Health, Psychology and Social Care PgDip/BSc (Hons) Specialist Community Public Health Nursing Programme Specification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education
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Health, Psychology and Social Care
PgDip/BSc (Hons) Specialist Community Public Health Nursing
Programme Specification
This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education
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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.
1 Date of initial Approval or last review: 1st December 2017
2 Effective date of Approved/Reviewed Programme Specification: 01 September 2018 – 31 August 2024
3 This Version effective from: 01 September 2018
4 Version number: 2018/Version 1
Students who commenced their study on awards within this programme specification prior to [insert date] should refer to the previous version of the programme specification published on the CASQE website.
Cross Referencing of Programme Specifications
The following elements of provision included in this document is/ are also included in the following programme specifications
Award Programme Specification
2CP3D892 Evidence Based Practice (Level 6)
BSc (Hons) Contemporary Health Practice
2CP3D892 Evidence Based Practice (Level 6) 2CP3D081 Community Practitioner Nurse Prescribing – V100 (Level 6) 2CP3D181 Community Practitioner Nurse Prescribing – V100 (Level 7) 2CP3D989 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 6) 2CP3D990 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 7) 2CP3D993 Developing Leadership and Professional Practice (Level 6) 2CP3D994 Developing Leadership and Professional Practice (Level 7) 2CP3D186 Developing Research Skills (Level 7) 2CP3D865 Helping People Change (Level 6) 2CP3D870 Helping People Change (Level 7) 2CP3D998 Principles of Public Health (Level 6) 2CP3D999 Principles of Public Health (Level 7) 2CP3D298 Values based decision making (Level 6) 2CP3D398 Values based decision making (Level 7) 2CP3D873 Safeguarding Public Health Nurses (Level 6) 2CP3D874 Safeguarding Public Health Nurses (Level 7)
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2CP3D871 Independent Study Project (Level 6) 2CP3D195 Independent Study Project (Level 7)
2CP3D892 Evidence Based Practice (Level 6) 2CP3D081 Community Practitioner Nurse Prescribing – V100 (Level 6) 2CP3D181 Community Practitioner Nurse Prescribing – V100 (Level 7) 2CP3D989 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 6) 2CP3D990 Contraception, Reproduction and Sexual Health (CRASH) 1 (Level 7) 2CP3D993 Developing Leadership and Professional Practice (Level 6) 2CP3D994 Developing Leadership and Professional Practice (Level 7) 2CP3D186 Developing Research Skills (Level 7) 2CP3D865 Helping People Change (Level 6) 2CP3D870 Helping People Change (Level 7) 2CP3D998 Principles of Public Health (Level 6) 2CP3D999 Principles of Public Health (Level 7) 2CP3D298 Values based decision making (Level 6) 2CP3D398 Values based decision making (Level 7)
PgDip / BSc (Hons) Community Health
Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above
CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT
Programme Specification
The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management
SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION
1 Overarching Programme Specification Title
PgDip/BSc (Hons) Specialist Community Public Health Nursing
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2 Brief Summary This should contain the main headlines to be published in the prospectus
The Specialist Community Public Health Nursing programme is a Nursing and Midwifery Council (NMC) regulated post-registration programme that enables students to register on part 3 of the NMC professional register as a school nurse or health visitor. The programme is 50% theory and 50% practice, and can be studied full time (52 weeks of which are 45 programmed weeks) or part time and at level 6 or 7. The programme curriculum was designed in partnership with stakeholders including service users, students, practice teachers, managers and is flexible in its approach in preparing students to work in their identified field of practice. A wide variety of teaching and learning methods and various types of assessments are utilised to enable students to relate theory to practice. There is an emphasis on inter-professional learning and some of the units studied are shared with other Specialist Practitioner pathways. All SCPHN students are supported in practice in line with current NMC guidance (currently practice teachers - NMC, 2008).
3 Awarding institution
Manchester Metropolitan University
4 Home Faculty
Health, Psychology and Social Care
5 Home Department/ School/ Institute
Department of Nursing
6 UCAS/UTT code(s)
N/A
7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications
Honours (Level 6) Masters (Level 7)
8 Alignment with University Curriculum Framework Curriculum Frameworks
Flexible framework
9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)
N/A
10 Compliance with University Assessment Regulations University Assessment Regulations
Assessment Regulations for Undergraduate Programmes
Assessment Regulations for Taught Postgraduate Programmes
11 Approved Variations/Exemptions from University Assessment Regulations
The following approved variations or exemptions from University Regulations apply (currently waiting for approval): Recognition of Prior Learning
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For the NMC award in Specialist Community Public Health Nursing (within the BSc (Hons) Specialist Community Public Health Nursing and PgDip Specialist Community Public Health Nursing programmes), students can have RPL for a maximum of one third of the programme (NMC, 2004). Compensation/ condonement In the case of any programme approved by the Nursing and Midwifery Council (NMC) and/or Health and Care Professions Council (HCPC), no compensation or condonement for any unit approved by the NMC or HCPC will be permitted. Passing all elements of assessment In the case of a unit approved by the NMC or HCPC, students must pass all elements of assessments in order to pass the unit. In year assignment recovery scheme Students at levels 6 and 7 who fail to achieve a pass mark (Level 6 - 40%; level 7 – 50%) for an element of assessment – including marks of 0 for non-submission - may be permitted to undertake in-year assignment recovery prior to the Unit Assessment Board, subject to the scheduling of the original assessment. Re-submission of multi-part assessments In the case of a unit approved by the Nursing and Midwifery Council (NMC) and/or Health and Care Professions Council (HCPC), where one part of a multi-part assessment is failed and resubmitted, only the resubmitted part shall be capped at 40% (level 6) or 50% (level 7). Pass mark for prescribing programmes Due to the NMC (2006 and 2009) requirements, the pass marks on the NMC approved prescribing courses are as follows: 1. V100 (level 6 & 7): a. Short answer and MCQ examination: 80% Demonstrating currency at point of PSRB registration Where a unit or programme confers a PSRB professional award and has a practice placement element, students must normally be assessed as competent in practice no more than 12 weeks prior to the final board of examiners. Students delayed in other assessments may require re-assessment in practice in order to demonstrate currency. Decisions will be made on a case-by-case basis based on the context of the individual student and the risk involved if their assessment in practice is not current.
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Practice assessment element of programmes/units Practice assessment in Specialist Practice of Health Visiting and Specialist Practice of School Nursing units. Students will only be allowed to have two attempts at the practice assessment rather than the three attempts they are entitled to in theoretical assessments. Should a student require reassessment in practice then they will be allowed a maximum of 50 days to be negotiated with the Programme Lead and Practice Teacher in order to retrieve any outstanding outcomes. Safe and competent practice Students must demonstrate the principles of safe and competent practice in their written work. This means that students who write, either by intention or accident, an error that could potentially compromise public safety, will be referred automatically on that part of the assessment. This referral means that a mark of 0 will be applied to this part of the assessment, and they will be required to resubmit for a capped mark of 40% (level 6) or 50% (level 7) - only the resubmitted part shall be capped. In addition, within the Community Practitioner Nurse Prescribing (V100) unit students will be referred if they do not ask about medication history, allergies, over the counter medication, or if there is any incorrect dosage/prescribing of an unlicensed product (NMC 2006 ; standards 10 and 11). Confidentiality In all unit assessment, students are required to maintain confidentiality and anonymity and must use a pseudonym. Confirmed breaches of patient confidentiality will result in failure of the assessment. Credits on one subject For NMC professional awards in the BSc (Hons) Specialist Community Public Health Nursing and PGDip Specialist Community Public Health Nursing a focus on a specific issue for assessment (i.e. a client group, a clinical ‘problem’ or a management concern) may be utilised in work that attracts no more than 40 credits. If a student exceeds this, any assessment which takes the cumulative total of credits above 40 will automatically be referred. This referral means that a mark of 0 will be applied to this part of the assessment, and they will be required to resubmit for a capped mark of 40% (level 6) or 50% (level 7) - only the resubmitted part shall be capped. Attendance requirements All PSRB approved programmes have minimum attendance rates (normally 80% for theory and 100% for practice). Students will be required to complete 100% of
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practice hours and where a students’ attendance for theory falls below 80% they will normally be required to make this time up by independent study demonstrating they have covered the required subject area. Some teaching in University is viewed by the team as essential to ensure practitioners protect patients and the public. These taught sessions will be identified to students and the consequences of missing them made clear in the programme handbook.
12
Relationship with Faculty Foundation Year
N/A as level 6/7 programme only.
Awards
13 Final award title(s) All titled awards including:
Sandwich awards
‘Fallback’ awards for students who pass academic credits but fail PSRB licence to practice element
Mark any PSRB final awards conferred as “PSRB Award”
PgDip Specialist Community Public Health Nursing: Health Visiting
PgDip Specialist Community Public Health Nursing: School Nursing
PgCert Health (Students who exit without successfully completing the PgDip Specialist Community Public Health Nursing and who are not, therefore, eligible for SCPHN qualification in the specific field of practice may be awarded (as a fall back award): PgCert Health)
BSc (Hons) Specialist Community Public Health Nursing: Health Visiting
BSc (Hons) Specialist Community Public Health Nursing: School Nursing
BSc Health (Students who exit without
successfully completing the BSc (Hons) Specialist
Community Public Health Nursing and who are
not, therefore, eligible for SCPHN qualification in
the specific field of practice may be awarded (as
a fall back award): BSc Health)
14 Combined Honours There is no Combined Honours provision within this programme specification
15 Interim exit awards and Subject title(s)
PgCert Health (Students who exit without successfully completing the PgDip Specialist Community Public Health Nursing and who are not, therefore, eligible for SCPHN qualification in the specific field of practice may be awarded (as a fall back award): PgCert Health)
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BSc Health (Students who exit without
successfully completing the BSc (Hons) Specialist
Community Public Health Nursing and who are
not, therefore, eligible for SCPHN qualification in
the specific field of practice may be awarded (as
a fall back award): BSc Health)
Arrangements with Collaborative Partners (where applicable)
16 Approved Collaborative partner(s)
Partner Name Type of Collaborative Partnership
N/A
N/A
17 Articulation Arrangements with Partners
Partner Name Details of Arrangements
N/A
N/A
Professional, Statutory and Regulatory Bodies
18 PSRB(s) associated with final award of any route within the programme specification
Nursing and Midwifery Council (NMC)
19 Date, outcome & period of approval of last PSRB approval/accreditation
7 February 2012. Programmes approved for 5 years, with programme extension given for uptakes up to 4 March 2018 (NMC QA team letter 10/8/2016).
Approval Status
20 Date and period of approval of most recent MMU review/ approval
(i) Date of Latest review/approval 01 December 2017
(ii) Length & Dates of Period of approval given In (i) above:
Years: 6 years
From: 1 September 2018
To: 31 August 2024
(iii) Major Modifications to Programme Specification since last review/approval
N/A
21 Next Scheduled Review Date:
2023/24
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22
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SECTION B – OUTCOMES
23 MMU Graduate Outcomes
On successful completion of their course of study MMU graduates will be able to:
GO1. apply skills of critical analysis to real world situations within a defined range of contexts;
GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;
GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;
GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;
GO5. manage their professional development reflecting on progress and taking appropriate action;
GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary
field. NB the above align to the Employability outcomes on the unit specifications
24 Programme Rationale
This programme is designed to meet a specific professional requirement, and to provide students with the required knowledge and skills to work as a Specialist Community Public Health Nurse in the field of health visiting or school nursing. It enables students to obtain registration with the NMC on part three of the register as a Health Visitor or School Nurse. The curriculum has been reviewed and developed in response to policy documents such as the Public Health Outcomes Framework (PHE 2017) and the six high impact areas (PHE 2016), and cognisant of the changes in local service design and delivery for the 0-19 service. The programme is offered at levels six and seven, and whilst many students now enter with a first degree, there is still demand for the level six programme. Students study core units shared with other programmes, and then have specialist units focusing on the specific knowledge and skills required for professional practice in health visiting or school nursing. Students have one elective ten-credit unit, with V100 community practitioner prescribing being an option for suitable students. Due to the professional nature of the programme, there is a requirement for a minimum of 80% attendance overall in the University setting and 100% attendance requirement for practice.
25 QAA Benchmark Statement(s)
Health Visiting There are no relevant QAA benchmark statements for the School Nursing route.
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26 Programme Specific Outcomes
(a) Final Award Learning Outcomes PgDip Specialist Community Public Health Nursing: Health Visiting: On successful completion of the programme the students will be able to:
1. Demonstrate critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): Health Visitor
2. Critically apply appropriate theory and exercise appropriate professional judgement when assessing the health and wellbeing of individuals, client groups and populations, communicating results effectively
3. Apply an in-depth and coherent range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population
4. Apply public health policy and health promoting strategies to practice, and devise innovative approaches to develop health services/ programmes and reduce inequalities
5. Actively seek to contribute to policy and strategy development to improve health and well being
6. Critically evaluate research studies and other forms of evidence and where appropriate apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient
7. Deploy and evaluate established techniques to identify and manage risk with a range of client groups including the most vulnerable
8. Lead and manage projects in creative and innovative ways to improve the health and wellbeing of individuals and communities
9. Manage teams and resources ethically and effectively, showing originality in tackling and solving problems
10. Synthesise knowledge and experience gained as a SCPHN: Health Visitor student to articulate a vision, based on sound arguments, for the future role and functions of their SCPHN:HV
PgDip Specialist Community Public Health Nursing: School Nursing: On successful completion of the programme the students will be able to:
1. Demonstrate critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): School Nurse
2. Critically apply appropriate theory and exercise appropriate professional judgement when assessing the health and wellbeing of individuals, client groups and populations, communicating results effectively
3. Apply an in-depth and coherent range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population
4. Apply public health policy and health promoting strategies to practice, and devise innovative approaches to develop health services/ programmes and reduce inequalities
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5. Actively seek to contribute to policy and strategy development to improve health and well being
6. Critically evaluate research studies and other forms of evidence and where appropriate apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient
7. Deploy and evaluate established techniques to identify and manage risk with a range of client groups including the most vulnerable
8. Lead and manage projects in creative and innovative ways to improve the health and wellbeing of individuals and communities
9. Manage teams and resources ethically and effectively, showing originality in tackling and solving problems
10. Synthesise knowledge and experience gained as a SCPHN: School Nurse student to articulate a vision, based on sound arguments, for the future role and functions of their SCPHN:SN
BSc (Hons) Specialist Community Public Health Nursing: Health Visiting: On successful completion of the programme the students will be able to:
1. Demonstrate the critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): Health Visitor
2. Critically apply appropriate theory and exercise appropriate professional judgement when assessing the health and wellbeing of individuals, client groups and populations, communicating results effectively
3. Apply an appropriate range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population.
4. Apply public health policy and health promoting strategies to practice to develop health services/ programmes and reduce inequalities
5. Contribute to policy and strategy development to improve health and well being 6. Critically appraise research studies and other forms of evidence and where appropriate
apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient
7. Deploy established techniques to identify and manage risk with a range of client groups including the most vulnerable
8. Lead and manage projects to improve the health and wellbeing of individuals and communities
9. Manage teams and resources ethically and effectively 10. Utilise knowledge and experience gained as a SCPHN: Health Visitor student to articulate a
vision for the future role and functions of their SCPHN:HV BSc (Hons) Specialist Community Public Health Nursing: School Nursing: On successful completion of the programme the students will be able to:
1. Demonstrate the critical application of theory, skills and attributes required to fulfil the professional role of the Specialist Community Public Health Nurse (SCPHN): School Nurse
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2. Critically apply appropriate theory and exercise appropriate professional judgement when assessing the health and wellbeing of individuals, client groups and populations, communicating results effectively
3. Apply an appropriate range of theory and the skills required to work collaboratively and in partnership to promote and protect the health and wellbeing of the population.
4. Apply public health policy and health promoting strategies to practice to develop health services/ programmes and reduce inequalities
5. Contribute to policy and strategy development to improve health and well being 6. Critically appraise research studies and other forms of evidence and where appropriate
apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient
7. Deploy established techniques to identify and manage risk with a range of client groups including the most vulnerable
8. Lead and manage projects to improve the health and wellbeing of individuals and communities
9. Manage teams and resources ethically and effectively 10. Utilise knowledge and experience gained as a SCPHN: School Nurse student to articulate a
vision for the future role and functions of their SCPHN:SN
(b) Combined Honours Learning Outcomes
N/A
(c) Pass Degree Learning Outcomes
Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study PgCert Health: Students who obtain the fall back degree of PgCert will not have fully met the PgDip Specialist Community Public Health Nursing (SCPHN) programme and unit learning outcomes. These students are not eligible for a NMC SCPHN qualification or the NMC award of Community Practitioner Nurse Prescribing (V100). BSc Health: Students who obtain the fall back degree of BSc Health will not have fully met the BSc (Hons) Specialist Community Public Health Nursing (SCPHN) programme and unit learning outcomes. These students are not eligible for a NMC SCPHN qualification or the NMC award of Community Practitioner Nurse Prescribing (V100).
27 Interim Award Learning Outcomes BA/BSc (Hons): Level 4 (CertHE) and Level 5 (DipHE) outcomes MA/MSc: PGCert & PGDip Provide a set of interim learning outcomes for each level of each award/route title.
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SECTION C – STRUCTURE
28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements
OPTION UNITS Option units listed in the following curriculum structures are approved for delivery but may not run in any one academic session.
BSc (Hons) Specialist Community Public Health Nursing: Health Visiting
Level 6
Core Units
Code Occ Status (if applicable)
- Pre/Co-requisites - Excluded units
Unit Title No of credits
2CP3D993
Core Developing Leadership and Professional
Practice 20
2CP3D892 Core Evidence-Based Practice 20 2CP3D998 Core Principles of Public Health 10 2CP3D979 Core Principles of Health Visiting 10
2CP3D882 Core Contemporary Issues in Health Visiting 10 2CP3D981 Core Specialist Practice of Health Visiting 20 2CP3D873 Core Safeguarding for Public Health Nurses 10
2CP3D880 Core Child Development for Health Visitors 10
Option Units Choose ONE unit from options listed 2CP3D081 Option (pre-
requisites) Community Practitioner Prescribing (V100) 10
2CP3D989
Option Contraception, Reproduction and Sexual
Health (CRASH) 1 10
2CP3D871 Option Independent study project 10 2CP3D865 Option Helping People Change 10
2CP3D298 Option Values Based Decision Making 10
On successful completion of Level 6 – Final award: BSc (Hons) Specialist Community Public Health Nursing:
Health Visiting
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BSc (Hons) Specialist Community Public Health Nursing: School Nursing Level 6
Core Units
Code Occ Status (if applicable)
- Pre/Co-requisites - Excluded units
Unit Title No of credits
2CP3D993
Core Developing Leadership and Professional
Practice 20
2CP3D892 Core Evidence-Based Practice 20 2CP3D998 Core Principles of Public Health 10 2CP3D876 Core Principles of School Nursing 10
2CP3D878 Core Contemporary Issues in School Nursing 10 2CP3D983 Core Specialist Practice of School Nursing 20
2CP3D873 Core Safeguarding for Public Health Nurses 10
2CP3D884 Core Emotional Health and Well Being 10
Option Units Choose ONE unit from options listed 2CP3D081 Option (pre-
requisites) Community Practitioner Prescribing (V100) 10
2CP3D989
Option Contraception, Reproduction and Sexual
Health (CRASH) 1 10
2CP3D871 Option Independent study project 10 2CP3D865 Option Helping People Change 10
2CP3D298 Option Values Based Decision Making 10
On successful completion of Level 6 – Final award: BSc (Hons) Specialist Community Public Health Nursing:
School Nursing
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POSTGRADUATE
PgDip Specialist Community Public Health Nursing: Health Visiting Level 7
Core Units
Code Occ Status (if applicable)
- Pre/Co-requisites - Excluded units
Unit Title No of credits
2CP3D994
Core Developing Leadership and Professional
Practice
20
2CP3D186 Core Developing Research Skills 20
2CP3D999 Core Principles of Public Health 10
2CP3D980 Core Principles of Health Visiting 10
2CP3D883 Core Contemporary Issues in Health Visiting 10
2CP3D982 Core Specialist Practice of Health Visiting 20 2CP3D874 Core Safeguarding for Public Health Nurses 10
2CP3D881 Core Child Development for Health Visitors 10
Option Units Choose ONE unit from options listed 2CP3D181 Option (pre-
requisites) Community Practitioner Prescribing (V100) 10
2CP3D990
Option Contraception, Reproduction and Sexual
Health (CRASH) 1 10
2CP3D195 Option Independent study project 10
2CP3D870 Option Helping People Change 10
2CP3D398 Option Values Based Decision Making 10
On successful completion of Level 7 – Final award: PgDip Specialist Community Public Health Nursing: Health
Visiting
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PgDip Specialist Community Public Health Nursing: School Nursing Level 7
Core Units
Code Occ Status (if applicable)
- Pre/Co-requisites - Excluded units
Unit Title No of credits
2CP3D994
Core Developing Leadership and Professional
Practice
20
2CP3D186 Core Developing Research Skills 20
2CP3D999 Core Principles of Public Health 10
2CP3D877 Core Principles of School Nursing 10
2CP3D879 Core Contemporary Issues in School Nursing 10
2CP3D984 Core Specialist Practice of School Nursing 20
2CP3D874 Core Safeguarding for Public Health Nurses 10
2CP3D885 Core Emotional Health and Well Being 10
Option Units Choose ONE unit from options listed 2CP3D181 Option (pre-
requisites) Community Practitioner Prescribing (V100) 10
2CP3D990
Option Contraception, Reproduction and Sexual
Health (CRASH) 1 10
2CP3D195 Option Independent study project 10
2CP3D870 Option Helping People Change 10
2CP3D398 Option Values Based Decision Making 10
On successful completion of Level 7 – Final award: PgDip Specialist Community Public Health Nursing: School
Nursing
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SECTION D - TEACHING, LEARNING AND ASSESSMENT
29 Articulation of Graduate Prospects
The degrees prepare students with the required knowledge and skills to work as Specialist Community Public Health Nursing in the fields of health visiting and school nursing. It is usual for all graduates to obtain employment in their preferred field of practice.
30 Curriculum Design
The programme team recognise that students entering these programmes are qualified nurses, many already with a first degree, aiming to gain an additional professional qualification. The curriculum pivots on the programme team’s philosophy of respect for the adult learner and an appreciation that integration of theory to practice is paramount. A commitment to partnership working underpins the curriculum which has been re-developed in consultation with service users, students, practice teachers and managers, and cognisant of current government policy and direction. It adheres to the NMC (2004) SCPHN standards and has been informed and refined in response to a range of policy documents (such as PHE 2016, PHE 2017), and feedback from stakeholders (for example, students, practice teachers, placement providers, external examiners, Health Education England (North West) and service users). Further commitment to partnership working is illustrated by maximising opportunities for inter-disciplinary and inter-professional learning by the design of units that can be accessed by other degrees. The programme is 52 weeks in length, with 45 programme weeks and can be studied full or part time. Due to the NMC requirement for 50% theory and 50% practice, the curriculum is designed so that full time students normally spend 2 days in practice a week, with 2 days in the University setting with a 10 week block of consolidated practice at the end of the course. The units are delivered in a ‘short fat’ block, enabling students to develop specific knowledge and skills to relate to practice. This also enables a flexible approach to study, to facilitate students stepping off and on the programme. Students who step off are managed in line with standard University procedures, but all students must demonstrate currency at time of the final examination board (see exemption from regulations, section 11) and students must normally be assessed as competent in practice within 12 weeks of the final board of examiners.
31 Learning and Teaching
Learning and teaching is based on the University Education Strategy (MMU 2017) which builds on the previous Strategy for Learning, Teaching and Assessment (MMU 2014) which was embedded in the programme. New academic staff are well supported by the University, and are expected to complete the MMU Postgraduate Certificate in Learning and Teaching in HE within the first three years of employment. This currently offers the NMC teacher award and HEA accreditation. Academic staff who are NMC registrants have NMC registration checked by both HR and a departmental system to ensure that all staff revalidate and maintain registration.
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As 50% of the programme is delivered in practice, the University provide support to practice teachers in the form of induction sessions, forums and visits to practice by the award leader or other staff members. The programme currently requires students to be supported by Practice Teachers in line with current NMC (2008) standards, but will amend this requirement if necessary to reflect any new NMC education framework. Students are provided with pre-course information, and during programme induction receive information about the units and specific regulations relating to the programme, such as professional unsuitability. Students receive a programme handbook, and unit handbook via the unit Moodle site. These handbooks contain information relating to relevant University regulations, and NMC requirements. Teaching and learning is underpinned by a collaborative learning or student centred philosophy, recognising the active role that adult learners have in their professional development. The approach taken will be influenced by a number of factors including group size, unit subject, learning outcomes, NMC requirements and, where appropriate, student preferences. Strategies will lead to an appropriate mix of directed and independent studies, for example: lectures, group work, e-learning, blended learning, work based learning, individual/group tutorials, seminars, and guided reflection on practice. Students are given opportunities for formative feedback during units, and can obtain both written and verbal feedback if required. Students will be presented with opportunities for inter-professional working and learning as an integral component of their placement experiences. Further opportunities are available within the university as the programme is designed to promote interdisciplinary and inter-professional learning by incorporating units that are shared with other courses. The units that are shared with other programmes include evidence-based practice, developing leadership and professional practice and principles of public health. Academic staff will, where appropriate, facilitate service user and carer contributions to the student learning experiences. As students will be practising with service users and carers while studying it is appropriate to offer additional and intentional learning opportunities with service users and carers. Practitioners, service colleagues and service users regularly contribute to teaching and learning. Students are required to obtain feedback from service users as part of their practice assessment document. Whilst most students will have experience of recent study, all students are provided with information on study skills at the start of the programme, and signposted to the Faculty student support officer and study skills via skills on line/Moodle. Students are given opportunities for formative assessment during the programme, and opportunities to engage with the unit grading criteria.
32 Assessment
Assessments are conducted in line with the MMU (2012) Institutional Code of Practice for the Assessment of Students, the NMC requirements for assessments for this programme (NMC 2004) and the NMC (2017) Quality Assurance Framework.
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The assessment strategies reflect the learning outcomes of the individual units, with each assignment undertaken being cross-referenced to a specific outcome. An assignment brief is provided for each assessment, and all work is marked according to the University Standard Descriptors (with the exception of the V100 pharmacology examination). All units within the programme include an opportunity for formative assessment; students are encouraged to discuss work in progress and receive feedback. Summative assessments are devised to facilitate both theory-practice integration and the development of skills that will be of use in their clinical careers (for example, the format of assessments may include group presentations, individual presentations, written assessments and examinations) Assessments are submitted via Turnitin, and the team adopt anonymous marking with the exception of practice-based portfolios and presentations where the student is identified. The V100 examination is computer based. The programme team provide students with information about avoiding plagiarism, and recommend that students undertake the ‘avoiding plagiarism’ tutorial on ‘Skills on Line’ (via student resource area Moodle site). In addition, all students are provided with a Turnitin link on the programme Moodle site to check the similarity of their work formatively. Assignments are internally and externally moderated in accordance with university policy. In order to be consistent between units, a 20 credit unit will be assessed with the equivalence of 4,500 words. All units must be passed and cannot be condoned. Further details of this are provided in section 11. All students work must be word processed and must enter a word count (excluding references and quotes) on all written work.
i. Where the work is either stated to be or found to be in excess of the stated word limit by
over 10% marking will stop at the stated word limit. The marker will indicate on the
feedback that ‘marking has ceased at the word limit’
ii. Where students have alternative forms of assessment such as presentations a similar
process will be implemented with students being given a time limit and when that time has
lapsed they will be asked to draw their presentation to a close and the mark awarded will
be based on the work presented within the time allocation.
External examiners meet practice teachers and students on the final Board of Examiners, and are invited to visit students in practice. Practice teachers award students a mark for practice in the Specialist Practice unit, using practice marking criteria. They are fully supported in this process, and are invited to attend marking support sessions and interactive activities in the University setting all designed to ensure consistency among markers.
33 Inclusive Practice
The programme team recognise the importance of inclusive curriculum design, but mindful that the student group are already professionally qualified staff and not as diverse as other
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programmes. Unconscious bias training is available in addition to equality and diversity training, which staff must complete every three years. Whilst most students will enter the programme with either a Dip HE or previous degree, there are some applicants who have limited accredited academic study but a wealth of experiential learning. Such students are able to apply for RPL using a structured portfolio meeting the University level 5 outcomes. All students entering this programme are registered with the NMC and subject to the ‘Code of professional standards of practice and behaviour for nurses and midwives’ (NMC 2015). The programme team are mindful of the NMC guidance relating to equality legislation.
34 Technology Enhanced Learning
There is varied use of technology in the programme, with all areas using the Moodle sites as information repositories as a minimum. Links to relevant reports, lecture material and information are on the Moodle sites, with some units using forums and other features. All written assignments are submitted electronically, and unit level evaluations are via the feedback tool on Moodle. The examination for the V100 is conducted on line, and some academic staff use technology such as Kahoot quizzes during sessions. Student placement evaluations are online via the North West Practice Assessment Record and Evaluation (PARE) system (https://onlinepare.net).
The NMC (2004) standards stipulate that courses must comprise 50% theory and 50% practice; hence practice-based learning has equal status in the programme. The delivery of placement education will reflect current NMC requirements and the University’s Institutional Code of Practice for Placement and Work Based Learning (MMU 2015). Places on the programme are currently requested via employers/HEENW and the employer is responsible for ensuring that the student has a suitable practice placement for the duration of the course, which is audited using the NW multi-professional audit tool. The University works with the employer to ensure that the student is supported by an appropriately qualified practitioner meeting current NMC standards. Currently the requirements are for a practice teacher with due regard, with live registration on the employer mentor/practice teacher register (NMC 2008). Whilst on the programme students maintain a supernumerary status. Where part time students are being employed at the same time as undertaking the programme, students must be able to obtain suitable learning experiences for a period equivalent to 50% of the programme. The placement meets current NMC standards for SCPHN (2004) and students spend 50% of the 45 programme weeks on placement (112.5 days). For the school nursing and health visiting awards, students must have completed their consolidated practice experience (minimum of 10 weeks) and at least half the remaining practice time (minimum of 6.3 weeks) in settings and with clients that are central to the responsibilities for either school nursing or health visiting. Students must, additionally, spend at least three weeks gaining experience in the settings, and with clients,
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considered either important or that may be a potential area of responsibility, even if not central to the defined area of practice. Practice teachers should hold qualifications equal to, or higher than, those of the students that they are supporting. Where this is not the case, they will be matched in practice with a colleague who meets this requirement OR the University will provide increased support to practice. The rights and responsibilities of students are set out in the MMU Commitment Statement and on-line CPD induction resource and discussed during induction processes. In addition to the NMC guidance, students are made aware of the North West guidance for students on raising concerns in practice, and this information is on the programme Moodle site. Disabled students are supported through the University Disability Service, and award leaders work with practice partners to ensure that reasonable adjustments are put in place for disabled students during practice placements. At least one tripartite placements meeting is arranged during the programme, and these can either be face to face or via Skype/electronic means. Students who are struggling on practice placements are encouraged to seek advice from their award leader as soon as possible, and academic staff will visit practice for a tripartite meeting at either the request of the student or practice staff. As students spend 50% of their time in practice, the Award Leaders engage with mentors/ practice teachers in a number of ways (e.g. placement visits, briefing days, marking support group, practice teacher forum, SCPHN practice prep days). The departmental management team is supportive of the need for (particularly) NMC lecturers to engage with practice; examples include: Fellow of the iHV and National Forum of School Health Educators. The placement unit evaluation will be completed by the student twice during the year via the online PARE tool. This system enables the feedback to be viewed by practice and the University, and where concerns arise this can be quickly identified and addressed. Students also provide informal feedback in the University setting, and via the programme committee.
36 Engagement with Employers
This programme is designed and delivered in collaboration with service providers and other stakeholders. Employability is integral to the overarching aim of the SCPHN programme in preparing students to work in their chosen field of practice and to enable them to respond to changing models of service delivery and local and national priorities. On a strategic level, the University programme team engage with the commissioning bodies and service leads to ensure that the provision meets service needs. Employer satisfaction with students exiting the programme is essential and the views of employers are gained in a number of ways. These include meetings with managers, informal discussions within the clinical area and during joint interviews with service providers. Staff are involved in local and regional meetings and professional forums, working in partnership with employers and service leads. In addition, academic staff work closely with employers during the recruitment phase of the programme and when addressing any issues that arise with students.
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Data sharing Data about student attendance and progression on units or programmes will only be shared with employers where this is in line with the current legislation on Data Protection (e.g. GDPR 2018), University guidance or a data sharing agreement.
37 Personal Development Planning
The programme is designed to ensure that students are employable, with all activities aiming to prepare students to work in their chosen field of practice (school nursing or health visiting). Students are encouraged to evaluate and articulate the skills developed within the programme and their relevance to future employment throughout the programme, for example via active discussion in teaching sessions, unit assessments and reflective evaluation on practice with practice or academic staff.
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SECTION E - PROGRAMME MANAGEMENT
38 Programme Specific Admission Requirements
The programme admissions regulations and entry requirements comply with the University’s Recruitment and Admissions Policy.
i) Recognition of Prior Learning
The programme meets the University Policy for the Recognition of Prior Learning (RPL) (2016) with the following exemptions (see section 11):
Students can have RPL for a maximum of one third of the programme (NMC, 2004).
ii) Standard entry requirements
All students are interviewed and this is normally in partnership with employers. Normally, two references will be required and normally one of these will be an academic reference. Normally one of the referees will provide evidence of the applicant’s good character and their previous sickness-absence record. In order to be consistent with the NMC requirements for pre-registration nursing education (NMC 2010 ) and to ensure consistency across the Department, all students applying for NMC approved units with non UK based initial qualifications will be required to have an IELTS minimum of 7.0 or meet the current NMC requirements in terms of equivalent qualification (NMC 2017). This is to ensure that students exiting with professional qualifications have good command of English in order to protect the public and to enable their success in academic study. BSc (Hons) Specialist Community Public Health Nursing All applicants must:
Normally have 120 Level 5 credits in a relevant subject, or a relevant diploma or a portfolio of
evidence mapped to University Standard Descriptors level 5.
Have active registration as a first level nurse or midwife or have successfully completed a pre-
registration nursing or midwifery programme and obtain registration on the NMC register
within 2 months of starting on the programme.
Normally have completed a minimum of one year post initial registration experience in order
to consolidate pre-registration competencies
Be supported in practice for the duration of the course by an appropriately qualified
practitioner (currently a Practice Teacher with due regard (NMC 2008)).
Demonstrate the ability to study independently at Level 6.
PgDip Specialist Community Public Health Nursing
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All applicants must:
Have a first degree in a relevant subject, with a minimum of a lower second class classification.
Have active registration as a first level nurse or midwife or have successfully completed a pre-
registration nursing or midwifery programme and obtain registration on the NMC register
within 2 months of starting on the programme.
Normally have completed a minimum of one year post initial registration experience in order
to consolidate pre-registration competencies
Be supported in practice for the duration of the course by an appropriately qualified Practice
Teacher (currently a Practice Teacher with due regard (NMC 2008)).
Demonstrate the ability to study independently at Level 7.
iii) Disclosure and Barring Service Check and occupational health clearance
The programme requires students to have a DBS check at the start of the programme. These are either undertaken by the organisation employing the student or by the university. The university policy on DBS checks applies to such students, and evidence of the DBS check is collated by the University. The organisation employing the student normally arranges occupational health clearance, but the university will arrange this for any independent students.
iv) Specific unit entry requirements.
Many of the units have specific entry requirements and these are identified on the unit specification. Due to NMC regulations the specific entry requirements apply for the following unit: Community Practitioner Nurse Prescribing (V100) – level 6 or 7. a) Students must be currently enrolled on a NMC SCPHN programme and have an allocated
practice assessor, who is a practising prescriber OR have a NMC recorded SCPHN qualification,
be employed in a community setting, and have access to support from a practising prescriber.
b) Be currently registered with the NMC
c) “Intend to practise in an area of clinical need for which prescribing from the Community
Practitioner Formulary will improve patient/client care and service delivery” (NMC 2006, p.9)
d) Have the support of their employer or the organisation with which they are sponsored /
seconded/ supported placement.
39 Programme-Specific Management Arrangements
Standard Programme Management arrangements apply. Students’ placement experience is managed by the relevant award leader in partnership with the employer/practice partner. Professional, Regulatory & Statutory Bodies
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The delivery of this programme is in accordance with the NMC standards for education, and the current quality assurance (QA) framework (currently NMC 2017). When any risks emerge the University will respond swiftly to manage and control risks appropriately. All exceptional reports will be sent to the NMC in line with the QA framework.
40 Staff Responsibilities
The SCPHN Programme leader is responsible for the overall delivery of the programme, and coordinating the teaching, assessment and support across the programme. The programme leader is responsible for signing the NMC declaration of good character for successful students, liaising with the award leaders. The Award Leaders for health visiting and school nursing are responsible for managing the theory and practice for students on the award, liaising with colleagues, practice partners and other services. Unit leaders are responsible for the delivery and assessment of the unit, working with programme and award leaders. The Department nominated NMC link is responsible for working with programme leaders to ensure that any concerns in practice or University are responded to and escalated in line with both University and NMC requirements (NMC 2017 Quality Assurance Framework).
41 Programme Specific Academic Student Support
Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Students are allocated a personal tutor who is normally their award leader for school nursing or health visiting.
42 Programme Specific Student Evaluation
The Programme is exempt from the Institutional Student Survey (ISS) due to the timings of the ISS which do not fit with programme delivery dates. Each unit is evaluated using a standard evaluation tool on moodle, and these results feed into the continuous monitoring and improvement (CMI) process. The programme overall is evaluated at the end of the year, and placement is evaluated twice a year using the online PARE tool (see section 35).
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SECTION F – MAPPING THIS SECTION CONTAINS THE FOLLOWING: Page numbers
Relationship to subject benchmark statement (Health Visiting only)
Map I
26-39
Assessment /outcomes map
Map II 40-41
Mapping against NMC (2004) Standards of Proficiency for Specialist Community Public Health Nursing
Map III 42-45
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MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)
QAA (2001) Health Visitor Benchmarking
A. Expectations of the health visitor as a professional QAA Statement: At honours degree level, the study of health visiting involves the integrated study of subject specific knowledge; the acquisition of skills and values; the critical application of research knowledge from health and social sciences (and closely related disciplines) to inform understanding and to underpin action, reflection and evaluation in health visiting practice. Honours degree programmes should be designed to foster an integration of contextual, analytic, explanatory and practical knowledge and understanding. The specific areas of subject knowledge, understanding and skills integral to practice are defined in this statement. Key:- Principles of Health Visiting (PHV); Contemporary Issues in Health Visiting (CIHV); Specialist Practice of Health Visiting (SPHV); Principles of Public Health (POPH); Developing Leadership and Professional Practice (DLPP); Evidence Based Practice (EBP) / Developing Research Skills (DRS); Child Development for Health Visitors (CDHV); Safeguarding for Public Health Nurses (SGPHN)
A1 Professional autonomy and accountability of the health visitor The award holder should be able to:
ability to use higher level communication skills pertinent to health visiting
practice; X X X X X
ability to select from a range of teaching methods those appropriate to the
context of health promotion and health education, and apply these in
professional practice;
X X X X X X
ability to apply health promotion theory, demonstrating expertise in the
use of self empowerment and community development approaches; X X X X X X
Numeracy
ability to interpret numerical and statistical data; X ability to organize and manipulate numerical and statistical data; X ability to select appropriate formats for data presentation relevant to the
information being conveyed and its intended purpose;
X
Information technology
ability to engage with information management systems and technology
relevant to health visiting practice, taking into account of policies,
procedures and data protection requirements regarding access and
confidentiality.
X X X X X X
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MAP II
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MAP III
MAPPING AGAINST NMC (2004) STANDARDS OF PROFICIENCY FOR SPECIALIST COMMUNITY PUBLIC HEALTH NURSING Key:- Principles of Health Visiting (PHV); Principles of School Nursing (PSN); Contemporary Issues in Health Visiting (CIHV); Contemporary Issues in School Nursing (CISN); Specialist Practice of Health Visiting (SPHV); Specialist Practice of School Nursing (SPSN); Principles of Public Health (POPH); Safeguarding for Public Health Nurses (SGPHN); Child Development for Health Visitors (CDHV); Emotional Health and Well Being (EHWB); Developing Leadership and Professional Practice (DLPP); Evidence Based Practice (EBP); Developing Research Skills (DRS) DOMAIN: SEARCH FOR HEALTH NEEDS
Principle: Surveillance and assessment of the population’s health and well being
PHV/ PSN
CIHV/ CISN
SPHV/ SPSN
POPH SGPHN CDHV EHWB DLPP EBP / DRS
Collect and structure data and information on the health and well being and
related needs of a defined population. X X X X X X X
Analyse, interpret and communicate data and information on the health and
wellbeing and related needs of a defined population. X X X X X X X
Develop and sustain relationships with groups and individuals with the aim of
improving health and social wellbeing. X X X X X X X
Identify individuals, families and groups who are at risk and in need of further
support. X X X X X X X
Undertake screening of individuals and populations and respond appropriately to
findings. X X X X X X X
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DOMAIN: STIMULATION OF AWARENESS OF HEALTH NEEDS
Principle: Collaborative working for health and wellbeing
PHV/ PSN
CIHV/ CISN
SPHV/ SPSN
POPH SGPHN CDHV EHWB DLPP EBP / DRS
Raise awareness about health and social wellbeing and related factors, services
and resources. X X X X X X X
Develop, sustain and evaluate collaborative work. X X X X X X X X
Principle: Working with, and for, communities to improve health and wellbeing
Communicate with individuals, groups and communities about promoting their
health and wellbeing X X X X X X X
Raise awareness about the actions that groups and individuals can take to
improve their health and social wellbeing. X X X X X X X
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.
X X X X X X
Work with others to protect the public’s health and well being from specific
risks. X X X X X X X
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DOMAIN: INFLUENCE ON POLICIES AFFECTING HEALTH
Principle: Developing health programmes and services and reducing inequalities
PHV/ PSN CIHV/ CISN
SPHV/SPSN
POPH SGPHN CDHV EHWB DLPP EBP / DRS
Work with others to plan, implement and evaluate programmes and projects to
improve health and wellbeing X X X X X X
Identify and evaluate service provision and support networks for individuals,
families and groups in the local area or setting. X X X X X X
Principle: Policy and strategy development and implementation to improve health and wellbeing
Appraise policies and recommend changes to improve health and wellbeing. X X X X X X X
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.
X X X X X X X
Contribute to policy development X X X X X X X X
Influence policies affecting health X X X X X X X X
Principle: Research and development to improve health and wellbeing
Develop, implement, evaluate and improve practice on the basis of research,
evidence and evaluation. X X X X X X X X
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DOMAIN: FACILITATION OF HEALTH-ENHANCING ACTIVITIES
Principle: Promoting and protecting the population’s health and wellbeing
PHV/ PSN CIHV/ CISN
SPHV/ SPSN
POPH SGPHN CDHV EHWB DLPP EBP / DRS
Work in partnership with others to prevent the occurrence of needs and risks
related to health and wellbeing. X X X X X X X
Work in partnership with others to protect the public’s health and wellbeing from
specific risks. X X X X X X X X
Principle: Developing quality and risk management within an evaluative culture
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.
X X X X X X
Principle: Strategic leadership for health and wellbeing
Apply leadership skills and manage projects to improve health and wellbeing. X X X X X X
Plan, deliver and evaluate programmes to improve the health and wellbeing of
individuals and groups. X X X X X
Principle: Ethically managing self, people and resources to improve health and
wellbeing
Manage teams, individuals and resources ethically and effectively