration of competence within the bipartite and tripartite relationship – this should take account of the practice responsibilities, any specialist practice requirements, and practice-specific issues drawn from other modules.

Identification of learning needs in order to achieve the Standards of Proficiency.

Establishment of a plan or Learning Contract to meet learning needs.

Four-weekly documented meetings with your Practice Teacher to discuss and review your progress and development.

Completion of two 360-degree tools one in each semester prior to the final bipartite

Formative and summative evaluation of progression and achievement of the Standards of Proficiency.

Completion of learning log demonstrating achievement of 15 days of alternative practice.

Identification of future learning needs. Within your Practice Progress File your Practice Teacher will summarise the discussion undertaken at your four-weekly progress meetings and through the traffic light system give you feedback on your progression. Any concerns regarding your progression by your Practice Teacher will lead to your practice Teacher contacting your Academic Mentor to discuss the cause for concern. A record of the bipartite and tripartite meetings is documented upon dialogue sheets at the end of each meeting. A separate sheet is completed by each member of the bipartite/tripartite relationship. The dialogue sheets are duplicated so that a copy can be kept in your portfolio and another in your personal file at the University; it is your responsibility as a student to give the copy of the dialogue sheet of your bipartite meeting to your Academic Mentor.

The dialogue sheets record your learning needs and progress, as well as formative and summative decisions regarding progression towards or achievement of the Standards of Proficiency. They are also used to document concerns regarding your progression and/or behaviour and professional development. Assessment Regulations This course is assessed in accordance with the Standard University Regulations for undergraduate degree course, with the exception that all components of a module must be passed and all modules are non-compensatable that means you must pass all modules. Detailed information on Assessment Regulations at the University can be found on the Student Intranet. To pass you must:

Achieve a minimum overall mark of 40% for the academic work.

Pass all components of a module.

Achieve competency in the practice outcomes signed by your Practice Teacher and Academic Mentor.


©TU-SOHSC (2018) 21

Variance Variance arrangements in relation to the assessment of practice are in place. Students must pass all practice competencies and successfully complete the associated Portfolio of Evidence. If students do not pass one or more practice competencies or associated benchmarks, they will be given one further opportunity at the discretion of the board. The Learning Hub The Learning Hub is located on the ground floor of the Library. They can offer you guidance on developing your skills as an independent learner and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year. Learning Hub staff will collaborate with your School to ensure that in-depth help is available to you. Online information on topics such as referencing, writing essays and information literacy can be accessed via the Library website at http://lis.tees.ac.uk or you can contact the Library by telephoning 01642 342100. External Examining Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called External Examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another University/Higher Education Institution, who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and normally attending the assessment boards to endorse results. They then produce an annual report which highlights any good practice they have seen and allows them to report any concerns they may have. They also confirm in their Report that academic standards and achievement are comparable with the UK Higher Education sector. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant Course Boards. The main External Examiners for your course are Ruth Hefferan (Health Visiting), Sarah Sherwin (School Nursing) and Elizabeth Scott (Occupational Health Nursing). They are academics at The Universities of Bolton, Wolverhampton and Cumbria respectively. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Course Leader.

http://lis.tees.ac.uk/


©TU-SOHSC (2018) 22

8 STUDENT FEEDBACK The SOHSC relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your course of study, for example by evaluating your University teaching during and at the end of each module. You will also be given feedback from your course team and Personal Tutor and we expect you to take note of and act upon feedback received. Please note that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your course of study and actions taken as a result of the evaluations made by previous student cohorts.

As students you will receive feedback in a variety of ways - verbally in class, from tutors and peers, in discussion individually with academic staff, in tutorials and regularly from your Practice Teacher and colleagues as part of your daily contact with them and in the more formal four-weekly meetings, bipartites and tripartite arrangement. As specified in the Module Guide, following submission of formative work, which is designed to inform your future assessed work and in feedback to you following submission of assessed work. This includes areas in which you can enhance your future work. The VLE is used to enable you to evaluate your own progress through quizzes and learning activities such as blogs. You should view feedback in a positive and developmental way, it is designed to help you to develop and get the most from your course and to become the best practitioner possible. Equally we welcome your feedback to us, there are points in your course when you will be asked to give both verbal and written feedback on modules and the course and on your practice experience however if you have any concerns or feedback you wish to give the team outside these points please do so. Feedback from previous students and colleagues enables the course team to keep enhancing your learning experience and resolve any difficulties you may be experiencing. 9 HOW WILL I BE SUPPORTED TO SUCCEED? Successful learning at Teesside University is viewed as a partnership between the University and its staff, practice colleagues and you, the student. A wide range of student services is available to support you in your learning. Detailed information on these can be found in the School Student Guide. In addition, the following individuals will be available to help and guide you:

Field Leader – has overall responsibility for the field and your progression. They will liaise with other members of the course and field team; however you should negotiate with them any changes to your proposed study course.


©TU-SOHSC (2018) 23

Academic Mentor – you will be allocated a member of the field team who will act as your Academic Mentor throughout the course. This will normally include supervising and academic support for the Community Practice Project module. They are responsible for supporting you in the completion of your project. This does not mean that they take responsibility for the development and writing of your project. This is the student’s responsibility, as is the communication with the Supervisor to keep them informed of developments and any difficulties that may have arisen. If you use your Supervisor wisely they are extremely helpful in setting targets/deadlines to keep you on track with the timetable you hopefully have set yourself at the outset of this venture. They can also provide you with feedback on any draft work in line with University guidelines and guide you in the appropriate sequencing of events associated with your dissertation and suggest options for dealing with the different issues. It would be appropriate to arrange a meeting with your Supervisor early in Term 1 or Term 3 if you are a part-time student. They should be your first point of contact for any queries or concerns re your field studies and will monitor your overall progress.

Personal Tutor – you will be allocated a Personal Tutor at the beginning of your course; this will normally be the same person who is your Academic Mentor. The role of the Personal Tutor is to provide pastoral support and guidance during your course. You should arrange to meet with your Personal Tutor at least once a semester to discuss your progress and gain feedback on your development. See Section 2:2 of the School Student Guide for more details.

Practice Teacher – you will have an identified individual in your practice area that is able to act as a teacher/assessor for you within the practice-setting, working with you to support your learning.

Module Leader – the relevant Module Leader is your point of contact for any queries or concerns regarding a specific module. Details of Module Leaders for each field are given in this handbook.

Student Representative – this is a very important role and further details can be found in the School Student Guide.

The School Student Guide provides detailed information for students relating to: o Submission of assignments o Feedback Format o Mitigating circumstances process, extension and late submission

process o Academic misconduct o Referencing guidance

If you have any special learning needs or requirements, or think you may have, please contact the SOHSC Disability Co-ordinator. They will see you by appointment or at one of their weekly drop-in sessions. Student Support Officer The Student Support Officer is Sam Westerburg and she can be contacted on [email protected]



©TU-SOHSC (2018) 24

10 WHAT ARE MY RESPONSIBILITIES AS A STUDENT? In keeping with the philosophy of adult learning and the development of increasingly student-centred learning as you progress through the course, full details of your responsibilities as a student are given in the School Student Guide. These include:

Engaging actively in the learning process

Taking responsibility for your own learning

Behaving in a professional manner in accordance with the NMC Code

Communicating regularly with the relevant Module Leader/Tutor

Communicating regularly with the relevant Field Leader

Communicating regularly with your Practice Teacher

Effective self-management of your studies The team looks forward to engaging in a learning partnership with you. We sincerely hope that you will find studying on your field enjoyable, challenging and rewarding. If you have any further queries, please do not hesitate to contact Mark or any member of the team.

Sickness and Absence It is an NMC requirement that you have 100% attendance on the course and that any time missed is made up at the end of your course. Absence from Practice Up to a maximum of 10 days of absence from practice can be made up during the programme, using annual leave, in consultation with the programme leader and these will be evidenced on your timesheet. You are required to undertake 62.5 days’ practice prior to entering consolidated practice and 50 days during consolidated practice. Any absence from practice in excess of 10 days may mean an extension to your contract which Trusts and employing organisations need to approve. This time may be unpaid. Absence from Theory Theory is structured around a timetable of activities; this provides the opportunity to clearly map retrieved time for students who are absent from timetabled classroom-based teaching. Students who miss theory due to sickness and authorised absence will be required to log the date, time, hours and subject. They will have the opportunity to negotiate with the Module Leader to make up the specific lesson missed to a maximum of 12 hours per module. They will present evidence of the completed theory to the Module Leader who will validate the hours and content by signature to a maximum of 12 hours per module. The student will be required to retain the log over period of the course, this can then be presented at the final signing-off of completed hours at the end of the course. See Appendix 4. Periods of sickness and absence will not be removed from your record due to this process; the signed evidence will enable you to off-set the specified theory and practice time time only, at the end of the course. This system will maintain the theory to practice balance of the course whilst building in flexibility. It ensures


©TU-SOHSC (2018) 25

students who miss theory and practice complete it at a time when they are working towards the achievement of module learning outcomes and course requirements. Sickness and absence must be reported to the University following the sickness and absence reporting procedure (please see the School Student Guide). If you are unable to attend for whatever reason, you must advise the Student Records Office on 01642 384139 or email [email protected] by 10.00am and inform your placement area. If the absence is supported by a doctor’s note, the note should be sent or given to the Student Records Office as soon as possible after the period of sick leave commences. If necessary, someone may telephone on your behalf. You must complete timesheets. All sickness and absences should be recorded on your timesheets. The recording of the attendance sheet whilst on placement is your responsibility but must be verified by your Practice Teacher and monitored by your Academic Mentor. You need to submit your Timesheets at each tripartite /bipartite meeting and as part of your Practice Pprogress File and your consolidation document. Change of Personal Details/Disclosure and Barring Service (DBS) You are expected to inform the Student Records Office of any change of personal details (including term and home address, telephone number). You can do this by completing a ‘Change of Personal Details’ form, which can be found in the Student Records Office or the Student Intranet. This is essential in case SOHSC staff need to contact you in the event of an emergency. It is also a requirement that we are informed of any changes in your health status, or DBS (formally CRB) status (including any current allegations/investigations, as these may affect your continuation on the course and eligibility to register with the NMC. The NMC has produced guidance for good health and good character with respect to entry to education, continued participation and registration requirements. See: http://www.nmc-uk.org/ 11 HOW IS THE COURSE EVALUATED? Informal feedback from students is welcomed throughout the course. You will also have the opportunity to provide formal feedback at the end of each module. There is also the opportunity for evaluation and feedback regarding the course through the student representative system. Please see the School Student Guide for information on this process. Comments that you may have and suggestions for improvement that you may wish to make will be valued and appreciated. Everyone is here to help you successfully complete your course. If in doubt, please ask. We hope you enjoy your time studying with us.

http://www.nmc-uk.org/


©TU-SOHSC (2018) 26

12 USEFUL REFERENCES NMC (2004) Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC. NMC (2008) Standards to Support Learning and Assessment in Practice. London: NMC.


©TU-SOHSC (2018) 27

13 HEALTH VISITING COURSE STRUCTURES & COURSE PLANNERS Health Visiting (One-year full-time Route)

I N D U C T I O N

(2 weeks)

Semester 1

Semester 2

Semester 3 Aug/ Sep


20 credits

CCH3110-N Specialist Community Public Health

Nursing Independent Project 30 credits

CONSOLIDATION 10 weeks x 5 days

1.5 days’ theory

E V A L U A T I O N

(2.5 days)


20 credits

CCH3109-N Enhancing Leadership

Skills in SCPHN Practice

10 credits

CCH3048-N Community Practitioner Prescribing

10 credits


30 credits

Induction: 5 days’ theory and 5 days’ practice FT 45 weeks’ programmed learning/2 Yr PT 90 weeks/3 Yr PT 137 weeks 50% theory and 50% practice 15 days’ minimum gaining experience in alternative settings appropriate to area of practice (prior to final bipartite) 50 days’ consolidated practice Evaluation: 2.5 days’ theory


©TU-SOHSC (2018) 28

Health Visiting (Two-year part-time Route)

Semester 1 Semester 2 Semester 3

Year 1 I N D U C T I O N

(2 weeks)


20 credits


Skills in SCPHN Practice 10 credits


10 credits


30 credits

CCH3110-N Specialist Community Public Health Nursing Independent Project

30 credits

Year 2 CCH3108-N Public Health in Practice

20 credits

Consolidation 50 days, 20 weeks and 2 ½ days

1.5 days’ theory

E V A L U A T I O N

2.5 days

CCH3048-N Community Practitioner

Prescribing 10 credits

CCH3112-N Enhancing Safe and Effective Practice in Health

Visiting 30 credits

CCH3110-N Specialist Community Public Health Nursing

Independent Project 30 credits


©TU-SOHSC (2018) 29



©TU-SOHSC (2018) 30

Health Visiting (Three-year part-time Route)



(2 weeks)

RMH3007-N

Evidence Appraisal 20 credits

CCH3109-N Enhancing

Leadership Skills in SCPHN Practice

10 credits


10 credits


30 credits


20 credits

Consolidation (24 days) 1 day theory


10 credits


30 credits

Consolidation (24 days)


30 credits

Year 3 CCH3110-N Specialist Community Public Health Nursing


E V A L U A T I O N

(2.5 days)



©TU-SOHSC (2018) 31



©TU-SOHSC (2018) 32

One-year Full-time BSc (Hons)/Professional Graduate Certificate SCPHN Health Visiting Course 2018/9

W K

Monday Tuesday Wednesday Thursday Friday

IND 03/09/2018 1 Induction

Se

meste

r 1

Practice 10/09/2018 2 PRACTICE

3+2 17/09/2018 3 ESEP DL DL

3+2 24/09/2018 4 ESEP EA PHIP PRES



3+2 15/10/2018 7 ESEP EA PHIP

3+2 22/10/2018 8 ESEP* EA PHIP PRES TBC

3+2 29/10/2018 9 ESEP EA PHIP


3+2 12/11/2018 11 ESEP* EA PHIP

3+2 19/11/2018 12 ESEP EA PHIP Exam*

3+2 26/11/2018 13 ESEP EA PHIP

3+2 03/12/2018 14 ESEP EA PHIP

3+2 10/12/2018 15 FB* ESEP EA PHIP* PRES

5 17/12/2018 16 ESEP EA PHIP

A/L 24/12/2018 17 CHRISTMAS HOLIDAYS

A/L 31/01/2018 18

STUDY 07/01/2019 19

1+4 14/01/2019 20 Exam*

Se

meste

r 2

3+2 21/01/2019 21 IP ESEP ELSK

3+2 28/01/2019 22 IP ESEP ELSK

3+2 04/02/2019 23 IP ESEP ELSK

3+2 11/02/2019 24 ESEP SIM* ELSK

3+2 18/02/2019 25 ESEP ELSK

3+2 25/02/2019 26 ESEP SDS

3+2 04/03/2019 27 IP ESEP S/FT ELSK*

3+2 11/03/2019 28 IP ESEP

3+2 18/03/2019 29 IP ESEP

3+2 25/03/2019 30 IP

3+2 01/04/2019 31 IP

5 08/04/2019 32 IP

AL & BH 15/04/2019 33 SPRING BREAK

AL & BH 22/042019 34

A/L 29/04/2019 35

3+2 05/05/2019 36 BH PRES* IP

3+2 13/05/2019 37 IP

Se

meste

r 3

3 ½ + 1 ½ 20/05/2019 38 SB*

STUDY 27/05/2019 39 BH

Consol/AL 03/06/2019 40 AL**

At least 50 days’ Consolidation Practice 2 weeks’ annual leave

*There is 0.5 theory day Week 40, 43 and 0.5 Week 47 action learning sets

Consol/AL 10/06/2019 41

Consol/AL 17/06/2019 42

Consol/AL 24/062019 43 AL* Consol/AL 01/07/2019 44

Consol/AL 08/07/2019 45

Consol/AL 15/07/2019 46

Consol/AL 22/07/2019 47 AL* Consol/AL 29/07/2019 48

Consol/AL 05/08/2019 49

Consol/AL 12/08/2019 50

Consol/AL 19/08/2019 51

Evaluation 26/08/2019 52 BH 1.5 practice days 2.5 evaluation week


©TU-SOHSC (2018) 33

The students must have 112.5 days’ theory and practice, practice must include 50 days’ consolidation and 15 alternative days over 45 programmed weeks (NMC 2004)

Self-directed theory A teaching day is 6 hours + 1 ½ hours self-directed study A practice day is dictated by the contracted hours of your employer.

Taught modules

Practice

Consolidation

* Assessment hand in

DL- Distance Learning Induction and Evaluation counts as theory


©TU-SOHSC (2018) 34

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Health Visiting Course 2018/9

Year 1 W K



Se

meste

r 1

Practice 10/09/2018 2 PRACTICE 2.5 days

1 ½ +1 17/09/2018 3

ESEP DL

2 ½ +1 24/09/2018 4 ESEP EA PRES

2 ½ +1 01/10/2018 5 ESEP EA PRES

2 ½ +1 08/10/2018 6 ESEP EA PRES

2 ½ +1 15/10/2018 7 ESEP EA

2+1 22/10/2018 8 ESEP* EA PRES TBC

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 ESEP EA PRES

2+1 12/11/2018 11 ESEP EA

1 ½ +1 19/11/2018 12

ESEP EA Exam* am

1+1 26/11/2018 13 ESEP EA

1 ½ +1 03/12/2018 14 ESEP EA

1 ½ +1 10/12/2018 15 ESEP EA PRES

1 ½ +1 17/12/2018 16 ESEP EA

AL 24/12/2018 17 CHRISTMAS HOLIDAYS

AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

2 21/01/2019 21 IP ESEP

2 28/01/2019 22 IP ESEP

2 04/02/2019 23 IP ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

2 04/03/2019 27 IP ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

1+1 25/03/2019 30 IP

½ + 2 01/04/2019 31

½ + 2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

2 05/05/2019 36 BH

½ + 2 13/05/2019 37 BT

Se

meste

r 3

1 ½+1 20/05/2019 38 ELSK

2 ½ 27/05/2019 39 BH ELSK ELSK

1 ½+1 03/06/2019 40 ELSK

1 ½+1 10/06/2019 41 ELSK

1 ½+1 17/06/2019 42 ELSK*

1 ½+1 24/062019 43 IP

01/07/2019 44

Over the summer to have 2 weeks’ annual leave (IP rata 5 days)

4 days in practice & 9 days’ self-directed study

08/07/2019 45

15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50 19/08/2019 51

2 ½ 26/08/2019 52 BH IP IP


Self-directed theory A teaching day is 6 hours + 1 ½ hours’ self-directed study A practice day is dictated by the contracted hours of your employer. Taught modules


©TU-SOHSC (2018) 35

Practice

Consolidation




©TU-SOHSC (2018) 36

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Health Visiting Course 2019/20

YEAR 2 W

K


3 02/09/19 53

2+ ½ 09/09/19 54 IP

2+ ½ 16/09/19 55 IP

Se

meste

r 1

1½ +1 23/09/19 56 PHIP

1 ½+ 1 30/09/19 57 PHIP

1 ½+ 1 07/10/19 58 PHIP

1 ½+ 1 14/10/19 59 PHIP

1 ½+ 1 21/10/19 60 PHIP

1 ½+ 1 28/10/19 61 S&FT IP PHIP

1 ½+ 1 04/11/19 62 IP PHIP

1 ½+ 1 11/11/19 63 PHIP

1 ½+ 1 18/11/19 64 PHIP

1 ½+ 1 25/11/19 65 PHIP

1 ½+ 1 02/12/19 66 PHIP

1 ½+ 1 09/12/19 67 PHIP*

1 ½+ 1 16/12/19 68 PHIP

AL 23/12/19 69 CHRISTMAS

AL 30/12/19 70 IP-rata 2 ½ days per week

1 ½+ 1 06/01/20 71 IP

1 ½+ 1 13/01/20 72

Se

meste

r 2

1 ½+ 1 20/01/20 73

1 ½+ 1 27/01/20 74

1 ½+ 1 03/02/20 75

1 ½+ 1 10/02/20 76

1 ½+ 1 17/02/20 77 BT

2 + ½ 24/02/20 78 AL** CONSOL*

CONSOL 2 ½ 02/03/20 79 CONSOL 2 ½ 09/03/20 80 CONSOL 2 ½ 16/03/20 81 CONSOL 2 ½ 23/03/20 82 CONSOL 2 30/03/20 83 AL*

AL 06/04/20 84 SPRING BREAK

AL 13/04/20 85 CONSOL 2 ½ 20/04/20 86 CONSOL 2 ½ 27/04/20 87 CONSOL 2 ½ 04/05/20 88 CONSOL 2 ½ 11/05/20 89

Se

meste

r 3

CONSOL 2 ½ 18/05/20 90

25/05/20 91 BH AL CONSOL 2 ½ 01/06/20 92

CONSOL 2 ½ 08/06/20 93 CONSOL 2 ½ 15/06/20 94 CONSOL 2 22/06/20 95 AL* Over Consol period

CONSOL 2 ½ 29/06/20 96 2 weeks’ Annual Leave IP rata 5 days Minimum 50 days’ consolidated practice

*Week 78, 83 & 95 action learning set

CONSOL 2 ½ 06/07/20 97 CONSOL 2 ½ 13/07/20 98 CONSOL 2 ½ 20/07/20 99 CONSOL 2 ½ 27/07/20 100 CONSOL 2 ½ 03/08/20 101 CONSOL 2 ½ 10/08/20 102 CONSOL 2 ½ 17/08/20 103

Evaluation 24/08/20 104 0.5 day in practice 2.5 days in university


©TU-SOHSC (2018) 37

Three-year Part-time BSc (Hons)Professional Graduate Certificate SCPHN Health Visiting Course 2018/9

W K



Se

meste

r 1


1 ½ + 1 17/09/2018 3 ESEP DL

2 ½ + 1 24/09/2018 4 ESEP* EA PRES

2 ½ + 1 01/10/2018 5 ESEP EA PRES

2 ½ + 1 08/10/2018 6 ESEP EA PRES

2 ½ + 1 15/10/2018 7 ESEP EA

2+1 22/10/2018 8 ESEP* EA PRES TBC

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 ESEP EA PRES

2+1 12/11/2018 11 ESEP EA

1 ½ + 1 19/11/2018 12 ESEP EA Exam* am

1+1 26/11/2018 13 ESEP EA

2 03/12/2018 14 ESEP EA

2 10/12/2018 15 ESEP EA PRES

2 17/12/2018 16 ESEP EA


AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

1+1 21/01/2019 21 ESEP

1+1 28/01/2019 22 ESEP

1+1 04/02/2019 23 ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

1+1 04/03/2019 27 ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

2 25/03/2019 30

2 01/04/2019 31

2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

1 05/05/2019 36 BH

2 13/05/2019 37 FB

Se

meste

r 3

1+1 20/05/2019 38 ELSK

2 27/05/2019 39 BH ELSK ELSK

2 03/06/2019 40

ELSK

2 10/06/2019 41 ELSK

1+1 17/06/2019 42 ELSK*

2 24/062019 43

2 01/07/2019 44

08/07/2019 45 During

During this period the students require 2 weeks’

annual leave, the remainder of the time is in lieu of 11

days extra in semester 1, for prescribing and CDDEL

15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50

19/08/2019 51

26/08/2019 52 BH

The students must have 112.5 days’ theory and practice, practice must include 50 days’ consolidation and 15 alternative days over 45 IPgrammed weeks (NMC 2004)

Self-directed theory A teaching day is 6 hours + 1 ½ hours’ self-directed study A practice day is dictated by the contracted hours of your employer.

Taught modules

Practice


©TU-SOHSC (2018) 38

Consolidation


DL-Distance Learning. Induction and Evaluation counts as theory


©TU-SOHSC (2018) 39

Three-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Health Visiting

Course 2019/20

YEAR 2 W

K


2 2/09/19 53 PRES

2 09/09/19 54

2 16/09/19 55

Se

meste

r 1

1+1 23/09/19 56 PHP

1+1 30/09/19 57 PHP

1+1 07/10/19 58 PHP

1+1 14/10/19 59 PHP

1+1 21/10/19 60 PHP

1+1 28/10/19 61 S/FT PHP

1+1 04/11/19 62 PHP

1+1 11/11/19 63 PHP

1+1 18/11/19 64 PHP

2 25/11/19 65 PHP

2 02/12/19 66 PHP

1+1 09/12/19 67 PHP*

1+1 16/12/19 68 PHP



1+1 06/01/20 71

1+1 13/01/20 72

Se

meste

r 2

1+1 20/01/20 73 IP

1+1 27/01/20 74 IP

1+1 03/02/20 75 IP

1+1 10/02/20 76

1 ½ + ½ 17/02/20 77 PRES*

1+ 1 24/02/20 78 IP

2 02/03/20 79

2 09/03/20 80 SB *ALS*

1 + 1 16/03/20 81 CONSOL CONSOL 2 23/03/20 82 CONSOL 2 30/03/20 83


AL 13/04/20 85

AL 20/04/20 86 CONSOL 2 27/04/20 87 CONSOL 2 04/05/20 88 CONSOL 2 11/05/20 89

Se

meste

r 3

CONSOL 2 18/05/20 90 CONSOL 2 25/05/20 91 BH CONSOL 2 01/06/20 92 CONSOL 2 08/06/20 93 CONSOL 2 15/06/20 94

Annual leave

And

Self-directed study

as specified

22/06/20 95

29/06/20 96 2 weeks’ annual leave to be taken across the summer (pro rata 4 days). One day self-directed study, the remainder of the time is in lieu of three days extra in Year 1 induction

06/07/20 97

13/07/20 98

20/07/20 99

27/07/20 100

03/08/20 101

10/08/20 102

17/08/20 103

24/08/20 104


©TU-SOHSC (2018) 40

Three-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Health Visiting

Course 2020/21

YEAR 3 W

K


1 31/08/20 105 BH IP

2 07/09/20 106

C1 + 1 14/09/20 107 IP

C½+1 ½ 21/09/20 108 ALS IP

Se

meste

r 1

1

C1+1 28/09/20 109

C1+1 05/10/20 110

C1+1 12/10/20 111 IP

C1+1 19/10/20 112

C1+1 26/10/20 113

C1+1 02/11/20 114 IP

C1+1 09/11/20 115

C1+1 16/11/20 116

C1+1 23/11/20 117

C1+1 30/11/20 118

2 07/12/20 119 IP

2 14/12/20 120



2 04/01/21 123 IP

2 11/01/21 124 ALS

Se

meste

r 2

C1+1 18/01/21 125

C1+1 25/01/21 126

C1+1 01/02/21 127

C1+1 08/02/21 128

C1+1 15/02/21 129

C2 22/02/21 130 IP *

C2 01/03/21 131

C2 08/03/21 132

C2 15/03/21 133

C1½+ ½ 22/03/21 134 Uni

Evaluation 29/03/21 135 2 days in Uni


AL 12/04/21 137


©TU-SOHSC (2018) 41

14 OCCUPATIONAL HEALTH NURSING COURSE STRUCTURES & COURSE PLANNERS Occupational Health Nursing (One-year full-time Route)

I N D U C T I O N

(2 weeks)


E V A L U A T I O N


20 credits




1.5 days’ theory


20 credits



10 credits

CCH3050-N Recognising Hazards and

Risks in the Working Environment

10 credits


30 credits



©TU-SOHSC (2018) 42

Occupational Health Nursing (Two-year part-time Route)



(2 weeks)


20 credits



10 credits

CCH3050-N Recognising Hazards and Risks in

the Working Environment 10 credits


30 credits


30 credits


20 credits

Consolidation 50 days, 20 weeks and 2 ½ days

1.5 days’ theory

E V A L U A T I O N

CCH3110-N Specialist Community Public Health Nursing Independent

Project 30 credits

CCH3112-N Enhancing Safe and Effective Practice in Occupational

Health Nursing 30 credits


©TU-SOHSC (2018) 43



©TU-SOHSC (2018) 44

Occupational Health Nursing (Three-year part-time Route)



(2 weeks)


20 credits

CCH3109-N Enhancing

Leadership Skills in SCPHN Practice

10 credits

CCH3050-N Recognising Hazards and Risks

in the Working Environment 10 credits


30 credits


20 credits



30 credits

CCH3112-N Enhancing Safe and Effective Practice in

Occupational Health Nursing 30 credits

Year 3 CCH3110-N Specialist Community Public Health Nursing


E V A L U A T I O N



©TU-SOHSC (2018) 45



©TU-SOHSC (2018) 46

One-year Full-time BSc (Hons)/Professional Graduate Certificate SCPHN Occupational Health Nursing Course 2018/9

W K



Se

meste

r 1


3+2 17/09/2018 3 ESEP RR RR

3+2 24/09/2018 4 ESEP EA PHP RR

3+2 01/10/2018 5 RR EA PHP

3+2 08/10/2018 6 ESEP EA PHP

3+2 15/10/2018 7 ESEP EA PHP

3+2 22/10/2018 8 ESEP* EA PHP

3+2 29/10/2018 9 ESEP EA PHP RR

3+2 05/11/2018 10 RR EA PHP

3+2 12/11/2018 11 ESEP EA PHP

3+2 19/11/2018 12 ESEP EA PHP RR*

3+2 26/11/2018 13 ESEP EA PHP

3+2 03/12/2018 14 ESEP EA PHP

3+2 10/12/2018 15 FB* ESEP EA PHP*

5 17/12/2018 16 ESEP EA PHP


AL 31/01/2018 18

STUDY 07/01/2019 19

1+4 14/01/2019 20 Exam*

Se

meste

r 2

3+2 21/01/2019 21 IP ESEP ELSK

3+2 28/01/2019 22 IP ESEP ELSK

3+2 04/02/2019 23 IP ESEP ELSK

3+2 11/02/2019 24 ESEP SIM* ELSK

3+2 18/02/2019 25 ESEP ELSK

3+2 25/02/2019 26 ESEP

3+2 04/03/2019 27 IP ESEP S/FT ELSK*

3+2 11/03/2019 28 IP ESEP

3+2 18/03/2019 29 IP ESEP

3+2 25/03/2019 30 IP

3+2 01/04/2019 31 IP

5 08/04/2019 32 IP


AL & BH 22/042019 34

AL 29/04/2019 35

3+2 05/05/2019 36 BH IP

3+2 13/05/2019 37 IP

Se

meste

r 3

3 ½ + 1 ½ 20/05/2019 38 SB*

STUDY 27/05/2019 39 BH

Consol/AL 03/06/2019 40 AL**



Consol/AL 10/06/2019 41

Consol/AL 17/06/2019 42


Consol/AL 08/07/2019 45

Consol/AL 15/07/2019 46


Consol/AL 05/08/2019 49

Consol/AL 12/08/2019 50

Consol/AL 19/08/2019 51



©TU-SOHSC (2018) 47



Taught modules

Practice

Consolidation


Induction and Evaluation counts as theory


©TU-SOHSC (2018) 48

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Occupational Health Nursing Course 2018/9

Year 1 W K



Se

meste

r 1


1 ½ +1 17/09/2018 3 ESEP RR

2 ½ +1 24/09/2018 4 ESEP EA RR

2 ½ +1 01/10/2018 5 RR EA RR

2 ½ +1 08/10/2018 6 ESEP EA RR

2 ½ +1 15/10/2018 7 ESEP EA RR

2+1 22/10/2018 8 ESEP * EA

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 RR EA

2+1 12/11/2018 11 ESEP EA

1 ½ +1 19/11/2018 12 ESEP EA RR*

1+1 26/11/2018 13 ESEP EA

1 ½ +1 03/12/2018 14 ESEP EA

1 ½ +1 10/12/2018 15 ESEP EA

1 ½ +1 17/12/2018 16 ESEP EA


AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

2 21/01/2019 21 IP ESEP

2 28/01/2019 22 IP ESEP

2 04/02/2019 23 IP ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

2 04/03/2019 27 IP ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

1+1 25/03/2019 30 IP

½ + 2 01/04/2019 31

½ + 2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

2 05/05/2019 36 BH

½ + 2 13/05/2019 37 FB

Se

meste

r 3

1 ½+1 20/05/2019 38 ELSK

2 ½ 27/05/2019 39 BH ELSK ELSK

1 ½+1 03/06/2019 40 ELSK

1 ½+1 10/06/2019 41 ELSK

1 ½+1 17/06/2019 42 ELSK*

1 ½+1 24/062019 43 IP

01/07/2019 44


5 days in practice & 8.5 days’ self-directed study

08/07/2019 45

15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50 19/08/2019 51

2 ½ 26/08/2019 52 BH IP IP


©TU-SOHSC (2018) 49



Taught modules

Practice

Consolidation


Induction and Evaluation counts as theory


©TU-SOHSC (2018) 50

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN Occupational Health Nursing Course 2019/20

YEAR 2 W

K


3 02/09/19 53

2+ ½ 09/09/19 54 IP

2+ ½ 16/09/19 55 IP

Se

meste

r 1

1½ +1 23/09/19 56 PHP

1 ½+ 1 30/09/19 57 PHP

1 ½+ 1 07/10/19 58 PHP

1 ½+ 1 14/10/19 59 PHP

1 ½+ 1 21/10/19 60 PHP

1 ½+ 1 28/10/19 61 S&FT IP PHP

1 ½+ 1 04/11/19 62 IP PHP

1 ½+ 1 11/11/19 63 PHP

1 ½+ 1 18/11/19 64 PHP

1 ½+ 1 25/11/19 65 PHP

1 ½+ 1 02/12/19 66 PHP

1 ½+ 1 09/12/19 67 PHP*

1 ½+ 1 16/12/19 68 PHP



1 ½+ 1 06/01/20 71 IP

1 ½+ 1 13/01/20 72

Se

meste

r 2

1 ½+ 1 20/01/20 73

1 ½+ 1 27/01/20 74

1 ½+ 1 03/02/20 75

1 ½+ 1 10/02/20 76

1 ½+ 1 17/02/20 77 SB

2 + ½ 24/02/20 78 AL** CONSOL*




Se

meste

r 3

CONSOL 2 ½ 18/05/20 90

25/05/20 91 BH AL CONSOL 2 ½ 01/06/20 92







©TU-SOHSC (2018) 51

Three-year Part-time BSc (Hons)Professional Graduate Certificate SCPHN Occupational Health Nursing Course 2018/9

W K



Se

meste

r 1


1 ½ + 1 17/09/2018 3 ESEP RR

2 ½ + 1 24/09/2018 4 ESEP* EA RR

2 ½ + 1 01/10/2018 5 RR EA RR

2 ½ + 1 08/10/2018 6 ESEP EA RR

2 ½ + 1 15/10/2018 7 ESEP EA RR

2+1 22/10/2018 8 ESEP* EA

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 RR EA

2+1 12/11/2018 11 ESEP EA

1 ½ + 1 19/11/2018 12 ESEP EA RR*

1+1 26/11/2018 13 ESEP EA

2 03/12/2018 14 ESEP EA

2 10/12/2018 15 ESEP EA

2 17/12/2018 16 ESEP EA


AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

1+1 21/01/2019 21 ESEP

1+1 28/01/2019 22 ESEP

1+1 04/02/2019 23 ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

1+1 04/03/2019 27 ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

2 25/03/2019 30

2 01/04/2019 31

2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

1 05/05/2019 36 BH

2 13/05/2019 37 FB

Se

meste

r 3

1+1 20/05/2019 38 ELSK

2 27/05/2019 39 BH ELSK ELSK

2 03/06/2019 40

ELSK

2 10/06/2019 41 ELSK

1+1 17/06/2019 42 ELSK*

2 24/062019 43

2 01/07/2019 44

08/07/2019 45 During




15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50

19/08/2019 51

26/08/2019 52 BH



©TU-SOHSC (2018) 52


Taught modules

Practice

Consolidation


CDDEL is Child Development e-learning package Induction and Evaluation counts as theory


©TU-SOHSC (2018) 53


YEAR 2 WK


2 2/09/19 53

2 09/09/19 54

2 16/09/19 55

Se

meste

r 1

1+1 23/09/19 56 PHP

1+1 30/09/19 57 PHP

1+1 07/10/19 58 PHP

1+1 14/10/19 59 PHP

1+1 21/10/19 60 PHP

1+1 28/10/19 61 S/FT PHP

1+1 04/11/19 62 PHP

1+1 11/11/19 63 PHP

1+1 18/11/19 64 PHP

2 25/11/19 65 PHP

2 02/12/19 66 PHP

1+1 09/12/19 67 PHP*

1+1 16/12/19 68 PHP



1+1 06/01/20 71

1+1 13/01/20 72

Se

meste

r 2

1+1 20/01/20 73 IP

1+1 27/01/20 74 IP

1+1 03/02/20 75 IP

1+1 10/02/20 76

1 ½ + ½ 17/02/20 77

1+ 1 24/02/20 78 IP

2 02/03/20 79

2 09/03/20 80 SB *ALS



AL 13/04/20 85


Se

meste

r 3


Annual leave

And

Self-directed study

as specified

22/06/20 95


06/07/20 97

13/07/20 98

20/07/20 99

27/07/20 100

03/08/20 101

10/08/20 102

17/08/20 103

24/08/20 104


©TU-SOHSC (2018) 54


YEAR 3 W

K


1 31/08/20 105 BH IP

2 07/09/20 106

C1 + 1 14/09/20 107 IP

C½+1 ½ 21/09/20 108 ALS IP

Se

meste

r 1

1

C1+1 28/09/20 109

C1+1 05/10/20 110

C1+1 12/10/20 111 IP

C1+1 19/10/20 112

C1+1 26/10/20 113

C1+1 02/11/20 114 IP

C1+1 09/11/20 115

C1+1 16/11/20 116

C1+1 23/11/20 117

C1+1 30/11/20 118

2 07/12/20 119 IP

2 14/12/20 120


AL 28/12/20 122 Pro rata 2 ½ days per week

2 04/01/21 123 IP

2 11/01/21 124 ALS

Se

meste

r 2

C1+1 18/01/21 125

C1+1 25/01/21 126

C1+1 01/02/21 127

C1+1 08/02/21 128

C1+1 15/02/21 129

C2 22/02/21 130 IP *

C2 01/03/21 131

C2 08/03/21 132

C2 15/03/21 133

C1½+ ½ 22/03/21 134 Uni



AL 12/04/21 137


©TU-SOHSC (2018) 55

15 SCHOOL NURSING COURSE STRUCTURES & COURSE PLANNERS School Nursing (One-year full-time Route)

I N D U C T I O N

(2 weeks)

Semester 1

Semester 2

Semester 3 Aug/ Sep


20 credits




1.5 days’ theory

E V A L U A T I O N

(2.5 days)


20 credits



10 credits


10 credits


30 credits



©TU-SOHSC (2018) 56

School Nursing (Two-year part-time Route)



(2 weeks)


20 credits

CCH3109-N Enhancing Leadership Skills

in SCPHN Practice 10 credits


10 credits


30 credits


30 credits


20 credits

Consolidation 50 days, 20 weeks and 2 ½ days per week

1.5 days’ theory

E V A L U A T I O N

2.5 days

CCH3048-N Community Practitioner

Prescribing 10 credits

CCH3112-N Enhancing Safe and Effective Practice in

School Nursing 30 credits




©TU-SOHSC (2018) 57



©TU-SOHSC (2018) 58

School Nursing (Three-year part-time Route)



(2 weeks)

RMH3007-N

Evidence Appraisal 20 credits



10 credits


10 credits

CCH3112-N Enhancing Safe and Effective Practice in School Nursing 30 credits


20 credits



10 credits


30 credits



30 credits

Year 3 CCH3110-N Specialist Community Public Health Nursing Independent Project

30 credits

E V A L U A T I O N

(2.5 days)



©TU-SOHSC (2018) 59



©TU-SOHSC (2018) 60

One-year Full-time BSc (Hons)/Professional Graduate Certificate SCPHN School Nursing Course 2018/9

W K



Se

meste

r 1


3+2 17/09/2018 3 ESEP DL DL




3+2 15/10/2018 7 ESEP EA PHIP

3+2 22/10/2018 8 ESEP* EA PHIP PRES TBC

3+2 29/10/2018 9 ESEP EA PHIP


3+2 12/11/2018 11 ESEP* EA PHIP

3+2 19/11/2018 12 ESEP EA PHIP Exam*

3+2 26/11/2018 13 ESEP EA PHIP

3+2 03/12/2018 14 ESEP EA PHIP

3+2 10/12/2018 15 FB* ESEP EA PHIP* PRES

5 17/12/2018 16 ESEP EA PHIP

A/L 24/12/2018 17 CHRISTMAS HOLIDAYS

A/L 31/01/2018 18

STUDY 07/01/2019 19

1+4 14/01/2019 20 Exam*

Se

meste

r 2

3+2 21/01/2019 21 IP ESEP ELSK

3+2 28/01/2019 22 IP ESEP ELSK

3+2 04/02/2019 23 IP ESEP ELSK

3+2 11/02/2019 24 ESEP SIM* ELSK

3+2 18/02/2019 25 ESEP ELSK

3+2 25/02/2019 26 ESEP SDS

3+2 04/03/2019 27 IP ESEP S/FT ELSK*

3+2 11/03/2019 28 IP ESEP

3+2 18/03/2019 29 IP ESEP

3+2 25/03/2019 30 IP

3+2 01/04/2019 31 IP

5 08/04/2019 32 IP


AL & BH 22/042019 34

A/L 29/04/2019 35

3+2 05/05/2019 36 BH PRES* IP

3+2 13/05/2019 37 IP

Se

meste

r 3

3 ½ + 1 ½ 20/05/2019 38 SB*

STUDY 27/05/2019 39 BH

Consol/AL 03/06/2019 40 AL**



Consol/AL 10/06/2019 41

Consol/AL 17/06/2019 42


Consol/AL 08/07/2019 45

Consol/AL 15/07/2019 46


Consol/AL 05/08/2019 49

Consol/AL 12/08/2019 50

Consol/AL 19/08/2019 51



©TU-SOHSC (2018) 61



Taught modules

Practice

Consolidation


DL- Distance Learning. Induction and Evaluation counts as theory


©TU-SOHSC (2018) 62

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN School Nursing Course 2018/9

Year 1 W K



Se

meste

r 1


1 ½ +1 17/09/2018 3

ESEP DL

2 ½ +1 24/09/2018 4 ESEP EA PRES

2 ½ +1 01/10/2018 5 ESEP EA PRES

2 ½ +1 08/10/2018 6 ESEP EA PRES

2 ½ +1 15/10/2018 7 ESEP EA

2+1 22/10/2018 8 ESEP* EA PRES TBC

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 ESEP EA PRES

2+1 12/11/2018 11 ESEP EA

1 ½ +1 19/11/2018 12

ESEP EA Exam* am

1+1 26/11/2018 13 ESEP EA

1 ½ +1 03/12/2018 14 ESEP EA

1 ½ +1 10/12/2018 15 ESEP EA PRES

1 ½ +1 17/12/2018 16 ESEP EA


AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

2 21/01/2019 21 IP ESEP

2 28/01/2019 22 IP ESEP

2 04/02/2019 23 IP ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

2 04/03/2019 27 IP ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

1+1 25/03/2019 30 IP

½ + 2 01/04/2019 31

½ + 2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

2 05/05/2019 36 BH

½ + 2 13/05/2019 37 BT

Se

meste

r 3

1 ½+1 20/05/2019 38 ELSK

2 ½ 27/05/2019 39 BH ELSK ELSK

1 ½+1 03/06/2019 40 ELSK

1 ½+1 10/06/2019 41 ELSK

1 ½+1 17/06/2019 42 ELSK*

1 ½+1 24/062019 43 IP

01/07/2019 44


4 days in practice & 9 days’ self-directed study

08/07/2019 45

15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50 19/08/2019 51

2 ½ 26/08/2019 52 BH IP IP



©TU-SOHSC (2018) 63

Self-directed theory A teaching day is 6 hours + 1 ½ hours’ self-directed study

A practice day is dictated by the contracted hours of your employer. Taught modules

Practice

Consolidation


DL- Distance Learning. Induction and Evaluation counts as theory


©TU-SOHSC (2018) 64

Two-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN School Nursing Course 2019/20

YEAR 2 W

K


3 02/09/19 53

2+ ½ 09/09/19 54 IP

2+ ½ 16/09/19 55 IP

Se

meste

r 1

1½ +1 23/09/19 56 PHIP

1 ½+ 1 30/09/19 57 PHIP

1 ½+ 1 07/10/19 58 PHIP

1 ½+ 1 14/10/19 59 PHIP

1 ½+ 1 21/10/19 60 PHIP

1 ½+ 1 28/10/19 61 S&FT IP PHIP

1 ½+ 1 04/11/19 62 IP PHIP

1 ½+ 1 11/11/19 63 PHIP

1 ½+ 1 18/11/19 64 PHIP

1 ½+ 1 25/11/19 65 PHIP

1 ½+ 1 02/12/19 66 PHIP

1 ½+ 1 09/12/19 67 PHIP*

1 ½+ 1 16/12/19 68 PHIP



1 ½+ 1 06/01/20 71 IP

1 ½+ 1 13/01/20 72

Se

meste

r 2

1 ½+ 1 20/01/20 73

1 ½+ 1 27/01/20 74

1 ½+ 1 03/02/20 75

1 ½+ 1 10/02/20 76

1 ½+ 1 17/02/20 77 BT

2 + ½ 24/02/20 78 AL** CONSOL*




Se

meste

r 3

CONSOL 2 ½ 18/05/20 90

25/05/20 91 BH AL CONSOL 2 ½ 01/06/20 92







©TU-SOHSC (2018) 65

Three-year Part-time BSc (Hons)Professional Graduate Certificate SCPHN School Nursing Course 2018/9

W K



Se

meste

r 1


1 ½ + 1 17/09/2018 3 ESEP DL

2 ½ + 1 24/09/2018 4 ESEP* EA PRES

2 ½ + 1 01/10/2018 5 ESEP EA PRES

2 ½ + 1 08/10/2018 6 ESEP EA PRES

2 ½ + 1 15/10/2018 7 ESEP EA

2+1 22/10/2018 8 ESEP* EA PRES TBC

2+1 29/10/2018 9 ESEP EA

2+1 05/11/2018 10 ESEP EA PRES

2+1 12/11/2018 11 ESEP EA

1 ½ + 1 19/11/2018 12 ESEP EA Exam* am

1+1 26/11/2018 13 ESEP EA

2 03/12/2018 14 ESEP EA

2 10/12/2018 15 ESEP EA PRES

2 17/12/2018 16 ESEP EA


AL 31/01/2018 18

STUDY 07/01/2019 19

1+1 14/01/2019 20 Exam*

Se

meste

r 2

1+1 21/01/2019 21 ESEP

1+1 28/01/2019 22 ESEP

1+1 04/02/2019 23 ESEP

2 11/02/2019 24 ESEP SIM*

1+1 18/02/2019 25 ESEP

1+1 25/02/2019 26 ESEP

1+1 04/03/2019 27 ESEP

1+1 11/03/2019 28 ESEP

1+1 18/03/2019 29 ESEP

2 25/03/2019 30

2 01/04/2019 31

2 08/04/2019 32


AL & BH 22/042019 34

AL & BH 29/04/2019 35

1 05/05/2019 36 BH

2 13/05/2019 37 FB

Se

meste

r 3

1+1 20/05/2019 38 ELSK

2 27/05/2019 39 BH ELSK ELSK

2 03/06/2019 40

ELSK

2 10/06/2019 41 ELSK

1+1 17/06/2019 42 ELSK*

2 24/062019 43

2 01/07/2019 44

08/07/2019 45 During




15/07/2019 46

22/07/2019 47

29/07/2019 48

05/08/2019 49

12/08/2019 50

19/08/2019 51

26/08/2019 52 BH

The students must have 112.5 days’ theory and practice, practice must include 50 days’ consolidation and 15 alternative days over 45 IPgrammed weeks (NMC 2004)

Self-directed theory A teaching day is 6 hours + 1 ½ hours’ self-directed study


©TU-SOHSC (2018) 66

Taught modules A practice day is dictated by the contracted hours of your employer. Practice

Consolidation




©TU-SOHSC (2018) 67

Three-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN School Nursing

Course 2019/20

YEAR 2 W

K


2 2/09/19 53 PRES

2 09/09/19 54

2 16/09/19 55

Se

meste

r 1

1+1 23/09/19 56 PHP

1+1 30/09/19 57 PHP

1+1 07/10/19 58 PHP

1+1 14/10/19 59 PHP

1+1 21/10/19 60 PHP

1+1 28/10/19 61 S/FT PHP

1+1 04/11/19 62 PHP

1+1 11/11/19 63 PHP

1+1 18/11/19 64 PHP

2 25/11/19 65 PHP

2 02/12/19 66 PHP

1+1 09/12/19 67 PHP*

1+1 16/12/19 68 PHP



1+1 06/01/20 71

1+1 13/01/20 72

Se

meste

r 2

1+1 20/01/20 73 IP

1+1 27/01/20 74 IP

1+1 03/02/20 75 IP

1+1 10/02/20 76

1 ½ + ½ 17/02/20 77 PRES*

1+ 1 24/02/20 78 IP

2 02/03/20 79

2 09/03/20 80 SB *ALS*



AL 13/04/20 85


Se

meste

r 3


Annual leave

And

Self-directed study

as specified

22/06/20 95


06/07/20 97

13/07/20 98

20/07/20 99

27/07/20 100

03/08/20 101

10/08/20 102

17/08/20 103

24/08/20 104


©TU-SOHSC (2018) 68

Three-year Part-time BSc (Hons)/Professional Graduate Certificate SCPHN School Nursing

Course 2020/21

YEAR 3 W

K


1 31/08/20 105 BH IP

2 07/09/20 106

C1 + 1 14/09/20 107 IP

C½+1 ½ 21/09/20 108 ALS IP

Se

meste

r 1

1

C1+1 28/09/20 109

C1+1 05/10/20 110

C1+1 12/10/20 111 IP

C1+1 19/10/20 112

C1+1 26/10/20 113

C1+1 02/11/20 114 IP

C1+1 09/11/20 115

C1+1 16/11/20 116

C1+1 23/11/20 117

C1+1 30/11/20 118

2 07/12/20 119 IP

2 14/12/20 120



2 04/01/21 123 IP

2 11/01/21 124 ALS

Se

meste

r 2

C1+1 18/01/21 125

C1+1 25/01/21 126

C1+1 01/02/21 127

C1+1 08/02/21 128

C1+1 15/02/21 129

C2 22/02/21 130 IP *

C2 01/03/21 131

C2 08/03/21 132

C2 15/03/21 133

C1½+ ½ 22/03/21 134 Uni




©TU-SOHSC (2018) 69

APPENDICES


©TU-SOHSC (2018) 70

APPENDIX 1 MODULES MAPPED AGAINST THE NMC STANDARDS OF PROFICIENCY

Proficiency: Domain: Search for health needs

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Skil

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un

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un

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1. Collect and structure data and information on the health and wellbeing and related needs of a defined population

2. Analyse, interpret and communicate data and information on the health and wellbeing and related needs of a defined population

3. Develop and sustain relationships with groups and individuals with the aim of improving health and social wellbeing

4. Identify individuals, families and groups who are at risk and in need of further support 5. Undertake screening of individuals and populations and respond appropriately to findings Domain: Stimulation of awareness of health needs 6. Raise awareness about health and social wellbeing and related factors, services and resources 7. Develop, sustain and evaluate collaborative work 8. Communicate with individuals, groups and communities about promoting their health and wellbeing 9. Raise awareness about the actions that groups and individuals can take to improve their health and social

wellbeing

10. Develop capacity and confidence of individuals and groups, including families and communities, to influence and use available services, information and skills, acting as advocate where appropriate

11. Work with others to protect the public’s health and wellbeing from specific risks Domain: Influence on policies affecting health 12. Work with others to plan, implement and evaluate programmes and projects to improve health and wellbeing 13. Identify and evaluate service provision and support networks for individuals, families and groups in the local

area or setting

14. Appraise policies and recommend changes to improve health and wellbeing


©TU-SOHSC (2018) 71

15. 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

16. Contribute to policy development 17. Influence policies affecting health 18. Develop, implement, evaluate and improve practice on the basis of research, evidence and evaluation Domain: Facilitation of health-enhancing activities 19. Work in partnership with others to prevent the occurrence of needs and risks related to health and wellbeing 20. Work in partnership with others to protect the public’s health and wellbeing from specific risks 21. Prevent, identify and minimise 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

22. Apply leadership skills and manage projects to improve health and wellbeing 23. Plan, deliver and evaluate programmes to improve the health and wellbeing of individuals and groups 24. Manage teams, individuals and resources ethically and effectively Additional outcome where prescribing from the community practitioner formulary is a designated part of the programme 25. Demonstrate the knowledge and skills required to prescribe from the community practitioner formulary


©TU-SOHSC (2018) 72

APPENDIX 2 BSc (HONS)/PROFESSIONAL GRADUATE CERTIFICATE SPECIALIST COMMUNITY PUBLIC HEALTH NURSING MODULES MAPPED AGAINST PUBLIC HEALTH SKILLS AND KNOWLEDGE FRAMEWORK (PHSKF) 2016 All Specialist Community Public Health Nursing (SCPHN) modules, across all programmes and pathways have been mapped against the Public Health Skills and Knowledge Framework (PHSKF) (PHE, 2016). This standardised benchmark is a national reference for the development of standards of practice in public health nursing throughout the UK based upon generic activities and skills undertaken by the public health workforce (PHE, 20916). Across the SCPHN programmes the PHSKF aids in demonstrating student development in order to be adaptable and fit for purpose within a constantly changing public health workforce in order to promote employability. Public health functions are defined by areas of activity

A - Technical

B - Contextual

C - Delivery The function level of the framework refers to skills such as communication, leadership and is then divided into subfunction levels which define activities relevant to the SCPHN role. Professional and ethical underpinnings do not form part of the PHSKF as they apply to all workers working within public health practice, therefore legal, professional and ethical issues have been considered within every module across all programmes and pathways.


©TU-SOHSC (2018) 73

A1 Measure, monitor and report population health and wellbeing; health needs, risks, and inequalities; and use of services

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Skills

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A1.1 Identify data needs and obtain, verify and organise that data and information

A1.2 Interpret and present data and information

A1.3 Manage data and information in compliance with policy and protocol

A1.4 Assess and manage risks associated with using and sharing data and information, data security and intellectual property

A1.5 Collate and analyse data to produce intelligence that informs decision making, planning, implementation, performance monitoring and evaluation

A1.6 Predict future data needs and develop data capture methods to obtain it


©TU-SOHSC (2018) 74

A2 Promote population and community health and wellbeing, addressing the wider determinants of health and health inequalities

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Pro

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A2.1 Influence and strengthen community action by empowering communities through evidence-based approaches

A2.2 Advocate public health principles and action to protect and improve health and wellbeing

A2.3 Initiate and/or support action to create environments that facilitate and enable health and wellbeing for individuals, groups and communities

A2.4 Design and/or implement universal programmes and interventions while responding proportionately to levels of need within the community

A2.5 Design and/or implement sustainable and multi-faceted programmes, interventions or services to address complex problems

A2.6 Facilitate change (behavioural and/or cultural) in organisations, communities and/or individuals


©TU-SOHSC (2018) 75

A3 Protect the public from environmental hazards, communicable disease, and other health risks, while addressing inequalities in risk exposure and outcomes

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A3.1 Analyse and manage immediate and longer-term hazards and risks to health at an international, national and/or local level

A3.2 Assess and manage outbreaks, incidents and single cases of contamination and communicable disease, locally and across boundaries

A3.3 Target and implement nationwide interventions designed to offset ill health (e.g. screening, immunisation)

A3.4 Plan for emergencies and develop national or local resilience to a range of potential threats

A3.5 Mitigate risks to the public’s health using different approaches such as legislation, licensing, policy, education, fiscal measures


©TU-SOHSC (2018) 76

A4 Work to, and for, the evidence base, conduct research, and provide informed advice

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A4.1 Access and appraise evidence gained through systematic methods and through engagement with the wider research community

A4.2 Critique published and unpublished research, synthesise the evidence and draw appropriate conclusions

A4.3 Design and conduct public health research based on current best practice and involving practitioners and the public

A4.4 Report and advise on the implications of the evidence base for the most effective practice and the delivery of value for money

A4.5 Identify gaps in the current evidence base that may be addressed through research

A4.6 Apply research techniques and principles to the evaluation of local services and interventions to establish local evidence of effectiveness


©TU-SOHSC (2018) 77

A5 Audit, evaluate and redesign services and interventions to improve health outcomes and reduce health inequalities

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A5.1 Conduct economic analysis of services and interventions against health impacts, inequalities in health, and return on investment

A5.2 Appraise new technologies, therapies, procedures and interventions and the implications for developing cost-effective equitable services

A5.3 Engage stakeholders (including service users) in service design and development, to deliver accessible and equitable person-centred services

A5.4 Develop and/or implement standards, protocols and procedures, incorporating national ‘best practice’ guidance into local delivery systems

A5.5 Quality assure and audit services and interventions to control risks and improve their quality and effectiveness


©TU-SOHSC (2018) 78

B1 Work with, and through, policies and strategies to improve health outcomes and reduce health inequalities

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B1.1 Appraise and advise on global, national or local strategies in relation to the public’s health and health inequalities

B1.2 Assess the impact and benefits of health and other policies and strategies on the public’s health and health inequalities

B1.3 Develop and/or implement action plans, with, and for specific groups and communities, to deliver outcomes identified in strategies and policies

B1.4 Influence or lead on policy development and strategic planning, creating opportunities to address health needs and risks, promote health and build approaches to prevention

B1.5 Monitor and report on the progress and outcomes of strategy and policy implementation making recommendations for improvement


©TU-SOHSC (2018) 79

B2 Work collaboratively across agencies and boundaries to improve health outcomes and reduce health inequalities

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B2.1 Influence and co-ordinate other organisations and agencies to increase their engagement with health and wellbeing, ill-health preventions and health inequalities

B2.2 Build alliances and partnerships to plan and implement programmes and services that share goals and priorities

B2.3 Evaluate partnerships and address barriers to successful collaboration

B2.4 Collaborate to create solutions to complex problems by promoting innovation and the sharing of ideas, practices, resources, leadership and learning

B2.5 Connect communities, groups and individuals to local resources and services that support their health and wellbeing


©TU-SOHSC (2018) 80

B3 Work in a commissioning-based culture to improve health outcomes and reduce health inequalities

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B3.1 Set commissioning priorities balancing particular needs with the evidence base and the economic case for investment

B3.2 Specify and agree service requirements and measurable performance indicators to ensure quality provision and delivery of desired outcomes

B3.3 Commission and/or provide services and interventions in ways that involve end users and support community interests to achieve equitable person-centred delivery

B3.4 Facilitate positive contractual relationships managing disagreements and changes within legislative and operational frameworks

B3.5 Manage and monitor progress and deliverables against outcomes and processes agreed through a contract

B3.6 Identify and decommission provision that is no longer effective or value for money


©TU-SOHSC (2018) 81

B4 Work within political and democratic systems and with a range of organisational cultures to improve health outcomes and reduce health inequalities

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B4.1 Work to understand, and help others to understand, political and democratic processes that can be used to support health and wellbeing and reduce inequalities

B4.2 Operate within the decision-making, administrative and reporting processes that support political and democratic systems

B4.3 Respond constructively to political and other tensions while encouraging a focus on the interests of the public’s health

B4.4 Help individuals and communities to have more control over decisions that affect them and promote health equity, equality and justice

B4.5 Work within the legislative framework that underpins public service provision to maximise opportunities to protect and promote health and wellbeing


©TU-SOHSC (2018) 82

C1 Provide leadership to drive improvement in health outcomes and the reduction of health inequalities

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C1.1 Act with integrity, consistency and purpose, and continue my own personal development

C1.2 Engage others, build relationships, manage conflict, encourage contribution and sustain commitment to deliver shared objectives

C1.3 Adapt to change, manage uncertainty, solve problems, and align clear goals with lines of accountability in complex and unpredictable environments

C1.4 Establish and co-ordinate a system of leaders and followers engaged in improving health outcomes, the wider health determinants and reducing inequalities

C1.5 Provide vision, shape thinking, inspire shared purpose, and influence the contributions of others throughout the system to improve health and address health inequalities


©TU-SOHSC (2018) 83

C2 Communicate with others to improve health outcomes and reduce health inequalities

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C2.1 Manage public perception and convey key messages using a range of media processes

C2.2 Communicate sometimes complex information and concepts (including health outcomes, inequalities and life expectancy) to a diversity of audiences using different methods

C2.3 Facilitate dialogue with groups and communities to improve health literacy and reduce inequalities using a range of tools and technologies

C2.4 Apply the principles of social marketing, and/or behavioural science, to reach specific groups and communities with enabling information and ideas

C2.5 Consult, and listen to individuals, groups and communities likely to be affected by planned intervention or change


©TU-SOHSC (2018) 84

C3 Design and manage programmes and projects to improve health and reduce health inequalities

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C3.1 Scope programmes/projects stating the case for investment, the aims, objectives and milestones

C3.2 Identify stakeholders, agree requirements and programme/project schedule(s) and identify how outputs and outcomes will be measured and communicated

C3.3 Manage programme/project schedule(s), resources, budget and scope, accommodating changes within a robust change control process

C3.4 Track and evaluate programme/project progress against schedule(s) and regularly review quality assurance, risks, and opportunities, to realise benefits and outcomes

C3.5 Seek independent assurance throughout programme/project planning and processes within organisational governance frameworks


©TU-SOHSC (2018) 85

C4 Prioritise and manage resources at a population/systems level to achieve equitable health outcomes and return on investment

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C4.1 Identify, negotiate and secure sources of funding and/or other resources

C4.2 Prioritise, align and deploy resources towards clear strategic goals and objectives

C4.3 Manage finance and other resources within corporate and/or partnership governance systems, protocol and policy

C4.4 Develop workforce capacity, and mobilise the system-wide paid and volunteer workforce, to delivery public health priorities at scale

C4.5 Design, implement, deliver and/or quality-assure education and training programmes, to build a skilled and competent workforce

C4.6 Adapt capability by maintaining flexible in-service learning and development systems for the workforce


©TU-SOHSC (2018) 86

APPENDIX 3

BSc (HONS)/PROFESSIONAL GRADUATE CERTIFICATE SPECIALIST COMMUNITY PUBLIC HEALTH NURSING MODULES MAPPED AGAINST PUBLIC HEALTH ENGLAND EDUCATING OCCUPATIONAL HEALTH NURSES


©TU-SOHSC (2018) 87

Public Health Theory and Knowledge Skills

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1 Theory, Concepts and Drivers

1.1 Theories of the concepts of health and wellbeing

Ability to deliver OH nursing practice within a public health framework whilst concurrently taking into account the objectives related to employee health and wellbeing, work performance and productivity within the OHN’s employing organisation

Ability to describe the national drivers, public health and economic agenda in relation to work, health and wellbeing and to use the information to drive and influence practice

1.2 The drivers of work, health and wellbeing including the national economic agenda in relation to employment and worklessness

1.3 Relationship between worklessness and public health social model of disability in relation to health as a barrier to employment

1.4 Public Health Outcomes Framework

1.5 The determinants of health

1.6 Health inequalities

1.7 Understanding whole system approaches to workforce health

Understand relationships between environment/behaviour/culture etc

1.8 The changing nature of work – globalisation, information technology, work-life integration

Ability to advise organisations on the potential effects of the changing nature of work and the ageing population on employment, workability, work performance and productivity

Ability to advise organisations on the prevalence of occupational disease and

1.9 The changing nature of employee demographics – the ageing population and the effect on employment and work capability


©TU-SOHSC (2018) 88

injury

2 Occupational Health Nursing

2.1 The role of OH nursing in relation to the public health framework

Ability to describe the wider role of OH in the context of the public health agenda and the Public Health Outcomes Framework

2.2 Public health in the context of work, health and wellbeing

2.3 Worklessness and its relationship to OH nursing

3 Health Risk Assessment

3.1 Models of health risk assessment Ability to use an appropriate health risk assessment model to carry out a departmental or whole organisational physical and mental risk assessment and present the findings

3.2 Organisational health risk assessment

4 Health Promotion

4.1 The workplace as a setting for health promotion

Ability to influence and lead a health promotion project related to public health outcomes, making it relevant to organisational objectives of work performance, productivity and profit

Ability to engage staff at all levels to undertake health promotion to support employees to reach and maintain optimal health (and prevent ill health/protect health)

4.2 Health promotion models and frameworks

Ability to critically assess health promotion models in deciding which model to use for which health promotion purpose

Understand and can facilitate ways in which employees can be empowered to take better control of their health and wellness

4.3 Social marketing as a health promotion tool

Ability to use social marketing as a tool for health promotion in the workplace


©TU-SOHSC (2018) 89

4.4 Environmental impact on health and wellbeing

Ability to advise organisations on the impact of the working environment on health and wellbeing and identify situations where the environment adversely affects health and wellbeing


©TU-SOHSC (2018) 90

Effect of work on health and wellbeing Theory and Knowledge Skills

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1 Occupational Illness and Disease

1.1 The reciprocal effects of work on physical and psychological health

Ability to describe the ways in which work affects physical and psychological health. Understanding issues impacting on mental health and wellbeing

Can articulate the health benefits of work

1.2 The prevalence and types of occupational disease, work-related ill health and injury

Ability to describe the prevalence and commercial implications to organisations of occupational disease, ill health and injury (and how to prevent these)

1.3 Working knowledge of toxicology in relation to employee health and wellbeing

Ability to advise employers and managers on the potential health effects of common chemical, physical and biological agents

Ability to advise employers on the prevention of health effects due to chemical, physical and biological agents

Ability to identify potential toxicological effects, assess risk and refer for medical assistance or to allied health or health and safety professionals as appropriate


©TU-SOHSC (2018) 91

1.4 Working knowledge of occupational hygiene methods

Ability to advise employers and managers on the health and safety and occupational hygiene methods required to identify potential hazards to health

Ability to identify potential health hazards, assess risk and refer for medical assistance or to allied health or health and safety professionals as appropriate

1.5 Working knowledge of ergonomics in relation to employee health and wellbeing

Ability to advise employers, managers and employees on the design of work tasks to prevent occupationally related injury such as repetitive strain injuries or musculoskeletal disorders


1.6 Workplace health hazards – ergonomic, physical, chemical, biological, psychosocial and mechanical

Ability to advise employers, managers and employees on a wide range of health hazards



©TU-SOHSC (2018) 92

1.7 The health effects of work-related stress and common mental health health issues such as stress, anxiety and depression

Ability to advise employers, managers and individual employees on the mental, emotional and physical effects of work-related stress

Ability to advise employers and managers on the employers’ duties in relation to the prevention of work-related stress

Ability to carry out risk assessment in relation to work-related stress

Ability to refer employers and managers to tools for preventing and managing work-related stress

Ability to carry out individual health risk assessment where work-related stress is thought to be a factor in employee ill health

OH influence on a positive work culture


©TU-SOHSC (2018) 93

2 Health Surveillance, Assessment, Monitoring and Management

2.1 Health surveillance – methods, legal requirements, ethical and commercial implications

Ability to advise employers and managers on the legal requirements for health surveillance and the method of health surveillance required for work tasks where a risk and/or a legal requirement has been identified

Ability to carry out risk assessment, identify when health surveillance is required and what method of health surveillance should be used

Ability to recognise what specific health surveillance training is required and access the training as appropriate for their specific job role

Ability to advise employers about suitability for role and fitness for work following health surveillance assessments

2.2 Working knowledge of health impact assessment methods – potential impact of workplace on the population (control of emissions to air, water and land quality, healthcare services and resources, psychosocial environment)

Ability to advise employers on the need for health impact assessment, the legislation related to environmental safety and to refer to environmental health or other allied specialists where appropriate

2.3 Occupational illness monitoring, health surveillance and management (occupational asthma, noise-induced hearing loss, effects of vibration, occupational dermatitis, workplace stressors etc)

Ability to collect and present data related to work-related injury and ill health

Ability to advise employers and managers on the prevention and management of work-related injury and ill health

Ability to manage infections such as diarrhoea and vomiting


©TU-SOHSC (2018) 94

Effect of health and wellbeing on work Theory and Knowledge Skills

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1 Bio-psychosocial Principles

1.1 The bio-psychosocial model of health Understand the bio-psychosocial pathways to health

Ability to carry out case management using a bio-psychosocial model

Ability to influence, affect and facilitate individual health behaviour change

Can challenge individual barriers to behaviour change

Understands principles of individual behaviour change and can identify/challenge commonly held myths and unhelpful beliefs in addition to negative behaviours e.g. through the use of tools and techniques such as solution-focussed therapy, motivational interviewing, and cognitive behavioural therapy

Can plan and deliver health promotion sessions on a range of topics e.g. Know Your Numbers


©TU-SOHSC (2018) 95

1.2 The employee in the context of family and community

Ability to relate to the employee as a member of a wider community of inter-social relationships

Understanding of the unique interaction with clients in the workplace setting including:

Socio-economic pressures that influence decisions to work, or not, that impact on health. Can articulate consequences such as loss of employment

2 Health Conditions

2.1 The incidence of long-term conditions impacting on health and work performance and their management at work – hypertension, type 2 diabetes, cardiovascular disease, musculo-skeletal disorders, anxiety and depression and TB

Ability to advise employers and managers on work capability

Ability to gather data and carry out health promotion related to the Public Health Outcomes Framework – for example in relation to the prevention of obesity and cardiovascular disease

3 Individual Assessment

3.1 Methods of individual physical and psychological health assessment and management

Ability to carry out a functional assessment of physical and mental wellbeing and, from the findings, assess work capability etc

3.2 Methods of fitness for work health assessment using specific workplace standards where they exist (e.g. back pain)

Ability to identify and support people with mental health issues and advise on reasonable adjustments for people with a learning disability. Knowing where to access additional advice


©TU-SOHSC (2018) 96

4 Management 4.1 The employment of those with long-term health conditions and/or disability

Ability to advise employees and the employer on the health management, return to work programmes and safe and healthy methods and patterns of working for those with long-term health conditions


©TU-SOHSC (2018) 97

Research and evidence-based practice

Theory and Knowledge Skills

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1 Critical thinking and appraisal Ability to identify relevant research, types of study (quantitative and qualitative), their uses, and sources of best practice, carry out critical appraisal, basic statistical analysis and provide a rationale for application in occupational health nursing practice, utilising research and clinical audit as a lever to service improvement/change

Can understand risk and articulate that in specific contexts

2 Research methodology

3 Epidemiology

4 Integrating research into practice

5 Comprehensive understanding of risk


©TU-SOHSC (2018) 98

Leadership and Management


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1. Organisations and Roles

1.1 The structure and function of organisations in the UK

Ability to relate theory to context of own organisation

1.2 The structure, function and role of trades unions

1.3 Corporate social responsibility Ability to influence, affect and facilitate organisational corporate social responsibility in relation to the improvement of health and wellbeing in the neighbourhood communities which the organisation sustains

1.4 The role of allied health professionals, health and safety, occupational therapy, physiotherapy, occupational hygienist, human resources etc

Ability to identify which allied health professional or management professional to refer to if required

2 Leadership and Management Systems and Styles

2.1 Models of management systems, leadership and management styles

Ability to describe management systems and management styles

Ability to identify own preferred management style and its potential effect on colleagues


©TU-SOHSC (2018) 99

3 Health and Safety

3.1 Workplace health and safety and associated legislation; and approved codes of practice

Ability to advise employers, managers and employees on relevant legislation and approved codes of practice

3.2 Health and safety management including risk analysis and assessment methods

Ability to advise employers, managers and employees on risk assessment methods

Ability to carry out risk assessment

4 Other Legislation

4.1 Employment and specific workplace setting legislation (Equality Act, Data Protection Act, Access to Medical Reports Act, Working Time Regulations, Employment Rights Act, Human Medicines Regulations 2012 etc)

Ability to advise employers, managers and employees on relevant legislation

Ability to carry out safe and confidential professional practice in relation to data protection, anti-discrimination, access to medical reports and safeguarding vulnerable adults

5 Organisational Health and Wellbeing

5.1 Influencing and developing organisational policies and strategies for health and wellbeing

Ability to apply theory to influence organisational policy and strategy for health and wellbeing

Ability to lead and manage projects to improve the organisational approach to employee health and wellbeing

5.2 Promoting the health of individuals, teams and workforces

Ability to use public health data and organisational data to influence, lead and manage projects to improve employee health and wellbeing

5.3 Attendance management Ability to advise employers and managers on the methods and rationale for sickness absence management

Ability to use a bio-psychosocial model of case management

Ability to carry out return to work interviews and advise on safe return to


©TU-SOHSC (2018) 100

work programmes

Ability to advise about reasonable workplace adjustments

Ability to write relevant and confidential management reports

Have a comprehensive understanding of: - Records management - Consent - Confidentiality

5.4 The ‘Psychological Contract’ Ability to recognise the effect of the Psychological Contract on employee health and wellbeing

6 Leading Service Improvement

6.1 Planning, delivering and evaluating services ethically and effectively

Ability to undertake OH service needs assessment, programme review

Understands the principles of audit in OH and can undertake a basic service audit

Ability to write and present a business plan

Ability to undertake effective business-related project management and planning

6.2 Staff and stakeholder engagement, partnership working, professional interdisciplinary working, and leading outside the sphere of influence

Ability to identify, network, engage and collaborate with staff and stakeholders and work with partners and other professionals to achieve effective working relationships and co-production

6.3 Methods of influencing and negotiation Ability to influence organisational and individual health and wellbeing and negotiate required outcomes

6.4 Principles of operational effectiveness – budget management, people management, performance management

Ability to apply knowledge to practice

6.5 Quality assurance Ability to identify examples of good practice and benchmark organisational


©TU-SOHSC (2018) 101

and own professional practice

Ability to advise on requirements of Safe, Effective, Quality Occupational Health Services (SEQOHS) Standards

7 Equality and Diversity

7.1 Cultural understanding – diversity and inclusivity

Ability to apply knowledge to ensure a fair, just and equal professional practice

Ability to advise employers, managers and employees

Understand stigma associated with mental illness and ways to reduce it

8 Emergency Planning

8.1 Emergency planning and management – emergency first aid, disaster planning

Ability to advise organisations on emergency procedures, and, in particular, first aid provision

9 Organisational Change

9.1 Models of organisational change Ability to influence, affect and facilitate organisational change in relation to the approach to employee health and wellbeing

9.2 Effect of organisational change on health and wellbeing


©TU-SOHSC (2018) 102

Professional Practice


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1 Case Management (face to face and telephone based)

Ability to carry out a bio-psychosocial model of case management including: - referrals procedures, consent and history taking and recording, additional specialist advise and onward referral, functional capacity, report writing, effective return to work planning, effective use of case conferences, multi-disciplinary working, giving written and verbal feedback – especially for complex and difficult cases, having difficult conversations e.g. challenging health behaviours, suitability for role, and provision of fitness for work advice, line manager coaching, using appropriate tools, caseload management, follow up and closure

Demonstrates a working knowledge of employment and disability-related law

Recognises the impact of acute/chronic ill health and disability on work attendance/performance and supports those with long-term conditions to remain economically active


©TU-SOHSC (2018) 103

Ability to use tools to assess anxiety and depression e.g. Hospital Anxiety and Depression Scale (HADS)

2 Safeguarding vulnerable adults/groups and working knowledge of safeguarding for children

Ability to embed principles and requirements of safeguarding into practice

3 Confidentiality and data protection Ability to ensure client confidentiality and data protection in practice

4 Group facilitation Is able to direct meetings at own level with own professional team and with multi-disciplinary teams

Ability to facilitate group and engage employees in participatory approaches

5 Presentation skills Is able to carry out presentations clearly and confidently

6 Organisational and individual health data reporting and management of results

Is able to gather organisational health and wellbeing data, assess trends, and report on results

Is able to write health reports and make recommendations

7 Lifelong learning – maintaining professional accountability, self-directed learning, CPD, training and development, on the job learning

Can identify importance of lifelong learning and able to develop goals and ambitions

Able to identify the requirements to meet NMC revalidation standards

8 Supply of medicines (including Immunisation & Vaccination)

Understand unique arrangements for supply of prescription-only medicines that relate to occupational health nurses (as described in The Human Medicines Regulations, 2012)

Competent to deliver immunisation programmes as required by role and as governed by the legislative framework and DH guidance


©TU-SOHSC (2018) 104

APPENDIX 4 BSc (HONS)/PROFESSIONAL GRADUATE CERTIFICATE SPECIALIST COMMUNITY PUBLIC HEALTH NURSING MODULES MAPPED AGAINST RCN OHN COMPETENCE DIMENSIONS AS LEVEL DESCRIPTORS FOR PRACTICE 1 Occupational Health Nursing – Self-assessment

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1.1 Decide on priorities within the care setting for a range of clients

1.2 Organise a team of others to deliver the care of a range of clients within a working environment

1.3 Initiate the care of a range of client groups in different occupational settings

1.4 Monitor the care of a range of clients within the working environment

1.5 Facilitate others to set client goals using an evidence-based and client-centred approach to practice, in collaboration with clients and other members of the team

1.6 Challenge care practices and processes and decide on care priorities

1.7 Interpret care practices and processes within the care setting

1.8 Evaluate care practices and processes within a range of workplace environments

1.9 Take responsibility for leading a team over time and facilitating others to lead on a day to day basis


©TU-SOHSC (2018) 105

2 Occupational Health Nursing – Core Transferable Skills

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2.1 Maintain and develop competent practice in occupational health nursing with regular personal and professional development activity

2.2 Collect, record and interpret occupational health data using and evidence base and with accuracy

2.3 Develop communication skills with specific groups and individuals in a justified, sensitive and mediating way, and able to communicate effectively within the occupational health team, with clients and across operational boundaries

2.4 Work autonomously and where appropriate, seek support and guidance from expert nurse, and/or occupational health physician, and/or line manager and/or human resources department for support in more complex occupational health issues

2.5 Facilitate the best employee health and safety outcomes, achieved by negotiating with safety staff, employers, NHS trusts and general practitioners

2.6 Provide clinical supervision and support staff development in practice

2.7 Participate in clinical supervision, keeping records of progress and development, and linking this to the NMC PREP requirements to maintain and develop evidence-based skills and knowledge in occupational health nursing


©TU-SOHSC (2018) 106

3 Occupational Health Nursing – Core Leadership and Management Skills

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3.1 Contribute to the development of occupational health standards and policies, and assist in the development and establishment of protocols and procedures at operational level; develop and lead on safe and competent practice

3.2 Manage conflict situations in a sensitive and mediating way

3.3 Initiate, change and develop practice and evaluate changes in practice

3.4 Identify how local and national political agendas impact on the provision of the service and develop services that meet current policy agenda

3.5 Delegate appropriately and to give feedback to colleagues

3.6 Lead service development by participating in multidisciplinary team work and committee work

3.7 Manage a limited budget and a limited range of external contracts

3.8 Implement and lead on departmental occupational health audits

3.9 Develop self and others through continued professional development activities

3.10 Participate and lead on specific programmes in the development of the occupational health and safety team

3.11 Utilise and develops patient-focused approaches in service delivery


©TU-SOHSC (2018) 107

3.12 Utilise networking and political awareness to develop services

3.13 Demonstrate change management skills which have an impact upon organisational behaviour in relation to health and safety at work

3.14 Demonstrate the incorporation of business planning into occupational health practice


©TU-SOHSC (2018) 108

4 Occupational Health Nursing – Core Quality Assurance and Research Skills

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4.1 Develop and use clinical audit tools and ensure regular team clinical audit and action planning

4.2 Introduce evaluation approaches that provide feedback on the patients’ experiences and team activity, and maintain local action plans for reviewing actions arising from audit and evaluation

4.3 Contribute to the development and implementation of clinical policy formation and facilitate the delivery of effective customer care by the team

4.4 Contribute to achieving national targets and initiatives within own sphere of practice

4.5 Contribute to the identification of future priorities

4.6 Undertake small, local evaluation/research projects in the workplace and be able to co-supervise undergraduate projects and practitioner-based research with a mentor

4.7 Question practice and critique research, identifying research questions with regard to team practice and specific care of client group

4.8 Use a role-model systematic critique in relation to the development and use of evidence in and from practice, and enable team members to contribute to different stages of the research process

4.9 Provide opportunities for others to contribute to practice-based research

4.10 Work collaboratively with nurse consultants

4.11 Demonstrate strengthening and dissemination of evidence-based practice for occupational health, safety practice and occupational rehabilitation strategies within occupational health practice

4.12 Supervise OHS provision and advise on improvements to comply with SEQOHS standards for accreditation


©TU-SOHSC (2018) 109

5 Occupational Health Nursing – Legal & Ethical Issues

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5.1 Advise at departmental and operational levels on the general and specific legislation for health and safety, employment law and equality legislation

5.2 Interpret and communicate key facts relating to the statutory and advisory guidance governing the ethical and legal aspects that ensure the health, safety and wellbeing of employers and employees

5.3 Apply, advise and guide employers and employees on the principles of the Data Protection Act

5.4 Develop safe systems of work for the recording, retrieval and storage of occupational health information and records across a broad spectrum of clinical and occupational settings

5.5 Utilise appropriate knowledge and communication skills to protect and promote the ethical and legal consideration of occupational health nursing practice

5.6 At departmental and operational level, work to the scope of ‘Duty of Care’ and manage, investigate and care of the occupational health and wellbeing of the individuals and groups

5.7 Assist in the development and implementation of legal and ethical policies and procedures at departmental and operational levels

5.8 Evaluate evidence and apply it to ethical and legal occupational health issues to inform practice

5.9 Incorporate the standards of ethics and confidentiality into everyday practice as set out by the NMC

5.10 Maintain standards of practice and develop knowledge and skills with reference to competences developed by the NMC, FOM, RCN and new legal standards

5.11 Identify and act on breaches of legal, health, safety and professional standards; identify when unsafe practice occurs and know what action to take to make improvements


©TU-SOHSC (2018) 110

6 Occupational Health Nursing – Risk-assessment

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6.1 Contribute to business objectives in risk reduction and hazard analysis at an operational level

6.2 Assess, critically appraise and apply an evidence base for risk assessment, and promote an environment for using evidence-based care

6.3 Gain additional academic and technical knowledge of risk assessment through personal and professional development and be able to provide advice on risk assessment control and design

6.4 Assess and evaluate risk with minimal supervision and participate and contribute fully in the monitoring, quality assurance and communication of risk assessment at operational level

6.5 Use experience to widen knowledge base on risk assessment information, case law, EU legislation, impact of devolution and operational strategies

6.6 Generate and analyse data to identify employer/employee at risk

6.7 Utilise health promotion activities to minimise risk

6.8 Recognise the impact of cultural diversity when assessing risk in an organisation

6.9 Manage a limited array of resources


©TU-SOHSC (2018) 111

7 Occupational Health Nursing – Health Promotion, Protection and Surveillance

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7.1 Understand the needs of organisations and industry, contractual obligations and role of the OH service and OHN within operational context of organisation and key stakeholders

7.2 Building upon the basic skills of the competent nurse, demonstrate analytical skills when assessing health and implementing health surveillance

7.3 Conduct a full range of assessment of fitness to work at pre- and post-employment levels

7.4 Use professional judgement and discretion to interpret health surveillance results and relate to occupational exposures and health protection strategies

7.5 Have knowledge of and interpret health and safety legislation pertaining to health protection and health surveillance, and use knowledge to raise awareness of populations’ and individuals’ need for health protection and surveillance

7.6 Understand business needs and culture, and contribute to the economic viability of the organisation by implementing appropriate health protection measures for the working population and providing evidence-based programmes based on cost benefit analysis

7.7 Ensure practice incorporates strategies of primary prevention and early intervention of adverse health effects

7.8 Influence behaviour change to improve individual, organisational and community public health outcomes

7.9 Can articulate health protection and surveillance need at an operational level using negotiating skills and political awareness

7.10 Develop strategies for incorporating healthy lifestyle choices and public health targets into occupational health interventions

7.11 Act as a change agent to educate, motivate and support employees to make healthy lifestyle choices based upon current public health best practice and guidelines


©TU-SOHSC (2018) 112

7.12 Facilitate the best employee health and safety outcomes which are achieved by negotiating with safety staff, employers, NHS trusts and general practitioners

7.13 Report any suspicion of risk or abuse to adults or children to the appropriate people and/or organisations, consistent with legislation, policies and procedures

7.14 Demonstrate and understanding of the economic case for employers to invest in the health of their workforce

7.15 Is aware of own (and others’) professional roles and boundaries


©TU-SOHSC (2018) 113

8 Occupational Health Nursing – Attendance Management, Case Management and Rehabilitation

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8.1 Integrate relevant standards of the law relating to equality and employment within occupational health practice

8.2 Utilise experience of shared case management to monitor and assess sickness and absence, construct OHN care plans and support the rehabilitation of employees as part of a holistic ‘total management’ approach

8.3 Maintain good communications with human resources department to ensure the appropriate involvement of occupational health services in the assessment, support and rehabilitation of employees

8.4 Liaise with, and maintain external links with, external agencies to support rehabilitation and early return to work. (E.g. physiotherapists, occupational therapists, occupational physicians, general practitioners etc.)

8.5 Analyse data and identify trends in sickness and absence, generate reports and act upon reports provided by others

8.6 Contribute to the management of attendance and rehabilitation within a business culture

8.7 Develop occupational health care plans, to support rehabilitation and early return to work of employees, which utilise the multidisciplinary team and external agencies

8.8 Implement occupational health interventions and secure adaptation to working practices which supports and facilitates return to work, taking into account the recommendations in the ‘Fitness to Work’ statement

8.9 Work with the employer to develop work modifications to enable fitness to work statements are acted upon where this is reasonable to practicable

8.10 Collaborate with the general practitioner and HR departments to support and facilitate return to work following ill health or disability


©TU-SOHSC (2018) 114

8.11 Utilise the organisational case management systems and integrate occupational health care with that of external health care providers such as general practitioners

8.12 Develop employment ‘placement in work plans’ for employees and potential employees

8.13 Provide access to early intervention strategies for common occupational health conditions which meet nationally agreed standards for early intervention

8.14 Support and motivate employees to return to work following ill health and injury, ensuring clinical continuity between the workplace and external health providers

8.15 Advise employees and employers on how to manage the potential implications where an employee is unable to resume work due to a health problem

8.16 Identify interventions to ensure employers and employees manage appropriate work-life balance


©TU-SOHSC (2018) 115

9 Occupational Health Nursing – Psychological and Psycho-social Interventions

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9.1 Utilise knowledge and interpret the principles of primary, secondary and tertiary measures required for care of mental health in the workplace at the level of the organisation, individual and groups

9.2 Can draw upon research, legislation, organisational culture, work design, internal and external resources and multidisciplinary team work when assessing and controlling psycho-social risk

9.3 Interact at an organisational level as well as with individual workplace managers and individual employees to assess psycho-educational risk, and support development and interpretation of psycho-social policies in the workplace

9.4 Utilise basic counselling skills with specialist psycho-social skills to support managers and employees

9.5 Can work autonomously and independently, collect and analyse data, accurately profile psycho-social needs of the working population, and identify groups and individuals at potential risk

9.6 Plan and deliver psycho-educational health education packages within a health promotional strategic framework; identify, advise and refer to external sources for specialist psycho-social support as appropriate

9.7 Contribute to the development of standards and policies related to psycho-educational practice

9.8 Implement, review and evaluate mental health at work interventions and ensure that they are based on appropriate clinical guidelines and standards


©TU-SOHSC (2018) 116

10 Occupational Health Nursing - Ergonomics

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10.1 Building upon competence practice, acquire good working knowledge of relevant legislation relating to ergonomic assessment, control and advice

10.2 Develop awareness at operational level of the business implications of ergonomic assessment and management, and influence and advise on ergonomic factors to secure additional resources within budgetary constraints

10.3 Work autonomously and within teams, and mentor less experienced nurses and members of the workforce, in ergonomic assessment activities

10.4 Utilise awareness of task, equipment, environment, work organisation and people when participating in ergonomic assessment

10.5 Identify specific and general ergonomic issues and be able to present solutions for problems

10.6 Develop and utilise a network of expert colleagues to support and enhance ergonomic practice

10.7 Work proactively and introduce ergonomic preventative programmes within the workplace


©TU-SOHSC (2018) 117

11 Occupational Health Nursing – Occupational Hygiene

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11.1 Use knowledge of occupational and environmental hazard identification, risk assessment and control measures to provide advice

11.2 Assess and utilise specialist information and support for hazard identification and risk control as required (e.g. noise assessments, ventilation assessment etc.)

11.3 Utilise experience, skills and knowledge of the principles and practice of risk assessment, to advise both individuals and departments at operational level on occupational hygiene matters

11.4 Advise when and what specialist occupational hygiene input is required, and be competent to undertake environmental surveys that are applicable to the local requirements of the employing organisation

11.5 Contribute to the management of occupational hygiene by participating in multidisciplinary working across the extended occupational health team (including external agencies and advisers)

11.6 Utilise accurate and up to date information to inform practice, and be able to apply knowledge of statutory and advisory standards in the assessment of occupational hygiene hazard/risk assessment

11.7 Produce accurate, effective and helpful occupational hygiene and environmental survey reports for management at operational level


©TU-SOHSC (2018) 118

12 Occupational Health Nursing – Maintaining Safety and Accident Control

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12.1 Building upon competence practice, be able to communicate and negotiate for health and safety strategies at operational level, and contribute to the development and implementation of health and safety policy within an organisation

12.2 Utilise experience and enhanced skills to interpret health and safety legislation, apply the principles of hazard and risk control, and undertake a range of risk assessment strategies without supervision

12.3 Gather and interpret health and safety data, and articulate cost benefit analysis of effective health and safety behaviour to individuals and groups

12.4 Advise on safe systems of work, personal and protective equipment (PPE), environmental safety, employee job placement safety, employee health surveillance, and rehabilitation following health and safety-related sickness absence

12.5 Provide psychological support following accidents/incidents; provide health and safety education to employees and groups within the organisation and contribute to health and safety promotion at a strategic level

12.6 Act as an advocate for occupational health and safety within the organisation, and work autonomously within a framework of clinical governance and clinical supervision

12.7 Develop, implement and evaluate strategies that facilitate emergency preparedness and response to public health threats and serious accident or incidents


©TU-SOHSC (2018) 119

APPENDIX 5 CAUSE FOR CONCERN

NATURE OF CONCERN

Signature Date

Practice Teacher:

Academic Mentor:

Student:



ACTION PLAN AND REVIEW

Signature Date

Practice Teacher:

Academic Mentor:

Student:



OUTCOME OF REVIEW

Signature Date

Practice Teacher:

Academic Mentor:

Student:



APPENDIX 6

SPECIALIST COMMUNITY PUBLIC HEALTH NURSING – INFORMATION REGARDING TIME TO MAKE UP FOR COMPLETION OF THE COURSE To complete this Specialist Community Public Health Nursing course you must read the following information that explains how you will make up your sickness and absence time. PRACTICE HOURS TO MAKE UP Absence from practice cannot be made up during the programme. You are required to undertake 62.5 days prior to entering consolidated practice and 50 days during consolidated practice. This may mean an extension to your contract so you will need to inform your sponsoring Trust/employer. This time may be unpaid. If you have not completed 62.5 days prior to entering consolidated practice, your final assessment of practice will be delayed until you have achieved these days. You will then have to make the outstanding days up at the end of your course until you have achieved 50 days in consolidated practice. This will be subject to the agreement of your employing organisation or placement area. This may be unpaid. You will remain in your area of consolidated practice and continue to demonstrate achievement of your Specialist Community Public Health Nursing competencies until you have completed your 50 days of consolidated practice. Your Practice Teacher will sign to confirm this in your consolidation document and your completed timesheets. During this time it is important that you accurately complete your Attendance Sheets (including signatures) to confirm the hours that you have completed within the practice area. Please note: you must not exceed working hours of 37.5 hours per week. THEORY HOURS TO MAKE UP If you have missed theoretical time during the course, a Learning Log must be completed that clearly identifies the theory you have undertaken to progress your knowledge in the areas you have missed. You must provide evidence of the learning activity that you have undertaken. FINAL MEETING WITH YOUR COURSE LEADER At the end of the course and once your theory and practice time are complete, you need to contact your Course leader to arrange a final meeting to confirm that all the course requirements have been completed. At this meeting you will also sign an NMC Self-declaration of Good Health & Character. Please ensure that you have completed all of the required elements prior to this meeting.



Theory

LEARNING LOG

Module

Date of Theory Missed

Time Missed

Date of Time Made Up

Hours Made Up

Learning Activity Evidence of Learning

Total Hours

Module Tutor: ………………………………………………….…………………………….. Date: …………………………………………………………………………………………... Student: ………………………………………………………………………………………. Date: …………………………………………………………………………………………..

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