Pg.Dip | Nursing - Specialist Community Public Health Nursing at

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Nursing - Specialist Community Public Health Nursing

Summary

The aim of this course is to prepare students to develop the knowledge, understanding and skills necessary to meet the Standards of Proficiency for Specialist Community Public Health Nursing (NMC 2004) HealthVisitor or School Nurse. This will contribute to practice that is safe and effective in maintaining and improving the health of the public and communities, acknowledging the responsibilities and accountabilities necessary for public protection. To prepare proficient SCPHNs who can reflect systematically upon their practice. Through analysis, synthesis and evaluation the SCPHN will contribute to the development of practice.

The SCPHN programme embraces diversity on both a local and global level and is reflective of a changing society. The programme recognises the challenges of migrating populations and facilitates the student knowledge in recognising and responding to the needs of clients/families during resettlement periods.The SCPHN programme aims for teaching excellence. It is cognisant of a positive student experience and responds to student evaluation and feedback. The students are encouraged to engage with evidence informed practice.

Ulster is the sole provider in Northern Ireland of this course. The completion of this course allows students to progress their career and practice at a specialist level. The programme engenders a sense of pride amongst staff, students and alumni. The course has a national reputation for excellence in SCPHN practice which results in it being annually commissioned by the Department of Health.

About

Language of instruction: English

This programme leads to the award of Post Graduate Diploma in Specialist Community Public Health Nursing and registration on Part 3 of the Nursing and Midwifery Council's (NMC) Register (annotated according to chosen option as: Health Visiting or School Nursing. Theory and practice learning are integrated throughout the course in a 50% - 50% balance as required by the NMC. Each module is worth 30 credits and all students entering level 7of the programme would undertake four modules totalling 120 credit points.

The concurrent registration is based on the successful completion of 4 modules specified for the SCPHN option and these must be completed in a minimum of 52 weeks full time or a minimum of 104 weeks part time. The programme would normally be completed in full-time mode over an academic year (3 semesters) and in part-time mode over two academic years (6 semesters).

The specialist pathways we offer are health visiting or school nursing

Practice Learning

The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Practice days are completed alongside the theoretical teaching in university in semester 1 and 2. Students are expected to attend university approximately 2 days a week. Students will be expected to attend additional workshops throughout the programme, for example UNICEF breastfeeding training. The main focus in semester 3 is in the achievement of the NMC (2004) Standards of Proficiency for SCPHN within the practice learning environment. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies

The 52-week programme includes a holiday allowance, so the programme consists of 45 weeks, of which at least 22.5 weeks are practice learning, all of which must be successfully completed. Where a practice route is required, students must complete their consolidation experience (minimum of 10 weeks full timeand 20 weeks part time), in settings with clients that are central to the responsibilities for that defined area of practice. In addition, students must spend at least three weeks gaining experience in work settings and with clients considered either of relevant importance or that may be a potential area of responsibility, even if not central to the defined area of practice (NMC 2004).

Classification of the award is based on the 120 credits studied at level 7

Teaching and learning assessment

Learning and Teaching Methods

A range of learning and teaching methods are used to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning. There is a continuous focus upon how theory informs and is informed by practice and practitioners.

Methods used include lectures, seminars/tutorials, guided reading, critical reflection, role play, teacher and peer observation. Active learning is promoted through strategies such as simulated practice and the use of case studies to encourage integration of theory to practice. The student will present a poster which highlight findings from a community health needs profile which they have undertaken in the practice learning environment. This poster presentation will involve lecturers, peers and practice partners and will encourage the

sharing of good practice and make recommendations to improve a public health issue within their community. This poster presentation will be assessed by academic staff and will contribute to the students' academic award. The use of digital technology is promoted for example through Blackboard learn. Blackboard learn is utilised as a platform to share learning and teaching resources, provide a forum for student/lecturer discussion, submit assignments and provide general student support and information.

To contextualise the knowledge constructed to the two specific options of Health Visiting (HV) and School Nursing (SN), option specific group seminars will be led by pathway leaders and lecturers with subject specific expertise, enabling critical application to the four key domains of Specialist Community Public Health Nursing within an option specific context. Collaborative working methods is an example of a seminar topic which relates to the NMC (2004) domain stimulation of awareness of health needs that can be applied within context to both Health Visiting and School Nursing within such option specific seminars.

Assessment Methods

A combination of formative and summative assessment will be used to facilitate continuous and incremental student learning. This will require students to demonstrate the ability to blend theory with practice through participation and by production of assignment, examination and/or poster presentation.

Formative assessment will also help students to prepare for summative assessment. The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. The student is required to complete a minimum of 128 days in the Practice Learning environment under the supervision of a Practice teacher who will assess their proficiencies.This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies

Work placement / study abroad

The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Practice days are completed alongside the theoretical teaching in university in semester 1 and 2. The main focus in semester 3 is in the achievement of the NMC (2004) Standards of Proficiency for SCPHN within the practice learning environment. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies.

The 52-week programme includes a holiday allowance, so the programme consists of 45 weeks, of which at least 22.5 weeks are practice learning, all of which must be successfully completed. Where a practice route is required, students must complete their consolidation experience (minimum of 10 weeks full time and 20 weeks part time), in settings with clients that are central to the responsibilities for that defined area of practice, (minimum of 6.3 weeks). In addition, students must spend at least three weeks gaining experience in work settings and with clients considered either of relevant importance or that may be a potential area of responsibility, even if not central to the defined area of practice (NMC 2004).

Professional recognition

Nursing and Midwifery Council (NMC)

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a Specialist Community Public Health Nurse

Entry requirements

Entry Requirements

Applicants must hold a degree in Nursing or other health-related area or equivalent or demonstrate their ability to undertake the programme through the accreditation of prior experiential learning (APL). The initial offer standard may vary from year to year. See prospectus entry.

Health Visiting students are required to apply through a Regional Recruitment and Selection process and pass the standard set at interview

Specific requirements for the course are detailed below:

• Applicants must have current part 1 or 2 registration in either nursing or midwifery with the

Nursing and Midwifery Council

• Applicants must have 2 years post registration experience at the time of application.

• Students are required to apply through a regional recruitment and selection process and pass the standard set at interview

• International students must achieve a score of 7 overall and 7 on each sub-scale on the

IELTS test of proficiency in English (NMC requirement)

• Provide an Access NI Enhance Disclosure certificate, which is current on application to Ulster

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Exemptions and transferability

Exit award

Students who fail the practice element but pass all academic modules will be awarded a

Post Graduate Diploma in Community Public Health as an academic award (120 credits at Level 7) but do not register with the NMC.

Duration

Attendance

Part time over 104 week, 6 sememsters
Attendance 1 day University per week and 1 day placement

Full-time. The duration of the programme is 52 weeks.
Attendance (Full-time)
One two days weekly + practice days.

Careers or further progression

Career options

Career prospects of graduates from this programme are excellent with the majority moving rapidly into permanent posts with their specialist area.

Professional Recognition

Upon successful completion, you will be eligible to register on the 3rd part of the Nursing and Midwifery Council register.

Further enquiries

Course Director: Aishlinn Long
T: +44 (0)28 9036 6366
E: a.long@ulster.ac.uk

Lecturer in Nursing: Julie Tracey
T: +44 (0)28 9036 8356
E: jm.tracey@ulster.ac.uk

Admissions contact regarding application process:
Karen Devlin
T: +44 (0)28 7032 3604
E: lk.devlin@ulster.ac.uk

Subjects taught

Year one

Contemporary issues in Public Health
Public health is high on the political agenda and specialist community public health nurses are recognised as playing a key role in this agenda. Public health practice encompasses health promotion, health improvement, health protection and service commissioning. This module covers the spectrum of public health activity enabling the student to analyse policies and practice; evaluate models of practice; work in partnership with communities and stakeholders, develop a needs assessment of a defined community, prioritise needs and design interventions to meet those needs.

Advanced Child Development and Life Perspectives
The role of the SCPHN (HV, SN) in identification and early intervention with children and parents has become increasingly significant in trying to improve the long term overall health outcomes of children. The SCPHN (HV, SN) needs to be responsive to families' individual requirements and be able to tailor interventions accordingly. This module will provide the knowledge required to fulfil this role. Working under the supervision and in Partnership with Practice Teachers in the practice learning environment will give the student the opportunity for application in practice. Increasing knowledge base and placement learning experience will facilitate the students critical thinking through reflection and integration of theoretical perspectives with practice experiences.

Year two

Clinical Practice Development and Research for SC & PH Nurses
This module builds on previous study of research methods at undergraduate level and provides the critical skills necessary for the SCPHN student to utilise research, and its findings, in order to make informed decisions about clinical practice that will enhance nursing and improve the quality of patient care. The aim of this module is to provide the SCPHN student to develop the skills required to identify literature, critique the literature, and apply and disseminate research findings relating to their nursing specialism. This module will prepare the SCPHN student to develop a more critical understanding of the research process and methods, in order to assess the findings and therefore evaluate evidence to inform practice. The successful completion of this module will enable students to gain greater understanding and confidence in their engagement with the research process and its application to inform evidence-based practice.

The Continuum of Safeguarding Children and Advanced Decision Making
Continuum of Safeguarding Children is a key role for all SCPHN's working with children and families. This module explores this role in the recognition and referral of children in need and at risk of abuse. There is strong emphasis on leadership, decision making, collaborative working to safeguard children, ethical and legal issues, and professional responsibilities in relation to record keeping and report writing.
This module will provide the student with an in-depth understanding of the context in which the student will be working through examining and relating professional and recent policy developments and their implementation to practice. Their increasing knowledge base and placement experience will facilitate critical thinking through reflection and integration of theoretical perspectives with practice experiences.