Healthy Child Programme Research Articles

Parental and healthcare provider attitudes towards the Healthy Child Programme in England: a qualitative analysis

BackgroundThe Healthy Child Programme (HCP) in England, delivered by Health Visitors (HV) and Nursery Nurses (NN), aims to assess growth and development in pre-school age children. This qualitative analysis aimed to evaluate the perceptions and experiences of HCP providers and parents located in a London borough.MethodsThis qualitative analysis is part of a larger study piloting an automated growth screening algorithm in a London borough. We conducted three focus group discussions; two with parents of pre-school children participating in the pilot study, one in English (n = 6) and one in Sylheti (n = 5), and one with HVs and NNs (n = 11). Sampling was purposeful, and written informed consent was obtained. Groups were facilitated by the same bilingual researcher using semi-structured topic guides. Data were analysed using reflexive thematic analysis and assessed for intercoder reliability.ResultsThree broad themes were identified in the data: (1) lack of clarity around the role of the HV and NN; (2) a lack of resources; and (3) a desire for a preventative service. Underlying these themes was a sense of disempowerment shown by HVs/NNs and parents, as well as systemic issues in terms of the accessibility and practicality of the service. Nevertheless, parents and HVs/NNs all stressed the importance of the service in providing information, reassurance and advice.ConclusionsVarious challenges prevent the HCP from providing equitable and effective care to every child. However, the service was recognised as very valuable by users and providers despite systemic difficulties.

Local area variation in health visiting contacts across England for children under age 5: a cross-sectional analysis of administrative data in England 2018-2020

BackgroundThe health visiting service in England leads the government's Healthy Child Programme (HCP) for children under five years. Local authorities and their provider partners deliver this service differently across England. ObjectiveTo describe local authority variation in the delivery of health visiting to children under five years in England (2018-2020). MethodsWe used publicly available statistics on mandated health visiting contacts, and administrative data from the Community Services Dataset (CSDS) on duration, location, and medium of contacts. We mapped population coverage of mandated contacts (new birth visit, 6-8-week review, one-year review, and 2-2½ -year review) and described the frequency and characteristics of mandated and additional contacts across local authorities. ResultsBased on publicly available data, almost all eligible children received their new birth visit, 6-8-week review and one-year review (89%-99%), with substantial variation across local authorities in children receiving he 2-2½ -year review: median 81%, range 33%-98%. Based on CSDS, 80% of local authorities (n=46/57) delivered more additional than mandated contacts: a median of 1.6 additional contacts (range: 0.1-8.5) were delivered for each mandated contact. There was also significant variation in the duration of contacts and the percentage of contacts delivered face-to-face and at home. ConclusionsDespite decreases in funding and workforce since 2015, in 2018--2020, health visiting teams reached nearly all babies and most children face-to-face via mandated contacts, and conducted over one and a half times the number of additional contacts relative to mandated contacts, with variation between local areas. This represents a significant public health infrastructure to support the health and development of babies and children and the wellbeing of their families in the critical period before school. Our study highlights the importance of taking into account additional contacts. Further work is needed to understand variation, including in the way additional contacts are used.

How Do Health Visitors and Parents Interact in the UK Child Health Clinics around Infant Weight in the Context of Overweight and Obesity: An Interpretative Research Study

Background. In 2020, figures estimated that 39 million preschool children worldwide, experienced overweight or obesity. Global prevalence has almost tripled in the last 40–50 years. The number of preschool children impacted makes it severe enough to be one of the most serious public health challenges for the 21st century, which could be addressed during infancy, for improved short‐ and long‐term health outcomes. Objective. Research in a local Trust providing health visiting services in the northeast of England aimed to describe and interpret the interaction between UK parents and health visitors around infant weight (0–2) in delivering the UK Healthy Child Programme. Methods. The research paradigm was social construction, and interpretative phenomenology enabled the interpretation of experiences of self and everyday situational encounters or participants lived experiences. The research applied theoretical perspectives of hermeneutic phenomenology and symbolic interactionism. Purposive sampling recruited 14 parents and 20 health visitors, and 4 focus groups and 8 semistructured interviews were completed. Data analysis was thematic. Findings. Interaction between health visitors and parents around infant weight was complex. Assumptions were made, and the interaction was open to misinterpretation. This impacted the integrity of the conversation. Managing infant weight was superseded by other public health needs of parents. There was no obvious approach to assessment of infant weight that might be exceeding normal growth centiles, whole family approaches, or risk assessment. Infant weight remained an emotive subject for parents and health visitors, and this governed how it was addressed. Conclusion. While existing research has emphasised that infant weight is a sensitive issue to raise with parents, this research is unique, providing detailed implications for UK health visitors and recommendations for future management of infant weight within the UK Healthy Child Programme. Findings are transferrable to other public health professionals communicating with infants and parents in the management of infant weight.

Parental and health visitor perceptions on growth screening in early childhood: a qualitative study

BackgroundGrowth screening in early childhood can help identify children with a range of medical and psychosocial vulnerabilities. In the UK, childhood growth and development up to age 5 years are assessed through the Healthy Child Programme, delivered by health visitors. However, formal criteria to trigger referrals for onward investigation are unclear. There is a lack of qualitative data on the acceptability and feasibility of formal growth screening programmes. This study aimed to build understanding of the perceptions and motivations of caregivers and health visitors in relation to child growth and growth screening. MethodsThis longitudinal observational study was part of a larger study piloting an automated growth screening algorithm in Tower Hamlets, London. We conducted three separate qualitative focus group interviews with health visitors (n=10), English-speaking parents (n=6), and Sylheti-speaking parents (n=5). Participants were purposively sampled, and written informed consent was obtained. A bilingual researcher facilitated each group, using a semi-structured interview guide. Data were analysed by two researchers using thematic analysis and assessed for intercoder reliability. The interview guide was translated into Sylheti, and data from the Sylheti group were translated into English by the same bilingual researcher. FindingsFindings suggest that parents desire holistic care in which health visitors are empowered to refer to other health professionals and council services. Parents also want easier access to health visitors, frequent visits with the same health-care provider, and advice on raising their children. Health visitors were seen as well positioned to play an essential role in educating parents on health and developmental milestones and in helping them identify when their child might need additional support. Both parents and health visitors stressed that resources need to be in place not only to assess children but also to provide access to services when problems are identified. InterpretationThese findings suggest that implementing growth screening through health visitors is feasible and acceptable, provided health visitors are given the resources and capabilities to refer children to appropriate services. Interpretation is limited by the purposive nature of the sampling and possible response bias. FundingBarts Charity.

First Dental Steps: a multistranded oral health improvement intervention embedded in the Healthy Child Programme

First Dental Steps: a multistranded oral health improvement intervention embedded in the Healthy Child Programme

Study protocol for First Dental Steps Intervention: feasibility study of a health visitor led infant oral health improvement programme

BackgroundDental caries in childhood is a burden on the daily lives of children and their families, and associated with poor oral health in adulthood. In England, dental caries is the most common reason for young children to be admitted to hospital. It is believed that most tooth extractions (due to decay) for children aged 10 years and under, could be avoided with improved prevention and early management. National public health policy recommendations in England include specific oral health initiatives to tackle tooth decay. One of these initiatives is delivered as part of the Healthy Child Programme and includes providing workforce training in oral health, integrating oral health advice into home visits, and the timely provision of fluoride toothpaste. This protocol seeks to assess the delivery of the First Dental Steps intervention and uncertainties related to the acceptability, recruitment, and retention of participants.MethodsThis study seeks to explore the feasibility and acceptability of the First Dental Steps intervention and research methods. First Dental Steps intervention will be delivered in local authority areas in South West England and includes oral health training for health visitors (or community nursery nurses) working with 0–5-year-olds and their families. Further, for vulnerable families, integrating oral health advice and the provision of an oral health pack (including a free flow cup, an age appropriate toothbrush, and 1450 ppm fluoride toothpaste) during a mandated check by a health visitor. In this study five local authority areas will receive the intervention. Interviews with parents receiving the intervention and health visitors delivering the intervention will be undertaken, along with a range of additional interviews with stakeholders from both intervention and comparison sites (four additional local authority areas).DiscussionThis protocol was written after the start of the COVID-19 pandemic, as a result, some of the original methods were adjusted specifically to account for disruptions caused by the pandemic. Results of this study will primarily provide evidence on the acceptability and feasibility of both the First Dental Steps intervention and the research methods from the perspective of both families and stakeholders.

\u2018Making the most of together time\u2019: development of a Health Visitor\u2013led intervention to support children\u2019s early language and communication development at the 2\u20132\xbd-year-old review

BackgroundEarly interventions to support young children’s language development through responsive parent–child interaction have proven efficacy but are not currently delivered universally. A potential universal delivery platform is the Health Visitor (HV)–led 2–2½-year-old review in England’s Healthy Child Programme. It is unclear if it is feasible to offer such interventions through this platform. We report an intervention development process, including extensive stakeholder consultation and co-design which aimed to develop an acceptable, feasible and equitable early language intervention for delivery in this context.MethodsThe study involved five phases including 13 stakeholder co-design workshops with 7 parents and 39 practitioners (HVs, early years practitioners and speech and language therapists): (1) Identification of existing intervention evidence, (2) qualitative review of intervention studies extracting candidate target behaviours for intervention and intervention techniques, (3) co-design workshops with parents and practitioners examining acceptability, barriers and enablers to those behaviours and techniques (particular attention was paid to diverse family circumstances and the range of barriers which might exist), (4) findings were analysed using COM-B and theoretical domains frameworks and a prototype intervention model designed, and (5) co-design workshops iteratively refined the proposed model.ResultsPractitioners were committed to offering language intervention at the 2–2½-year-old review but were not sure precisely how to do so. Parents/caregivers wanted to be proactive and to have agency in supporting their own children and to do this as soon as possible. For equitable intervention, it must be proportionate, with higher ‘intensity’ for higher levels of disadvantage, and tailored, offering differing approaches considering the specific barriers and enablers, assets and challenges in each family. The importance and potential fragility of alliances between parent/caregiver and practitioner were identified as key, and so, strategies to engender successful collaborative partnership are also embedded in intervention design.ConclusionIt is possible to develop a universal intervention which parents and practitioners judge would be acceptable, feasible and equitable for use at the 2–2½-year review to promote children’s language development. The result is one of the most explicitly developed universal interventions to promote children’s language development. Further development and piloting is required to develop materials to support successful widespread implementation.

Organizational Barriers to Oral Health Conversations Between Health Visitors and Parents of Children Aged 9-12 Months Old.

Background: Dental caries is the most prevalent preventable childhood disease and a major public health priority. Local authorities in England have a statutory responsibility to improve child health, including oral health, through the “Healthy Child Programme.” The “Healthy Child Programme,” which includes the provision of oral health advice is delivered by health visitors to parents of young children. To date, research has mainly concentrated on individual interactions between health visitors and parents, with less attention given to the broader context in which these oral health conversations between health visitor and parents take place.Objective: Our study explored the organizational factors that obstruct health visitors from engaging in meaningful conversations with parents about young children's oral health.Methods: Qualitative interviews and focus groups were held with health visiting teams (n = 18) conducting home visits with parents of 9–12-month olds in a deprived, urban area in England.Results: The study revealed the wide variation in what and how oral health advice is delivered to parents at home visits. Several barriers were identified and grouped into four key themes: (1) Priority of topics discussed in the home visits; (2) Finance cuts and limited resources; (3) Oral health knowledge and skills; and (4) Collaborative working with other professionals. It was evident that organizational factors in current public health policy and service provision play an important role in shaping oral health practices and opportunities for behavior change.Conclusion: Organizational practices and procedures play an important role in creating interaction patterns between health visiting teams and parents of young children. They often limit effective engagement with and positive change in oral health. For future oral health interventions to be effective, awareness of these barriers is essential alongside them being founded on evidence-based advice and underpinned by appropriate theory.

'Differences between the earth and the sky': migrant parents' experiences of child health services for pre-school children in the UK.

To explore parents' experiences of using child health services for their pre-school children post-migration. Migrating between countries necessitates movement and adjustment between systems of healthcare. Children of migrants are known to have poorer health than local children on some measures and are less likely to access primary care. In the United Kingdom (UK), children are offered a preventive Healthy Child programme in addition to reactive services; this programme consists of health reviews and immunisations with some contacts delivered in the home by public health nurses. Five focus groups were held in a city in South West England. Participants were parents of pre-school children (n = 28) who had migrated to the UK from Romania, Poland, Pakistan or Somalia within the last 10 years. Groups selected included both 'new migrants' (from countries which acceded to the European Union in the 2000s) and those from communities long-established in the UK (Somali and Pakistani). One focus group consisted of parents of Roma ethnicity. Interpreters co-facilitated focus groups. Participants described profound differences between child health services in the UK and in their country of origin, with the extent of difference varying according to nationality and ethnic group. All appreciated services free at the point of delivery and an equitable service offered to all children. Primary care services such as treatment of minor illness and immunisation were familiar, but most parents expected doctors rather than nurses to deliver these. Proactive child health promotion was unfamiliar, and some perceived this service as intruding on parental autonomy. Migrants are not a homogenous group, but there are commonalities in migrant parents' experiences of UK child health services. When adjusting to a new healthcare system, migrants negotiate differences in service provision and also a changing relationship between family and state.

The effects of unexpected pregnancy loss on the social and emotional development of subsequent children

A range of factors can have an impact on a child whose parents have dealt with the grief of losing a baby, including unresolved grief and maternal mental health, encompassing depression, anxiety and stress. This article will discuss these factors and reasons why early recognition of additional needs, intervention, implementation and deliverance of specialised care plans is fundamental in ensuring all children get the best start possible, optimising their chances of fulfilling their potential. It will also consider why health visitors play a vital role through the delivery of the Healthy Child Programme and 4-5-6 model of health visiting.

Our children are not school ready!

British Journal of School NursingVol. 14, No. 4 RepresentationOur children are not school ready!Sharon WhiteSharon WhiteOBE, CEO SAPHNASearch for more papers by this authorSharon WhitePublished Online:17 May 2019https://doi.org/10.12968/bjsn.2019.14.4.202AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References BBC News. Walsall infant school employs nappy changer. 2019. Online. Available at: https://www.bbc.co.uk/news/uk-england-birming-ham-47867342 (accessed 30 April 2019) Google ScholarERIC. More children toilet training later—how early years can help parents. 2019. Online. Available at: https://www.eric.org.uk/news/more-children-toilet-training-later-how-early-years-can-help-parents (accessed 30 April 2019) Google ScholarDepartment for Health and Social Care, Public Health England. 2018. Early years high impact area 6: Health, wellbeing and development of the child aged 2: Ready to learn, narrowing the ‘word gap’. Health visitors leading the Healthy Child Programme. Online. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/756700/early_years_high_impact_area_6.pdf (accessed 30 April 2019) Google ScholarHow to Potty Train. Category: ERIC. 2018. Online. Available at: https://www.howtopot-tytrain.com/category/eric/ (accessed 30 April 2019) Google ScholarBennett V. “Ready to learn, ready for life”: The central role of health visitors, by Alison Morton. 2015. Online. Available at: https://vivbennett.blog.gov.uk/2015/08/14/ready-to-learn-ready-for-life-the-central-role-of-health-visitors-by-alison-morton/ (accessed 30 April 2019) Google ScholarPublic Health England. Official Statistics—Health Visitor Service Delivery Metrics (Experimental Statistics). Quarter 2 2018/19 Statistical Commentary (January 2019). 2019. Online. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/774242/2018_2019_Q2_Health_Visitor_Statistical_Commentary.pdf (accessed 30 April 2019) Google ScholarHealth and Social Care Committee. First 1000 days of life inquiry. 2018. Online. Available at: https://www.parliament.uk/business/committees/committees-a-z/commons-select/health-and-social-care-committee/inquiries/parliament-2017/first-1000-days-life-inquiry-17-19/ (accessed 30 April 2019) Google Scholar FiguresReferencesRelatedDetails 2 May 2019Volume 14Issue 4ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 17 May 2019 Published in print 2 May 2019 Information© MA Healthcare LimitedPDF download

Acceptability and understanding of the Ages & Stages Questionnaires®, Third Edition, as part of the Healthy Child Programme 2-year health and development review in England: Parent and professional perspectives.

BackgroundThe Healthy Child Programme is the universal public health system in England to assess and monitor child health from 0 to 19. Following a review of measures for closer monitoring at age 2 years, the Department of Health for England implemented the Ages & Stages Questionnaires®, Third Edition (ASQ‐3™; Hereon, ASQ‐3).AimThe aim of this study was to evaluate the acceptability and understanding of the ASQ‐3 in England by health professionals and parents.MethodA mixed‐methods approach was used. This paper reports on the qualitative data drawn from interviews with 40 parents and 12 focus groups with 85 health professionals. The data were analysed using applied thematic analysis.FindingsOverall, parents and health professionals found the ASQ‐3 acceptable and understandable and could use it as a measure at age 2 years. The ability to work in partnership was valued.Some limitations included potential to cause anxiety, concerns around the safety of some of the items, and use of Americanized language. Health professional's training in the use the ASQ‐3 was inconsistent.ConclusionThe ASQ‐3 is an acceptable and understandable measure to use as part of the 2‐year assessment with some adaptations to the English context and some standardized training for health professionals.

School nursing's potential to have an impact on the prevention agenda and mental health outcomes: A position statement

British Journal of School NursingVol. 13, No. 10 RepresentationSchool nursing's potential to have an impact on the prevention agenda and mental health outcomes: A position statementSharon WhiteSharon WhiteSearch for more papers by this authorSharon WhitePublished Online:18 Dec 2018https://doi.org/10.12968/bjsn.2018.13.10.514AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References British Youth Council. Our School Nurse: Young people's views on the role of the school nurse. 2011. BYC Google ScholarDay P. Motivating Teen Spirit: Early metal health intervention. BJSN. 2016;11(2): 93 Link, Google ScholarDepartment of Health. Healthy Child Programme: 5 to 19 years old. 2009. https://bit.ly/2rk8dmA Google ScholarDepartment of Health. Chief Medical Officer annual report 2012: children and young people's health. 2013. https://bit.ly/1iTKqlz Google ScholarDepartment of Health. Future in mind—Promoting, protecting and improving our children and young people's mental health and wellbeing. 2015. https://bit.ly/2Kr7RTn Google ScholarDepartment of Health, Department for Education. Transforming Children and Young People's Mental Health Provision: a Green Paper. 2017. https://bit.ly/2H51qGU Google ScholarDepartment of Health, Public Health England. Maximising the school nursing team contribution to the public health of school-aged children—Guidance to support the commissioning of public health provision for school aged children 5–19. 2014. DH, PHE Google ScholarDepartment of Health and Social Care. Prevention is better than cure: our vision to help you live well for longer. 2018. https://bit.ly/2SLpZvG Google ScholarDepartment of Health and Social Care, Public Health England. Overview of the 6 early years and school aged years high impact areas. Health visitors and school nurses leading the Healthy Child Programme. 2018. https://bit.ly/2AqfGVG Google ScholarKay CM, Morgan DL, Tripp JH, Davies C, Sykes S. To what extent are school drop-in clinics meeting pupils self-identified health concerns? Health Education Journal. 2006;65(3):236–251 Crossref, Google ScholarKelly N, Greaves C, Buckland L, Rose J. ‘School nurses: well placed to address challenging behaviour’. Community Practitioner 2005;78(3):88–92 Google ScholarMarmot. Fair society, healthy lives: The Marmot Review: strategic review of health inequalities in England post-2010. 2010 Google ScholarMasters R, Anwar E, Collins B, Cookson R, Capewell S. Return on investment of public health interventions: a systematic review. J Epidemiol Community Health. 2017 Aug;71(8):827-834. doi: https://doi.org/10.1136/jech-2016-208141 Crossref, Google ScholarPublic Health England. All Our Health: about the framework. 2018. https://bit.ly/2qipnAM Google ScholarRoyal College of Nursing. 2017. The Best Start: The Future of Children's Health: Valuing school nurses and health visitors in England. https://bit.ly/2Rwu2uG Google Scholar FiguresReferencesRelatedDetailsCited byExtending the mental health expertise of school nurses: Evaluating a training programmeStephen Abbott, Rosamund Bryar, Ruth Cohen, Jane Gibbons, Lucy Marks15 November 2019 | British Journal of School Nursing, Vol. 14, No. 9 2 December 2018Volume 13Issue 10ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 18 December 2018 Published in print 2 December 2018 Information© MA Healthcare LimitedAcknowledgments:Thanks go to Kate Murdock, children's health service manager, South Locality—Trafford Division, and Sallyann Sutton, professional lead—school nursing, for leadership in pulling together this position statement on behalf of SAPHNA.PDF download

Integrating an effective obesity prevention program into existing home visiting services: The Healthy Beginnings Program

Background/Aim : The establishment of effective and sustainable programs to promote healthy weight gain in the first years of life is a public health priority given the elevated rates of childhood overweight and obesity worldwide. Healthy Beginnings (HB) was a world-first randomised control trial to demonstrate the effectiveness of an intensive (eight sessions), home-based early obesity prevention intervention delivered by nurses from the third trimester until two years of age. The HB intervention targeting first-time mothers was effective in improving infant feeding practices, reducing TV viewing time and child body mass index (BMI) at two years. However, the program was not cost effective or sustainable without integrating with existing services. The aim of this study is to explore how the HB program has been integrated into existing on-going home-visiting services within New South Wales. Method/Results : In 2016, a steering committee was established by the Chief Executive of the Sydney Local Health District (SLHD) to instigate the integration of the HB program in existing home-visiting services in SLHD. The Healthy Families Healthy Children program, a sustained health home-visiting program targeting vulnerable families in SLHD and the HB team contributed to the development of an addendum. The addendum provided an overview of the service including eligibility criteria to engage families, the modules covered in the program (including behaviours targeted in the HB program), the program schedule (including the integration of the eight HB sessions over two years) and data collection (including expected HB outcomes). The nurses delivering the home visits were provided with a visit checklist containing standard minimum information as well as resources to support key messages developed from the HB Trial. For the purpose of this study a mixed methods approach will be used to explore the barriers, facilitators and effectiveness of integrating the HB program into the sustained health home-visiting program targeting vulnerable families in SLHD. Qualitative interviews will be conducted with higher, middle and program managers aimed at exploring their thoughts and experiences with integrating HB. Focus groups will be conducted with nurses delivering the HB sessions in order to explore their experiences with implementation. The researcher will observe the HB sessions delivered during home-visits and explore clients’ experiences and satisfaction with the sessions. Further, to measure the effectiveness of the integration, the data collected from the electronic medical record on infant feeding behaviours of the clients involved in the home-visits will be analysed. Conclusions/implications : The findings of this study will inform the integration of HB across other Local Health Districts in NSW. More broadly, this study will provide insight into the translation of an evidence-based health promotion program into a real-world setting.

NFSHE in a nutshell

British Journal of School NursingVol. 13, No. 2 RepresentationNFSHE in a nutshellHelen KimbleHelen KimbleSearch for more papers by this authorHelen KimblePublished Online:4 Apr 2018https://doi.org/10.12968/bjsn.2018.13.2.98AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Department of Health. Healthy Child Programme, 5–19. 2009. www.gov.uk/government/publications/healthy-child-programme-5-to-19-years-old (accessed 28 February 2018) Google ScholarDepartment of Health. Getting it Right for Children, Young People and Families – Maximising the Contribution of the School Nurse Team: Vision and Call to Action. 2012. www.gov.uk/government/publications/getting-it-right-for-children-young-people-and-families (accessed 28 February 2018) Google ScholarNursing and Midwifery Council. Standards of Proficiency for Specialist Community Public Health Nurses. 2004. NMC, London Google ScholarPublic Health England (2016a) Best start in life and beyond: Improving public health outcomes for children, young people and families. 2016a. www.gov.uk/government/publications/commissioning-of-public-health-services-for-children (accessed 28 February 2018) Google ScholarPublic Health England. Healthy Child Programme: The 4-5-6 approach for health visiting and school nursing. 2016b. www.gov.uk/government/publications/commissioning-of-public-health-services-for-children (accessed 28 February 2018) Google ScholarPublic Health England. The Public Health Skills and Knowledge Framework. 2016c. www.gov.uk/government/publications/commissioning-of-public-health-services-for-children (accessed 28 February 2018) Google ScholarPublic Health England. Facing the Facts, Shaping the Future: A draft health and care workforce strategy for England to 2027. 2017. https://hee.nhs.uk/our-work/workforce-strategy (accessed 28 February 2018) Google Scholar FiguresReferencesRelatedDetails 2 March 2018Volume 13Issue 2ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 4 April 2018 Published in print 2 March 2018 Information© MA Healthcare LimitedPDF download

Delivering targeted motivational interviewing to reduce alcohol-related harm in adolescents

Aim: Investigating the effectiveness of targeted motivational interviewing (MI) as a brief intervention for reducing adolescent alcohol use and the associated health and social harms. Background: The implications of alcohol misuse are both far-reaching and cumulative, with alcohol-related harm identified as a major public health issue. Adolescents are particularly vulnerable to the toxic effects of alcohol. In response, both the National Institute for Health and Care Excellence and the World Health Organization advocate the delivery of brief interventions as a supportive harm reduction strategy. Methods: Multiple databases were searched to locate systematic reviews of RCTs published between 2006 and 2016. Studies were required to have used brief MI; specific to adolescent alcohol use and harm reduction. Results: Interventions based upon MI principles provided encouraging results, despite the utilisation of differing intervention designs, settings and outcome measures. Conclusions: Targeted MI can reduce adolescent alcohol consumption, frequency of use and the associated health and social harms. As leaders of the Healthy Child Programme (5–19), school nurses are well placed to deliver these interventions.

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

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.

'An amazing feat of leadership': meet the award-winning nursing pioneers.

A school-age immunisation programme set up from scratch and launched within six months is delivering impressive take-up results thanks to the leadership and commitment of the two nurses who run it.

A partnership approach to delivering the integrated 2-year health review

This article outlines how a health visiting service and a local education authority early years service in Hackney, east London, worked in partnership to improve the uptake of the Healthy Child Programme 2–2.5-year development review ( Department of Health, 2009 ). This work influenced the 2015 national roll-out of the integrated 2-year development review. The partnership made effective use of shared aims and a long-term vision to improve health outcomes for all children, particularly vulnerable families who had missed their 2-year review. An Integrated Review Implementation Group was established with credible operational health visiting and early years leaders who embedded the vision through staff engagement and joint training within a robust governance framework. As a result of the project, improvements to service delivery, integrated work and a significant increase in the uptake of the 2-year review have been achieved.

Leadership in school nursing

British Journal of School NursingVol. 12, No. 1 NFSHELeadership in school nursingMichelle MooreMichelle MooreSearch for more papers by this authorMichelle MoorePublished Online:14 Feb 2017https://doi.org/10.12968/bjsn.2017.12.1.46AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Department of Health (2008) High quality care for all the next stage review. The Stationery Office, London Google ScholarDepartment of Health (2009) The Healthy Child Programme. Pregnancy and the first five years of life. The Stationery Office, London Google ScholarDepartment of Health (2010) Healthy Lives, Healthy People White Paper: Our strategy for public health in England. The Stationery Office, London Google ScholarDepartment of Health (2012) Getting it right for children, young people and families—Maximising the contribution of the school nursing team: Vision and Call to Action. The Stationery Office, London Google ScholarGriffiths D, Sheehan C, Dedar S, Ayres B, Colin-Thomé D (2010) Clinical leadership-the what, why and how. In: Stanton ELemer CMountford J, eds. Clinical Leadership bridging the divide. Quay Books, London Google ScholarHartley J, Benington J (2010) Leadership for Healthcare. Policy Press, Bristol Crossref, Google ScholarJonas S, McCay L, Keogh B (2011) The importance of clinical leadership. In: Swanwick TMcKimm J, eds. ABC of clinical leadership. Wiley-Blackwell, Oxford Google ScholarNorthhouse PG (2016) Leadership theory and practice. 7th edn. Sage, London Google ScholarPorter-O'Grady T, Malloch K (2015) Quantum Leadership. Building Better Partnerships for Sustainable Health. 4th edn. Jones and Bartlett Learning, Burlington, MA Google ScholarPublic Health England (2016) Best start in life and beyond: Improving public health outcomes for children, young people and families. Guidance to support the commissioning of the Healthy Child Programme 0-19: Health Visiting and School Nursing services. Commissioning Guide 1: Background information on commissioning and service model. PHE, London Google ScholarSalaman J (2014) Understanding the crisis of leadership. In: Storey J, ed. Leadership in organisations. Current issues and trends. 2nd Edition. Routledge, London Google Scholar FiguresReferencesRelatedDetails 2 February 2017Volume 12Issue 1ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 14 February 2017 Published in print 2 February 2017 Information© MA Healthcare LimitedPDF download