Transition to Advanced Practice and
Specialist Practice Integrated Portfolio
Specialist Practice - Community Children’s Nursing and Community Nursing
in the Home (District Nursing) Pathways
2013 - 2015
Contents
Personal details
Introduction
Aims/ Learning outcomes
Summary of syllabus content
Summary of teaching and learning methods
Summary of assessment methods
The Portfolio
Attendance in practice record
Analysis of your strengths, weaknesses, opportunities and threats
Personal Development Plan
Suggestions for developing your portfolio
2
3
3
4
4
5
5
7
8
10
12
Appendix 1
13
Section 1
On-going record of achievement statement
Introduction
Roles and Responsibilities
Section 2
Progress records and verification of competence
Initial Interview
Interim Review of progress
Final Interview
Initial reflection by student at commencement of practice experience
Interim student reflection on progress
Self-Assessment Guide: To Domains
Learning Contract / Progression Record Template
Reflection
Section 3
Introduction
Domain A Clinical Nursing Practice
Domain B Leading Complex Care Co-ordination
Domain C Proactively Manage Complex Care
Domain D Managing Cognitive Impairment and Mental Well Being
Domain E Supporting Self Care, Self- Management and Enabling Independence
Domain F Professional Practice and Leadership
Domain G Identifying High Risk People, Promoting Health
and Preventing Ill Health
Domain H Managing Care at the End of Life
Domain I
Interagency and Partnership Working
Domain J
Community Children’s Nursing
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21
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24
27
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49
Patient and family/carer involvement in practice
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Section 4
Elective Placement
Key Texts / References
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53
57
Annex 1
59
NMC Mapping
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Personal Details
NAME: __________________________ ACADEMIC YEAR: _______________
PROFESSIONAL QUALIFICATION/S:
Work base Address:
Home Address:
Tel:
Tel:
Email:
Email:
Fax:
mobile:
Practice Teacher/ Mentor
Name: ______________________________
Work address:
Tel:
Mobile:
Email
________________________________
Module Leader
Name: ___Francine O'Malley______________________________
Tel:
____02380597627_____________________________
Email: F.O’Malley@soton.ac.uk
Pathway Leader
Name: Dr mark Rawlinson
Tel : 01983534112
Email: m.rawlinson@soton.ac.uk
Name : Margaret Fergus
Email : M.fergus@soton.ac
Tel : 02380 597979
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Introduction
For practitioners on longitudinal programmes, process development is important so that you
can integrate individual modules and experiences to specific situations in a different way. The
Transition to Advanced Practice Module -Specialist Practice is the provision of structured
experiences and opportunities, fostering a developmental approach, to enable you to achieve
confidence and competence in advancing your professional role and making the transition
toward advanced practice.
The portfolio forms the basis of the Transition to Advanced Practice - Specialist Practice
Module and will demonstrate your acquisition of evidence-based knowledge from academic
components of the programme and its application to your practice. It may also enable you to
demonstrate the attainment of the skills / competencies required for advanced practice.
In conjunction with your practice teacher, you will negotiate your own learning for this module
through the use of a personal development plan; this will enable you to individualise your
learning and the ways in which you plan to meet the module learning outcomes.
The portfolio will provide evidence of your knowledge and skills acquisition, your personal
learning and development, and evidence of continuous critical reflection in and on your own
clinical practice (Wilkinson et al, 2002). All of which will demonstrate your transition toward
advanced practice; as well as being able to demonstrate your ability to meet the NMC (2001)
Standards for Specialist Education and Practice and the NMC (2006) Standards of Proficiency for
Nurse and Midwife Prescribers (see appendix 1).
Aims
This module will enable you to navigate and articulate your transition towards advanced
clinical practice. This will be underpinned by the integration of your personal, professional
and academic development, gained as a result of your study within the MSc Advanced Clinical
Practice.
Learning outcomes
On completion of the module you will have shown the ability to:
1. Critically reflect on your role transition towards advanced practice through personal,
professional and academic development.
2. Demonstrate the integration of best evidence when undertaking health assessment,
diagnostic reasoning, decision making, therapeutic intervention and evaluation within
the context of advanced clinical practice.
3. Demonstrate leadership, collaboration and risk management in contexts that are
challenging, complex and /or unpredictable.
4. Critically evaluate the contribution of your profession, and underpinning health and
social policy, to the health of the specified client group.
5. Demonstrate advanced interpersonal skills including those of negotiation, referral,
consultation, case presentation, mentorship and education.
6. Critically evaluate how your advanced practice role can improve health outcomes.
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Summary of syllabus content
This module has been specifically designed to enable integration of the learning and
personal/professional development that occurs during study of the MSc Advanced Clinical
Practice (Specialist Practice Community Nursing pathway). The module content is designed
to allow you to critically explore and debate both national and international perspectives on
advanced clinical practice, and their underpinning evidence base. It recognises that there
are a multitude of different definitions and conceptualisations of advanced practice, ranging
from those that are focused on very specific practitioner roles through to those that are
much broader articulations of practice at a senior or expert level. It also recognises that
there are marked regional, national and international variations in how advanced practice
roles are articulated and enacted, as well as variations across the different healthcare
professions. Associated with these variants are also differing levels of professional
autonomy. The module will thus enable you to explore and identify what advanced practice
means within the context of your own professional practice role, and equip you to further
develop your advanced clinical practice beyond the end of the module. It will also allow you
to demonstrate your ability to meet the required Standards for Specialist Practice
Community Nursing (appendix 1).
Core content will include:
 Analysis of the concept and scope of advanced practice, and its interface with
accountability, clinical governance, autonomy, specialist practice and expert practice.
 Integration of communication and assessment skills, decision making, management
and speciality specific knowledge and skills acquired during the MSc Advanced Clinical
Practice programme.
 Role transition and professional identity in advanced practice
 Legal and ethical issues underpinning advanced/autonomous practice
 Leadership within advanced practice
 Advanced practitioner roles in the context of the multi-disciplinary/multi agency team.
 UK and international health and social care policy in relation to advanced practice.
Summary of teaching and learning methods
Teaching and learning methods are underpinned by constructivist theory (Piaget 1950).
Students will use their experience and construct knowledge in order to achieve the learning
outcomes. Although lectures by experts within the field of advanced practice and specialist
practice community nursing will form a central component of the module, the greater
emphasis will be on student centred debate, critical appraisal and action learning, to enable
you to fully explore the meaning of advanced practice within the context of your own
professional role and future career development. Assessment of competence to practice will
be undertaken by a practice teacher.
 Seminars
 Action learning sets
 Case presentations
 Lectures
 Critique of published papers and policies
 Group debate/critical discussion.
 Self -directed learning.
 Practice based learning
Key contributors to the module include active researchers and advanced/consultant
practitioners as well as experts in the field of advanced clinical practice.
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Piaget J (1950) The Psychology of Intelligence. London: Routledge & Kegan Paul
Summary of assessment methods
Formative assessment
Formative assessment will take the form of a short presentation to peers for which you will
receive feedback which may be incorporated into the clinical portfolio.
Summative assessment
The assessment of the module requires you to develop a clinical portfolio which demonstrates
evidence of your transition to, or towards advanced practice.
This is in the form of a Portfolio of Learning Applied to Clinical Practice. A portfolio is a
collection of various forms of evidence of achievement of the learning outcomes and, where
appropriate, clinical competence. It is a compendium of material which together with
reflective accounts enables you to identify strengths, weaknesses and areas for further
development. It provides evidence of your ability to synthesise theory and practice. For your
pathway, this includes evidence of successful completion of competencies required within the
NMC (2001) Standards for Specialist Education and Practice and the NMC (2006) Standards of
Proficiency for Nurse and Midwife Prescribers (appendix 1).
The Portfolio
The portfolio comprises a critical reflective report of 2,500 words and will also include the
following supporting elements:
a) Learning contract /Personal development plan / SWOT analysis
b) Evidence demonstrating that the learning outcomes and required professional/
clinical competencies (NMC 2001) have been addressed (appendix 1) including V100
Prescribing competencies (NMC 2006).
c) Evidence of ‘User’ feedback.
d) A record of attendance.
d) An assessment of your progression and overall performance by your practice
teacher
The portfolio will enable the assessment of your ability to discuss, critically appraise and
evaluate your progress. It should enable you to integrate and apply your knowledge base to
clinical practice to demonstrate your promotion of quality care provision and your transition
towards advanced clinical practice.
Specific guidance regarding the approach you are required to take to your clinical portfolio will
be given by your practice teacher and members of the university team. The required inclusion of
assessment of clinical competence within the portfolio will depend on the nature of your clinical
role (District Nurse or Community Children’s Nurse).
N.B.
The module can only be successfully completed if a pass is attained in all required elements
including the practice assessment in appendix 1.
You may be required to attend a viva voce examination if the examiners require clarification
about some aspect of the portfolio or if it is deemed useful in helping the examiners decide
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between a pass or refer outcome where the mark is borderline. Successful outcome of the viva
voce will result in an uncapped mark and be viewed as a pass at the first attempt.
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Attendance in practice record
Dates
If you are absent from a placement for any reason it is important that you
notify both your PT and University Lecturer on the first day of absence.
Lost practice time is required to be made up.
Agreed as a correct record:
Student signature
Date
Practice Teacher
signature
Date
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Analysis of your strengths, weaknesses, opportunities and threats
It is important for you to take control of your education and learning. A starting point is for
you to reflect on, and analyse your strengths as well as areas that you need to develop, so
that you recognise what opportunities are available and where you might have problems in
the future. It can also be used to structure your first meeting with your practice teacher.
If this is to be of value you need to take an honest and critical view of yourself. One way of
doing this is to undertake a SWOT analysis. The following is an example:
Strengths (current)

Good interpersonal
relationship skills
 Reliable
 Organised
 Able to take initiative
 Plenty of work experience
Opportunities (future)




Gain experience of working
with others from a variety of
backgrounds
Greater insight into my field
of work
Gain a postgraduate degree
Promotion potential
Weaknesses (current)







Lack of self confidence
Lack of experience in studying
at higher degree level
New to area – support system
not in place
Poor timekeeper
Threats (future)
Lack of support at work
Lack of time to undertake
course work
Difficulty with timing of study
days due to family
commitments
Utilise the chart provided undertake a SWOT analysis.
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Strengths (Current)
Weaknesses (current)
Opportunities (Future)
Threats (future)
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Personal Development Plan
Identification of areas for improvement, personal development needs, how you are
going to achieve them, over what time period, and how are you going to evidence that
they have been met.
Drawing on the reflection of your strengths, weaknesses, opportunities and threats, identify
your personal goals. The following are some guidelines to assist you:
Areas for improvement
This section will include the weaknesses or opportunities that you identified through the
SWOT analysis. You may also wish to develop skills in managing some of the threats that you
have identified or maximising the opportunities.
What are your development needs?
What exactly do you need to learn? What is your goal / target? e.g. in the example we
identified poor time keeping as a weakness, what do you want to achieve / learn? This could
include:
 Time management strategies
 How to organise your workload more effectively
 Organising your personal life to create more personal time / space etc.
How are you going to achieve them?
List the resources available to enable you to achieve each of your learning needs. Some of
these resources will be through the modules you will be undertaking; others will include wider
resources such as literature / experts / colleagues / Internet etc.
What is your timeline?
How long will it take you to meet your development needs?
They may be on-going or met throughout this module, or throughout the MSc programme
Evidence
How are you going to know that you have achieved what you set out to achieve? For instance
in the time keeping scenario, you may decide that your evidence is that you are able to submit
assignments on time without having to write them at the last minute!
This is an important section to complete because it will enable you to look back on your
achievements and take pride in the progress you have made. It is also important as it links
with the evidence you will provide within your portfolio to verify your transition toward
Advanced Practice.
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Personal Development Plan
Development needs
How I am going to achieve
them
Timeline
Evidence of achievement
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Suggestions for developing your portfolio
Critical reflective report

Critically review your learning activities and professional development using the






learning outcomes, and also using an advanced practice framework. This can be a
conceptual framework(e.g. Manley 1997) or a competency based framework (e.g. DH
2010).
Map your evidence to each of the domains in your chosen framework
Signpost your evidence from the text of your critical reflective report
Critically discuss what you understand by Advanced practice
Make explicit how each of the Learning Outcomes of the module will be achieved
e.g. map evidence to Learning Outcomes
Demonstrate how each of the Individual intended outcomes identified in your
personal development plan are addressed or reasons why not
Demonstrate how you have developed in each of the chosen domains (eg use
Benner)
Evidence to support claims made in Critical reflective report
Use a variety of evidence – but be selective
E.g. clinical skill competencies (appendix 1)
Case study and reflection in and on practice
Use of benchmarking
Competency log (appendix 1)
E.g. transition toward Advanced Practice
Diary of practice teacher /mentor meetings and reflection on actions
Practice Teacher/ Mentor report (appendix 1)
E.g. Development of teaching skills
Overview of learning styles and PowerPoint presentation with student / peer
evaluation and personal reflection
E.g. Development of new skills / knowledge
Visits to other organisations/departments who have implemented similar service
improvement, with critical comparison
Analysis/reflection of new learning gained from other MSc modules
E.g. development of management/leadership ability
Case study and critical reflection or critical incident- professional conversation
E.g. development of communication skills / inter-professional working
Annotated notes of meetings with critical reflection
Critical incident analysis
E.g. development of research skills
Search strategy and critical appraisal of evidence to address a practice question
Development of audit tool, including process as well as final documentation
Content of pages 2-12 adapted from: The standard TAP module.
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Appendix 1
Assessment of Practice
Section 1:
Introduction and practice context
Section 2:
Progress records and verification of competence
Section 3:
Practice competencies
Patient and family/carer involvement in practice
Section 4:
Gives details of the elective placement / References
Annex 1- Mapping of NMC (2001) Standards for Education and Practice
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Section 1
On-going record of achievement statement
My Assessment of Practice document is my “on-going record of achievement” for practice.
I consent to allow the processing of confidential data about me to be shared between successive
Practice Teachers and with the relevant education providers.
Protecting the public through professional standards
Accepting appropriate responsibility
There may be times when you are in a position where you are not directly accompanied by your
Practice Teacher, supervisor or another registered colleague. As your skills, experience and confidence
develop, you will become increasingly able to deal with these situations.
However you must only participate in interventions for which you have been fully prepared or in
which you are properly supervised and which are in keeping with Trust/practice policy. If you
have any doubts, discuss them as quickly as possible with your Practice Teacher or academic tutor.
Confidentiality
Entries made in the portfolio must ensure the service users’ right to confidentiality is respected at all
times.
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Introduction
In order for you to record a community specialist practice qualification as a District Nurse
(DN) or a Community Children’s Nurse (CCN) you must successfully complete an Nursing and
Midwifery Council (NMC) validated pathway designed to prepare you for the role of specialist
practitioner (NMC 2001 /06).
Specialist practice is according to the NMC (2001) the exercising of higher levels of judgment,
discretion and decision making in clinical care that focuses on the four broad areas:
Clinical practice:
Care and programme management:
Clinical practice development:
Clinical practice leadership:
These four broad areas are represented through the following domains which represent the
requirements of the standards for specialist practice articulated through a modified set of
Department of Health (2006) competencies for case management of long term conditions.
Additionally the competencies are referenced against NMC (2006) guidelines relating to
Independent Prescribing V100, Children’s Workforce Development Council (2011) and
Department of Health (2013).
Domain A
Clinical nursing practice (including nurse prescribing:
(V100))
Domain B
Leading complex care co-ordination
Domain C
Proactively managing complex care
Domain D
Managing cognitive impairment and mental well being
Domain E
Supporting self-care, self-management and enabling
independence
Domain F
Professional practice and leadership
Domain G
Identifying high risk people, promoting health and
preventing ill health
Domain H
Managing care at the end of life
Domain I
Interagency and partnership working
Domain J
Community Children’s Nursing specific competences
Each domain is populated by competencies. All competencies need to be achieved and signed off
by your practice teacher.
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Roles and Responsibilities
As a specialist practice student you will be allocated a Practice Teacher and a mentor to
supervise and assess your practice against the prescribed competencies as set out in section
3 of this appendix.
Role of the practice teacher (PT)
A practice teacher is a registrant who normally will have previously fulfilled the NMC
requirements to become a mentor, and who has received further preparation to achieve the
knowledge, skills and competence required to meet the NMC defined outcomes for a practice
teacher (NMC 2008 p27).
Practice teachers are responsible and accountable for:
Organising and co-ordinating learning activities, primarily in practice learning environments
for those intending to record a specialist practice qualifications.

Supervising students and providing them with constructive feedback on their
achievements.

Setting and monitoring achievement of realistic learning objectives in practice.

Assessing total performance – including skills, attitudes and behaviours.

Providing evidence as required by programme providers of the student’s achievement
or
lack of achievement.

Liaising with others (e.g. mentors, sign-off mentors, supervisors, personal tutors, the
programme leader, other professionals) to provide feedback and identify any concerns
about the student’s performance and agree action as appropriate.

Signing off achievement of proficiency at the end of the final period of practice
learning or a period of supervised practice.
The practice teaching role will be supported by appropriate professional and academic
qualifications, and practice development activity, to provide an evidence-base for teaching.
Practice teachers will have met the additional criteria for a sign-off mentor (section 2.1.3) as
part of their preparation. The practice teacher role may vary according to the nature of the
student they are supporting. (NMC 2008 P29)
The role of the designated prescribing mentor (DPM)
Additionally a student may by be required to be taught and facilitated by a Designated
Prescribing Mentor (DPM) in order to assess competence in Prescribing (Domain A). This will
only be necessary if the practice teacher is not a nurse prescriber or non medical prescriber.
The role of the mentor
Your mentor will act as a clinical facilitator and will be responsible for supervising and
teaching you, under the guidance of a recognized practice teacher.
It is anticipated that the practice teacher and mentor will work closely together in planning
and executing your programme. It is expected that the mentor will meet formally with the
identified practice teacher at least once every four weeks in each semester to discuss your
progress.
The practice teacher and mentor will plan your teaching programme; manage the learning
environment; provide appropriate experience; contribute to the integration of theory and
practice and the development of a positive learning environment.
The practice teacher will assess and determine your competence to practice.
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You, your practice teacher and mentor will be provided with an overview of the course and a
competency based portfolio incorporating guidelines for practice and assessment.
Communications - Practice teacher and mentor (PT and M)
Four times during the academic year the practice teacher and mentor will be invited to attend
a meeting at the University to discuss areas of the syllabus to be covered by their student; to
consider the progress of individual students and the reactions of the student group as a
whole. Practice teachers will be asked to recommend other relevant subjects to discuss at the
meetings and notes will be kept of each meeting.
In addition regular practice teacher/mentor/lecturer/student meetings will be held in workbase settings.
Contact will also be made by email and telephone when necessary and additional visits to
practice made if required.
The outcome of assessment must be demonstrated by the practice teacher in the competency
based portfolio and must be available for consultation and subsequent planning.
Where a student is failing to achieve a satisfactory standard, the practice teacher and mentor
(if appropriate), student and academic tutor will meet together; the problem will be discussed
and extra learning contracts drawn up to guide the student towards the required standard.
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Section 2 Progress records and verification of competence
In this section you will find some self-assessment tools to assist you with
planning and reflection.
Additionally there are pages that require signatures, please ensure all are
completed by the end of your pathway; failure to do so may result in your
placement being referred.
Any number of learning contracts/ progression records can be used.
Remember to produce some original evidence (6 -12 pieces) of your ability not
only to meet the competencies but to meet the requirements for the module
Please see guidance re Critical Reflection Report and Evidence suggestions.
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Initial Interview
Preparation for the Taught Element of the Practice
To be completed within 2 days of the start of the practice experience
Purpose:
This initial interview is to establish the student’s current level of competence in relationship
to the domains in section 3, but also to ascertain their understanding of the role (DN or CCN).
Guidance:
Having completed the self-assessment guide to the Domains, PT/ M and student should
carefully re-read the Domains and Competencies identified in Sections 3. Following this, a
plan should be formulated which takes into account previous knowledge, skills, attitudes and
experience as well as new knowledge, skills and experience required by the student in order
to achieve competence. Furthermore the student’s capability to lead and manage the practice
environment should also be discussed. It is suggested the Department of Health Leadership
Framework (2012) could be used as a frame of reference.
The plan should include clearly stated goals and an outline of how these are to be achieved.
Summary of review
Key areas for development identified for this practice experience
Student signature
Date
Practice Teacher signature
Date
Proposed date of interim
review
This page and all learning contracts created should be included as evidence
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Interim Review of progress
Preparation for Consolidated Practice
Purpose:
This progress review should consider the degree to which the student is capable of taking
increased responsibility in relation to independently leading and managing the practice
environment. Any areas of concern (knowledge, skills or behaviour) should be discussed and
documented and action plan formulated. Additional review points can be undertaken.
Guidance:
An action plan should be developed which takes into account previous knowledge, skills,
attitudes and experience as well as new knowledge, skills and experience required by the
student in order to achieve the objective of independently leading and managing the practice
environment. The plan should include clearly stated goals and an outline of how these are to
be achieved.
Summary of review
Key areas for development identified for this practice
experience
Student signature
Date
Practice Teacher signature
Date
Proposed date of interim
review
This page and all learning contracts created should be included as evidence
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Final Interview
Purpose:
This report should reflect on the overall performance of the student in order
to determine if they have met the required standards set by the NMC
2001/06.
Guidance:
Key questions to be addressed
1) Has competence in the required domains been achieved?
2) Is the student fit for practice?
3) Is the student fit for purpose?
4) Identify future development needs?
5) Areas of practice to be commended?
Y/N
Summary of final interview
Student signature
Date
Practice Teacher signature
Date
Outcome of
practice
placement
Pass
Refer
Date
This page and all learning contracts created should be included as evidence
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Initial reflection by student at commencement of practice experience
Purpose:
To establish a personal understanding of your knowledge, skills and understanding of the role
the DN or CCN and establish your current level of competence in regards to the Domains in
Section 3.
Guidance:
Revisit the SWOT analysis you undertook in the first part of the portfolio and draw out your
strengths, weaknesses concerns and expectations.
Undertake the self-assessment guide to the Domains.
Summarise you learning needs and discuss them at your initial review meeting with your
practice teacher.
Summary of review
Key areas for development identified for this practice
experience
Student signature
Date
Practice Teacher signature
Date
Proposed date of interim
review
This page and all learning contracts created should be included as evidence
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Interim student reflection on progress
Purpose:
To identify the progress that you think you have made so far towards achieving fitness for
purpose and practice.
Guidance:
Before discussion with your practice teacher and mentor, please summarise your views about
your progress, including strengths, areas for development and identification of any issues
affecting your performance. This reflection should inform your interim review with your
practice teacher.
Summary of review
Key areas for development identified for this practice
experience
Student signature
Date
Practice Teacher signature
Date
Proposed date of final
review
This page and all learning contracts created should be included as evidence
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Self -Assessment Guide
To the Domains
Use the following framework to assess your current level of practice as a
Community Nurse in each domain of the DH Community Matron and Case
Manager Competencies.
Level of Competency Rating Scale
Level
0
1
2
3
4
5
6
Descriptor
Cannot not perform this activity
Can perform part of activity with supervision and guidance
Can perform this activity satisfactorily with supervision
and guidance
Can perform this activity without supervision or guidance
Can perform this activity satisfactorily without supervision
or guidance with more than acceptable speed and quality
of work
Can perform this activity satisfactorily without supervision
or guidance with more than acceptable speed and quality
of work and with initiative and adaptability to special
problem situations
Can perform this activity satisfactorily without supervision
or guidance with more than acceptable speed and quality
of work and with initiative and adaptability to special
problem situations and can lead others in performing this
activity
Adapted from: Fearon, M. 1998 Assessment and measurement of competence
in practice, Nursing Standard, 12 (22), 43-47
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Assessment of Competence
Domains
A. Advanced Clinical Nursing Practice
 Advanced ability to use information in
undertaking assessments, clinical decision
making and diagnosis
 In depth knowledge and understanding of
the presentation, progression,
pathophysiology and prognosis of
common long term conditions
 In depth knowledge and understanding of
therapeutic interventions, including
relevant pharmacology and medicines
management
Level of Competence
0
1
2
3
4
5
6
B. Leading Complex Care Coordination
 Advanced skills in use of management of
knowledge
 In depth knowledge and understanding of
health and wellbeing issues for people
with long term conditions
 Knowledge and understanding of
government policy and guidance on long
term conditions
C. Proactively Manage Long Term Conditions
 Knowledge and understanding of the
impact of socio-economic and personal
circumstances on people with long term
conditions
 Skills in managing clinical events,
including risk assessment and appropriate
management of risk
 Advanced skills in managing and
facilitating patient and carer education
D. Managing Cognitive Impairment and Mental
Well Being
 Skills in the assessment of mental health
needs, including risk assessment
 Knowledge and understanding of physical,
behavioural, emotional and psychological
indications of mental health needs
 Skills in interpreting responses to long
term conditions, including recognising the
signs of depression
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E. Supporting Self-Care, Self-Management and
Enabling Independence
 Advanced skills in empowering patients
and enabling self-care
 In depth knowledge and understanding of
the impact of long term conditions on
everyday living
 Advanced change management skills
F. Professional Practice and Leadership
 Highly developed reflective practice skills
 In depth knowledge and understanding of
relevant clinical governance skills
 In depth knowledge and understanding of
the issues relating to personal and
professional competence
G. Identifying High Risk People, Promoting
Health and Preventing Ill Health.
 Skills in analysing, interpreting and
presenting public health data
 Knowledge and understanding of
evaluation methodologies and associated
ethics
H. Managing Care at the End of Life
 Knowledge and understanding of life
changes and losses associated with long
term conditions
 Knowledge and understanding of how
individuals respond to stress
I. Interagency and Partnership Working
 In depth knowledge and understanding of
collaborative and interagency working
 Advanced Communication and
interpersonal skills
J. Child specific knowledge and skills
 In-depth knowledge of children’s and young
people’s development
 In depth knowledge and understanding of
partnership and inter agency working
 A comprehensive understanding of the
concept of risk and vulnerability
Developed by Gemma Smith (Community Matron) 2007 and adapted by Mark Rawlinson 2013
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Learning Contract / Progression Record Template
(Adapted from Quinn, 2000) Copy as many as required
Student signature
Date
Practice Teacher signature
Date
Your Name:
Student Number
Practice Experience
Practice Teacher /
Mentor's Name:
Objectives
Learning Resources/Strategies
Time scales
Evaluate achievement of
goal together
Renegotiate or
complete contract
This page and all learning contracts created should be included as evidence
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Reflection
This is an example of one tool and is for illustrative purposes only: others
should be critically considered for use.
1. A description of the event
WHAT? Trigger questions:
•
•
•
•
•
Is the purpose of returning to this situation?
Happened?
Did I see/do?
Was my reaction to it?
Did other people do who were involved in this?
2.
An analysis of the event
SO WHAT? Trigger questions:
• How did I feel at the time of the event?
• Were those feelings I had any different from other people who were also involved at the
time?
• Are my feelings now, after the event, any different from what I experienced at the time?
• Do I still feel troubled, if so, in what way?
• What were the effects of what I did (or did not do)?
• What positive aspects now emerge for me from the event that happened in practice?
• What have I noticed about my behaviour in practice by taking a more measured look at it?
• What observations does any person helping me to reflect on my practice make of the way I
acted at the time?
3. Proposed actions following the event
NOW WHAT? Trigger questions:
• What are the implications for others and me in clinical practice based on what I have
described
and analysed?
• What difference does it make if I choose to do nothing?
• Where can I get more information to face a similar situation again?
• How can I modify my practice if a similar situation were to happen again?
• What help do I need to help me ‘action’ the results of my reflections?
• Which aspect should be tackled first?
• How will I notice that I am any different in clinical practice?
• What is the main learning that I take from reflecting on my practice in this way?
Student’s record of reflection
To reflect on practice means exploring one’s own skills, knowledge, beliefs and values as a
practitioner by thinking about:
• What was done?
• Why it was done?
• What was one’s own involvement in the event?
• What are one’s own feelings and understandings of the event?
• What are the implications for the safety and well-being of the client(s) involved?
• Should a similar situation occur again, would you handle events in a different way?
The examples used do not need to be dramatic - they are often ‘everyday’ situations – but
nevertheless, something that made you think about your practice or that of your colleagues.
They could also be events that were rewarding, interesting, challenging or disturbing.
Whatever subject is selected, reflection helps to identify what has been learned and what still
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needs to be learned. However, since the memory of events can fade quickly, it is advisable to
complete this activity as soon as possible.
There is no ‘right’ way to reflect. Pages have been provided for you to summarise the key
points of the reflection. You are expected to share with your practice teacher/mentor a more
comprehensive reflection that integrates evidence and theory to demonstrate how you
attempted to ‘make sense’ of the experience and you may use any form that is meaningful for
you. Two of these reflections can form the basis of your formative and summative
professional conversations
Student summary record of reflection
Date of event
What happened?
Why it happened?
My involvement in the event
My feelings during the event
Implications for those involved (safety
well-being)
What would I do next time?
Student signature
Practice teacher/mentor signature
Date
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Section 3
Introduction
The specialist practice standards and a modified set of competencies for case
management are represented through the individual competencies that are
clustered under each domain. The title of the domain indicates the general
theme of the competencies; each competency is made up of a context,
performance and knowledge and skills section.
The reference code e.g. CM.A1–identifies the case management domain and
competencies which have been modified for the specialist practice
practitioner.
Competence in a domain is achieved when a nurse has successfully
demonstrated to his/her practice teacher that they have met the required
competencies for each domain.
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Domain A
Clinical Nursing Practice
This domain refers to the community nurse specialist practitioner who is providing nursing care in the home (or other
environment); this might include care that is more usually associated with care offered in an acute setting but not
necessarily. This type of care involves assessing and managing risks associated with working in isolation. The nurse
must work in an autonomous manner, being able to assess, plan, implement, evaluate, prescribe and carry out
treatments taking into account the risks that are associated with working in this type of environment. The nurse will
need to be competent in history taking and clinical nursing practice. He/she will be responsible for recognising the need
for diagnostic tests, exercising critical reasoning and decision-making in addition to making appropriate and timely
referrals. The nurse must also be competent in prescribing to manage episodes of care and minimise the impact of
compounding co-morbidities to maximise the patient's quality of life. It is expected that the nurse will also combine the
competences of managing cognitive impairment and mental well being within the overall clinical care they provide.
Domain A
Reference
code
CM.A1
CM.A2
CM.A3
CM.A4
CM.A5
CM.A6
CM.A7
Clinical Nursing Practice
Collect collate and analyse information
Competencies
Verification of Competence
PT
Signature
Student
Signature
Date
Obtain information to inform the assessment of an individual
Establish an individual’s functional capabilities with their
presenting conditions
Investigate and assess an unwell individual as part of clinical
management
Plan, implement, monitor and review therapeutic interventions
with individuals and their carers
Assess individual needs and preferences
Enable individuals to manage their medicines
Prescribe medication for individuals within your sphere of
responsibility
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Domain
A
Required
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
Exam results + MCQ Drug Calculation Results and Practice Prescriptions.
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Domain B
Leading Complex Care Co-ordination
The aim of this domain is to ensure that the Community Nurse Specialist Practitioner is competent in proactively coordinating and organising complex care packages to support personalised care plans being delivered efficiently,
effectively and to the highest quality standard ensuring the desired outcome is achieved. They must monitor the care
provided to those people who are on their case load with particular regard for those who are most at risk of
deterioration, which may result in a hospital admission and readmission, the focus needed is about managing for health.
Domain B
Reference
code
CM.B1
CM.B2
CM.B3
CM.B4
CM.B5
CM.B6
Leading Complex Care Co-ordination
Collect collate and analyse information
Competencies
Verification of Competence
PT
Signature
Student
Signature
Date
Plan, implement, monitor and review individualised care plans
with individuals and their carers
Co-ordinate and review the delivery of care plans to meet the
needs of individuals
Develop risk management plans to support individual’s
independence and daily living within their home
Use and develop methods and systems to communicate, record
and report
Present individuals needs and preferences
Procure services for individuals
Manage the use of physical resources
CM.B7
Support the protection of individuals, key people and others
CM.B8
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Domain
B
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain C
Proactively Manage Complex Care
The aim of this domain is to ensure the Community Nurse Specialist Practitioner is competent in enabling people with
complex care requirements make informed choices regarding their own plan of care. The Specialist Community Nurse
will be able to identify and support the risks associated with caring for people with complex problems in their own
home.
Domain C
Reference
code
CM.C1
Proactively Manage Complex Conditions
Collect collate and analyse information
Competencies
Verification of Competence
PT
Signature
Student
Signature
Date
Plan, implement, monitor and review individualised care plans
with individuals who have complex care needs and their carers
Assess the healthcare needs of individuals and agree care plans
CM.C2
CM.C3
Enable individuals to make informed choices concerning their
health and well-being
Support individuals to live at home
CM.C4
CM.C5
CM.C6
Build a partnership between the team, patients and carers
Promote, monitor and maintain health, safety and security in the
working environment
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Domain
C
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain D
Managing Cognitive Impairment and Mental Well Being
The aim of this domain is to ensure the Community Nurse Specialist Practitioner is competent in carrying out a basic
assessment of mental health, identifying and assessing deterioration in cognitive function, recognising deterioration in
mental well being so as to be able to refer to an appropriate Specialist and to co-ordinate and support the delivery of the
appropriate care.
Domain D
Reference
code
CM.D1
CD.D2
CD.D3
Managing Cognitive Impairment and Mental Well Being
Collect collate and analyse information
Competencies
CD.D4
Identify mental health needs and related issues
Refer individuals to mental health and/or other services
Contribute to the assessment of needs and the planning,
evaluation and review of individualised programmes of care for
individuals
Implement specific parts of individualised programmes of care
CD.D5
Enable patients to access psychological support
CD.D6
Empower families, carers and others to support individuals
CD.D7
Empower individuals with long term conditions to represent
their views and organise their own support, assistance or
action
Promote the social inclusion of individuals by enabling them to
participate in social, economic and cultural activities and
networks
Challenge injustice and inequalities in access to mainstream
provision for individuals
CD.D8
CD.D9
Domain
D
Verification of Competence
PT
Signature
Student
Signature
Date
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain E
Supporting Self Care, Self Management and Enabling Independence
The aim of this domain is to ensure the Community Nurse Specialist Practitioner is competent in providing care to
vulnerable people within the overall philosophy of enabling and promoting independence, dignity and choice to
maximise independence.
Domain E
Reference
code
CD.E1
CD.E2
Supporting Self Care, Self Management and Enabling
Independence
Collect collate and analyse information
Competencies
Verification of Competence
PT
Signature
Student
Signature
Date
Help individuals to change their behaviour to reduce the risk of
complications and improve their quality of life
Assist individuals to evaluate and contact support networks
Assist individuals to use assistive devices and technology
CD.E3
CD.E4
Provide information and advice to support individuals in
undertaking desired occupational and non-occupational activities
Enable people to cope with changes to their health and wellbeing
CD.E5
Enable learning through demonstrations and instruction
CD.EL11
Enable individual learning through coaching
CD.E L12
CD.E L13
Enable group learning
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Domain
E
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain F
Professional Practice and Leadership
The aim of this domain is also to ensure that the Community Nurse Specialist Practitioner is competent in taking
responsibility for their learning to ensure continuing competent practice. It also includes the ability to lead and facilitate
service improvements. Effective leadership behaviours are an integral part of the clinical role. This requires the
individual to lead others from a base of clinical credibility in order to model and support improved practice and
interagency and partnership working.
Domain F
Reference
code
CM.F1
CM.F2
Professional Practice and Leadership
Collect collate and analyse information
Competencies
Verification of Competence
PT
Signature
Student
Signature
Date
Provide clinical leadership and take responsibility for the
continuing professional development of self and others
Promote the values and principles underpinning best practice
Act within the limits of your competence and authority
CM.F3
Provide leadership to facilitate the development of organisational
policy and practice
CM.F4
Develop, sustain and evaluate collaborative work with others
CM.F5
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Domain
F
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain G
Identifying High Risk People, Promoting Health and Preventing Ill Health
The aim of this domain is also to ensure that the Community Nurse Specialist Practitioner is competent in taking
responsibility for their learning to ensure continuing competent practice. It also includes the ability to lead and facilitate
service improvements. Effective leadership behaviours are an integral part of the clinical role. This requires the
individual to lead others from a base of clinical credibility in order to model and support improved practice and
interagency and partnership working.
Domain G
Identifying High Risk People, Promoting Health and
Preventing Ill Health
Verification of Competence
Collect collate and analyse information
Reference
code
PT
Signature
CM.G4
Work collaboratively with Public Health practitioners to analyse
and interpret data and information about health and wellbeing
and/or stressors to health and wellbeing
Communicate information about health and wellbeing and/or
stressors to health and wellbeing in a defined caseload
Communicate information about health and wellbeing and/or
stressors to health and wellbeing in a defined caseload
Communicate with individuals, groups and communities about
promoting their health and wellbeing
CM.G5
Work in partnership with others to promote health and wellbeing
and reduce risks within settings.
CM.G6
Work in partnership with communities to improve their health
and wellbeing
CM.G1
CM.G2
CM.G3
Student
Signature
Date
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Domain
G
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain H
Managing Care at the End of Life
The aim of this domain is to ensure the Community Nurse Specialist Practitioner is competent in working with people
and their families in planning for the future and making choices about end of life care.
Domain H
Managing Care at the End of Life
Collect collate and analyse information
Reference
code
CM.H1
Verification of Competence
PT
Signature
Student
Signature
Date
Ensure individuals and groups are supported appropriately when
experiencing significant life events and transitions
Support individuals through bereavement
CM.H2
CH.H3
Support individuals through the process of dying
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Domain
H
Identify key aspects of personal and professional learning through the application of
theory to practice in achieving this domain.
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Domain I
Interagency and Partnership Working
The aim of this domain is to ensure the Community Nurse Specialist Practitioner is competent in leading and working
across organisational and professional boundaries to enable personalised care to be delivered to the highest standards.
It also includes the ability to provided leadership to facilitate service improvement in multiple settings with multiple
stakeholders.
Domain I
Interagency and Partnership Working
Reference
code
Collect collate and analyse information
CM.I1
Manage a patient caseload which achieves the best possible
outcomes for the individual
CM.I2
Work with teams and agencies to review progress and
performance and identify next steps
CM.I3
Plan and implement transfer of care and discharge with
individuals and their carers
Verification of Competence
PT
Signature
Student
Signature
Date
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Domain
I
Identify key aspects of personal and professional learning through the application of theory
to practice in achieving this domain.
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Domain J
Community Children’s Nursing – specific competencies reflecting the common core of skills and knowledge for
the children’s and young people workforce – Children’s workforce development council (2011)
Domain J
Child specific knowledge and skills
Collect collate and analyse information
Verification of Competence
PT
Signature
Student
Signature
Date
To be able to communicate effectively with children, young people and their families to assess,
plan, provide and evaluate care.
Demonstrate knowledge of children’s and young people’s development and how this influences
their understanding of health and illness.
Using knowledge of children and young people’s development of their understanding of health
and illness to interpret why children and young people think and act as they do and to make
appropriate responses to positively influence health behaviours
To work in partnership with children, young people and their families to assess and to monitor
the health and wellbeing of children and young people.
To be able to identify risk factors and to initiate action using local policy and processes to
protect children and young people from actual or potential harm.
To work in partnership with other health disciplines and other agencies to assess; to monitor and
to implement plans to manage potential or actual risk of harm to children and young people.
Support young people and their families/carers to prepare for the transition from child to adult
services
Work with other agencies to plan the transition of young people to adult services.
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Domain
J
Identify key aspects of personal and professional learning through the application of theory to
practice in achieving this domain.
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Patient and family/carer involvement in practice
Consent must be gained from the patient or family/carer to participate in this exercise.
We would like to hear from you about your views of the way the student District Nurse/
Community Children’s Nurse has contributed to the care that you have received. You do not
need to disclose your name and the feedback that you give will not affect the care you receive.
There is no requirement for you to participate in this exercise.
Please comment on strengths and weaknesses
(student name)
Please state what you feel they have done well
Please stPlease state what they could do to improve their care
Please add any other information you think would be helpful
Student signature to
confirm consent
given
Date
Other types of feedback can be used e.g. a letter of thanks / a drawing etc.
This has been developed from the Specialist Community Public Health Nursing Programme
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Section 4
Elective Placement
Key Texts / References
Annex 1 Mapping NMC (2001) Competencies
Elective Placement
Introduction
As a student you are required to spend the equivalent of a one week period of
observation in a practice setting which is in several respects different from
your existing placement. This is regarded by practice teachers and academic
tutors as a very valuable experience as it provides a different perspective to
practice, and allows students to observe, without pressure and responsibility,
the practice of colleagues in many spheres of their work. You will also able to
see the differing priorities and policies in contrasting organisations. The
experience contributes to the flexible approach to practice which it is
desirable to encourage.
A programme for the week’s experience must be included in this section
of documentation.
Guidelines for the visit
At the end of the elective experience week it is expected that you will have an
understanding of and be able to:

Compare and contrast different health care management systems in
relation to:
The setting of the service/the configuration of the host organisation
and their sub-groups;
Professional support systems, formal and informal;
Priorities of work;
Community resources;
Environmental and socio-economic differences.

Compare and contrast differences in health policy in relation to:
The implementation of significant and current Government Acts/Report;
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Domestic violence, child, adult and elderly;
Health surveillance policies/identification of health/social needs/health
improvement programme;
Involvement of practitioners with all age groups;
Record keeping and frameworks for practice
Statistical returns, audit etc.

Be aware of and gain understanding of any innovative developments
peculiar to the health management system
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Aim
To disseminate and promote discussion of the elective placement experiences
undertaken.
Key Objectives

To provide information on the elective placement experienced and
subsequently to enter into a discussion about the experience and the
experiences of your fellow students

To promote a wider discussion of elective experiences

To provide evidence of learning for the your portfolio

To demonstrate the value of the elective placement to:
Students
PTs / Ms
Course lecturers
NHS sponsors
Host organisations
External examiners

To develop individual IT skills
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INSTRUCTIONS FOR STUDENTS
Re: Elective Placements Feedback
I have set out some directions which I hope will help guide you through this
activity. If you are not sure about the information you have been asked to
share please don't hesitate to contact me on: M.Rawlinson@soton.ac.uk
Steve.Coopey@sotn.ac.uk M.Fergus@soton.ac.uk
Information Required
Your name, discipline and University email address
Details of the nature of your Elective Placement (But not its name)
For example:
A Community Team, or a Private Sector Health Provider or a Voluntary
Organisation.
Details of why you decided to undertake that placement
For example:
It contrasted with my current placement …
It provided a community outreach service that is not currently available to the
client group I work with … etc
The value of the experience
A brief summary (6-10 lines) about what was of most value to you and
potentially to your patient/client group about your Elective experience.
Other details could include information that could be beneficial to others.
For example:
The placement was located in a centre of excellence for carers' needs. A
useful web site to find out more is … The web site has details of current
research in the area of ...
NB
It is your responsibility to place the information about your Elective Placement
on Black Board in the designated discussion area. You are required to read
and give feedback to a minimum of 2 other accounts, one from your own
discipline and one from another
Please remember that this (and any published) information is subject to
NMC (2008) regulations and University policy with regards to
confidentiality and anonymity. Information published on Web pages is
also subject to the Data Protection Act 1998.
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Figure 1: Elective Placement Flowchart
Instructions to students
Plus
Verbal and Web
guidance
Student checks with host
organisation (letter from
Faculty if outside of own
Trust area)
Students check with
employer
Students make
arrangements with
practice teacher
Student completes
elective placement form 2
months prior to placement
form
Completed form returned
to Faculty
1 month before placement
email reminder
Data base created
(admin/clerical)
Student attends placement
Students evaluate
experience via blackboard
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Key Texts / References
Advanced practice
Association of Advanced Nursing Practice Educators (2010) (website constantly updated)
http://www.aanpe.org/DocumentsPublications/InternationalNationalRegionalStrategicDocs/ta
bid/1051/language/en-US/Default.aspx.
Chan, S. and Wai-Tong, C. (2000) Implementing contract learning in a clinical context: report
on a study, Journal of Advanced Nursing, 31, 298-305.
Department of Health (2006) Caring for people with long term conditions; an educational
framework for community matrons and case managers. DH, London.
Department of Health (2010) Advanced Level Nursing: a position statement. DH, London.
Council for Healthcare Regulatory Excellence (2009) Advanced Practice: Report to the Four UK
Health Departments,
http://www.chre.org.uk/_img/pics/library/090709_Advanced_Practice_report_FINAL.pdf
Department of Health (2010) Front Line Care: The Prime Minister’s Commission on the Future
of Nursing and Midwifery in England, London, The Prime Minister’s Commission.
http://webarchive.nationalarchives.gov.uk/20100331110400/http://cnm.independent.gov.uk
/the-report/
Department of Health (2010). Advanced Level Nursing: A Position Statement, London, DH.
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidan
ce/DH_121739
Department of Health (2011) Enabling Excellence: Autonomy and Accountability for Health
and Social Care Staff, London, DH.
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidan
ce/DH_124359
Department of Health (2011). Government Response to the Recommendations in Front Line
Care. London, DH. http://www.dh.gov.uk/en/MediaCentre/Pressreleases/DH_125996
Department of Health (2013) Care in local communities: a new vision and model for District
Nursing. TSO. London.
Hinchcliffe,R and Rogers, R (2008). Competencies for Advanced Nursing Practice, London,
Edward Allan.
International Council of Nurses (2008) The Scope of Practice, Standards and Competencies of
the Advanced Practice Nurse, Geneva, ICN.
Lloyd Jones, M. (2005) Role Development and Effective Practice in Specialist and Advanced
Practice Roles in Acute Hospital Settings: Systematic Review and Meta Analysis, Journal of
Advanced Nursing, 49, 2, 191-209.
Lorenzton M Hooker J C (2005) Advanced nursing practice: an emerging global phenomenon.
Journal of Advanced Nursing 24, 649-651.
Manley,K (1997) A conceptual framework for advanced practice: An action research project
operationalising an advanced nurse practitioner/consultant nurse role, Journal of Clinical
Nursing, 6, 179-190.
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Mantzoukas,S. and Watkinson,S. (2006). Review of Advanced Nursing Practice: The
International Literature and Developing the Generic Features. Journal of Clinical Nursing, 16,
28-37.
McGee P (2009) Advanced practice in nursing and allied health Professions, (3rd Edition)
Chichester, Wiley Blackwell.
National Leadership and Innovation Agency for Healthcare (2010) Framework for Advanced
Nursing, Midwifery and Allied Health Professional Practice in Wales, NHS Wales,
http://www.wales.nhs.uk/sitesplus/documents/829/NLIAH%20Advanced%20Practice%20Fram
ework.pdf
Nursing and Midwifery Council (2001) Standards for Specialist Education and Practice,
London: NMC.
Nursing and Midwifery Council (2005) The Proposed Framework for the Standard of Post
Registration Nursing London, NMC. http://www.nmc-uk.org/Get-involved/Consultations/Pastconsultations/By-year/The-proposed-framework-for-the-standard-for-post-registration-nursing--February-2005/ (NB: Also follow links on the bottom of the page).
Nursing and Midwifery Council (2006) Standards of proficiency for nurse and midwife
prescribers, London: NMC.
Nursing and Midwifery Council (2008) Standards to support learning and assessment in
practice. NMC: London
Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and
ethics for nurses and midwives. NMC: London
RCN (2012) Advanced Nurse Practitioners: An RCN Guide to the Advanced Nurse Practitioner
Role, Competencies and Programme Accreditation. London, RCN.
http://www.rcn.org.uk/__data/assets/pdf_file/0003/146478/003207.pdf
Schober, M. and Affara, F. (2006), International Council of Nurses: Advanced Nursing Practice,
Oxford, Blackwell Publishing.
Smith,R., Leap,N, Homer,C. (2010) Advanced Midwifery Practice or Advancing Midwifery
Practice, Women and Birth, 23, 3, 117-120.
Children’s Workforce Development Council (2011) The common core of skills and knowledge
for the children and young people’s workforce. London.
The Scottish Government (2008) Supporting the Development of Advanced Nursing Practice: A
Toolkit Approach. Edinburgh, NHS Scotland. Available at
http://www.advancedpractice.scot.nhs.uk/home.aspx
Portfolio development
McCready T (2007) Portfolios and the assessment of competence in nursing: a literature
review. International Journal of Nursing Studies, Volume 44, Issue 1, January 2007, Pages
143-151
Webb C et al (2002). Models of portfolios. Medical Education 36 (10)897-89
Wilkinson TJ et al (2002). The use of portfolios for assessment of the competence and
performance of doctors in practice. Medical Education 36(10)918-24.
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TAP 2013-15 SP M Rawlinson © University of Southampton 2013 April 15th
Annex 1
Mapping of Specialist Practice Community Nursing Standards for
Community Children’s Nursing and Community Nursing in the home
(District Nursing) to the Practice Portfolio.
Portfolio Domains
Specialist
Practice
Standard
13.1
13.2
13.3
13.4
13.5
13.6
13.7
13.8
13.9
13.10
13.11
13.12
13.13
13.14
13.15
13.16
13.17
13.18
13.19
13.20
13.21
13.22
13.23
13.24
13.25
13.26
13.27
CCN
22.1
22.2
22.3
22.4
22.5
DN
28.1
28.2
28.3
28.4
28.5
28.6
Domain
A
√
Domain
B
√
√
√
√
Domain
C
√
√
√
Domain
D
√
√
Domain
E
Domain
F
Domain
G
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Domain
H
Domain Domain
I
J
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
59
TAP 2013-15 SP M Rawlinson © University of Southampton 2013 April 15th