s
Comments/notes
Title
/ Assessment in Public Health Nursing/Health Visiting 1Code / NC327
Level / 6
Credit rating / 20
Pre-requisites / Normally course pre-requisites apply OR
Hold a current and appropriate (1, 3, 5, 8, 10, 12, 13, 14 or 15) registration with the NMC
Have six months post qualifying experience
Currently work in relevant community practice for a minimum of 15 hours per week
Have management support and approval to undertake the module
Demonstrate evidence of appropriate, recent and successful completion of study at diploma level (120 level 5 credits)
Type of module / Extensive run over one semester
Aims / The aim of this module is to enable students to critically analyse the principles of assessment and their application to individuals and families in planning and managing health visiting/public health practice.
Learning outcomes/objectives / Students will be able to:
- Place assessment in the context of the principles of health visiting / public health practice.
- Analyse critically theories of lifespan development and their application in the identification of health need.
- Identify and analyse a variety of assessment tools and their use in practice.
- Examine medicines management systems and identify potential prescribing issues and recognise where the district nurse may appropriately independently prescribe from the Nurses’ Formulary.
- Assess need in partnership with individuals and families.
- Assess risk and vulnerability.
- Critically evaluate communication and inter-personal skills and recognise the needs of differing client groups within a range of practice settings.
- Recognise the relationship between individual/family need and the wider community.
- Work in partnership with clients and professionals enabling development of appropriate strategies for health.
Content / This module will focus on developing the students ability to assess need and risk, in partnership with clients, across the spectrum of health visiting / public health nursing. Students will analyse the principles of health visiting with particular reference to working at an individual and family level. This will be placed in the context of the public health continuum. Principles of assessment will be analysed and applied to a number of tools used in practice, and to nurse prescribing. Relevant legal, ethical, and policy issues will be explored. Health informatics will be utilised, particularly in relation to epidemiological data and its place in assessment. Assessment issues in child and adult protection will be considered, including assessment of risk, need, and parenting capacity.
Teaching and learning strategies / Principles of enquiry-based learning are central to this module and active student participation is vital in all aspects. Teaching methods will encourage discussion and debate. Practitioners and users may participate in teaching to support close theory practice links.
Teaching hours will normally be allocated as follows:
Direct taught hours 48
Student directed study 104
Practice activities 48
Total hours 200
Learning support / Acheson D 1998. Independent Inquiry into Inequalities in Health:London : The Staionary Office
Appleton J., Cowley S 2000. The Search for Health NeedsBasingstoke: Macmillan
Baggott R 2000. Public Health: policy and Politics. Basingstoke: Macmillan Press Ltd
Blackie C 1998. Community Health Care NursingLondon: Churchill Livingstone
Bee H 2000. The Developing Child (9th Ed) NeedhamHeights:Allyn and Bacon
Booth K., Luker K 1999. A Practical Handbook for Community Nurses Onford: Backwell Science
Carnell J., Kleine R (Eds) 1999. Community Practitioner and Health Visitor Handbook Oxford: Radcliffe Medical Press Ltd
Courtney, M & M. Butler. 2002. Essential Nurse Prescribing. London: Greenwich Medical Media Ltd
Cowley S 2002. Public Health in Policy and PracticeLondon: Balierre Tindall
Cleaver, Unell and Aldgate 1998. Parenting capacity
DoH 1994. COMA Report—Weaning and the Weaning DietLondon: HMSO
DoH 1999. Saving Lives our Healthier NationLondon: Dept Health Publication
DoH 2001. No Secrets London: Dept Health Publication
DoH 2003. Tackling health Inequalities: A programme for action London: Dept Health Publication
DoH 2001. Health Visitor Practice Developmnet Resource Pack London: DoH
DoH 1999. Working together to safeguard children
DoH 2002. Learning From Past Experience London: Dept Health Publication
Ewles L, Simnett I 1999. Promoting Health: A Practical GuideLondon: Balliere Tindall
Hall D Ellimore A 2002. Health For All Children (4th ed)Oxford: University Press
Robinson J, Elkan R 1996. Health Needs Assessment London: Churchill Livingstone
Robotham A., Sheldrake D 2001. Health Visiting: Specialist PracticeLondon Churchill Livingstone
Twinn and Cowley 1992. Principles of Health Visiting re-visited
Journals
British Medical Journal
Community Practitioner
Journal of Advanced Nursing
Assessment tasks / Students will undertake three assessment tasks as follows:
Assignmentof 3000 words (75% of the total mark).
A critical analysis of the assessment detailed below. This will include analysis of theory relating to all aspects of the process.
Practice assessment (25% of the total mark).
Undertake three assessments of need with a family or individual – two will be formatively assessed and one will be summatively assessed. (This includes strategy of assessment & reflection on performance)
Practice Portfolio
Pass in remaining practice outcomes
Brief description of module content and/or aims (maximum 80 words) / Health visitors/public health nurses are required to provide a service sensitive to the needs of clients. This module aims to enable students to develop higher-level assessment skills, the ability to work in partnership with clients, and to prioritise need and risk. Students will explore the scope of the health visitors role in assessment, encompassing relevant theory and practice.
Area examination board to which module relates / Community Specialist Practice Course
Module team/authors/co-ordinator / Penny Lindley (Module Leader)
Community Team
Visiting Lecturers
Semester offered, where appropriate / Semester 1
Site where delivered / Falmer
Date of first approval
Date of last revision
Date of approval of this version / June 2004
Version number / 1
Replacement for previous module
Field for which module is acceptable and status in that field / Nursing
Course(s) for which module is acceptable and status in that course / BSc (Hons) Community Specialist Practice - HV (Mandatory)
BSc (Hons) in Professional Practice (Optional)
School home / INAM
External examiner / Pauline Lilley
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Assessment in Health Visiting 1
NMC / QAA / Key Skills / HV Benchmarks / HV CompetenciesPlace assessment in the context of the principles of health visiting / public health practice / 13.1, 13.2, 13.3, 13.6, 13.10,13.11,13.13,13.15, 14.1, 14.2, 24.5, 24.6, 24.8, 24.9, 24.11 / 1a,b; 2c,d; 4a,b; 5a / A1, B1,2 C2 / A4,5;B1,2; C1;D1,2,3,5;
Analyse critically theories of lifespan development and their application in the identification of health need / 13.1, 13.2, 13.4, 13.13, 13.15, 14.2, 14.3, 14.4, 14.10, 24.1, 24.2, 24.5, 24.9 / 1b,e; 2a,b,e / B3, C1,2 / A2;B1,2;C3,45;D3,4,5
Identify and analyse a variety of assessment tools and their use in practice / 13.1, 13.4, 13.11, 3.13, 14.1, 14.3, 14.9, 14.10, 14.12, 24.1, 24.2, 24.3, 24.5 / 1a,b,c,e;2a,b,c,d,e,f; 3a; 4a,b,c;5a / A3, B1,2,3,4 C1,2 / A2,3,5;B1,3;C1,3,4,5;D1,25;
Apply principles of assessment within the process of nurse prescribing / 13.7,13.11, 13.12, 14.4, 14.5,14.6, 14.7 / 1b; 2a,b,c,d,g; 3b; 4a,b,c; 5a / A1,2,3,4 B1,3
C1,2 / A1,3,5;C3,4;D2,3,6;
Assess need in partnership with individuals and families / 13.1, 13.2, 13.3, 13.4, 13.9, 13.12, 13.13, 14.1, 14.4, 14.10, 14.11,14.12, 24.1, 24.3, 24.5, 24.7 24.9 / 1b,d,e; 2b,c,d,e,f,g; 3a,b,c / B1,2,3
C1,2 / A1,2,3,7; B1,2;C1,4,5;D3,5
Assess risk and vulnerability / 13.1, 13.2, 13.4, 13.11, 13.12, 13.13, 13.15, 14.2, 14.4, 14.7, 14.8, 14.9, 14.10, 24.1, 24.3, 24.5, 24.9 / 1b,c; 2a,b,d,f; 3a; 4a; 5a / A1,2,3
B1,3,4
C1,2 / A1,2,3,7;B1,2C4,5;D2,3,5,6
Critically evaluate communication and inter-personal skills and recognise the needs of differing client groups within a range of practice settings / 13.3, 13.5,13.8, 13.9, 13.13, 13.17, 14.1, 14.2, 14.10, 14.11, 14.12, 24.1, 24.3, 24.6, 24.8, / 1e;2a,b,c,f; 3a,b,c;5a / A2,3
B1,2,3 C2 / A1,2,3;B2,3;C4,5;D2,3,5,6
Recognise the relationship between individual/family need and the wider community / 13.3, 13.4, 13.12, 13.13, 13.16,13.17, 14.1, 14.2,14.4, 14.7, 14.10, 14.16, 24.1, 24.5, 24.6, 24.7, 24.8, 24.11 / 1b,c,d,f;2b, c,d,g; 3b,c; 5a / B1,2,3
C1,2 / A6;B1;C1,3;D1,4,5,6;
Work in partnership with clients and professionals enabling development of appropriate strategies for health / 13.2, 13.3, 13.4,13.6, 13.8, 13.9, 13.13, 13.14, 13.16, 13.17, 13.23, 14.1, 14.9, 14.11, 14.12, 14.16, 24.3, 24.4, 24.5, 24.6, 24.7,24.9, 24.10 / 1d,f; 2d,f,g; 3a,b,c; 5a / A1,2,3,4
B2,3,4
C1,2 / A1,2,3;B1,2;C2,3,5;D1,2, 4,5,6;
Assessment in Health Visiting 1
3rd part of register / NSF Child / NSF MH / NSF OP / Every Child Matters / KSFPlace assessment in the context of the principles of health visiting / public health practice / A1, B1, C1, D3 / A / 1,2 / 8 / 88
Analyse critically theories of lifespan development and their application in the identification of health need / A2,B1,C3 / A,B,C,D,F / 2,6 / 1,3,6,88
Identify and analyse a variety of assessment tools and their use in practice / A2,4,5,B1,
C2,3, D3,4,5 / A,B / 1,2 / 2, 6,7, 8 / 1,4,5,6,88
Apply principles of assessment within the process of nurse prescribing / A2,C2,3, D2 / G / 2
Assess need in partnership with individuals and families / A1, 3,4, B1 / A,B,C,D,E / 1,2,5,8 / 2,5,4
Assess risk and vulnerability / A1,4, B1,2, C2, D4,5 / A,E,F / 2 / 5
Critically evaluate communication and inter-personal skills and recognise the needs of differing client groups within a range of practice settings / A1,4, B1,2, D2,3,4 / A / 1,2 / 2,7,8 / 2,3,4,6
Recognise the relationship between individual/family need and the wider community / A3, B2,3 C1,3 D3,4,5 / B,D,E / 8 / 1,2,3,6
Work in partnership with clients and professionals enabling development of appropriate strategies for health / A1,6, B2,3, C3, D2,34 / A / 1,2 / 1,8 / 2,3,4,5,6
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