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.
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 analyze need and engage with families and professionals in the additional field of school nursing practice.
* Part B: Practice Portfolio - A portfolio of evidence which demonstrates the achievement of SCPHN spheres in school nursing.
The evidence in the portfolio should contextualize 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.
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 Outcomes
* 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.
* 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.
* Advocate for school-aged children and young people, addressing inequalities whilst undertaking holistic assessment that considers the impact of home, school, and family.
* 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 behaviors to prevent ill-health through appropriate interventions.
* 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.
* 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.
Areas of Focus
* 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.
Learning and Teaching Methods
* Observation
* Participation and demonstration of skills
* Professional conversation and reflection
* Clinical supervision
* Contribution to inter-professional forums in practice
* Online learning materials
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