Practice Learning Module Handbook January 2014
Faculty of Health & Wellbeing
Practice Learning
Level 6
Module Handbook
BSc (Hons) Specialist Community Public Health Nurse
January 2014
1
Practice Learning Module Handbook January 2014
Contents
Welcome to the module………………………………………………… 3
Contact details. …………………………………………………………
4
Module Aims and Outcomes…………………………………………..
5
Placement Support ……………………………………………………..
5
Progression Points ……………………………………………………..
6
Placement Assessment Documentation ………………………………..
8
Action Learning Sets …………………………………………………..
13
Assessment and Feedback………………………………………………
15
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Practice Learning Module Handbook January 2014
Message from the Module Leader
Welcome to Practice Learning!
This module facilitates your learning and practice development throughout the
programme to enable you to make the transition to specialist community public
health nurse. The module is studied over the course of the programme and
attracts 30 credits at Level 6.
The module is supported by a comprehensive Blackboard site. The site provides
in-depth information about the module, including teaching content, details of
assessments and the staff who teach on the module. You will also find a variety
of materials relevant to the taught sessions, which have been chosen to support
your learning, and suggestions for study before and after your taught sessions.
Please visit the site regularly to access the learning materials and keep yourself
up-to-date with announcements relating to the module. We would also
recommend that you access your email and Blackboard site on a regular basis.
The integration of University based, blended learning methods and practice
learning is essential for attaining the required proficiencies of your professional
discipline. Your learning in practice will be supervised by a Sign-off Mentor /
Practice Teacher. Mentors and Practice Teachers are highly qualified, expert
practitioners who will guide and support you throughout the programme. In
addition to providing support, your Practice Teacher is responsible for assessing
your practice proficiency.
Practice learning outcomes are assessed and signed-off by your Practice
Teacher in the Placement Assessment Document. Personal goals will be
identified and opportunities to address your individual learning needs are
negotiated with your Practice Teacher. A flexible, student-centred approach is
taken, providing you with the opportunity to build on and expand existing
knowledge and skills.
An assigned University Due Regard Link Lecturer will support your learning in
tandem with an appropriately qualified Practice Teacher, ensuring a personalised
approach to enhance your learning.
.
Best wishes and enjoy the module
Gayle
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Practice Learning Module Handbook January 2014
Contact details for Module Leader and Student Support Officer
Module Leader:
Gayle Hazelby
E-mail: g.hazelby@shu.ac.uk
Contact number: 0114 225 2433
Student Admin:
Clare Ramsden
E-mail: C.Ramsden@shu.ac.uk
Contact number: 0114 225 5459
Katie Smaylen
E-mail: k.smaylen@shu.ac.uk
Contact number: 0114 225 5644
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Practice Learning Module Handbook January 2014
Module Aims and Outcomes
To provide you with the knowledge, skills and practice based opportunities and support
that will enable you to meet the Standards of proficiency for post registration Specialist
Community Public Health Nursing (NMC 2004) and thereby demonstrate your
accountability and responsibility as a community specialist practitioner.
Module learning outcomes:
By engaging successfully with this module you will be able to:
1. Critically examine and apply the principles of health needs assessment to your
practice
2. Evidence and reflect upon your collaborative working with individuals, groups
and communities to raise awareness of health and wellbeing needs and provide
appropriate support for them in their own decision making
3. Critically evaluate approaches aiming to reduce the impact of health inequalities
and to improve outcomes
4. Identify and critically analyse specific risks prevalent in the community and work
effectively and collaboratively with others to address these
5. Apply a range of clinical skills, reflecting specialist and where appropriate
advanced level practice, that evidence your achievement of the required
proficiencies for practice as described within the Standards of Proficiency for
Post Registration Specialist Community Public Health Nurses (NMC, 2004) and
including prescribing practice (NMC, 2006)
Placement Support
The link lecturer will undertake a minimum of three visits a year, normally one per
semester. These visits will be to the practice teachers and students together to support
the practice learning module. Link Lecturers will provide support and advice about the
assessment of proficiencies in practice.
Additional meetings with the student, link lecturer and practice teacher can be arranged
if a student is having difficulties or if the practice teacher or link lecturer feels this would
be beneficial.
New and trainee Practice Teachers will be provided with extra support and individual
meetings with them and their sign-off Practice Teacher will be arranged.
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Practice Learning Module Handbook January 2014
Progression Points on the Programme
Progression points on the course are designed to enable you to identify discrete areas of
achievement and potentially allow you to ‘step off’ the course at a specific point with a
clear understanding what you have achieved and what more you would need to do to
gain the professional qualification. Progression is measured in a variety of ways
including:
1. Academic achievement: ie. passing the assessment task(s) of a module and thus
the academic aspects of the learning outcomes
2. Practice Proficiencies / Learning Outcomes: Being signed off as proficient in the
Practice Assessment Documents by your Practice Teacher indicates you have
achieved the Practice aspects of the Learning outcomes and the proficiencies for
practice. This is an essential element of progression.
3. Professional Values: designed to verify professional conduct and where
appropriate, address issues of poor conduct during your time on NMC approved
programmes. This assists Practice Teachers and Lecturers to confirm good
character at progression points during the programme. The values are essential
components of practice. Although there are many ways in which values can be
demonstrated, examples are provided in the Placement assessment document to
illustrate good practice and provide evidence of achievement. Practice Teachers
and students may wish to present other examples to demonstrate values, which
can be recorded in the space provided.
The key progression points are at the end of:
1. Semester 1: submission of PAD on 28th April 2014
2. Semester 2: submission of PAD on 18th Aug 2014
3. Alternative Practice and Consolidated Practice: submission of PAD 8th
December 2014
Students will submit their PAD to the reception at Robert Winston Building at each
progression point, where they will be seen at the progression panel. Students are
required to submit a photocopy of their assessment pages, including initial interview,
learning contracts, professional values, PT/mentor assessment at intermediate
interview and final interview along with evidence of any outcomes in which they have
been referred.
Students who have been referred at the progression point will be provided with an
action plan in collaboration with the practice teacher, student and link lecturer and a
date will be set by the progression panel for the referred outcomes to be met. Failure
to meet the outcomes by that date will result in discontinuation from the course.
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Placement Assessment Document
Practice Assessment Process
This Practice Assessment Document is a tool to assess practical ability and forms part of
the Specialist Community Public Health Nursing (SCPHN) assessment. This document is
your record of the journey through the course, providing evidence that the practice
proficiencies have been attained. The overall aim of the practical assessment process is
to ensure that students can demonstrate that they are fit to practice. In order to do this,
you must develop, enhance and demonstrate skills in:




Critical awareness
Reflective practice
Rational decision making
Clinical judgement
Practice Assessment Documents are designed to help practice teachers make and record
judgements about your developing proficiency as a Health Visitor or School Nurse. This
document is considered in tandem with the practice portfolio of learning and the Nurse
Prescribing Placement Assessment Document.
The Practice Assessment Document consists of:
 Learning Contracts, Interview and Sign-off sheets
 SCPHN proficiencies, skills and professional values / attitudes
Interview and Sign-off Sheets
You and your identified Practice Teacher / Mentor should meet formally for each of the
four Placement assessment periods (Semester 1, Semester 2, Alternative and
Consolidated Practice) to review progress at the following points:
1. Initial Assessments
(Start point)
To identify learning needs
To identify learning opportunities that the placement offers
To agree Learning Contracts as to how learning outcomes will
be achieved and how this will be evidenced
2. Interim Assessment To review progress; to identify areas where you have achieved
(Mid point)
and where support is needed; to outline an Action Plan if
needed
3. Final Assessment
To discuss and verify overall performance, the grades, achieved
and attendance
Self-assessment is an important part of this process; you should complete the relevant
self-assessment sections in this document and the portfolio before each interview with
the Practice Teacher / Mentor.
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Nursing Proficiencies and Skills
Standard of Proficiency
Previously the NMC used the term competence to describe “…the skills and ability to
practice safely and effectively without the need for direct supervision…” (Fitness for
Practice, 1999). These competencies are now referred to by the NMC as the required
‘standards of proficiency’ (NMC, 2004)
Proficiencies
In order to qualify as a Health Visitor or School Nurse, students must achieve a set of
proficiencies, which are specified in the NMC Standards for proficiency for entry to the
Specialist Community Public Health Nursing register
Skills
In order to achieve proficiency the student must demonstrate a range of essential
Health Visitor or School Nurse skills. The Practice Teacher / Mentor and student should
agree Learning Contracts to meet the identified outcomes. The student’s performance
should then be assessed for those outcomes.
When negotiating skills / techniques with the student, the practice teacher / mentor
should be aware that they remain accountable for delegating tasks to the student and
must be able to justify the decision to allow the student to carry out the practice.
Assessing Proficiency – Triangulation of Evidence
You are required to plan how you will achieve each learning outcome to be signed off in
the practice assessment document. Your Practice Teacher / Mentor will use a range of
techniques to assess practice including; observation; critical discussion, reflection,
inquiry; where appropriate, written work on a particular topic; and other methods as
identified and agreed through learning contracts. Practice Teachers / Mentors should
use a team approach to assessment by gathering views from colleagues about your
performance.
Please Note: Throughout the PAD document the terms “Practice Teacher / Mentor”
are used. In accordance with NMC standards (2008), this refers to the sign-off of
students by a Practice Teacher in the first instance and to arrangements whereby the
student’s placement supervisor may be a due regard Mentor, Trainee Practice
Teacher or new Practice Teacher being overseen by a Sign-off Practice Teacher.
NMC (2008) Standards to support learning and assessment in practice
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Guidance Notes
In achieving the skills in a safe and effective manner the student must:





Adhere to appropriate policies, procedures and legislation
Prepare and maintain a safe environment
Use equipment and aids appropriately and safely
Seek assistance where this is required
Emotionally and physically support the patient/client
Grading Criteria
A
Absent/
Sick
The student has been absent and / or sick for more than 10 days
of the placement length.
The student has had an adequate opportunity to practice but
has not reached an acceptable level in executing some or all of
the required elements of the proficiency/skill
R
Referred
P
Progressi The student is developing the skill/proficiency but has not as yet
ng
mastered it to be deemed safe and effective
SE
Safe and
Effective
The student must meet the criteria for both safe and effective.
If a student reaches the standard of safe (S) but not effective in
any proficiency the student should be awarded an R grade.
Safe
Demonstration of Practice
The student consistently performs the proficiency in the following way:
 With awareness of limitations
 Without undue risk
 Carefully, Honestly and Lawfully
Demonstration of Knowledge
The student is able to cite appropriate relevant knowledge, interpret it and apply it to
the proficiency being assessed.
Effective
Demonstration of Practice
Perform the proficiency correctly, precisely, accurately, decisively, reasonably, skilfully
and dexterously
Demonstration of Knowledge
Reach logical conclusions from given knowledge and information and act accordingly.
Consider the suitability of applying nursing knowledge in given situations.
The student must be able to demonstrate safety and effectiveness by:
 performing the skill to the required standard set out in the grading criteria
 articulating the underpinning knowledge relating to the skill by drawing on
theoretical evidence
Please Note: Learning Outcomes must be signed off in the appropriate place to
authenticate the assessment of each outcome.
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Professional Values and Attitudes
Specialist Community Public Health nursing practice is recognised as involving higher level skills
(NMC 2004). While these are primarily assessed through the practice proficiency statements,
aspects of specialist practice can be seen as being value based. These important attributes
enabling students to practice at a 'specialist level' are integral to the assessment of practice
proficiency. You will have the opportunity to self-assess your own values and attitudes at each of
the three progression points (Semester 1, Semester 2 and Consolidated Practice). Your Practice
Teacher / Mentor will use the same tool to also assess these and where indicated, highlight
aspects of professional practice, attitude or behaviour that may need further support and
development. If aspects of these are not evident to the Practice Teacher, an Action Plan will be
agreed between you and your Practice Teacher. All aspects of professional attributes and values
will need to be passed by the end of the Module / Programme.
Practice Assessment Summary
The Practice Teacher / Mentor must clearly identify the grade awarded for each
competency in ink and sign in the places indicated. The student must also sign this
document to indicate that the grades awarded have been discussed.
Record of Attendance
It is a requirement of the NMC that absences amounting to more than 10 days from the
course are made up. It is therefore vital that your Course Leader is informed of any
absences from University and / or placement.
If the student has been absent / sick this needs to be clearly noted on the final sign off
pages of the placement assessment document.
Failure to Achieve in Practice
The Practice Teacher / Mentor must inform the Link Lecturer as soon as possible (and no
later than the intermediate interview for each stage) if it is identified that you are
experiencing difficulty in achieving the required standard so appropriate action can be
taken. At this point you will be offered help, support and advice. An Action Plan will be
documented and agreed between you and your Practice Teacher, with support of your
Link Lecturer as needed. This must be documented in the relevant section of the
Practice Assessment Document 'Intermediate Interview form' and 'Record of outcomes
referred’ and a copy kept by the Practice Teacher/Mentor.
You will be given ONE opportunity during the course to reattempt failed outcomes.
The deadline for this will be set by the progression panel
The final interview and grading for Consolidated Practice must take place in the last week of
placement and the sign-off for this stage incorporates / verifies the achievement of all the
practice learning outcomes for the programme. All learning outcomes that may have been
previously referred or ‘not met due to lack of opportunity’ need to be signed off at this time. In
cases of referral, the Practice Teacher/Mentor should retain a copy of the 'Final interview’ page,
inform the Link Lecturer and send a copy of the final interview.
This will form the summative assessment for practice. The Link Lecturer will sign off the final
interview page and present these documents at the relevant Assessment Board at SHU. The
purpose of this panel is to ratify the grade awarded.
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All learning outcomes must have been achieved by the end of Consolidated Practice and
documented in the Final sign-off of the Practice Assessment Document.
All grades relating to professional practice will be considered at the subject assessment
board. Matters relating to professional conduct will be referred to the appropriate
panel.
NMC STANDARDS OF PROFICIENCY / LEARNING OUTCOMES
Within the PAD, the required NMC Standards are divided between progression points as
the learning outcomes for Practice. You may choose to achieve a given outcome at an
earlier progression point or may carry outcomes over to the next progression point
where there has been no opportunity to achieve them, but must be deemed to be safe
and effective in all the learning outcomes by the end of consolidated practice. In
addition to the outcomes as defined, you are required to demonstrate a range of
‘professional values’. Like the learning outcomes, your progress in relation to these is
assessed in each of the Practice Learning stages.
The Practice Learning module has been built upon the NMC standards of proficiency.
When you fulfil the learning outcomes on the following pages, you meet all NMC
standards of proficiency and Sheffield Hallam University's requirements for learning in
practice. This is recorded on the final interview form that is submitted to the PEP office
and reviewed by the Link Lecturer at the end of the placement. This forms the
summative assessment by the practice teacher / mentor for the Practice learning
outcomes.
You will be also identify your progress in practice against the Yorkshire and Humber
Competence Framework for the Children's Workforce (2010).
Alternative Practice
This can be undertaken at anytime throughout the course except for the last 10 weeks
of the course that is assigned for consolidated practice. (This may differ for school
nurses). You must discuss with your practice teacher when you want to undertake this
and they must be in agreement with how you wish to spend your time in alternative
practice. Please see the alternative placement booklet for more information on the
process of organising this practice.
Consolidated Practice
Consolidated practice must be undertaken at the end of the course for 10 weeks. For
part time students this can be undertaken pro-rata at the end of the course. Whilst on
consolidated practice you may wish to move placement areas within the sponsoring
health care organisation if this is of benefit to your learning. If you move area this must
be agreed by the practice teacher, sponsoring line manager and link lecturer. Whilst on
consolidated practice you must be within a learning environment that provides you with
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the opportunities to achieve proficiency in the learning outcomes set out in the
consolidated practice booklet.
It is expected that the learning environment will adhere to the guidance laid down by
the NMC. This is as follows:
“Practice experience should be organised so that students are able to take responsibility
under supervision, in their defined area of practice, during the final period of
consolidated practice.” (NMC 2004, p.15).
What constitutes supervision must be agreed between the practice teacher student and
link lecturer. This must be documented in the consolidated practice placement booklet.
All parties must sign it and the practice teacher and student must have review dates
written into this plan.
ACTION LEARNING SETS
Multi-disciplinary action learning sets will be facilitated by Practice teachers and
students in the placement setting. These will be designed for you to present reflective
accounts of your practice experiences and underlying theory in relation to the identified
practice learning themes. The Action Learning Set workshops will be arranged by
students in their allocated placement area. The workshops will aim to support your work
and development through the provision of constructive oral feedback in relation to the
patches.
Organisation of the Action Learning Sets
Action Learning Sets will be organised by students and Practice Teachers. Multidisciplinary groups will be geographically based (as far as possible) and range from 3-10
students. Students should collaborate on selecting the order for student presentation of
work at each ALS. The student presenting their work needs to provide adequate copies
of their work. The student presenting their work will discuss the paper briefly to set the
context and emphasise key points of learning. They might wish to talk about how they
chose the subject, how they incorporated the evidence base, any challenges they faced
in writing the patch, and how they feel about their work – areas of strength and areas
for further improvement.
To gain the most benefit from the Action Learning Sets, it is imperative that they are
conducted within a supportive environment. In order to achieve this, the following
Ground Rules apply to these sessions:
 Each student will prepare their patch in time for discussion at the action learning set.
 Each student will have opportunity to present their work to the group (for
approximately 10 minutes).
 Each student has the right to expect that all ALS group members will give their work
due attention.
 Only one person should speak at a time to ensure that everyone’s contributions are
heard and valued.
 Feedback will be given in a sensitive and constructive manner.
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 Different opinions should be acknowledged and considered.
 Professional values should underpin all aspects of the discussion
Process for Formative Feedback
1. After you have presented your 'patch', group members can then ask questions and
provide constructive feedback. This feedback may be in relation to:

the content

the learning you have gained as a result of reading and discussing the patch

the use of supporting evidence/primary research

the theory to practice links

the presence of a logical discussion / argument

the critical and analytical nature of the work

references to key legal, ethical and professional issues

links to policy and professional guidance
You will conclude your presentation of work by summarising what you have gained from
the formative feedback.
Guidance for Providing constructive feedback
Giving constructive and helpful feedback is a valuable skill to develop and it can help you
with your own work. General guidance for providing supportive feedback includes:
 put yourself in their position - do what you would want done to you and consider
how they might feel,
 wherever possible, ask them for their views about what is positive about their work
and what needs developing. Try to have a conversation, rather than you listing points,
 always start with positive, encouraging comments before offering any critical
thoughts.
 Avoid negative, judgmental words. Keep a balance between positive and negative;
Use description and evidence, not judgement
 make sure your suggestion/comment is something they can actually do something
about, and that you indicate how the work could be improved,
 check the other person understands your comments.
 work collaboratively on constructive solutions
 refer to an evidence base to support your feedback where possible
 keep it friendly, verbally and non-verbally
Remember:
 others can feel insecure about their work - be kind, but constructive and don't leave
someone feeling upset, angry or losing their confidence,
 you may also want them to give you feedback.
Effective use of formative feedback: It is your responsibility to make effective use of the
feedback you are given. You need to use it to build on your strengths and address areas
for improvement. You may get positive and encouraging feedback and also some
criticism. Take time to consider comments, then decide whether to accept or reject all or
some of the feedback. You should:
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




read or listen to comments carefully and ensure you understand what is
written/said. If not, ask.
keep notes of what is said to you
keep feedback information together, so you can see any common themes,
identify what you need to do to reach the higher standard
decide those areas on which you would like to concentrate.
You could also:

pick up on more general advice and work out how it might apply to your work,

produce an action plan (see appendix for an example) based on feedback
information and on your views of what is important to improve. To assist in this
process, you are encouraged to use the form on the following page or to design one
of your own.

use the feedback as a starting point for justified changes to your work
ASSESSMENT AND FEEDBACK
In addition to successfully achieving all outcomes in the practice assessment document,
the module is assessed by two pieces of written work. The first piece is a 1500 word
Health Needs Assessment report and the second a 4500 word patchwork text portfolio.
Both pieces of work must be passed, ie gain a minimum mark of 40%, in order to pass
the module overall.
1) Health Needs Assessment Report
A report of 1500 words which identifies a health need in your practice area. You
will produce a health needs assessment report demonstrating the use of a recognised
model to identify a health need within the practice population. You will be required to
develop a report suitable for presentation to your professional peer group. This should
be compiled using data from your practice placement area. The report should focus
upon potential priorities and targets for health improvements and be supported by a
rationale and relevant literature.
The assignment should include an account of the Health Needs Assessment process,
using a recognised framework (such as NICE 2005). The presentation of the report
should demonstrate the use of IT skills and include the user perspective.
The report will demonstrate the following learning outcomes:
1) Evaluation of the theory and practice of community health needs assessment within
the primary care setting
2) Critical application of the process of community health needs assessment
demonstrated through the interpretation and presentation of information generated
from practice
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3) Analysis of the identified health priority for action in relation to local and national
policy, current evidence and the client perspective
4) Clear presentation of data demonstrating sound IT skills; supported by appropriate
significant evidence with references correctly formatted
Hand In Date: 7th April 2014 - as an electronic copy through Grademark in ShuSpace
2) Patchwork Text Portfolio
A portfolio consisting of 3 pieces of work to demonstrate the following learning
outcomes:
1) Critical consideration of health inequalities and approaches to address these in
practice
2) Appraisal and management of a risk in practice
3) Reflective summation of the student’s learning journey as a specialist practitioner,
working collaboratively to improve health
4) Appropriate use of a range of literature to support evidence based practice
What is a Patchwork Portfolio?
A patchwork portfolio consists of 'short' pieces of work (or patches), which allow you to
reflect in depth on the practice and theory of your specialist discipline. This is developed
over the duration of the programme through assessment for learning activities where
you present a draft of your work and receive constructive feedback. The feedback is
aimed at promoting deeper learning which will enable you to enhance your reflective
writing. Patchwork text portfolios have been shown to promote “deep learning” by
providing a format which enables you time to digest and make sense of your own
learning (Winters 2003).
The patchwork portfolio is in line with the principles of learning, teaching and
assessment on this course which endorses learning as a gradual process. Your
patchwork portfolio will be shaped gradually over the duration of the programme. It will
consist of a variety of shorter pieces of work, or patches that require you to critically
reflect on practice activity. The patches are a means by which you can demonstrate the
integration of theory and practice to meet the professional proficiencies. Each patch is
complete in itself, but contributes to the overarching whole (Brunsden 2005).
You will have opportunity to share these with your peers within action learning sets in
the placement setting. Your peers, Practice Teachers and academic staff will engage with
you in discussion about the topics, evidence base, issues and ideas presented and will
provide formative, constructive comment. This feedback will feed forward to your final
submission and allow you to reappraise and redraft your patches to reflect your learning
from the feedback provided. Formative assessment is seen by Gibbs (1999) as a shared
experience, with a “social dimension”. It enables students to make judgments about the
quality of work and to take responsibility for their own development and learning, in
response to constructive feedback.
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The final submission will include the 'patches' along with a reflective summation which
draws together your learning. The aim of the final submission is to demonstrate your
learning journey in specialist community practice. You will be required to draw upon the
work within your patches and bring your portfolio together to demonstrate that you
have met the learning outcomes for the SCPHN programme and achieved the NMC
(2004) standards of proficiency.
Brunsden, V. (2007) Patchwork texts as a form of assessment. Higher Education Academy Psychology
Network Newsletter, 44. pp. 4-5.
Gibbs, G.R. (1999). Learning how to learn using a virtual learning environment for philosophy. Journal of
Computer Assisted Learning, 15, 221-231.
Winter, R. (2003) Contextualising the patchwork text: Addressing problems of coursework assessment in
higher education. Innovations in Education and Teaching International, 40(2), 112-122
What will my Patchwork Text Portfolio include?
Your Patchwork portfolio will be a 3500 word written assignment covering the identified
themes and the reflective summation.
The themes are:
1. Health inequalities evident in practice and approaches to address these.
(1000 words)
2. The assessment and management of a risk in practice. (1000 words)
and
4. Reflective summation / commentary (1500 words)
Developing your patches:
You will share your patches at regular intervals during multi-disciplinary action learning
sets. The patches will consist of reflective accounts based on what you have learnt in
practice and related to the evidence base. Feedback from the action learning sets will
enable you to develop your work and present it in an integrated way at the end of the
programme. You will have opportunity to gain peer and tutor feedback on your patches
and then be able to edit and amend them following this feedback, as you wish, before
their final submission at the end of the programme. The final reflective commentary will
incorporate the required proficiencies for your discipline.
1.
Health inequalities evident in practice and approaches to address these. (1000
words)
This theme relates to identifying and addressing health inequalities which are
impacting on the practice population. This can include inequities of resource
allocation, services or access to services.
2.
The assessment and management of a risk in practice. (1000 words)
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You will identify an element of risk related to your professional discipline, at an
individual, team or community level. This could be an organisational risk, a care
issue or for example, relating to record keeping, prescribing or communication.
The risk management process should be embedded in your discussion. Central to
this should be your role in leading the risk management process.
3. Reflective summation / commentary (1500 words)
This 1500 word reflective commentary will demonstrate clear integration of theory and
practice in relation to your specialist role. This should embed the principles of Specialist
Community Public Health Nursing (NMC 2004) and reflect a critical understanding of the
knowledge and skills required for this advanced and specialist role. This reflective
commentary should make reference to the Yorkshire and Humber Competence
Framework for the Children's Workforce (2010) and highlight areas for future personal
and professional development.
HAND IN DATE: 24th October 2014 as a hard copy to your practice teacher for marking
and as an electronic copy through Grademark in Shuspace for your link lecturer to
mark.
See assessment and marking criteria for both pieces of work in the appendix.
Feedback
Marks and feedback will be accessed through Grademark.
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Appendix 1
Action Learning Set- Feedback Action
Plan
Module/unit of study
Practice Learning - Patchwork Portfolio
Assessment title
(Action Learning Set topic):
Main points made by peer group, practice teachers or tutor
Positive or
critical?
1.
2.
3.
4.
How I will build on positive
feedback
How I will address critical
feedback
Things to do
By when?
1.
2.
3.
4.
Action plan template from Feedback: A student guide to using feedback. This guide is contains the relevant findings from
Technology, Feedback, Action! and is intended to help students make the most of all the feedback they receive at university.
12/02/10
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Appendix 2: Health Needs Assessment marking criteria
LEARNING OUTCOME
Less than 40
40 -49
50 - 59
60 - 69
70 - 79
80+
0-11
12-14
15-17
18-20
21-25
26-30
Score (LO1)
1.Evaluation of the theory
and practice of community
health needs assessment
within the primary care
setting
The theory and
practice of
community
health needs
assessment is
poorly defined.
The rationale is
illogical and/or
inadequately
argued or
supported.
The theory and
practice of
community health
needs assessment
is defined. There is
a logical rationale.
The theory and
practice of
community health
needs
assessment is
evaluated and
applied to the
professional
context, which is
clearly supported
by reference to
sources.
The theory and
practice of
community
health needs
assessment is
evaluated and
applied to the
professional
context and its
relevance is
clearly
explained. The
rationale for use
in practice is
logical and
clearly
supported by
reference to
appropriate
sources
The theory and
practice of
community
health needs
assessment is
well evaluated
and applied to
the professional
context and its
relevance is
clearly
explained. The
rationale for use
in practice is
robustly argued
and supported
by relevant
sources.
An excellent
evaluation of
community health
needs assessment
theory and practice.
Demonstrates
potential to offer a
useful contribution to
practice development.
The rationale is
elegantly argued and
supported by relevant
sources.
Score (LO2)
0-11
12-14
15-17
18-20
21-25
26-30
19
2. Critical application of the
process of community health
needs assessment
demonstrated through the
interpretation and
presentation of information
generated from practice
Poor
understanding of
the application of
community
health needs
assessment. The
interpretation of
information
generated from
practice is
lacking or poor.
Application of the
process of
community health
needs assessment
demonstrated.
Information
generated from
practice is
presented and
interpreted
appropriately and
conclusions drawn
are reasonable.
Application of the
process of
community health
needs
assessment
demonstrated.
Information
generated from
practice is
presented well.
Interpretation of
the information is
well articulated
and conclusions
drawn are
reasonable.
A good
appraisal and
application of
the process of
community
health needs
assessment
demonstrated.
Information
generated from
practice is
presented well.
Critical
interpretation of
the information
articulated and
conclusions
drawn are
relevant to the
professional
context
A very good
appraisal and
application of
the process of
community
health needs
assessment
demonstrated.
Information
generated from
practice is
presented well.
Critical
interpretation of
the information
is well
articulated and
conclusions
drawn are
relevant to the
professional
context
An excellent appraisal
and application of
community health
needs assessment
demonstrated.
Information generated
from practice is
presented well. Critical
interpretation of the
information is very well
articulated and
conclusions drawn are
relevant to the
professional context
Score (LO3)
0-11
12-14
15-17
18-20
21-25
26-30
20
3. Analysis of the identified
health priority for action in
relation to local and national
policy, current evidence and
the client perspective
Poor analysis of
identified health
priority with little
consideration of
local and national
policy, current
evidence and the
client
perspective.
Analysis of the
health priority
demonstrated with
consideration to
local and national
policy, current
evidence and the
client perspective.
Analysis of the
health priority
clearly
demonstrated.
The health priority
is reflected in
local and national
policy, current
evidence and the
client perspective
has been
considered
Good analysis
of the health
priority clearly
demonstrated.
Evidence of
critical
evaluation and
interpretation of
local and
national policy,
current
evidence and
the client
perspective.
Score (LO4)
0-3
4
5
6
4. Clear presentation of data
demonstrating sound IT skills;
supported by appropriate
significant evidence with
references correctly
formatted.
The work is
poorly presented
within a weak
structure that
does not enable
clear
communication.
Sources are
inadequately
referenced.
Data and
discussion are
presented clearly,
sources are
acknowledged and
referenced with only
limited inaccuracies.
Data and
discussion are
clearly presented
and logically
structured,
Writing style
enables clear
communication of
meanings.
Sources are
acknowledged
and referenced
accurately
Data and
discussion
presented in a
logical structure.
Arguments are
supported by
relevant sources
that are
accurately
referenced
according to the
recommended
format.
Very good
analysis of the
health priority
clearly and
logically
demonstrated.
Evidence of
critical
evaluation and
interpretation of
local and
national policy,
current
evidence.
Insightful
analysis of the
client
perspective.
7-8
Excellent analysis of
the health priority
clearly and logically
demonstrated.
Evidence of critical
evaluation and
interpretation of local
and national policy,
current evidence.
Insightful analysis of
the client perspective.
Very good
presentation of
work. Data and
discussion is
logically
structured and
accurate.
Arguments are
supported by
relevant sources
that are
accurately
referenced
according to the
recommended
format.
Excellent presentation
of work. Data and
discussion is accurate
and appropriate,
presented with an
coherent writing style.
Arguments are
supported by relevant
sources that are
accurately referenced
according to the
recommended format.
9-10
21
Appendix 3: Patchwork Text Portfolio marking criteria
LEARNING
OUTCOME
Less than 40
40 -49
50 - 59
60 - 69
70 - 79
80+
Score (LO1)
0-11
12-14
15-17
18-20
21-25
26-30
1. Critical
consideration of
health inequalities
and approaches to
address these in
practice
Poor
understanding of
health inequalities
and poor scope of
approach to
address these in
practice
Analysis of health
inequalities
demonstrated with
limited scope of
approaches to
address these in
practice
Analysis of health
inequalities clearly
demonstrated. Well
considered
approaches to
address these in
practice.
Good analysis of
health inequalities
clearly demonstrated.
Well considered and
critically evaluated
approaches to
address these in
practice
Very good analysis of
health inequalities
clearly and logically
demonstrated.
Innovative and
critically evaluated
approaches to address
these in practice
Excellent analysis of
health inequalities
clearly and logically
demonstrated.
Innovative and critically
evaluated approaches
to address these in
practice
Score (LO2)
0-11
12-14
15-17
18-20
21-25
26-30
2. Appraisal and
management of a
risk in practice
Poor appraisal of
risk and its
management in
the context of
professional
practice
Appraisal and
management of an
identified risk
demonstrated in the
context of
professional practice
Good demonstration
of the appraisal and
management of an
identified risk in the
context of
professional practice
Good critical appraisal
and management of
an identified risk in the
context of professional
practice, which is well
articulated
Very good critical
appraisal and
management of an
identified risk in the
context of professional
practice, which is well
articulated
Excellent critical
appraisal and
management of an
identified risk in the
context of professional
practice, which is well
articulated
22
Score (LO4)
4. Reflective
summation of the
student’s learning
journey as a
specialist
practitioner,
working
collaboratively to
improve health.
0-11
Poor reflection of
the students
learning journey as
a specialist
practitioner,
working
collaboratively to
improve health.
12-14
Adequate reflective
summation of the
students learning
journey as a
specialist
practitioner with
some evidence of
collaborative
working to improve
health
15-17
Good reflective
summation. The
students learning
journey as a
specialist practitioner
is articulated and
presents evidence of
collaborative working
to improve health
18-20
Good reflective
summation. The
students learning
journey as a specialist
practitioner is clearly
articulated and
presents good
evidence of
collaborative working
to improve health.
21-25
Very good reflective
summation. The
students learning
journey as a specialist
practitioner is clearly
and logically articulated
and presents good
evidence of
collaborative working to
improve health.
26-30
Excellent reflective
summation. The
students learning
journey as a specialist
practitioner is clearly
and logically articulated
and presents very good
evidence of
collaborative working to
improve health.
Score (LO5)
0-3
4
5
6
7-8
9-10
Appropriate use of
a range of
literature to support
evidence based
practice
The work is poorly
presented with
limited reference
to evidence based
practice. Sources
are inadequately
referenced.
Adequately
presented and
demonstrating
reference to
evidence based
practice and
referenced with only
limited inaccuracies.
Clearly presented
and demonstrating
reference to
evidence based
practice. Sources are
acknowledged and
referenced
accurately
Well presented with a
range of reference to
support evidence
based practice.
Arguments are
supported by relevant
sources that are
accurately referenced
according to the
recommended format.
Very good presentation
of work. Wide range of
reference to support
evidence based
practice. Arguments
are supported by
relevant sources that
are accurately
referenced according
to the recommended
format.
Excellent presentation
of work. Wide range of
contemporary
reference to support
evidence based
practice.
Arguments are
supported by relevant
sources that are
accurately referenced
according to the
recommended format.
23
24