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BSc (HONS)/PgD/MSc SPECIALIST COMMUNITY
PUBLIC HEALTH NURSING
PRACTICE TEACHER/ MENTOR HANDBOOK
SEPTEMBER 2014
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CONTENTS Page 1 INTRODUCTION 1 2 THE SPECIALIST COMMUNITY PUBLIC HEALTH NURSING 2
PROGRAMME
3 STANDARDS OF PROFICIENCY 3 4 THE CONTEXT OF SPECIALIST COMMUNITY PUBLIC
HEALTH NURSING 4 4.1 Sickness/Absence 6
5 LEARNING, TEACHING AND ASSESSMENT STRATEGY 6 6 THE DIFFERENT ROLES WITHIN THE TRIPARTITE 8
RELATIONSHIP
7 PROGRAMME MODULES 10 8 REFERENCES 17 APPENDICES 18 Appendix 1 Learning Contract 19 Appendix 2 Cause for Concern 20 Appendix 3 BSc (Hons) Specialist Community Public Health Nursing
Programme Structures 23 Appendix 4 PgD/MSc Specialist Community Public Health Nursing
Programme Structures 29 Appendix 5 BSc (Hons) Specialist Community Public Health Nursing
Assessment Chart 41 Appendix 6 PgD/MSc Specialist Community Public Health Nursing
Assessment Chart 43 Appendix 7 BSc (Hons) Specialist Community Public Health Nursing
Programme Overviews 45 Appendix 8 PgD/MSc Specialist Community Public Health Nursing
Overviews 51 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up-to-date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.
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1 INTRODUCTION Welcome to Teesside University’s School of Health & Social Care (SOHSC). This handbook is designed to provide Practice Teachers and Academic Mentors who facilitate students on the Specialist Community Public Health Nursing (SCPHN) programme with a range of information to support them in their role.
Aileen Monkhouse is the Programme Leader. She is based in room H0.32 of the Centuria Building at Teesside University and can be contacted by telephone on 01642 384955 or by email at [email protected] Individual Field Leaders are as follows: Occupational Health Nursing Aileen Monkhouse Centuria Building, Room H0.032 Tel: 01642 384955 Email: [email protected]
School Nursing Teesside University Rachael Barker, Centuria Building, Room H2.40 Tel: 01642 384917 Email: [email protected] Health Visiting Teesside University Debbie Hall Centuria Building Room H2.28 Tel: 01642 384525 Email: [email protected]
Academic Mentor Health Visiting Dr Dorothy Hannis Centuria Building Room H2.40 Tel 01642 384526 Email: [email protected] Academic Mentor School Nursing Michelle Sobande Centuria Building, Room H1.28 Tel 01642 384909 Email: [email protected]
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The Field Leaders are responsible for the planning, co-ordination and evaluation of the field, as well as the ongoing support of students and Practice Teachers. If you have any questions, queries or concerns you should direct them to the relevant Field Leader in the first instance. 2 THE SPECIALIST COMMUNITY PUBLIC HEALTH NURSING
PROGRAMME Thank you for agreeing to be a Practice Teacher to a student on the Specialist Community Public Health programme. This programme of education is based upon achievement of the Standards for Proficiency for Specialist Community Public Health Nursing (2004), which underpin the 10 principles of public health nursing within the three specified fields of practice; health visiting, school nursing and occupational health nursing. Students will develop public health practice knowledge and skills in addressing health inequalities with individuals and communities. Students will develop public health leadership skills, responding to policy drivers and health needs assessment in order to effect positive change. This practice-centred programme will be delivered on a 50% taught theory and 50% taught practice basis and is designed to develop a range of generic and specialist public health nursing skills. This will facilitate the development of a responsive and flexible practitioner able to respond to the changing health and social care environment and will provide an appropriate public health nursing workforce for stakeholder organisations and service users. The taught practice component is essential to students’ development and your role is one of Teacher, Mentor and Assessor to ensure that students are able to apply theoretical concepts to practice situations. Practice Teachers/Mentors and Academic Mentors work in partnership to facilitate student development and joint workshops will be of help throughout the year. To reflect the needs of practice, the move of pre-registration nursing to all-graduate entry from September 2012, and the increasing number of students who hold a first degree on entry to the programme, the academic level of the programme will include postgraduate study. From September 2012 the qualification will be offered at both undergraduate level, BSc (Hons), and postgraduate level (PgD) over a 52-week (full time) and 104-week (part time) duration with eligibility to apply to the Nursing and Midwifery Council (NMC) to practice. Students can return within five years to undertake an additional 60-credit dissertation at Level 7 and gain a master’s award. Irrespective of the academic level at which students are studying, students’ practice is assessed at competency level i.e. the achievement of the SCPHN Standards of Proficiency. The programme has been designed to facilitate the development of public health nurses that are fit for practice, fit for purpose, fit for the professional and academic award and can take responsibility for the highest standards of professional conduct and ethical practice.
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3 STANDARDS OF PROFICIENCY The Standards of Proficiency reflect the NMC Standards for Specialist Community Public Health Nursing and encapsulate the 10 principles which underpin public health nursing. The development and achievement of the Standards of Proficiency is progressed across the 52 weeks of the programme and students must demonstrate achievement of the following: Domain: Search for health needs
Collect and structure data and information on the health and wellbeing and related needs of a defined population.
Analyse, interpret and communicate data and information on the health and wellbeing and related needs of a defined population.
Develop and sustain relationships with groups and individuals with the aim of improving health and social wellbeing.
Identify individuals, families and groups who are at risk and in need of further support.
Undertake screening of individuals and populations and respond appropriately to findings.
Domain: Stimulation of awareness of health needs
Raise awareness about health and social wellbeing and related factors, services and resources.
Develop, sustain and evaluate collaborative work.
Communicate with individuals, groups and communities about promoting their health and wellbeing.
Raise awareness about the actions that groups and individuals can take to improve their health and social wellbeing.
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.
Work with others to protect the public’s health and wellbeing from specific risks.
Domain: Influence on Policies Affecting Health
Work with others to plan, implement and evaluate programmes and projects to improve health and wellbeing.
Identify and evaluate service provision and support networks for individuals, families and groups in the local area or setting.
Appraise policies and recommend changes to improve health and wellbeing.
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.
Contribute to policy development.
Influence policies affecting health.
Develop, implement, evaluate and improve practice on the basis of research, evidence and evaluation.
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Domain: Facilitation of health-enhancing activities
Work in partnership with others to prevent the occurrence of needs and risks related to health and wellbeing.
Work in partnership with others to protect the public’s health and wellbeing from specific risks.
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.
Apply leadership skills and manage projects to improve health and wellbeing.
Plan, deliver and evaluate programmes to improve the health and wellbeing of individuals and groups.
Manage teams, individuals and resources ethically and effectively.
Demonstrate the knowledge and skills required to prescribe from the community practitioner formulary where this is a designated part of the programme.
4 THE CONTEXT OF SPECIALIST COMMUNITY PUBLIC HEALTH NURSING The health and social care services are currently facing demanding policy workforce challenges. The need to produce a fit-for-purpose workforce and to enhance multi-professional working and teamwork is central to all stakeholders’ agendas. The School of Health & Social Care at Teesside University is committed to developing a lead in the development of a multi-professional model of learning and teaching for all health, social care and other related professionals in partnership with key stakeholders. Specialist community public health nursing involves relating and responding to the changing health needs of the public and communities. This means a proactive role in the community and working at a level at which the health needs of a whole community can be planned for. Lifestyle choices which impact on health need to be addressed in a way that facilitates healthy choices by education, structural and policy change. This programme supports the NMC’s strategic approach to develop a nursing workforce with the skills to respond to inequalities in health and work proactively with individuals and community to promote and protect health. This strategic approach is in line with developing a public health workforce and Department of Health (DH) documents such as Fair Society, Healthy Lives (Marmot, 2010), No Health without Mental Health (DH, 2011) Healthy Lives, Healthy People (DH, 2010). “Radically shifting power to local communities, enabling them to improve health throughout people’s lives, reduce inequalities and focus on the needs of the local population”, Healthy Lives, Health People (DH, 2010). This approach to health care provision requires particular knowledge and skills - those of the public health practitioner. Wanless (2004) highlighted the importance of developing the public health workforce and as a response to this the Tripartite Group (The Royal Institute of Public Health and Hygiene, the Faculty of Public Health and the Multidisciplinary Public Health Forum) have developed 10 standards for public
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health specialists. These 10 standards map onto the broad areas developed as the National Occupational Standards for the Practice of Public Health by Skills for Health (2004) and these are encapsulated within the NMC Standards of Proficiency for Specialist Community Public Health Nurses (2004). Nurses are in an ideal position to contribute positively to the new public health agenda and this programme of education aims to develop individuals who are able to rise to these challenges and work in ways that involve communities and individuals. Specialist community public health nursing is defined by the NMC as aiming to:
“Reduce health inequalities by working with individuals, families, and communities promoting health, preventing ill health and in the protection of health. The emphasis is on partnership working that cuts across disciplinary, professional and organisational boundaries that impact on organised social and political policy to influence the determinants of health and promote the health of whole populations” (www.nmc-uk.org).
For students undertaking the BSc (Hons) SCPHN programmes and the PgD with license to practise in SCPHN, this is a 52-week, full-time programme (104 weeks for part-time students) which is 50% theory and 50% practice. The BSc (Hons) PgD/MSc Specialist Community Public Health Nursing (Health Visiting) is a UNICEF-accredited programme, meeting the UNICEF UK Baby Friendly Initiative University Standards (www.UNCEF.org). The programme facilitates students in gaining the basic knowledge and skills, in collaboration with practice colleagues, to enable them to support breastfeeding effectively when they qualify as Health Visitors. Following successful completion of the PgD SCPHN (all fields) students will have the opportunity to enroll on RMH4014 Evaluating Practice to achieve a full Masters over one academic year for full-time and part-time students. This must be completed within five years of commencing the PgD. For further information please contact the Programme Leader. All students commencing the programme must have an agreement with a health trust/employer to provide a clinical placement and a Practice Teacher for the duration of the programme. The taught component of the programme will be delivered on the main campus, Teesside University, during term times with modules taking place during the morning, afternoon or evening. Students will spend the equivalent of two full days or one full day (if a part-time student at the discretion of their employer) per week in University. They will also spend the equivalent of two full days or one full day (if a part-time student at the discretion of their employer) per week in clinical practice. One day per week (half a day for part-time students) will be allocated for self-directed study. See Appendices 8 and 9 for programme overviews.
There will be a 10-week period (WTE) of consolidated practice in the defined area of practice. During the programme students will also experience 15 days in alternative practice settings which will be negotiated on an individual basis between you, the student and Academic Mentor. The student will keep a Learning Log of such experiences and you will ensure that experiences are planned using Learning
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Contracts to enable students to understand the context for practice within all community public health settings. The 15 days must be completed before entering consolidation.
You will work closely with students to ensure that experiences are provided within a variety of areas of practice to facilitate the development of transferable skills. These experiences will also be recorded within the Learning Log and mapped against the programme outcomes.
Students will be required to complete timesheets which must be signed by you. Flexibility will be given to enable students, in consultation with yourself, to access the best learning opportunities.
See Appendix 4 for details of BSc (Hons) programme structures and Appendix 5 for details of PgD/MSc programme structures.
4.1 Sickness/Absence Attendance at lectures and seminars across all modules will be monitored, as 100% attendance is required to identify students who are absent and to enable data to be collated by the Student Records. Monitoring will follow the SOHSC Sickness and Absence Reporting Policy.
All absence, whether from taught sessions or practice placement, must be reported to Student Records Office H0.06, 01642 384184 or [email protected]. Sickness/absence will need to be made up and the end of the course and will affect the student’s completion date. Seconded students may require an extension to their contract.
5 LEARNING, TEACHING AND ASSESSMENT STRATEGY The overall aim of the programme is to ensure the quality of the learning experience for all students, so that they are recognised for their academic, professional and personal achievements. Therefore, as well as striving to provide students with access to a curriculum that is contemporary and research-based, the learning and teaching strategy employed addresses the interface of different disciplines. It draws upon the contributions of a range of perspectives, which form the central tenet of the student learning experience. This ensures that the students develop a respect for the knowledge, skills and attitudes of a diversity of disciplines, within a culture that values investigation, research and reflection. The diverse and complex student body which features different backgrounds, discipline expertise, motivation, constraints and preferred learning styles has informed a number of the broad principles that frame the approach taken by the multi-disciplinary programme team, which seeks to:
Promote a progression from teaching to learning, which involves developing the continuum of student independence.
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Provide a learning environment that encourages student development through active learning.
Develop in students the ability and desire to learn autonomously, with a clear emphasis on using knowledge and developing capability.
Encourage students to reflect on their learning and to become reflective practitioners.
Emphasis on a student-centred approach which incorporates more extensive use of flexible methods of delivery.
Assignment feedback will be individual, written, timely, and appropriate and will offer advice on development issues.
Throughout the duration of the programme the student will work towards achievement of the Standards for Specialist Community Public Health Nursing (NMC, 2004). To facilitate the development of theory and practice, evidenced through the completion of the Practice Progress File, the student will engage in a tripartite relationship with you and their Academic Mentor. The tripartite approach to assessment in practice is outlined below. The Tripartite Approach to Assessment in Practice The student, Practice Teacher and Academic Mentor together form a tripartite relationship within the practice setting to facilitate the integration of the theoretical and competency-based aspects of the programme. This dynamic and collaborative learning relationship is set within the workplace and enables the student to reflect upon practice situations, problems and issues in order to develop a combination of action, reflection and evaluation. This tripartite approach will also be used to assess student learning. The support in practice that this provides is believed to be crucial in enabling the student to achieve the outcomes of the programme by preparing them for professional practice and facilitating reflection in and on action. During the final tripartite meeting the Practice Teacher, in partnership with the Academic Mentor, will judge whether or not the student has achieved the Standards of Proficiency. Summative assessment of progress towards achievement of the Standards of Proficiency will also be undertaken at the end of Term 2 or equivalent point for part-time students. Students must submit their Practice Progress File and Learning Contracts, record of alternative practice, timesheets and tripartite sheets at the final tripartite to their Academic Mentor. Results will be confirmed and published following internal and external moderation and ratified by the Assessment Board. Referral/Re-assessment Students who do not demonstrate achievement of one or more of the standards of proficiencies at a summative assessment point Tripartite (Term 2 and 3 for full-time students and Term 4 and 5 for part-time students, must demonstrate achievement of this standard(s) at the designated point of re-assessment. When reassessment is required a further tripartite will be convened where the student must devise a learning contact and Action Plan with their Academic Mentor and Practice Teacher to address the areas of concern. Normally a period of four weeks is given to enable the student to address the issues and a final tripartite will be held at which the student must demonstrate achievement of the outstanding standards. Failure to do so will
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lead to the student being removed from practice and await the decision of an assessment board. Third attempt opportunities will not be offered for practice assessments, within a module. 6 THE DIFFERENT ROLES WITHIN THE TRIPARTITE RELATIONSHIP Student The student will be prepared for their practical experience during the theory hours of the modules. The student’s role within the tripartite approach is to take responsibility for their own learning and demonstrate a willingness to develop both academically and in practice. The student will be expected to discuss their own learning needs with you and their Academic Mentor. The student must be willing to undertake honest self-assessment, articulate their learning needs, seek and accept formative feedback from you and their Academic Mentor. The student will need to recognise and appraise their own abilities and limitations. Further to this the student will need to maintain contact with their Academic Mentor and organise tripartite meetings. Practice Teacher You will provide honest, tactful and specific feedback, discussing and recognising the student’s achievements as well as highlighting areas needed for further development. You will provide a patient/client-centred approach to caring in the clinical setting in which learning can be negotiated and facilitated. You will identify and document any ‘cause for concern’, e.g. concerns regarding competence acquisition, or conduct, or unsafe practice, at the earliest possible stage and discuss this with the Academic Mentor who will instigate the ‘cause for concern’ process. Overall, you will facilitate, observe and assess the student’s performance over the continuous period of the programme. In partnership with the Academic Mentor you will judge whether or not the student has achieved the Standards of Proficiency. The Academic Mentor and Field Leader will support you in your role. Academic Mentor The Academic Mentor will fulfil a dual role that also encompasses the Personal Tutor role. The primary role of the Academic Mentor is to give the student and yourself support and guidance as part of the practice experience. They will provide increasingly student-centred educational support both within the academic and practice settings. They will be involved in an initial discussion to clarify the student’s learning needs whilst on placement. They will monitor progress and aid development of theory/practice links and participate in final discussions to verify achievement of the Standards of Proficiency based on discussion with the student and yourself.
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The Academic Mentor must be approachable and will maintain close liaison with you so that any issues may be clarified and any cause for concern identified at an early stage. They must, together with you, address and document any cause for concern as a matter of urgency in order to arrange an appropriate Action Plan. The Practice Teacher will liaise with the Field Leader as appropriate. The Academic Mentor in conjunction with the Practice Teacher will have an important role in judging whether any remedial action has been successful. The Academic Mentor will, in partnership with you, judge whether or not the Standards of Competency have been achieved.
Following an initial tripartite at the commencement of the programme, one tripartite meeting will be held in the practice area each term (see Practice Progress File for part-time students) to assess the student’s learning needs, agree a programme of workplace learning and assess progression towards achievement of the Standards of Proficiency. The first meeting will focus upon two main areas – the practicalities of learning and teaching and the underpinning philosophy. Subsequent meetings will focus on the student’s overall progress; achievement of competency and the development of capability will be discussed. The student will be expected to utilise reflective skills to evaluate their progress and link their practice and capability development to the evidence base. This Practice Progress File should provide a documentary record illustrating this learning and the achievement of capability within the practice area. Tripartite meetings in the first two terms are part of the formative assessment process, although Term 2 also contains a summative assessment of achievement of specified Standards of Proficiency. The meeting at the end of Term 3 is summative and the student must have achieved the necessary Standards of Proficiency to proceed to consolidation of practice (see Practice Progress File for part-time students). This process involves:
The use of an appropriate model to reflect upon existing competence, knowledge, skills attitudes and values.
An evaluation of strengths and areas for development in relation to the field/NMC Standards for Specialist Community Public Health Nurses. This is designed to enable the student to identify the knowledge and skills they bring into the programme and clarify what they are required to achieve.
Exploration of competency within the tripartite relationship – this should take account of the student’s practice responsibilities, any specialist practice requirements, and practice-specific issues drawn from other modules.
Identification of learning needs in order to achieve competency.
Establishment of a plan or Learning Contract to meet learning needs.
Formative and summative evaluation of progression and achievement of the Standards of Proficiency.
Identification of future learning needs. Additional Student Support
Personal Tutor - each student will be allocated a Personal Tutor at the beginning of their programme; this will normally be the same person who is their Academic Mentor. The role of the Personal Tutor is to provide pastoral support and guidance during the programme. They should arrange to meet with their Personal Tutor at least once a term to discuss their progress and gain feedback on their development.
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7 PROGRAMME MODULES BSc (Hons) Specialist Community Public Health Nursing Compulsory Modules Each field consists of a number of core modules. Details of these are included below. Evidence Appraisal (RMH3007-N) 20 Credits, Level 6 Module Leader, Teesside University: Peter Raby Tel: 01642 384100 ext 5100 Email: [email protected] Base: Centuria H2.21 This module develops the student’s understanding of the concept of evidence-based practice as a framework in which to explore different research methodologies. It will help develop key skills in critical thinking, academic writing and information retrieval and begins the preparation for the final year independent project. Public Health in Practice (CCH3046-N) 20 Credits, Level 6 Module Leader, Teesside University: Dorothy Hannis Tel: 01642 384526 Email: [email protected] Base: Centuria H2.40 The module aims to develop confident and effective public health practitioners who can reflect, respond and contribute to the new public health agenda. The module explores health, health promotion and community development from a theoretical perspective and within the social, political and economic context, alongside the factors that shape and influence the health of individuals and communities. The module’s content and delivery allows the student to apply the principles to their own defined community. It examines broad approaches to health promotion and community development including working in partnership with other professionals. It also seeks to build the evidence base for public health practice and encourages the students to develop and implement wide ranging strategies to facilitate, support and enable the promotion of health with individuals and communities. Exploring Leadership in the Context of Specialist Practice (SIH3001-N) 10 Credits, Level 6 Module Leader, Teesside University: Carol Schubert Tel: 01642 384001 Email: [email protected] Base: Centuria H1.21
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This module aims to equip the student with the key skills required for their leadership role within primary care. A variety of learning and teaching strategies will be utilised to engage the student in an examination of contemporary views, theories and frameworks of leadership within the context of primary care practice. Seminars and group work will be utilised to enable the student to acquire the necessary knowledge, skills and confidence to undertake self-assessments of their leadership capability and develop meaningful Action Plans. The student will be facilitated to reflect on their leadership behaviour and to apply learning to practice to maximise their leadership effectiveness. Specialist Community Public Health Nursing Practice Project (CCH3047-N), 40 Credits, Level 6 Module Leader, Teesside University: Michelle Sobande Tel: 01642 384909 Email: [email protected] Base: Centuria H1.20 This module is designed to enable the student to demonstrate their ability to contribute to practice and service development by planning, undertaking and evaluating a negotiated, self-managed Specialist Community Public Health Nursing Practice Project. The Practice Progress File is an integral part of this module. Community Practitioner Prescribing (CCH3048-N) 10 Credits, Level 6 Module Leader, Teesside University: Michelle Sobande Tel: 01642 384909 Email: [email protected] Base: Centuria H1.20 This module prepares Specialist Community Public Health Nurses (i.e. in Health Visiting or School Nursing) to prescribe from the Community Practitioners’ Formulary.
Field-specific Modules Each field is made up of modules core to public health practice but also contains module(s) specific to the defined area of practice.
Health Visiting Contemporary Health Visiting in Practice (CCH3086-N) 20 Credits, Level 6 Module Leader, Teesside University: Debbie Hall Tel: 01642 384525 Email: [email protected] Base: Centuria H2.28 This module will explore the many factors which impact upon the health and wellbeing of children and their families in a variety of settings and life circumstances. Current policy and legislation will be considered and linked to the protection of children and families throughout the module. It will provide students with the
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foundations for health visiting practice within the community setting. This module also demonstrates achievement of the UNICEF Baby Friendly Initiative (BFI) standards. School Nursing Evaluating Contemporary School Nursing Practice (CCH3087-N) 20 Credits, Level 6 Module Leader, Teesside University: Rachael Barker, Tel: 01642 384917 Email: [email protected] Base: Centuria H2.40 This module will analyse and evaluate complexities and opportunities associated with contemporary school nursing within a constantly changing health and social care setting. There is an emphasis on child/adolescent/family-centred care within a forward thinking public health context. Consideration will be given to the assessment and management of additional or complex needs and the acquirement of professional resilience and competence.
Occupational Health Nursing
Recognising Hazards and Risks in the Working Environment (CCH3050-N) - 10 Credits, Level 6 Module Leader, Teesside University: Aileen Monkhouse Tel: 01642 384955 Email: [email protected] Base: Centuria H0.32
This module will enable students to have an in-depth knowledge of the principle hazards present in the workplace and the risk management strategies available to reduce hazards within the working environment. It will also enable the student to critically analyse and evaluate assessments of the working environment with reference to current legislation, guidance notes, literature and validity and reliability. It will facilitate their development into practitioners who will be able to undertake a needs assessment of groups and communities within the working environment and develop appropriate Action Plans based on their findings, utilising relevant literature and legislation. The Dimensions of Occupational Health Practice (CCH3051-N) 20 Credits, Level 6 Module Leader, Teesside University: Aileen Monkhouse Tel: 01642 384955 Email: [email protected] Base: Centuria H0.32
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The module aims to facilitate the development of practitioners who are able to respond in analytical and innovative ways to the challenging occupational health environment; who can, through evidence-based practice design, initiate and evaluate health surveillance and assessment strategies and programmes to improve the health and wellbeing of the working population. PgD/MSc Specialist Community Public Health Nursing Core Modules There are core modules which are taken by all students undertaking the SCPHN programme. For each field of practice there are subject-specific modules that are compulsory. Details of these are included below. Evidence-based Practice (RMH4008-N) 20 Credits, Level 7 Module Leader: Katherine Sanderson Tel: 01642 384912 Email: [email protected] Base: Centuria H0.35 The module aims to facilitate the transition to postgraduate study and set the programme in the context of evidence-based practice. Students will develop key skills in areas such as literature searching and advance their skills of critical appraisal as part of an integral part of decision-making in health and social care. Designing Research Projects (RMH4013-N) 20 Credits, Level 7 Module Leader: Jean Davison Tel 01642 384926 Email: [email protected] Base Centuria H0.36 This module will enable students to gain the knowledge and skills to design and manage a primary or secondary research audit or evaluation project that is relevant to their practice. The module will also cover research governance and ethics and prepare students for applying for ethical approval or release. It also prepares the student for the dissertation for those wishing to complete the MSc programme.
Advancing Public Health (CCH4027-N) 20 Credits, Level 7 Module Leader: Dorothy Hannis Tel: 01642 384526 Email: [email protected] Base: Centuria, H2.40 This module is shared by all fields of practice. It aims to develop confident and effective public health practitioners who can reflect, respond and contribute to the public health agenda. It explores health, health needs assessment, health improvement and community development from a theoretical perspective and within the social, political and economic context. Students will apply the principles to their own field of practice. Students will learn through a combination of lectures, discussions, group work and experiential learning.
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Advancing Leadership in the Context of Specialist Practice (SIH4037-N) 10 Credits, Level 7 Module Leader: Carol Schubert Tel: 01642 384001 Email: [email protected] Base: Centuria H1.21 This module will facilitate students to critically evaluate their leadership philosophy and leadership abilities in the context of working within and across professional organisational structures. Students will identify strategies to develop their leadership skills and behaviours that will enable them to function effectively within clinical/professional practice and lead within collaborative working environments. A range of learning strategies will be used: seminars, student-led discussions and self-directed study. Students will be encouraged to share their experiences of clinical leadership and organisational contexts to enable debate and examination of leadership styles and behaviours relevant for specialist community public health practice and working in a collaborative and social care context
Contemporary Issues in Public Health (CCH4032-N) 20 Credits, Level 7 Module Leader: Debbie Hall Tel: 01642 384525 Email: [email protected], Base: Centuria H2.28 This module is designed to enable students to study in-depth a range of contemporary and emerging issues in specialist community public health nursing practice and their potential implications for practice. Students will synthesise, critically evaluate and robustly challenge and debate new and emerging areas of public health nursing and their legal and ethical dimensions and potential implications of the advances for specialist community public health nursing practice. Students will then build on these skills through learning sets to facilitate developing their own personal decision-making skills and practice through action learning sets. This module will be run alongside the Level 6 practice module Specialist Community Public Health Nursing Practice CCH3088-N. Specialist Public Health Nursing Practice (CCH3088-N) 20 Credits, Level 6 Module Leader: Dr Dorothy Hannis Tel: 01642 384526 Email: [email protected] Base: Centuria H2.40 This module will enable students to develop their competence and skills in practice and demonstrate achievement of the SCPHN Standards of Proficiency through achievement of the Practice Progress File. Advancing Community Practitioner Prescribing (CCH3048-N) 10 Credits, Level 7 Module Leader: Bernadette Martin Tel: 01642 384966
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Email: [email protected] Base: Centuria H2.28 This module prepares specialist community public health nurses (i.e. in Health Visiting or School Nursing) to prescribe from the Community Practitioners’ Formulary. It is undertaken by those students studying health visiting and school nursing and utilises seminars, student-led discussions, learning sets and exposure to supervised prescribing experiences with their Practice Teacher in the student’s practice placement. There will also be periods of self-directed study based upon both the indicative content and an assessment of the student's own learning needs in relation to prescribing. E-learning via the VLE e-learning@tees site will be used as a resource for students to keep a Learning Log of prescribing practice experience from which they will develop a selection of case studies for analysis. MSc Only Core Evaluating Practice (RMH4014-N) 60 credits, Level 7 Module Leader: Katherine Sanderson Tel: 01642 384912 Email: [email protected] Base: Centuria H0.35 This module will enable students to demonstrate the knowledge and experience of developing and advancing practice. It allows students to synthesise their learning from previous research and theoretical modules through the evaluation of a focused area within their field of practice. In addition to some taught workshops, students will be supported by a Dissertation Supervisor who will monitor their progress and support them through ethical clearance. In addition to these core modules, there are also field-specific modules as shown below. Health Visiting Advancing Health Visiting Practice (CCH4028-N) 20 Credits, Level 7 Module Leader: Debbie Hall Tel: 01642 384525 Email: [email protected] Base: Centuria H2.28 This module will explore the many factors which impact upon the health and wellbeing of children and their families in a variety of settings and life circumstances. Current policy and legislation will be considered and linked to the protection of children and families. Throughout, the module content has been developed to meet the new Health Visiting agenda and the UNICEF BFI standards. Students will engage in a variety of learning strategies, lectures, seminars, problem-based learning, independent, student-directed activities to develop and enhance knowledge. Scenarios, case study work and simulations will be used to develop students’ skills in promoting breastfeeding and attachment.
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School Nursing Advancing Contemporary School Nursing Practice (CCH4029 -N) 20 Credits, Level 7 Rachael Barker, C Centuria Building, Room H2.40 Tel: 01642 384917 Email: [email protected] This module has been developed in line with the new school nursing agenda, developing students’ ability to critique and analyse the complexities and opportunities associated with contemporary school nursing within a constantly changing health and social care setting. There will be an emphasis on child/adolescent/family-centred care. Students will have key lecturers to introduce students to the theories underpinning school nursing practice and use enquiry-based learning to further develop the students’ knowledge, skills and attitudes. Real-world problems will be used as a focus for applying and testing knowledge and developing practice. Simulations will be used to facilitate students to develop their ability to analyse complex practice situations. Workshops will enable students to develop debating skills, synthesis and integration of their knowledge base. Occupational Health Nursing Advancing Health and Safety in the Working Environment (CCH4031-N) 10 Credits, Level 7 Module Leader: Aileen Monkhouse Tel: 01642 384955 Email: [email protected] Base: Centuria H0.32 This module enables students to have a comprehensive and critical understanding of risk management strategies available to manage hazards in the working environment. Students will be able to critically evaluate assessments of the working environment with reference to current legislation, guidance notes, literature and the validity and reliability of the methodologies used. Students will be taught using interactive lectures, seminars, case studies and scenarios. Workshops will develop evaluative skills and ability to explore a range of environments and complex ethical issues and their potential solutions and group work will be used to stimulate debate, analysis, justification and defense of methodologies. Advancing Occupational Health Practice (CCH4030-N) 20 Credits, Level 7 Module Leader: Aileen Monkhouse Tel: 01642 384955 Email: [email protected] Base: Centuria H0.32 This module aims to develop practitioners who are able to respond in analytical and innovative ways to the challenging occupational health environment. Students will be able to design, initiate and evaluate health surveillance in the working
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environment and carry out physiological and mental health and complex attendance management assessments; making appropriate recommendations to management and ensuring compliance with relevant legislation. Students will have interactive lectures, seminars and discussion groups, skills workshops, peer review and simulations to develop their knowledge and skills and their application in complex situations.
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8 REFERENCES
Department of Health (2005) Creating Healthy Communities. London: Department of Health. Department of Health (2010) Healthy Lives Healthy People: Our Strategy for Public Health in England. London: Department of Health. Department of Health (2011) No Health Without Mental Health London: Department of Health. Marmot (2010) Fair Society, Healthy Lives. London: Department of Health. NMC. (2004) Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC. NMC (2008) Standards to Support Learning and Assessment in Practice. London: NMC. Wanless, D. (2004) Securing Good Health for the Whole Population: Final Report. London: HMSO. UNICEF(2013) The UNICEF UK Baby Friendly Initiative University Standards. London: UNICEF
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APPENDICES
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APPENDIX 1
LEARNING CONTRACT Name: Practice Teacher: Negotiated Learning Outcomes: Strategies: Resources: Date of Contract: ………………………..... To be completed by: ………………........... Signature of Student: ……………………………………………………………………..... Signature of Practice Teacher: ………………………………………………………...…..
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APPENDIX 2
CAUSE FOR CONCERN
NATURE OF CONCERN
Signature Date
Practice Teacher:
Academic Mentor:
Student:
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ACTION PLAN AND REVIEW
Signature Date
Practice Teacher:
Academic Mentor:
Student:
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OUTCOME OF REVIEW
Signature Date
Practice Teacher:
Academic Mentor:
Student:
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APPENDIX 3
BSc (HONS) SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PROGRAMME STRUCTURES
Health Visiting Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment ↓
Summer Term Consolidated
Practice
Term 1 Term 2 Term 3 10 weeks x 5 days C O N S O L I D A T I O N
Public Health in Practice 20 credits
Contemporary Health Visiting Practice
20 credits
Evidence Appraisal 20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
45 weeks programmed learning/90 part-time course 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Health Visiting Field (Part-time)
Induction 3 weeks
Formative Practice Assessment ↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence Appraisal 20 credits
Contemporary Health Visiting Practice
20 credits
Study 15 days/ Practice 10 days
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
Back to study
Summative Practice Assessment
↓
Final Summative Assessment
of Practice ↓
C O NS O L I D A T I O N
Year 2
Public Health in Practice
20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Consolidated practice 50 days, 20 weeks x 21/2 days
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
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School Nursing Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment ↓
Summer Term Consolidated
Practice
Term 1 Term 2 Term 3 10 weeks x 5 days C O N S O L I D A T I O N
Public Health in Practice 20 credits
Evaluating Contemporary School Nursing Practice
20 credits
Evidence Appraisal 20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
45 weeks programmed learning/90 part-time course 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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School Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment ↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence Appraisal 20 credits
Evaluating Contemporary School Nursing Practice
20 credits
Study 15 days/Practice 10 days
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
Back to study
Summative Practice Assessment
↓
Final Summative Assessment
of Practice ↓
C O NS O L I D A T I O N
Year 2
Public Health in Practice
20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Consolidated practice 50 days, 20 weeks x 21/2 days
Community Practitioner Prescribing 10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
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Occupational Health Nursing Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point ↓
Summative Practice Assessment Point ↓
Final Summative Practice Assessment
↓
Summer Term Consolidated
Practice
C O N S O L I D A T I O N
Term 1 Term 2 Term 3
10 weeks x 5 days Recognising Hazards and
Risks in the Working Environment
10 credits
The Dimensions of Occupational Health Practice
20 credits
Evidence Appraisal 20 credits
Public Health in Practice
20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Specialist Community Public Health Nursing Practice Project 40 credits
45 weeks programmed learning/90 part-time course 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Occupational Health Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment
↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence Appraisal 20 credits
Study 15 days/Practice 10 days
Recognising Hazards and Risks
in the Working Environment
10 credits
The Dimensions of Occupational Health Practice 20 credits
Specialist Community Public Health Nursing Practice Project 40 credits
Back to study 3 weeks
Summative Practice Assessment ↓
Final Summative Assessment of Practice
↓
C O N S O L I D A T I O N
Year 2 Public Health in Practice 20 credits
Exploring Leadership in the Context of Specialist Practice
10 credits
Consolidated practice 50 days, 20 weeks x 21/2 days
Specialist Community Public Health Nursing Practice Project 40 credits
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APPENDIX 4
PgD SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PROGRAMME STRUCTURES
Health Visiting Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment
↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days
Advancing Public Health 20 credits Level 7
Advancing Health Visiting Practice
20 credits Level 7
Evidence-based Practice 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Advancing Community Practitioner Prescribing 10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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School Nursing Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment
↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days
Advancing Public Health 20 credits Level 7
Advancing Contemporary School Nursing Practice
20 credits Level 7
Evidence-based Practice 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Advancing Community Practitioner Prescribing 10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Occupational Health Nursing Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment ↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days Advancing Public Health
20 credits
Level 7
Evidence-based Practice 20 credits
Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits
Level 7
Advancing Health and Safety in the
Working Environment
10 credits Level 7
Advancing Occupational Health Nursing Practice 20 credits
Level 7
Designing Research Projects 20 credits
Level 7
Contemporary Issues in Public Health 20 credits
Level 7 Specialist Community Public Health Nursing Practice
20 credits
Level 6
45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Health Visiting Field (Part-time)
Induction 3 weeks
Formative Practice Assessment
↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence-based Practice 20 credits Level 7
Advancing Health Visiting Practice
20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Community Practitioner Prescribing 10 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Back to study
Summative Practice Assessment
↓
Final Summative Assessment of Practice
↓
C O N S O L I D A T I O N
Year 2 Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Advancing Community Practitioner Prescribing
10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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School Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment
↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence-based Practice 20 credits Level 7
Advancing Contemporary School Nursing Practice
20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Community Practitioner Prescribing
10 credits Level 7 Contemporary Issues in Public Health
20 credits Level 7 Back to study
Summative Practice Assessment
↓
Final Summative Assessment of Practice
↓
C O N S O L I D A T I O N
Year 2 Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Advancing Community Practitioner Prescribing
10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Occupational Health Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment
↓
Year 1 Term 1 Term 2 Term 3 Summer Term Evidence-based Practice
20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Health and Safety in the
Working Environment
10 credits Level 7
Advancing Occupational Health Nursing Practice
20 credits Level 7
Contemporary issues in Public Health 20 credits Level 7
Back to study
Summative Practice Assessment
↓
Final Summative Assessment of Practice
↓
C O N S O L I D A T I O N
Year 2 Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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MSc SPECIALIST COMMUNITY PUBLIC HEALTH NURSING PROGRAMME STRUCTURES Health Visiting Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment
↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days
Advancing Public Health 20 credits Level 7
Advancing Health Visiting Practice
20 credits Level 7
Evidence-based Practice 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Advancing Community Practitioner Prescribing 10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health Nursing 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Year 2 Evaluating Practice 60 credits Level 7
45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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School Nursing Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment
↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days
Advancing Public Health 20 credits Level 7
Advancing Contemporary School Nursing Practice
20 credits Level 7
Evidence-based Practice 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Advancing Community Practitioner Prescribing 10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health Nursing 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Year 2 Evaluating Practice 60 credits Level 7
45 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Occupational Health Field (Full-time)
Induction 3 weeks
Formative Practice Assessment Point
↓
Summative Practice Assessment Point
↓
Final Summative Practice Assessment ↓
Summer Term Consolidated
Practice
CONSO L IDAT ION
Year 1 Term 1 Term 2 Term 3 10 weeks x 5 days
Advancing Public Health 20 credits Level 7
Evidence-based Practice 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Advancing Health and Safety in the Working
Environment 10 credits Level 7
Advancing Occupational Health Nursing Practice 20 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Specialist Community Public Health Nursing 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Year 2 Evaluating Practice 60 credits Level 7
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Health Visiting Field (Part-time)
Induction 3 weeks
Formative Practice Assessment ↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence-based Practice 20 credits Level 7
Advancing Health Visiting Practice
20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Community Practitioner Prescribing 10 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Back to study
Summative Practice Assessment ↓
Final Summative Assessment of Practice ↓
C O N S O L I D A T I O N
Year 2
Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Advancing Community Practitioner Prescribing
10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits
Level 6
Year 3 Evaluating Practice 60 credits Level 7
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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School Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment ↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence-based Practice 20 credits Level 7
Advancing Contemporary School Nursing Practice
20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Community Practitioner Prescribing 10 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Back to study
Summative Practice Assessment ↓
Final Summative Assessment of Practice ↓
C O N S O L I D A T I O N
Year 2
Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Advancing Community Practitioner Prescribing
10 credits Level 7
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 6
Year 3 Evaluating Practice 60 credits Level 7
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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Occupational Health Nursing Field (Part-time)
Induction 3 weeks
Formative Practice Assessment
↓
Year 1 Term 1 Term 2 Term 3 Summer Term
Evidence-based Practice 20 credits Level 7
Study 15 days/ Practice 10 days
Advancing Health and Safety in the Working
Environment 10 credits Level 7
Advancing Occupational Health Nursing Practice 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 7
Back to study
Summative Practice Assessment ↓
Final Summative Assessment of Practice ↓
C O N S O L I D A T I O N
Year 2 Advancing Public Health 20 credits Level 7
Advancing Leadership in the Context of Specialist Practice
10 credits Level 7
Consolidated practice 50 days, 20 weeks x 21/2 days
Designing Research Projects 20 credits Level 7
Contemporary Issues in Public Health 20 credits Level 7
Specialist Community Public Health Nursing Practice 20 credits Level 7
Year 3 Evaluating Practice 60 credits Level 7
104 weeks programmed learning 50% theory 50% practice 15 days minimum gaining experience in alternative settings appropriate to area of practice
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APPENDIX 5
BSc (HONS) SPECIALIST COMMUNITY PUBLIC HEALTH NURSING ASSESSMENT CHART
Module Name Formative Assessment
Type and Week of Completion
Summative Assessment Type and Week of
Submission
Induction Week for all students
500-word formative essay Week 4
RMH3007-N Evidence Appraisal
Two-hour exam (100%) Week 19
CCH3046-N Public Health in Practice
Seminar presentation Week 7
20-minute seminar presentation (100%) Week 14
SIH3001-N Exploring Leadership in the Context of Specialist Practice
2,000-word reflective essay (100%) Week 33
CCH3047-N Specialist Community Public Health Nursing Practice Project
Formative Tripartite Week 14
Practice Progress File Pass/Fail six Standards of Proficiency Week 27
Practice Progress File All Standards of Proficiency (Pass/Fail) Week 37
7,000-word project Week 39
FIELD SPECIFIC MODULES
CCH3048-N Community Practitioner Prescribing (Field specific for Health Visiting and School Nursing)
Formative debate Week 8
Exam (Pass/Fail) Week 12
Portfolio containing:
o 1,500-word critical reflection (100%)
o Achievement of
Standards of Proficiency (Pass/Fail)
Week 36
Health Visiting CCH3086-N Contemporary Health Visiting Practice
Mock OSCE Week 23
OSCE (30%) Week 28
2,500-word assignment
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(70%) Week 30
School Nursing CCH3087-N Evaluating Contemporary School Nursing Practice
Verbal presentation to peers Week 23
OSCE (30%) Week 28
2,000-word assignment Week 30
Occupational Health Nursing CCH3050-N Recognising Hazards and Risks in the Working Environment
Formative work station assessment and report Week 13
2,000-word report (100%) Week 22
CCH3051-N The Dimensions of Occupational Health Practice
Mock OSCE Week 34
3,000-word paper (70%) Week 34
OSCE (30%) Week 36
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APPENDIX 6
PgD/MSc (HONS) SPECIALIST COMMUNITY PUBLIC HEALTH NURSING ASSESSMENT CHART
Module Name Formative Assessment
Type and Week of Completion
Summative Assessment Type and Week of
Submission
Induction 1,000-word formative essay Week 4
RMH4008-N Evidence-based Practice
1,000-word formative essay Week 7
4,000-word report (100%) Week 19
CCH4032-N Contemporary Issues in Public Health
4,000-word essay (100%) Week 39
CCH4027-N Advancing Public Health
Seminar presentation Week 7
Poster presentation (30%) Week 14
20-minute oral defence of poster (70%) Week 14
SIH4037-N Advancing Leadership in the Context of Specialist Practice
2,000 word reflective essay (100%) Week 33
RMH4013-N Designing Research Projects
Outline of a research audit or evaluation proposal Week 22
Research Audit or evaluation proposal (100%) 4,000 words Week 35
CCH3088-N Specialist Community Public Health Nursing Practice
Formative Tripartite Week 14
Practice Progress File Six Standards of Proficiency (Pass/Fail) Week 27
Practice Progress File All Standards of Proficiency (Pass/Fail) Week 37
RMH4014-N Evaluating Practice
Dissertation evaluating a service improvement (100%) 15,000 words
New Academic Year Week 27
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FIELD SPECIFIC MODULES
CCH4033-N Advancing Community Practitioner Prescribing (Field specific to Health Visiting and School Nursing)
Formative debate Week 8
One-hour exam (Pass/Fail) Week 12
Portfolio: o Critical reflective
evaluation (100%) o Achievement of
learning outcomes (Pass/Fail)
Week 36
Health Visiting CCH4028-N Advancing Health Visiting Practice
Mock OSCE Week 23
OSCE (30%) Week 28
2,500-word assignment (70%) Week 30
School Nursing CCH4029-N Advancing Contemporary School Nursing Practice
Verbal presentation to peers based on current issue from practice Week 23
OSCE (30) Week 28
2,500-word assignment (70%) Week 30
Occupational Health Nursing CCH4031-N Advancing Health and Safety in the Working Environment
Formative work place assessment and report on their findings Week 15
15-minute Viva (100%) Week 22
CCH4030-N Advancing Occupational Health Nursing Practice
Mock OSCE Week 34
3,000-word assignment (70%) Week 34
OSCE (30%) Week 36
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APPENDIX 7
BSc (HONS) SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS FULL-TIME PROGRAMME OVERVIEW
W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2 PRACTICE
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY THEORY THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13
SELF-DIRECTED STUDY*
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15 FT
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27 S&FT
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 ST
STUDY 25/05/2015 38
Consol/AL 01/06/2015 39
At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation Three weeks’ holiday (inc. BH)
Consol/AL 08/06/2015 40
Consol/AL 15/06/2015 41
Consol/AL 22/06/2015 42
Consol/AL 29/06/2015 43
Consol/AL 06/07/2015 44
Consol/AL 13/07/2015 45
Consol/AL 20/07/2015 46
Consol/AL 27/07/2015 47
Consol/AL 03/08/2015 48
Consol/AL 10/08/2015 49
Consol/AL 17/08/2015 50
Consol/AL 24/08/2015 51
Evaluation 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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BSc (HONS) SCPHN OCCUPATIONAL HEALTH NURSING FIELD FULL-TIME PROGRAMME OVERVIEW
W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2 PRACTICE
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY THEORY SELF-DIRECTED STUDY*
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15 FT
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27 S&FT
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 ST
STUDY 25/05/2015 38
Consol/AL 01/06/2015 39
At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation Three weeks’ holiday (inc. BH)
Consol/AL 08/06/2015 40
Consol/AL 15/06/2015 41
Consol/AL 22/06/2015 42
Consol/AL 29/06/2015 43
Consol/AL 06/07/2015 44
Consol/AL 13/07/2015 45
Consol/AL 20/07/2015 46
Consol/AL 27/07/2015 47
Consol/AL 03/08/2015 48
Consol/AL 10/08/2015 49
Consol/AL 17/08/2015 50
Consol/AL 24/08/2015 51
Evaluation 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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BSc (HONS) SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW
YEAR 1 W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13
SELF-DIRECTED STUDY*
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 FT
STUDY 25/05/2015 38
Practice/ SD Study/AL 01/06/2015 39
Holiday 2 Weeks Practice 12 days 2 ½ days self-directed study
Summer Term
Practice/ SD Study/AL 08/06/2015 40
Practice/ SD Study/AL 15/06/2015 41
Practice/ SD Study/AL 22/06/2015 42
Practice/ SD Study/AL 29/06/2015 43
Practice/ SD Study/AL 06/07/2015 44
Practice/ SD Study/AL 13/07/2015 45
Practice/ SD Study/AL 20/07/2015 46
Practice/ SD Study/AL 27/07/2015 47
Practice/ SD Study/AL 03/08/2015 48
Practice/ SD Study/AL 10/08/2015 49
Practice/ SD Study/AL 17/08/2015 50
Practice/ SD Study/AL 24/08/2015 51
STUDY 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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BSc (HONS) SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW
YEAR 2 W K
Monday Tuesday Wednesday Thursday Friday
A/L 07/09/2015 53
Practice 14/09/2015 54
Practice 21/09/2015 55
Au
tum
n T
erm
1+1+ ½ 28/09/2015 56 SD THEORY
1+1+ ½ 05/10/2015 57
1+1+ ½ 12/10/2015 58
1+1+ ½ 19/10/2015 59
1+1+ ½ 26/10/2015 60
1+1+ ½ 02/11/2015 61
1+1+ ½ 09/11/2015 62
1+1+ ½ 16/11/2015 63
1+1+ ½ 23/11/2015 64
1+1+ ½ 30/11/2015 65
1+1+ ½ 07/12/2015 66
1+1+ ½ 14/12/2015 67 S&FT
A/L 21/12/2015 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 28/12/2015 69
STUDY 04/01/2016 70
Sp
rin
g T
erm
1+1+ ½ 11/01/2016 71
1+1+ ½ 18/01/2016 72
1+1+ ½ 25/01/2016 73
1+1+ ½ 01/02/2016 74
1+1+ ½ 08/02/2016 75
1+1+ ½ 15/02/2016 76
1+1+ ½ 22/02/2016 77 ST 1 ½ +1+ ½ 29/02/2016 78 CONSOL* 1 ½ +1+ ½ 07/03/2016 79
CONSOL 2 ½ 14/03/2016 80
A/L 21/03/2016 81 SPRING BREAK (maybe subject to change)
A/L 28/03/2016 82
CONSOL 2 ½ 04/04/2016 83
CONSOL 2 ½ 11/04/2016 84
Su
mm
er
Te
rm
CONSOL 2 ½ 18/04/2016 85 CONSOL 2 ½ 25/04/2016 86 CONSOL 2 ½ 02/05/2016 87 CONSOL 2 ½ 09/05/2016 88 CONSOL 2 ½ 16/05/2016 89
CONSOL 2 ½ 23/05/2016 90
STUDY 30/05/2016 91
CONSOL 2 ½ 0606/2016 92
*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’ holiday
CONSOL 2 ½ 13/06/2016 93
CONSOL 2 ½ 20/06/2016 94
CONSOL 2 ½ 27/06/2016 95
CONSOL 2 ½ 04/07/2016 96
CONSOL 2 ½ 11/07/2016 97
CONSOL 2 ½ 18/07/2016 98
CONSOL 2 ½ 22/07/2016 99
CONSOL 2 ½ 01/08/2016 100
CONSOL 2 ½ 08/08/2016 101
CONSOL 2 ½ 15/08/2016 102
CONSOL 2 ½ 22/08/2016 103
Evaluation 29/08/2016 104
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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BSc (HONS) SCPHN OCCUPATIONAL HEALTH NURSING FIELD PART-TIME PROGRAMME OVERVIEW
YEAR 1 W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 FT
STUDY 25/05/2015 38
Practice/ SD Study/AL 01/06/2015 39
Holiday 2 Weeks Practice 12 days 2 ½ days self-directed study
Summer Term
Practice/ SD Study/AL 08/06/2015 40
Practice/ SD Study/AL 15/06/2015 41
Practice/ SD Study/AL 22/06/2015 42
Practice/ SD Study/AL 29/06/2015 43
Practice/ SD Study/AL 06/07/2015 44
Practice/ SD Study/AL 13/07/2015 45
Practice/ SD Study/AL 20/07/2015 46
Practice/ SD Study/AL 27/07/2015 47
Practice/ SD Study/AL 03/08/2015 48
Practice/ SD Study/AL 10/08/2015 49
Practice/ SD Study/AL 17/08/2015 50
Practice/ SD Study/AL 24/08/2015 51
STUDY 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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BSc (HONS) SCPHN OCCUPATIONAL HEALTH NURSING FIELD PART-TIME PROGRAMME OVERVIEW
YEAR 2 W K
Monday Tuesday Wednesday Thursday Friday
A/L 07/09/2015 53
Practice 14/09/2015 54
Practice 21/09/2015 55
Au
tum
n T
erm
1+1+ ½ 28/09/2015 56 SD THEORY
1+1+ ½ 05/10/2015 57
1+1+ ½ 12/10/2015 58
1+1+ ½ 19/10/2015 59
1+1+ ½ 26/10/2015 60
1+1+ ½ 02/11/2015 61
1+1+ ½ 09/11/2015 62
1+1+ ½ 16/11/2015 63
1+1+ ½ 23/11/2015 64
1+1+ ½ 30/11/2015 65
1+1+ ½ 07/12/2015 66
1+1+ ½ 14/12/2015 67 S&FT
A/L 21/12/2015 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 28/12/2015 69
STUDY 04/01/2016 70
Sp
rin
g T
erm
1+1+ ½ 11/01/2016 71
1+1+ ½ 18/01/2016 72
1+1+ ½ 25/01/2016 73
1+1+ ½ 01/02/2016 74
1+1+ ½ 08/02/2016 75
1+1+ ½ 15/02/2016 76
1+1+ ½ 22/02/2016 77 ST 1 ½ +1+ ½ 29/02/2016 78 CONSOL* 1 ½ +1+ ½ 07/03/2016 79
CONSOL 2 ½ 14/03/2016 80
A/L 21/03/2016 81 SPRING BREAK (maybe subject to change)
A/L 28/03/2016 82
CONSOL 2 ½ 04/04/2016 83
CONSOL 2 ½ 11/04/2016 84
Su
mm
er
Te
rm
CONSOL 2 ½ 18/04/2016 85 CONSOL 2 ½ 25/04/2016 86 CONSOL 2 ½ 02/05/2016 87 BH CONSOL 2 ½ 09/05/2016 88 CONSOL 2 ½ 16/05/2016 89
CONSOL 2 ½ 23/05/2016 90
STUDY 30/05/2016 91
CONSOL 2 ½ 0606/2016 92
*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’
CONSOL 2 ½ 13/06/2016 93
CONSOL 2 ½ 20/06/2016 94
CONSOL 2 ½ 27/06/2016 95
CONSOL 2 ½ 04/07/2016 96
CONSOL 2 ½ 11/07/2016 97
CONSOL 2 ½ 18/07/2016 98
CONSOL 2 ½ 25/07/2016 99
CONSOL 2 ½ 01/08/2016 100
CONSOL 2 ½ 08/08/2016 101
CONSOL 2 ½ 15/08/2016 102
CONSOL 2 ½ 22/08/2016 103
Evaluation 29/08/2016 104
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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APPENDIX 8 PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS
FULL-TIME PROGRAMME OVERVIEW W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2 PRACTICE
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY THEORY THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+2½+½ 27/10/2014 8
2+2½+½ 03/11/2014 9
2+2½+½ 10/11/2014 10
2+2½+½ 17/11/2014 11
2+2½+½ 24/11/2014 12
2+2½+½ 01/12/2014 13
SELF-DIRECTED STUDY*
2+1½+1½ 08/12/2014 14
2+1½+1½ 15/12/2014 15 FT
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
First Day DRP (pm)
Sp
rin
g T
erm
2+2½+½ 12/01/2015 19
2+2½+½ 19/01/2015 20
2+2½+½ 26/01/2015 21
2+2½+½ 02/02/2015 22
2+2½+½ 09/02/2015 23
2+2½+½ 16/02/2015 24
2+2½+½ 23/02/2015 25
2+2½+½ 02/03/2015 26
2+2½+½ 09/03/2015 27 S&FT
2+2½+½ 16/03/2015 28
2+2½+½ 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
Su
mm
er
Te
rm
A/L 06/04/2015 31
2+1½+1½
13/04/2015 32
2+1½+1½ 20/04/2015 33
2+½+1½ 27/04/2015 34
2+½+1½ 04/05/2015 35 BH
2+½+1½ 11/05/2015 36
2+½+1½ 18/05/2015 37 ST
STUDY 25/05/2015 38
Consol/AL 01/06/2015 39
At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation + Three weeks’ holiday inc BH
Consol/AL 08/06/2015 40
Consol/AL 15/06/2015 41
Consol/AL 22/06/2015 42
Consol/AL 29/06/2015 43
Consol/AL 06/07/2015 44
Consol/AL 13/07/2015 45
Consol/AL 20/07/2015 46
Consol/AL 27/07/2015 47
Consol/AL 03/08/2015 48
Consol/AL 10/08/2015 49
Consol/AL 17/08/2015 50
Consol/AL 24/08/2015 51
Evaluation 31/08/2015 52
Key:
* Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – formative Tripartite ST – Summative Tripartite
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PgDip/MSc SCPHN OCCUPATIONAL HEALTH NURSING FIELD FULL-TIME PROGRAMME OVERVIEW
W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2 PRACTICE
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4
IT THEORY THEORY SELF DIRECTED STUDY*
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+2+1 27/10/2014 8
2+2+1 03/11/2014 9
2+2+1 10/11/2014 10
2+2+1 17/11/2014 11
2+2+1 24/11/2014 12
2+2+1 01/12/2014 13
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15 FT
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
1st day DRP (pm)
Sp
rin
g T
erm
2+2½+½ 12/01/2015 19
2+2½+½ 19/01/2015 20
2+2½+½ 26/01/2015 21
2+2½+½ 02/02/2015 22
2+2½+½ 09/02/2015 23
2+2½+½ 16/02/2015 24
2+2½+½ 23/02/2015 25
2+2½+½ 02/03/2015 26
2+2½+½ 09/03/2015 27 S&FT
2+2½+½ 16/03/2015 28
2+2½+½ 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
Su
mm
er
Te
rm
A/L 06/04/2015 31
2+1½+1½
13/04/2015 32
2+1½+1½ 20/04/2015 33
2+½+1½ 27/04/2015 34
2+½+1½ 04/05/2015 35 BH
2+½+1½ 11/05/2015 36
2+½+1½ 18/05/2015 37 ST
STUDY 25/05/2015 38
Consol/AL 01/06/2015 39
At least 50 days’ Consolidation Practice (10 full Weeks) Consolidation + Three weeks’ holiday inc BH
Consol/AL 08/06/2015 40
Consol/AL 15/06/2015 41
Consol/AL 22/06/2015 42
Consol/AL 29/06/2015 43
Consol/AL 06/07/2015 44
Consol/AL 13/07/2015 45
Consol/AL 20/07/2015 46
Consol/AL 27/07/2015 47
Consol/AL 03/08/2015 48
Consol/AL 10/08/2015 49
Consol/AL 17/08/2015 50
Consol/AL 24/08/2015 51
Evaluation 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite
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PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW
YEAR 1 W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13 SELF-DIRECTED STUDY*
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 FT
STUDY 25/05/2015 38
Practice/ SD Study/AL 01/06/2015 39
Holiday 3 Weeks Practice 12 days 2 ½ days self-directed study
Summer Term
Practice/ SD Study/AL 08/06/2015 40
Practice/ SD Study/AL 15/06/2015 41
Practice/ SD Study/AL 22/06/2015 42
Practice/ SD Study/AL 29/06/2015 43
Practice/ SD Study/AL 06/07/2015 44
Practice/ SD Study/AL 13/07/2015 45
Practice/ SD Study/AL 20/07/2015 46
Practice/ SD Study/AL 27/07/2015 47
Practice/ SD Study/AL 03/08/2015 48
Practice/ SD Study/AL 10/08/2015 49
Practice/ SD Study/AL 17/08/2015 50
Practice/ SD Study/AL 24/08/2015 51
STUDY 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite
S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated Documentation\2014-15\Practice Teacher - Mentor Handbook.docx
55
PgDip/MSc SCPHN HEALTH VISITING & SCHOOL NURSING FIELDS PART-TIME PROGRAMME OVERVIEW
YEAR 2 W K
Monday Tuesday Wednesday Thursday Friday
A/L 07/09/2015 53
Practice 14/09/2015 54
Practice 21/09/2015 55
Au
tum
n T
erm
1+1+ ½ 28/09/2015 56 SD THEORY
1+1+ ½ 05/10/2015 57
1+1+ ½ 12/10/2015 58
1+1+ ½ 19/10/2015 59
1+1+ ½ 26/10/2015 60
1+1+ ½ 02/11/2015 61
1+1+ ½ 09/11/2015 62
1+1+ ½ 16/11/2015 63
1+1+ ½ 23/11/2015 64
1+1+ ½ 30/11/2015 65
1+1+ ½ 07/12/2015 66
1+1+ ½ 14/12/2015 67 S&FT
A/L 21/12/2015 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 28/12/2015 69
A/L 04/01/2016 70
Sp
rin
g T
erm
1+1 11/01/2016 71
1+2 18/01/2016 72
1+1+1 25/01/2016 73
1+2 01/02/2016 74
1+1 08/02/2016 75
1+2 15/02/2016 76
1+1 22/02/2016 77 ST
1+1 29/02/2016 78 CONSOL*
1+2 07/03/2016 79 CONSOL 14/03/2016 80
A/L 21/03/2016 81 SPRING BREAK (maybe subject to change)
Su
mm
er
Te
rm STUDY 28/03/2016 82
CONSOL 04/04/2016 83
CONSOL 11/04/2016 84 CONSOL 18/04/2016 85 CONSOL 25/04/2016 86 CONSOL 02/05/2016 87 BH CONSOL 09/05/2016 88
CONSOL 16/05/2016 89
CONSOL 23/05/2016 90
CONSOL 2 ½ 30/05/2016 91 BH
CONSOL 2 ½ 0606/2016 92
*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’ holiday (inc. BH
CONSOL 2 ½ 13/06/2016 93
CONSOL 2 ½ 20/06/2016 94
CONSOL 2 ½ 27/06/2016 95
CONSOL 2 ½ 04/07/2016 96
CONSOL 2 ½ 11/07/2016 97
CONSOL 2 ½ 18/07/2016 98
CONSOL 2 ½ 22/07/2016 99
CONSOL 2 ½ 01/08/2016 100
CONSOL 2 ½ 08/08/2016 101
CONSOL 2 ½ 15/08/2016 102
CONSOL 2 ½ 22/08/2016 103
Evaluation 29/08/2016 104
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite
S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated Documentation\2014-15\Practice Teacher - Mentor Handbook.docx
56
PgDip/MSc SCPHN OCCUPATIONAL HEALTH FIELD PART-TIME PROGRAMME OVERVIEW
YEAR 1 W K
Monday Tuesday Wednesday Thursday Friday
IND 08/09/2014 1 Induction
Practice 15/09/2014 2
Practice 22/09/2014 3
Au
tum
n T
erm
2+3 29/09/2014 4 IT THEORY
2+3 06/10/2014 5
2+3 13/10/2014 6
2+3 20/10/2014 7
2+3 27/10/2014 8
2+3 03/11/2014 9
2+3 10/11/2014 10
2+3 17/11/2014 11
2+3 24/11/2014 12
2+3 01/12/2014 13
2+2+1 08/12/2014 14
2+2+1 15/12/2014 15
A/L 22/12/2014 16 CHRISTMAS HOLIDAYS
A/L 29/12/2014 17
STUDY 05/01/2015 18
Sp
rin
g T
erm
2+2+1 12/01/2015 19
2+2+1 19/01/2015 20
2+2+1 26/01/2015 21
2+2+1 02/02/2015 22
2+2+1 09/02/2015 23
2+2+1 16/02/2015 24
2+2+1 23/02/2015 25
2+2+1 02/03/2015 26
2+2+1 09/03/2015 27
2+2+1 16/03/2015 28
2+2+1 23/03/2015 29
A/L 30/03/2015 30 SPRING BREAK
A/L 06/04/2015 31
2+2+1 13/04/2015 32
Su
mm
er
Te
rm
2+2+1 20/04/2015 33
2+1+2 27/04/2015 34
2+1+2 04/05/2015 35 BH
2+1+2 11/05/2015 36
2+1+2 18/05/2015 37 FT
STUDY 25/05/2015 38
Practice/ SD Study/AL 01/06/2015 39
Holiday 3 Weeks Practice 12 days 2 ½ days self-directed study
Summer Term
Practice/ SD Study/AL 08/06/2015 40
Practice/ SD Study/AL 15/06/2015 41
Practice/ SD Study/AL 22/06/2015 42
Practice/ SD Study/AL 29/06/2015 43
Practice/ SD Study/AL 06/07/2015 44
Practice/ SD Study/AL 13/07/2015 45
Practice/ SD Study/AL 20/07/2015 46
Practice/ SD Study/AL 27/07/2015 47
Practice/ SD Study/AL 03/08/2015 48
Practice/ SD Study/AL 10/08/2015 49
Practice/ SD Study/AL 17/08/2015 50
Practice/ SD Study/AL 24/08/2015 51
STUDY 31/08/2015 52
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite
S:\Modularity\Documentation Department\Approval Documentation\Programmes\Specialist Community Public Health Nursing, BSc (Hons), PgD & MSc\Updated Documentation\2014-15\Practice Teacher - Mentor Handbook.docx
57
PgDip/MSc SCPHN OCCUPATIONAL HEALTH FIELD PART-TIME PROGRAMME OVERVIEW
YEAR 2 W K
Monday Tuesday Wednesday Thursday Friday
A/L 07/09/2015 53
Practice 14/09/2015 54
Practice 21/09/2015 55
Au
tum
n T
erm
1+1+ ½ 28/09/2015 56 SD THEORY
1+1+ ½ 05/10/2015 57
1+1+ ½ 12/10/2015 58
1+1+ ½ 19/10/2015 59
1+1+ ½ 26/10/2015 60
1+1+ ½ 02/11/2015 61
1+1+ ½ 09/11/2015 62
1+1+ ½ 16/11/2015 63
1+1+ ½ 23/11/2015 64
1+1+ ½ 30/11/2015 65
1+1+ ½ 07/12/2015 66
1+1+ ½ 14/12/2015 67 S&FT
A/L 21/12/2015 68 CHRISTMAS HOLIDAYS Pro-rata 2 ½ days per week A/L 28/12/2015 69
A/L 04/01/2016 70
Sp
rin
g T
erm
1+1 11/01/2016 71
1+2 18/01/2016 72
1+1+1 25/01/2016 73
1+2 01/02/2016 74
1+1 08/02/2016 75
1+2 15/02/2016 76
1+1 22/02/2016 77 ST
1+1 29/02/2016 78 CONSOL*
1+2 07/03/2016 79 CONSOL 14/03/2016 80
A/L 21/03/2016 81 SPRING BREAK (maybe subject to change)
Su
mm
er
Te
rm
STUDY 28/03/2016 82 CONSOL 04/04/2016 83 CONSOL 11/04/2016 84 CONSOL 18/04/2016 85 CONSOL 25/04/2016 86 CONSOL 02/05/2016 87 BH CONSOL 09/05/2016 88 CONSOL 16/05/2016 89
CONSOL 23/05/2016 90
CONSOL 2 ½ 30/05/2016 91 BH
CONSOL 2 ½ 0606/2016 92
*At least 50 days’ Consolidation Practice (normally 20 half weeks) Consolidation + Two weeks’ holiday (inc. BH
CONSOL 2 ½ 13/06/2016 93
CONSOL 2 ½ 20/06/2016 94
CONSOL 2 ½ 27/06/2016 95
CONSOL 2 ½ 04/07/2016 96
CONSOL 2 ½ 11/07/2016 97
CONSOL 2 ½ 18/07/2016 98
CONSOL 2 ½ 22/07/2016 99
CONSOL 2 ½ 01/08/2016 100
CONSOL 2 ½ 08/08/2016 101
CONSOL 2 ½ 15/08/2016 102
CONSOL 2 ½ 22/08/2016 103
Evaluation 29/08/2016 104
Key: * Self-directed study will be used by students to inform both their theory and practice IT – Initial Tripartite S&FT – Summative (6 standards) Formative Tripartite FT – Formative Tripartite ST – Summative Tripartite