Scphn Additional Field Of Practice- School Nurses

The assessment strategy is designed to: provide practitioners with the opportunity to demonstrate critical analysis of evidence based theory with the acquisition of practice skills in the field of school nursing. In the portfolio, practitioners will identify the strengths, challenges, opportunities and barriers (SCOB) to their learning at two key points in their learning journey. This will enable them to set their learning objectives, agree a plan for achieving them with their Practice Assessor and evaluate their progress. Formative assessment: In practice, practitioners will undergo a process of continuous formative assessment by their Practice Assessor and Practice Supervisor. There will be progress reviews in practice with the practitioner, their Practice Assessor and Academic Assessor on a minimum of two occasions throughout the module where practitioners will be encouraged to self-assess their progress to date. Thus, the summative assessment for this module consists of: Part A Written assignment Practitioners will submit 3 x 1000 word reflective accounts which demonstrate their ability to systematically analyse need and engage with families and professionals in the additional field of school nursing practice. Each 1000 word account will be a critical appraisal of a different practice experience within the field of school nursing. These three accounts must evidence how competency has been achieved in all four field-specific spheres of school nursing practice:

• Sphere C Promoting human rights and addressing inequalities: assessment, surveillance and intervention.
• Sphere D Population health: enabling, supporting and improving health outcomes of people across the life course.
• Sphere E Advancing public health services and promoting healthy places, environments and cultures.
• Sphere F Leading and collaborating from investment to action and dissemination.
Practitioners will self-evaluate their progress and identify their future development needs. All three reflections are core and must achieve a pass mark - This element equates to 100% of the module grade weighting (addresses learning outcomes 3 - 6). Part B Practice Portfolio A portfolio of evidence which demonstrates the achievement of SCPHN spheres in school nursing. The evidence in the portfolio should contextualise the practitioner's learning and demonstrate their application of knowledge and skills to the school nursing pathway of professional practice. Assessment in practice is measured against the Standards of Proficiency for SCPHN (NMC 2022) - Pass/Fail (addresses learning outcomes 1 - 6). In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass. Feedback: Individual tutorials with the Academic Assessor will be offered as opportunities for verbal feedback. Practitioners will receive regular written and verbal formative feedback from their Practice Assessor and Practice Supervisor in practice.Module aims
• Enable the practitioner to transfer their knowledge and understanding of public health theory and the evidence base underpinning their practice, to the additional field of SCPHN school nursing practice.
Facilitate practice-based learning with a different client group of families with children and young people of school age. For practitioners to achieve competence in all spheres in the Standards of Proficiency for SCPHN (SN) (NMC 2022)Learning outcomesAttributes Developed 001 Demonstrate professional autonomy to adapt responses to the health and wellbeing of people within the home and communities whilst being sensitive to different cultural perspectives and advocating for those who are most vulnerable. PT 002 Critique, generate and apply evidence and information that seeks to promote health and prevent ill health and disability and propose and evaluate public health interventions. KCPT 003 Advocate for school-aged children and young people, addressing inequalities whilst undertaking holistic assessment that considers the impact of home, school and family. KPT 004 Understand the impact of socio-economic factors when working in partnership with clients and their families to empower school-aged children and young people to manage their health choices and behaviours to prevent ill-health through appropriate interventions. KPT 005 Work collaboratively with members of the inter- professional team, statutory and voluntary agencies to promote healthy environments and cultures and evaluate the impact of these. PT 006 Lead, manage and coordinate safe and effective universal services, early help interventions and provide targeted interventions to school-aged children and young people when needed whilst working with interagency teams. PT,
• prepare practitioners to have an inquiring attitude and empower them with an ongoing curiosity regarding new and emerging research that informs their health visiting practice.
• equip practitioners with the skills to build upon previous expertise.
• challenge values, beliefs, and assumptions in relation to working in partnership with families with school aged children.
The learning and teaching methods include:
• observation
• participation and demonstration of skills
• professional conversation and reflection
• clinical supervision
• contribution to inter-professional forums in practice
• online learning materials