Educating Student Health Visitors About the Importance of Positive Parent–Infant Relationships: A Reflective Approach to Critically Explore the Planning and Delivery of a Teaching Workshop

Abstract

Specialist Community Public Health Nurses known as health visitors lead and deliver the U.K. government’s Healthy Child Programme aimed at promoting and protecting the healthy development of children from conception up to age 5 years. Health visitors work with families to influence the development of positive parent–infant relationships from the beginning of a child’s life. It is essential that health visitors are educated about the importance of promoting positive parent–infant relationships; however, research reveals health visitors report a lack of initial theoretical education surrounding the parent–infant dyad. Therefore, as a newly appointed public health nurse lecturer teaching student health visitors undertaking an academic diploma at master’s level within a university, a teaching workshop was developed to meet this need and facilitate the learning of registered professional nurses and midwives studying to become health visitors. This article takes a reflective approach to critically explore the evidence base underpinning teaching and learning strategies applied to educate 21 student health visitors about the importance of supporting the development of positive parent–infant relationships. The effects of andragogy as a combination of constructivist and humanistic learning theories applied to plan and deliver the teaching workshop is critically discussed with a focus on incorporating group work to facilitate active learning. Recommendations are made to promote professional development and quality learning opportunities for future student health visitors.