Training Specialist Community Public Health Nursing Aims and Objectives

Charity Anyika –Specialist Practice Teacher Coordinator. April2015
Training Specialist
Community Public Health
Nursing Aims & Objectives)
Health Visiting
2015
Author: Charity Anyika-Practice teacher Coordinator,
Restorative supervisor’s lead and Action Learning
facilitator.

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All Right Reserved
No part of this paper may be reproduced, stored in a retrieval system or
transmitted in any form or by any means mechanical, electronica,
photocopying or otherwise without prior written consent of the copyright
owner.
Declaimer:
This paper is to support the bearer follow the process and not by any
means the suggestion that they will automatically gain entry into the
training. The success depends entirely on the personal merit and efforts.
Dedication:
I dedicate this paper to anyone who is seeking to better their lives
pursuing education in any aspect of life. To God almighty who want me to
help others? To me who set out to help other achieved their life pursuit.

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TABLE OF CONTENTS
Contents: Pages
Introduction 2
Brief history of the origin of HV profession/Role 2
Aims and Objectives of course/ training 3,4&5
Entry requirements: 5
. Appling for health visiting course 6
programme Structure: 7
Course contents/ modules:
A Course content - Greenwich University
B Course content - City University
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14
Teaching and Assessment: 18&19
Practice Portfolio 20
. Conclusion 21
References 21&22

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INTRODUCTION
This paper is written for the potential applicants to health visiting training to give them better
understanding of steps to take to maximize their chances of gaining admission into university and
sponsorship from local health authority. It is also intended for use by practice educators, Higher
Education Institutions, Service and Education Commissioners, practice teachers and mentors and
many others who have responsibility for the training and support of student health visitors. The
contents include definition of health visiting, brief history of origin of health visiting, the
comprehensive programme contents from two universities ( samples), why train health visitors (aims
and objectives),Entry requirements, tips on how to apply for the training and teaching and
assessment methods.
Definition of Health Visiting
Health visitors are qualified nurses or midwives who have additional degree /diploma in specialist
community public health nursing enabling them to practice autonomously and exercise professional
judgement to improve outcomes for children and families (National Heath Visiting Core Service
Specification England, NHS 2014).
The health visitor’s work consists of planned activities aimed at improving the physical, mental,
emotional and social health and wellbeing of the population, preventing disease and reducing
inequalities in health. The overall purpose is to improve health and social well-being of defined
population by raising awareness of health needs, influencing the broader context that affects health
and social well-being. Health visitors enable and empower people to improve their own health.
The health visiting contribution to public health takes account of the different dynamics and needs of
individuals, families and groups, and the community as a whole putting into consideration the ten
key areas of public health practice. The service is underpinned by the four principles of health
visiting namely:
• The search for health needs
• The stimulation of an awareness of health needs
• The influence on policies affecting health
• The facilitation of an awareness of health needs (Cowley et al 2006)
Brief history of the origin of health visiting profession
The year 2012 was identified as marking 150 years since the start of health visiting in 1862
((Adams2012), till date Health visiting is 153year . Historically it originated from the public health
agenda of the 19th
century during the Victorian time due to migration of the people from farms and
the villages to towns at the end of industrial revolution. This brought about problems of
overpopulation which became disastrous (Ashton and Seymour 1998). Houses have no ventilations,
as many as sixteen people in one room, sanitation became an issues. The problem of
environmental degradation, disease and human misery reached massive proportions and were
evidence across large tracts of Britain.
The cholera epidemic of 1831-32 and high mortality rate from other communicable diseases like
dysentery and TB drew government attention by the Edward Chadwick report in 1842. In the report,

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he became convinced that suffering of the poor was due to the dreadful conditions in which many of
them lived. His report lead the way for the era now called ‘The sanitary movement’, sewage system
was improved radically and the public health act of 1848 was installed. The act also instigated the
setting up of the general board of health to oversee these reforms. The predecessors of today’s
directors of public health were the medical officers of health (MOH). The medical officer of health
was responsible for the health visiting, the maternal and child health.
The health problem of the early 19th
century did not stem entirely from poverty, poor housing and
war, but also because people were less well informed about how they should look after themselves.
There was little understanding of how disease was spread, what caused illness and what
constituted a healthy and well-balanced diet. Before the setup of the National Health Service in
1946-47, advice about health care and personal issues such as family planning, pregnancy,
menstruation and childcare would usually be gained from family and friends. There was lots of
misinformation, ‘old wives tales. Superstition was given along with more reliable advice. It was
harder to dispel some of the ‘old wives tales’ and educate women about correct methods to ensure
good health, the government created the position of the health visitor in 1915.
The idea of the health visitor can be traced back to Florence nightingale, who worked to raise
awareness of the effects of the poor sanitation on health. Adams (2012) explained that nightingale
made a clear distinction between the work of the health visitor and the work of a nurse. In 1891 she
wrote in a letter to Mr Frederick Verney “It seems hardly necessary to contrast sick nursing with this
[health visiting’’. She advocated that the need for home health will desire higher qualifications than
nursing. The Royal Sanitary Institute then began overseeing qualifying courses for health visitors in
1916, with the first statutory qualification for health visiting established by the Ministry of Health in
1919. (Adams C 2012)
The health visitors then took over and visited women and advised about antenatal care, sanitation,
birth control and child rearing. Their role was important in addressing problems through education
and dispelling misinformation. Health visiting became a recognised profession playing a vital role in
promoting public health across the country. The welfare of the mothers and their children and the
prevention of illness and disease continue to be a key part of health visitor’s work, also source of
information and support for the families.
http:/www2.walsall.gov.uk/history_projects/woman/health/hvisitors.asp. .
www.dh.gov.uk/healthvisitors .
Why train health visitors?
Aims
The public health agenda of the 19th
century remains paramount to the present day. There was a
period when the numbers of health visitors were dwindling and the profession were endangered
((family and parenting institution 2007). The coalition government recognised the expert role of
health visitors in preventative services to children and their families and believe that strong and
stable families are the bedrock of a strong and stable society hence calls to action health visiting
implementation plan of 2011 to secure an extra 4,200 health visitors and transform the health
visiting service across England. Achieving this will help secure effective, sustainable services to
support families to give all children the best start and to promote health and wellbeing in local
communities (DOH 2011). Other Drivers of health visiting work and the need for continuous training
is the Protection of Children in England (Lamming report of 2010), the poverty and the life chances
(Frank Field 2010), giving the child the best start in life (Marmot 2010) and finally the early life
stages and the need for universal preventative service.

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Health visitors are needed to lead the delivery of the Healthy Child Programme working in
partnership with maternity services, local authority-provider or commissioner, voluntary, private and
independent services, primary and secondary care, schools, health improvement teams, Family
Nurse Partnership (FNP) and children's social care services.(National Heath Visiting Core Service
Specification England NHS 2014).
Objectives
The key objectives of the health visiting service and why health visiting training needs to
continue are:
 To improve the health and wellbeing of children and reduce inequalities in outcomes as part
of an integrated multi-agency approach to supporting and empowering children and families;
 To ensure a strong focus on prevention, health promotion, early identification of needs,
early intervention and clear packages of support;
 To ensure delivery of the HCP to all children and families, including fathers, starting in the
antenatal period; Identify and support those who need additional support and targeted
interventions, for example, parents who need support with parenting and women suffering
from perinatal mental health issues including postnatal depression in accordance with NICE
guidance;
 To promote secure attachment, positive parental and infant mental health and parenting
skills using evidence based approaches;
 To promote breastfeeding, healthy nutrition and healthy lifestyles;
 To promote ‘school readiness’ including working in partnership to improve the speech,
communication and language of babies and toddlers and working with parents to improve
the home learning environment;
 To work with families to support behaviour change leading to positive lifestyle choices;
 To safeguard babies and children through safe and effective practice in safeguarding and
child protection. This will include working with other agencies to intervene effectively in
families where there are concerns about parenting capacity, adult mental health, alcohol or
substance misuse, domestic abuse or child abuse;
 To develop on-going relationships and support as part of a multi-agency team where the
family has complex needs e.g. a child with special educational needs, disability or
safeguarding concerns;
 To deliver services in partnership with local authorities to ‘troubled families’ and be ‘lead
professional’ or ‘key worker’ for a child or family where appropriate. Link with work
undertaken by FNP nurses to ensure seamless delivery of care to families;
 To improve services for children, families and local communities through expanding and
strengthening Health Visiting Services to respond to need at individual, community and
population level.
 To lead, with local partners, in developing, empowering and sustaining families and
communities’ resilience to support the health and wellbeing of their 0-5 year olds by working
with local communities and agencies to improve family and community capacity and
champion health promotion and the reduction of health inequalities.

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 To work in full partnership with all Early Years services in the local area and wider 0-19
services to ensure a holistic seamless care to children and families.
 To lead in the delivery of the HCP using a collaborative approach in partnership children,
families and stakeholders.
 To review, in partnership with parents and carers, the health and development of babies at
age 9-12 months and 2 – 2.5 years (universal and integrated using Ages and Stages
Questionnaires) and involving the family in promoting optimum health and development of
all children.
 To lead in safeguarding children and working to promote health and development in the ‘6
high impact areas’ for early years as follows:
 Transition to parenthood and the early weeks
 Maternal mental health (perinatal depression)
 Breastfeeding (initiation and duration)
 Healthy weight, healthy nutrition and physical activity
 Managing minor illness and reducing hospital attendance and admission
 Health, wellbeing and development of the child age 2 – 2.5 year old review (integrate
Entry requirements
Entry requirements to health visiting training are:
 Nursing or midwifery qualification
 Current NMC registration
 120 academic credits at level 5 or equivalent
. The programme is not available to international students.
Funding
Most student health visitors are seconded onto the course by an employer, generally an NHS Trust.
Training Programme structure:

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The programme is at degree/diploma level and is one year full time or 2 years part time. A full time
programme comprises 45/52 weeks study (NMC 2008).
Appling for health visiting Training:
The potential applicants are advised to read some applicant guide and adhere to some of the
important tips and things to consider before applying for a place on a health visiting course as
below:
 Contact your local education and training board (LETB) to find out which universities are
offering health visiting courses. You can find your nearest contact on the web side under
course finder. (http://www.nhscareers.nhs.uk/explore-by-career/nursing/careers-in-
nursing/health-visiting/skills,-qualifications-and-training
 Check if any local universities are holding an open event on health visiting you can attend.
 If you're unsure whether you have the right qualifications, contact your local university to find
out about the entry requirements.
 If you have been out of education for a while, consider taking a study skills course to develop
your existing skills in your local university.
 Make sure your portfolio is up to date with relevant reflective diaries demonstrating an
understanding of the role you are applying for and appropriate objectives on your
professional development plan.
 Update yourself on current policy relevant to specialist community public health nursing
practice (health visiting), including the NMC Standards for Education and Practice.
 Read relevant professional and research journals and update your IT skills (e.g. Microsoft
Word, Excel).
 Visit the Nursing and Midwifery Council (NMC) , Community Practitioners and Health Visitors
Association's (CPHVA) and the Royal College of Nursing's (RCN) websites for advice and
information.
When you are ready to apply to a health visiting training course, you may want to keep some of
below tips in mind:
 Visit NHS Jobs to see which organizations are advertising for student health visitor posts
(even if it is not where you want to work) and register to receive job alerts directly to your
inbox, using a variation of search terms like 'Student Health Visitor' or 'Student Health
Visiting Training'.
 Please note trusts will have different timelines for recruitment.
 An excellent way to demonstrate your knowledge of the health visitor profession is to speak
to, or shadow, a health visitor to get first-hand experience of the role.
 Read the job description and person specification carefully in order to tailor your application
and show you have the skills needed for the job. The online application is your way of selling
yourself, so include everything you think is relevant to the job.
 Your supporting statement (additional information) gives you the opportunity to display your
strengths and suitability for the programme and the profession. Therefore, make sure you:
o structure your supporting statement using the same headings in the person
specification, to ensure you cover all aspects
o provide evidence of relevant experiences/skills
o demonstrate knowledge and a strong commitment to the profession
o demonstrate the relevant academic ability

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o Consider the personal and professional attributes required and how you demonstrate
these.
 Before submitting your application, read through the tips on the NHS Jobs website about
successful applications. Once you are happy with your application, submit it via NHS Jobs to
the relevant organization, or follow the local process as advised by the university.
 Be aware that you might have to complete two applications -one to the local NHS provider
and one to your preferred university.
 Successful applicants can expect a joint interview with the service provider/trust lead and the
university representative.
 There will be 52 weeks (minimum) full-time and if prefer applicant can study part-time but check
with your seconding Trust if they it part time.
 Theory and practice integrated throughout the programme with 10 weeks of consolidated
practice at the end of your Programme
 50 per cent theory, 50 per cent practice
 Supported in practice by experienced practice teachers and mentors
 Available at both BSc (Hons) and Postgraduate Diploma level.
(http://www.nhscareers.nhs.uk/explore-by-career/nursing/careers-in-nursing/health-
visiting/skills,-qualifications-and-training/)
Programme Structure:
The programme is at degree level and is normally a minimum of one year full time or part time
equivalent. A full course normally comprises 45/52 weeks study to be completed within a 156 week
period while part-time study should be completed within 208 weeks (NMC 2008). Where an
applicant has relevant experience and/or learning, the higher education institution (HEI) which
provides the health visiting course may give accreditation of prior learning (APL). This can be
applied up to a maximum of one-third of a SCPHN/HV programme. The course is delivered in a
variety of ways, theories are taught in the universities where practice in the practice setting and
method is flexible enough to meet the needs of part-time students. Delivery is typically via lectures,
seminars, examination, workbooks for work-based learning and simulation etc.
The student will be placed in a practice placement by the employing trust, and assigned a dedicated
practice teacher/mentor to support their learning in practice. He /she will also undertake a period of
alternative practice during which they can spend a week in another practice environment of
demonstrable value to the role in order to learn practice differences and similarities hence improve
skills, competencies and knowledge to help them diversify their skills and experience base.
A variety of learning and teaching strategies are used which can be tailored to student’s preferred
learning styles by the universities including problem-based and work-based learning. The student
needs to be highly motivated and be prepared to actively engage with all aspects of their learning
and you will have an access to a computer and the internet both in university and in the practice
placement depending on the availability of the computers.
Public health roles of a health visitor are diverse, and flexibility in the course gives students the
opportunity to gain the knowledge and skills to suit both personal and professional ambitions.

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Student’s practice placements will teach students the art and skill of health visiting. These
placements may range from one to five days per week throughout the course depending on the
university structure or two days a week at the beginning and gradually increases as the training
progress, at the end 10week consolidation practice.
Successful completion of the Health Visiting routes allows graduates to register as a Specialist
Community Public Health Nurse (third part of the NMC register).
The programme is approved by the NMC. It is aligned to NMC standards of proficiency for specialist
community public health nurses (Health Visiting routes). It is also aligned to V100 standards
(community prescribing). Note that V100 is optional depending on the need of the sponsoring Trust.
(http://www.nhscareers.nhs.uk/explore-by-career/nursing/careers-in-nursing/health-visiting/skills,-
qualifications-and-training.
Programme contents/ modules:
The course consists of core modules and one optional module (this optional module is specific to
either the School Nursing and Health Visiting or District Nursing routes). All modules are offered at
level 3 and M level. Students are taught together providing a unique opportunity for shared learning
between school nursing, health visiting and district nursing students.
The followings are the likely models to studies in different universities: These might differ in
structure from one university to another and is subject to change during validation of Curriculum.
Programme Content - Greenwich University:
Students are required to study the following compulsory courses.
1 Promoting Health of Children and Young People in Practice (15 credits)
Aims
To provide a theoretical and practical knowledge and understanding of the physical,
cognitive and emotional development of children, young people and their families in order to
undertake a range of surveillance, screening and health promotion activities relevant to
specialist community public health nursing practice.
Learning outcomes
On completing this course successfully student will be able to:
1. Describe and critically discuss aspects of social, emotional and cognitive development for
children and young people at different ages and stages.
2. Critically examine factors impacting on the development of children and young people and
use these elements in the assessment of the needs of children, young people and their
families.
3. Appraise surveillance, screening and health promotion activities within your own area of
practice.

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Indicative content
Overview of children's physical, social, emotional, moral and cognitive development
Communicating with children, young people and their families
Contemporary surveillance, screening and health promotion programmes:
Every Child Matter outcomes;
Progressive universalism;
Developmental assessment;
Individual and family health needs assessment;
Immunisations;
Healthy lifestyles;
Diet and nutrition;
Minor ailments;
Speech and language;
Child and adolescent mental health;
Record keeping;
Confidentiality, consent and code of practice.
2 Safeguarding Children and Young People in Community Practice (15 credits)
Aims
This course will provide the underpinning theoretical and research perspectives that support
effective safeguarding and partnership working within the community. It will contextualise this within
the contemporary debates about best practice in child protection and the current legislative and
policy framework from global, national and local perspective. The development of knowledge and
skills for best practice will be facilitated with a specific focus on risk assessment and context of
individual roles and responsibilities within specialist community public health nursing.
Learning outcomes
On completing this course successfully you will be able to:
1. Critically appraise factors that impact on own and others practice in the recognition of and
assessment of vulnerability, risk and harm;
2. Critically analyses how social construction theories and current debates have conceptualised
childhood, vulnerability, risk and child abuse and their relationship with the promotion of positive
outcomes for children young people and their families;
3. Critically evaluate risk within the context of the legislative and policy frameworks in order to create
a climate of protection for children, young people and their families within the context of community
and inter-professional working.
Indicative content
Personal and collective values and beliefs
Theoretical perspectives on the concept of childhood, the family, parenting, child/adolescent
development and child abuse - historical perspectives to present day;
Diversity and cultural perspectives;
Theoretical perspectives on the definitions, types and causes of intra-familial abuse: to include
social exclusion; parenting capacity and intentionality; drug and substance misuse; parental mental
illness; family violence; physical and intellectual disability; gender issues on child abuse and

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neglect;
Theoretical perspectives on attachment and disorganised attachment, need, adversity, vulnerability
and resilience;
Family History and inter-relationship with abuse and assessment of risk;
Recognising concern and interventions within the context of own role and inter-professional
working;
Partnership, working together and assessment in child protection - multi-professional perspectives
and interventions;
Risk assessment and protective environments for children and young people at risk;
Contemporary policy and legislation from a global, national and local perspective;
Appraisal of the research evidence used in the protection of children and young people;
Children's and young people's rights and child/young person centered practice;
Evaluation of roles and responsibilities within the framework of integrated services and resources for
safeguarding children and young people; inter-professional working;
Communication and information sharing;
Documentation and assessment frameworks e.g. Common Assessment Frameworks; Multi-agency
Risk Assessment Conference;
Child-minding, fostering and adoption within the context of SCPHN practice.
3 Specialist Community Public Health Nursing 1: Foundations for Practice (Level 7) (20
credits)
Aims
To provide students with an opportunity to explore concepts of public health practice in order to
underpin the sound, evidence-based knowledge essential to the development of specialist
community public health nursing proficiency.
Learning outcomes
1. critically analyse the concept of public health and its application to your practice environment.
2. Critically reflect on and evaluate the impact of personal values, beliefs and ethical perspectives of
public health and consider how they may impact on practice.
3. Critically examine the factors which contribute to the health of individuals and communities within
the context of progressive universalism.
4. Evaluate health promotion priorities from a national and local perspective and undertake a local
community health profile.
Indicative content
Concept of public health:
context of public health and policy agenda (international, national and local priorities);
NMC Standards of Proficiency for specialist community public health nursing;
Principles of public health practice;
Determinants of health including inequalities in health, discrimination, social justice, disadvantage
and social exclusion;

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Health needs assessment.
Progressive Universalism:
Healthy Child Programmed - Universal services;
Equality and diversity;
Communication with children, young people and adults;
Common assessment framework;
Vulnerability and resilience;
Early neurological development - attachment theory;
Emotional and psychological wellbeing - mental health;
Contemporary perspectives of parenthood, transitions and adaptation.
Personal skills and attributes:
Self-awareness, attitudes and beliefs;
Personal and collective values;
Record keeping;
Report writing;
Reflective practice;
Personal safety.
4 Specialist Community Public Health Nursing 2: Developing Proficiencies (Level 7) (20 credits)
Aims
To provide students with an opportunity to develop their research and evidence based knowledge
and understanding of interventions required to meet the needs of groups, individuals and families
where these will not be met by the universal service provision alone.
Learning outcomes
1. critically evaluate the choice of care pathways and programmes that are offered to children,
young people and families.
2. Identify, and plan the delivery of targeted services or interventions required to support groups,
individuals and families.
3. Evaluate and critically reflect on the effectiveness of the planning and delivery of an intervention
related to their field of practice.
4. Provide an in depth evaluation of factors that support or hinder the development of good
partnership working with clients and professionals in order to achieve the best outcomes for
children, young people and their families.
Indicative content
Public health in practice:
Building community capacity;
Partnership for public health;
Planning, implementing and evaluating public health interventions;
Policy initiatives in health, social care and education;
Analysis of individual and family health needs assessments.
Progressive Universalism:

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Healthy Child Programme - Universal Plus;
Management of health issues in the home, school and wider environment;
Parenting programmes;
Mental health - postnatal depression, anxiety;
Counselling skills;
Sexual health;
Transitions for children and young people;
Behavioral interventions;
engaging with hard to reach families;
Identifying, assessing and planning care for families and children with additional needs including
intellectual disabilities;
Managing resistance, manipulation, non-compliance and no access
Management of thresholds and boundaries;
Use of assessment tools in practice;
managing difficult interactions;
Developing communication skills in difficult situations e.g. breaking bad news
5 Specialist Community Public Health Nursing 3: Developing Leadership (Level 7) (20 credits)
Aims
To provide students with the opportunity to critically appraise the principles and theories of
leadership and explore their own leadership styles and qualities
Learning outcomes
1. critically appraise their own leadership style, qualities and skills;
2. Propose an action plan of leadership that will enhance effective team work within their field of
practice;
3. Provide an in depth reflection upon the effectiveness of leadership opportunities in practice.
Indicative content
Concepts and theories related to self and others:
Styles of team, operational and strategic leadership;
Managing self - awareness;
Personal and professional development;
Appraisals and performance management;
Communication;
Presenting verbal and written reports;
Teaching and learning;
Decision making;
Supervision;

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Conflict resolution.
Organizational influences:
Quality and clinical governance;
Commissioning;
Risk assessment.
Progressive universalism:
Healthy Child Programme - Universal Partnership Plus;
Working across boundaries;
empowering others.
Organizational skills;
prioritising workload;
Supervision of others;
Reflective and reflexive practice.
6 Research & Development 1 (H&SC) (30 credits
Aims
This course aims to provide opportunities for learners to:
Develop competence in the exploration and examination of research evidence within a Health and
Social Care context.
Deal with the identification of and appraisal of evidence whilst examining current thinking on:
the nature of knowledge;
the influence of disciplinary frameworks;
the rise of qualitative research within health and social care.
Knowledge and skills developed in this course will aim to be applied across the programme and
have particular relevance to the independent project.
Learning outcomes
1. Write and reflect upon how professional practice can be improved through the use of research
relating to current issues.
2. Develop skills of literature searching using academic libraries and online resources, defining clear
sets of questions to focus and guide the search and to critically analyse the resulting literature.
3. Construct and sustain an argument about how theoretical perspectives and knowledge are
applied to real situations and reflect upon the ethical issues involved.
4. Confidently set about the process of drafting large amounts of material and editing long
documents.
5. Write clearly and professionally and construct an argument without resorting to long descriptions
that are not part of that argument, using Harvard referencing with consistency and accuracy.

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Indicative content
Nature of knowledge;
Role of evidence in Health and Social Care;
Role of and influence of disciplinary frameworks;
Dealing with conflicting evidence;
Judging the quality of evidence;
Locating evidence;
Organization and classification of evidence;
Assessing the contribution of qualitative and quantitative research to Health and Social care.
Programme Content – City University
1 Philosophy and Politics of Primary Healthcare:
Module outline and aims
During this module you will learn about the historical and contemporary philosophical and political
issues that have influenced the provision and delivery of primary health care in the UK. The
structure and delivery of the content of the module will help you to understand the factors and
events that have shaped the current provision of primary health care and consider profession’s
current and future role in the UK NHS.
Content outline:
1 The history of the NHS and the organisation of health care.
2 The historical development of primary care
3 Philosophy, Values and Ethics
4 Primary health care in different countries
5 The primary health care team
6 The policy context for health and social care in the community
7 Health and social care policy, including recent reforms, policy initiatives and future developments
8 Primary Health Care from the patient/client perspective: user involvement and public
accountability
9 Evidence based policy and managing uncertainty
2 Innovations in Healthcare: Leadership and Management Perspectives:
The module aims to further develop leadership and management competencies for qualified health
and social care professionals. It has an emphasis on wider strategic issues and the impact that
these influences have on practice development. Through this module you will critically analyse
evidence to improve and develop healthcare through innovation, leadership and management. The
focus is applying change in your work setting and you will have the opportunity to apply theoretical
module content to developing and planning a practice development project through your
assignment.
Content outline
In this module student will cover the following topics:

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1 Strategic and operational context of decision-making:
2 Developments in community care and public health;
3 Social and political context of care;
4 Role of teams, managers and leaders within healthcare services
5 Theory and other evidence relevant to effective decision-making by teams, managers and
professional leaders
6 Leadership: definitions of leadership and power; team building; inter-professional teamwork;
leadership in the practice environment
7 Management: definitions of management systems, organisational structures, controls, and
resources.
8 Practice development: innovations and creativity; entrepreneurship/entrepreneurship; application
of evidence regarding change
8 Quality assurances: clinical and corporate governance, audit.
9 The politics of management and leadership, ethical and legal issues
3 Public Health and Society:
This module will provide the student with an understanding of public health and health
promotion theory, policy and practice. You will consider the determinants of health and the
challenges of tackling inequalities, as well as critically analysing data and evidence. Student
will explore the history and development of public health, also learn about epidemiology and
health promotion to influence individual and community health change. It will provide
student with the necessary knowledge to work effectively as a public health practitioner with
individuals, families and communities.
Content outline
The following topics will be covered on the course:
1 Theories of public health and health promotion
2 The application of theories of health promotion and public health to practice
3 The use of epidemiology and statistical data in practice
4 Learning about key public health issues
5 Inequalities and determinants of health
6 Cultural diversity
7 Health needs assessment
8 Community development and influencing policy
9Health promotion and health education skills
10 The principles and practice of partnership/collaborative working with clients, carers and
professionals.
11 The principles and practice of sustainable public health
4 Research Methods Introductory Module

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This module will provide student with an introduction to different research methods relevant
to public health. Throughout the module, he/she will be encouraged to think how different
research methods can apply to different areas of practice through discussion and practical
exercises. Student will learn about how to formulate research questions and write research
proposals. Commonly used routine data sources and measures of health and illness and
their uses and limitations will be discussed. Student will have an opportunity to think about
designing and conducting different types of studies that will include: cross-sectional studies,
case control studies, cohort studies, randomised controlled trials, questionnaires, in-depth
interviews and focus groups. The ethics of research and research governance will also be
covered. The aim of this module is to enable students to formulate a good research
question; choose an appropriate research design, and use appropriate data sources,
outcomes, and sources of evidence to design a simple research project.
Content outline
In this module students will cover the following topics:
1 An introduction to research (qualitative and quantitative research, research questions)
2 The research process (refining research questions, funding, thinking about research
management, getting research into practice)
3 Searching for evidence (electronic databases, routine data, inclusion and exclusion criteria)
4 Critical appraisal skills (how to assess the quality of research)
5 Descriptive studies (cross-sectional, cohort and case-control studies)
6 Intervention studies (evaluating interventions, including randomised controlled trials)
7 Questionnaire design
8 Qualitative methods (difference between in-depth interviews and focus groups, using a topic
guide, interview techniques, conducting an interview)
9 Interpreting qualitative data (introduction to charting, results from published papers)
10 Ethics of research/research governance (Helsinki, ethical issues, research ethics committees,
research governance framework)
11 Conclusions and student presentations
5 Practice-based Module, including Nurse Prescriber Course V100
This module will help you to develop the skills and knowledge for contemporary practice in your
chosen professional field. The module is only available to students enrolled on the Postgraduate
Diploma public health (health visiting, school nursing or district nursing). It can be undertaken
without the V100 if you have been exempted from the V100 (see programme specifications) or the
V100 is not required by your commissioning Trust In these circumstances, where the V100 is not
undertaken, successful completion of module only requires 2 forms of assessment (assessment of
practice by a practice teacher and completion of the portfolio which verifies application of theory to
practice).
The module consists of some within university and practice-based learning. During the module you
will work with your Practice Teacher in the practice placement. Practice teacher will help the
student/s to plan and achieve their learning in practice. While undertaking the module student will
complete a professional practice portfolio which will enable him/her to appraise specialist knowledge
and skills, research and literature to help you develop your practice for future qualification. During
the practice-based module you will also complete the community nurse prescribing course. This
course combined with your experience of prescribing in practice will enable you to achieve the

18
learning outcomes to prescribe from the community practitioner formulary for nurse prescribers
(V100).
Content outline
In this module you will cover the following topics:
1 Health needs assessment and identification
2 Specialist skills for your chosen field (health visiting, school nursing or district nursing) Care and
case management
3 Clinical effectiveness, problem solving, making judgements and decisions
4 Communication skills
5 Record keeping and documentation
6 Reflective practices
7 Principles and practice of prescribing (may not apply to students whose commissioners do not
require completion of the V100)
8 Pharmacology and pharmacokinetics (V100 only)
9 Accountability and responsibility in prescribing and in your chosen field of practice (V100 only)
10 Working in complex situations
11 Commissioning and providing in contemporary practice
6 Clinical Assessments in Primary Care (City University)
The module prepares students as a first contact practitioner to undertake basic health assessments
and formulate differential diagnoses for clients who have commonly presenting problems in primary
care.
Content outline
During the module student will learn how to perform a systematic health assessment as a way in
which to effectively and holistically assess a client through history taking, health assessment,
differential diagnosis and client/case management. Knowledge and understanding on critical
appraisal and evaluation of the process involved in assessing, diagnosing and caring for clients and
families. Describe and critically synthesise the assessment, diagnosis, care and management of
specific conditions e.g. chronic, acute and long term conditions.
Student will learn how to critically appraise and evaluate strategies to develop, manage and deliver
care for people with complex and enduring health and nursing needs
Assess the needs of infants and children or adult patients/client, carers and their families using a
holistic approach, critically appraise and apply this during consultation when collecting and collating
information.
Critically synthesise the principles of holistic, systematic assessment in practice when assessing the
needs of patients, clients, families and carers.
Describe and critically discuss the care management and delivery decisions.
7 Evidence for Practice

19
This module will provide you with an overview of current issues in public health and community
nursing. It will enable you to develop the skills to design, deliver and evaluate services that meet the
changing needs of populations. You will consider the application of current policy best practice
guidelines, research evidence and theory that underpin public health and community nursing activity
and develop strategies to help you to apply these in contemporary practice. The module will allow
health visiting, school nursing and district nursing students to study common themes, while also
covering discipline specific topics.
Content outline
In this module you will cover the following topics:
The principles and practice of partnership/collaborative working with clients, carers and
professionals.
principles and practice of holistic assessment when working in situations of known and
unknown risk, complexity and vulnerability.
clients/patients/children/young people/families
scipline specific knowledge of client/patient/child/young person/family needs in practice
person/family needs in practice
Teaching and Assessment:
Teaching and learning methods will include lecture sessions, workshops, small group activities and
discussions. On practice placements student learning is supported through portfolio development
and guided reflection.
The course comprises 50% theory and 50% practice. During placements students work alongside a
named practice teacher within their sponsoring NHS Trust This practice teacher will be experienced
in the students' chosen field and has undertaken further study to enable them to facilitate and
assess student learning in practice.
There are a variety of assessments which are formative and summative, these include assignments,
and invigilated examinations. The pathway modules are assessed through written work and
achievement of the Nursing and Midwifery Standards of Proficiency in Practice, which is viewed
together as a portfolio. The standard or level of proficiency according to NMC will range from
student progressing at Observer, Dependent, Supported practitioner, competent, Proficient and
finally Independent.
Formative assessment strategies (these are developmental strategies that support learners in
passing a final assessment) will include seminar presentations and feedback on the development of
practice-based portfolios.
Summative (final or marked) assessment focuses on the evaluation and application of theory and
practice through essays, examinations, poster presentations, research proposals and development
of a practice portfolio. (These vary depending on the universities’ structure).

20
The Practice based Portfolio/workbook:
The practice based module is called portfolio which forms the basis for the assessment of practice
during the programme leading to qualification and registration onto the specialist community public
health nursing part of the Nursing and Midwifery Council (NMC 2008) register... It contents the
practice learning outcomes and will give the student the knowledge and skills to begin to integrate
theory to practice and it will continue throughout the programme.
Throughout the document the term ‘practice teacher’ refers to the person in practice who is
accountable for facilitating and assessing the students learning and development during the practice
component of the programme (NMC 2008). On occasions this may include the sign off practice
teacher, practice teacher, trainee practice teacher, mentor or experienced practitioner.
The portfolio is to be used to record the learning experiences achieved during the programme in
relation to specified learning outcomes. Student will demonstrate the achievement of the following
three key elements in order to progress towards NMC registration or recorded entry:
- Fitness for practice
- Fitness for purpose
- Fitness for award (NMC 2004)
The sign-off practice teacher will facilitate and assess student’s learning during the practice based
module and s/he must confirm that student /s have successfully passed this component of the
programme. Where a trainee practice teacher or practice teacher is working with the sign-off
practice teacher to supervise student, both of them must be involved in the facilitation and
assessment of the learning. In the situation where there is a sign off PT, student will spend time
working with the sign-off practice teacher in order to enable accurate assessment of student’s
proficiency.
(See http://www.nmc-uk.org/Documents/Circulars/2011Circulars/nmcCircular_08-2011_Practice-
teachers-supporting-more-than-one-student-health-visitor-in%20practice.pdf
Students are encouraged to reflect on their practice hence developing reflective practitioner upon
qualification, using a recognised model of reflection (e.g. Gibbs cycle of reflection Reid (1994) to
consider what he/she has learnt during the programme, and how he/she had learnt it. The sign-off
practice teacher will also need to take part in all of the link lecturer visits and some of the reflective
practice sessions that the trainee practice teacher/practice teacher has with student.
At the end of consolidated practice, if student was assessed as being safe, effective and without the
need for direct supervision in all NMC proficiencies in practice will be deemed to have passed the
practice component of the module In the event that student do not pass practice assessment, may
be allowed to re-sit practice, however this may extend the duration of studies and may have
implications for funding and employment status. Also it advised to note that student needs to pass
both theory and practice to be deemed registerable. There is process in place for student who is
failing
The portfolio is designed to help student and practice teacher to track their learning throughout the
programme. It is important that all sections are completed as per the guidance given by the
universities.
Conclusion
Health Visiting (SCPHN) programme is one year training and it is a dynamic profession and there
are changes to public health policy made by government from time to time throughout the year and

21
beyond, it is advised that there is need for SCPHN’s students to be encouraged while still in training
about the importance of practitioner’s involvement in political issues that governs health outcomes.
Therefore all the agencies involve need to keep abreast of changes in the government policies that
will affect service delivery

22
References
Acheson D; Public Health in England: The Report of the Committee of Inquiry into the Future
Cheryll Adams (2012). History of Health Visiting iHV
City University programme handbook for 2014-2015 cohort.
Development of the Public Health Function (Acheson Report) HMSO London 1988
Department of Health (2011) Health Visitor Implementation Plan: A Call to Action. London:
DH.
Greenwich University handbook 2014-2015 cohorts
Honey, P. & Mumford, A. (2000), The learning styles helper's guide. Maidenhead:
Peter Honey Publications Ltd.
Harrison, J & Watts, P (2012) Health Visitor Teaching in Practice: A Framework Intended for
Use for Commissioning, Education and Clinical Practice of Practice Teachers (PTs
http://www.apa.org/education/k12/relationships.aspx
http://www.nhscareers.nhs.uk/explore-by-career/nursing/careers-in-nursing/health-
visiting/skills,-qualifications-and-training/
The ten keys public health practice:
https://www.gov.uk/government/organisations/department-of-health (2010)
NMC (2004) Standards of proficiency for specialist community public health nurses, London
Nursing and Midwifery Council (2008) Standards to support learning and assessment in
practice NMC standards for mentors, practice teachers and teachers (2nd Ed. London:
Nursing and Midwifery Council
Nursing and Midwifery Council (2011) Practice teachers supporting more than one student
(health visitor) in practice (Vol. 08-2011). London.
Nursing and Midwifery Council: Newland Rita (2011) Supporting and assessing learning in
practice: the practice teacher
Nursing and Midwifery Council (2010).The code: Standards of conduct, performance and
ethics for nurses and midwives
Spalding N.J. (1998). Reflection in Professional Development: A Personal Experience B.J.of
Therapy and Rehabilitation. July 1998, Vol. 5, No. 7
Tickle L. (1994).The Induction of New Teachers. Castell, London.

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www.dh.gov.uk/publications www.phru.net/phn/healthvisitingreview/Literature Review

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