Specialist Community Public Health Nurses Research Articles

Open letter to Jeremy Hunt, Secretary of State for Health

School nursing lecturers and specialist community public health nursing (school nursing) students have written to the Secretary of State for Health, to explain why investing in school nursing services to deliver tier one mental health care would be an efficient and cost-effective way to address the mental health crisis.

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.

Analysis of sexual healthcare provided by school nurses.

School nurses (SNs) are specialist community public health nurses working with the school age population to promote their health and well-being and therefore are arguably in a prime position to promote the sexual health of children and young people. This is particularly pertinent in inner city boroughs where the rates of sexually transmitted infections and under-18 conceptions are a significant problem. Following a review of the literature, a mixed methods study was undertaken which included an audit of documentary data to identify the referrals received in relation to sexual health and also included questionnaire surveys of school staff and SNs on their views of the role of the SN in sexual health.FindingsSNs and school staff identified that SNs have a role in sexual health, which was reflected in the referrals received during the audit of documentary data. There appeared to be inconsistencies across the service and evidence suggested that the school nursing service may be underutilised in comparison to the number of students who require sexual health support. The current service appears to be predominantly reactive, particularly for males and those less than 12 years old. However, both SNs and school staff would like to see a more preventative approach; including greater sexual health promotion, condom distribution and school health clinics.

RCN toolkit for school nurses

Essential factsSchool nurses, or specialist community public health nurses, are qualified nurses or midwives with specialist graduate-level education in community health and the health needs of school-age children and young people.

Nurse prescribing: An essential requirement or an expensive luxury for school nurses?

This small study sought to gain an understanding of the views and experiences of Specialist Community Public Health Nurses (SCPHN) School Nurse (SN) prescribers within two health boards in Wales. Aim and objectives: to explore the experiences of SN prescribers within Wales. The objectives (1) to conduct a review of the literature using a systematic approach to identify evidence where nurses have achieved or improved positive health outcomes through nurse prescribing (2) to identify whether SNs are currently prescribing at local level; (3) to identify the perceived benefits of nurse prescribing for the school nursing service (4) to identify possible barriers that may hinder SNs from prescribing. Research design: A predominantly qualitative approach was used to explore SNs views and experiences of prescribing in clinical practice. Findings: SN’s within this study are not using their nurse prescribing qualification, with many not feeling able to prescribe. Despite recognition of public health benefits, many felt uncertain about their role as nurse prescribers suggesting that additional organisational support was required if they were to remain competent within this role following qualification. Conclusions: A change in culture is required if SNs are to feel empowered to use their nurse prescribing qualification to improve outcomes for children and young people for the future.

Transition to SCPHN: The effects of returning to student status on autonomous practitioners

Qualified nurses returning to student status is not well researched within nursing. The aim of the study is to ascertain the effect that returning to student status has on autonomous practitioners embarking on the Specialist Community Public Health Nursing programme. Enabling participants to voice their opinions and be heard aims to provide a greater understanding of the effect that such transition has on individuals. With such insight, those engaged in the preparation of such practitioners, namely lecturers and practice teachers will have a greater appreciation of the impact that returning to student status has—equipping them with heightened awareness for future transition. A total of 16 participants consisting of school nurses and health visitors took part in this study. The study was designed in two phases, consisting of a demographic questionnaire and a non-directive interview. Six key themes emerged: initial feelings, effects from academia, effects from clinical, support provision, personal effects and exit feelings. The student title created such a strong feeling of loss highlighting a clear need to retain identity, status and credibility. Coupled with the effects of relinquishing autonomy, one questions and would encourage change in practice when introducing forthcoming students while utilising previous knowledge and skills as a platform for learning.

‘School nurse’: How important is our professional title?

British Journal of School NursingVol. 12, No. 3 Representation‘School nurse’: How important is our professional title?Annie JenkinsAnnie JenkinsSearch for more papers by this authorAnnie JenkinsPublished Online:26 Apr 2017https://doi.org/10.12968/bjsn.2017.12.3.150AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Hoekstra BA, Young VL, Eley CV, Hawking MKD, McNulty CAM (2016) School nurse's perspectives on the role of the school nurse in health education and health promotion in England: A qualitative study. BMC Nursing 15: 73 Crossref, Google ScholarLong T (2005) When's a nurse not a nurse? Reflection on the NMC Register. Community Practitioner 78(12): 437–9 Google ScholarWilliams M (2004) Specialist Community Public Health Nurse and Health visitor. Community Practitioner 77(9): 326 Google Scholar FiguresReferencesRelatedDetails 2 April 2017Volume 12Issue 3ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 26 April 2017 Published in print 2 April 2017 Information© MA Healthcare LimitedPDF download

Building resilience in school nurses

British Journal of School NursingVol. 12, No. 2 RepresentationBuilding resilience in school nursesGillian TurnerGillian TurnerSearch for more papers by this authorGillian TurnerPublished Online:23 Mar 2017https://doi.org/10.12968/bjsn.2017.12.2.98AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Ball J (2009) School Nursing in 2009. Royal College of Nursing. https://www2.rcn.org.uk/__data/assets/pdf_file/0007/275857/003552.pdf (accessed 28 February 2017) Google ScholarBroussard L, Meyers R (2010) School nurse resilience: Experiences after multiple natural disasters. The Journal of School Nursing 26(3): 203–11 Google ScholarCoates M, Gilroy V (2012) The role of Specialist Community Public Health Nurses: Students' perceptions. Community Practitioner 85(8): 28–31 Google ScholarCoates M, Gilroy V (2014) Specialist community public health nurses: readiness for practice. Community Practitioner 87(1): 32–5 Google ScholarCoverdale G (2010) Ready, willing and able? Specialist community public health nurses' views of their public health role. Journal of Research in Nursing 17(1): 47–63 Crossref, Google ScholarDyer J, McGuinness T (1996) Resilience: analysis of the concept. Archives of Psychiatric Nursing 10(5): 276–82 Crossref, Google ScholarGrant L, Kinman G (2013a) The importance of emotional resilience for staff and students in the ‘helping’ professions: Developing an emotional curriculum. https://www.heacademy.ac.uk/system/files/emotional_resilience_louise_grant_march_2014_0.pdf (accessed 28 February 2017) Google ScholarGrant L, Kinman G (2013b) ‘Bouncing back?’ Personal representations of resilience of student and experienced social workers. Practice: Social Work in Action 25(5): 349–66 Google ScholarHealth & Social Care Act 2012 [online] http://www.legislation.gov.uk/ukpga/2012/7/contents/enacted (accessed 28 February 2017) Google ScholarJackson B, Firtko A, Edenborough M (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing 60(1): 1–9 Crossref, Google ScholarKelsey C, Hayes S (2012) A framework for educational leadership. Primary Health Care 22(8): 16–9 Crossref, Google ScholarMcAllister M, McKinnon J (2008) The importance of teaching and learning resilience in health disciplines: A critical review of the literature. Nurse Education Today 29: 371–9 Crossref, Google ScholarMcDonald, G, Jackson, D, Vickers,M, Wilks L (2016) Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to increase personal resilience. Journal of Nursing Management 24: 123–31 Crossref, Google ScholarMorton S (2013) What support do health visitor mentors need? Community Practitioner 86(8): 32–5 Google ScholarNHS Institute for Innovation and Improvement. (2005) Improvement Leaders' Guide: Managing the Human Dimensions of Change. Google ScholarNHS Institute for Innovation and Improvement Nursing and Midwifery Council (2004) Standards of Proficiency for Specialist Community Public Health Nurses. https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-of-proficiency-for-specialist-community-public-health-nurses.pdf (accessed 28 February 2017) Google ScholarSpratt J, Philip K, Shucksmith J, Kiger A, Gair D (2010) ‘We are the ones that talk about difficult subjects’: Nurses in schools working to support young people's mental health. Pastoral Care in Education 28(2): 131–44 Crossref, Google ScholarWornast T, Smith A (2010) Supporting the competence of practitioners: Back to the future? Community Practitioner 83(10): 34–7 Google Scholar FiguresReferencesRelatedDetails 2 March 2017Volume 12Issue 2ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 23 March 2017 Published in print 2 March 2017 Information© MA Healthcare LimitedPDF download

Supporting women with postpartum anxiety: exploring views and experiences of specialist community public health nurses in the UK.

Anxiety is common among postpartum women and can have adverse effects on mother's and child's somatic and psychological health if left untreated. In the UK, nurses or midwifes with a specialisation in community public health nursing, also called health visitors (HVs), work with families who have children younger than 5years of age and are therefore in a key position to identify and support women with postpartum mental health issues. Until recently, postpartum mental health support provided by HVs mainly focused on identifying and managing depression, but the updated clinical guidance by the National Institute for Health and Care Excellence also includes guidance regarding screening and psychological interventions for perinatal anxiety. This study therefore aimed to explore HVs' experiences of supporting women with postpartum anxiety and their views on currently available care. Using a qualitative approach, in-depth semi-structured interviews were conducted with 13 HVs from the UK between May and October 2015. Participants were interviewed in person at their workplace or on the phone/Skype. Using thematic analysis, four main themes emerged: identification and screening issues; importance of training; service usage; and status of current service provision. Women with postpartum anxiety were commonly encountered by HVs in their clinical practice and described as often heavily using their or other related healthcare services, which puts additional strain on HVs' already heavy workload. Issues with identifying and screening for postpartum anxiety were raised and the current lack of perinatal mental health training for HVs was highlighted. In addition, HVs described a current lack of good perinatal mental health services in general and specifically for anxiety. The study highlights the need for HV perinatal mental health training in general and postpartum anxiety specifically, as well as better coverage of specialist mental health services and the need for development of interventions targeted at postpartum anxiety.

Evidence-based practice: developing mentors to support students

This article, the ninth in a series of 11, provides guidance for new and established mentors and practice teachers on evidence-based practice, the seventh domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice (SSLAP). Evidence-based practice is an important aspect of contemporary healthcare and is central to student preparation programmes for nursing, midwifery and specialist community public health nursing (SCPHN). The article describes evidence-based practice, discussing the importance and implementation of an evidence-based approach in the context of role development for mentors and practice teachers in the preparation of nursing, midwifery and SCPHN students.

The impact of SCPHN training on school nurses' perceptions of their role

Aim: To gain qualitative information about the perceptions of school nurses on their role after undertaking the Specialist Community Public Health Nurse programme. Method: The chosen sample was Specialist Community Public Health Nurse (SCPHN) school nurses who had worked as school nurses prior to undertaking the programme. Information was gathered from semi-structured telephone interviews. Data were analysed using theoretical thematic analysis. Results: The results indicate that SCPHN school nurses' perceptions of their role change after undertaking the SCPHN programme and this is closely related to their work in practice. Public health and leadership are identified as key influences on change, leading to a more confident and proactive approach. Conclusions: Undertaking the SCPHN programme has a significant impact on school nurse perspectives of their role, leading to changed ways of working. It is argued that this will have a positive impact on service improvement. Recommendations are made for the requirement that school nurses hold a SCPHN qualification before practising in a senior school nurse role.

Health visitors' and school nurses' perceptions of promoting dental health in children

This study aimed to explore the views of health visitors and school nurses with regard to their role in oral health promotion and their understanding of the issues surrounding the delivery of effective oral health promotion in their daily practice. A focus group was conducted with school nurses (n=6) and health visitors (n=3) who had recently completed the Evidence-Based Public Health core module as part of their higher degree specialist community public health nurse (SCPHN) programme of study in 2014. A 12-item focus group interview schedule was devised in which face and content validity were established. A thematic analysis was then undertaken in which themes and subthemes were identified. Although health visitors and school nurses are best placed to take the lead on oral health promotion in children and young people, several barriers were identified, which prevented them from performing this role effectively and confidently. A recommendation is made for more training, focused on behaviour change principles of concordance and setting realistic targets tailored to the needs of those children and young people who need it most.

The effect of migration on the attitudes of circumcised women to female genital mutilation

Global migration has led to female genital mutilation/cutting (FGM/C) being seen in many parts of the world, including the UK. The aim of this article is to provide insight into perceptions of FGM/C in migrant communities to inform culturally relevant approaches by specialist community public health nurses working with FGM/C practising families. A review of 10 pieces of primary research found that many women migrating to a European country and coming into contact with health services had a major shift in their attitudes towards FGM/C, from acceptance to rejection of the practice and wanting to protect their daughters. This article will discuss circumcised women's attitudes to FGM/C when living in their home country; their experiences of health care in a European host country and any change in attitudes to FGM/C after migration.

Developing a louder voice for school nurse education

British Journal of School NursingVol. 10, No. 8 RepresentationDeveloping a louder voice for school nurse educationJane WrightJane WrightSearch for more papers by this authorJane WrightPublished Online:4 Dec 2015https://doi.org/10.12968/bjsn.2015.10.8.414AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Nursing and Midwifery Council (2004) Standards of Proficiency for Specialist Community Public Health Nurses. NMC, London Google Scholar FiguresReferencesRelatedDetails 2 October 2015Volume 10Issue 8ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 4 December 2015 Published in print 2 October 2015 Information© MA Healthcare LimitedPDF download

Exploring health professionals' perceptions of promoting oral health in children

Objectives: The study aimed to explore the views of health professionals with regard to their role in oral health promotion and their understanding of the issues surrounding the delivery of effective oral health promotion within their daily practice. Method: A focus group was conducted with school nurses (n=6) and health visitors (n=3) who had recently completed the ‘Evidence Based Public Health’ core module as part of their higher degree Specialist Community Public Health Nurse (SCPHN) programme of study (May 2014). A 12-item focus group interview schedule was devised in which face and content validity were established. A thematic analysis was then undertaken in which themes and sub-themes were identified. Results: Three over-arching themes were identified: the ‘responsibility’ the participants felt they had towards their clients, the responsibility the parents should have towards their children's oral health and the responsibility of the state and its policies; the main ‘barriers’ encountered in the participants' practice; and the need for a ‘cohesive approach’ in promoting the communication of key messages on oral health. Conclusions: Although school nurses and health visitors are best placed to take the lead on oral health promotion in children and young people, several barriers were identified, which prevented them from performing this role effectively and confidently. The participants' belief that the consequences of poor oral health is incentive enough for behaviour change may well have been a main contributory factor to their perceived ineffectiveness and frustration. A recommendation is made for more training, which focused on behaviour change principles of concordance and setting realistic targets tailored to the needs of those children and young people who need it most.

PA30 Why specialist community public health nurses should work in end of life care.

Overview of roots of public health nursing in UK. Specialist Community Public Health Nurses, formerly known as Health Visitors, have been responding to key health priorities in the United Kingdom for the past 150 years. The profession emerged in response to the appalling poverty and high infant mortality rates which characterised nineteenth century Victorian slums, and transformed itself in the twentieth century to provide family welfare "from the cradle to the grave", including social and mental health. Acheson's 1998 definition of public health as "the organised application of resources to achieve the greatest health for the greatest number", dominated practice and preceded The New NHS: Modern and Dependable (1997) which put public health at the top of the agenda. The new approach meant crossing traditional boundaries and putting the 'community' at the centre of healthcare through empowerment. Throughout these changes, the underpinning principles have remained the same, including the search for health needs, stimulation of awareness of health needs, influence on policies affecting health and facilitation of health-enhancing activities. To learn from other public health professionals. Literature review. Specialist Community Public Health Nurses with an interest and experience in end of life care, can apply these same principles to the new public health approach to death and dying, searching for death and dying needs whilst stimulating an awareness. This would lead to exerting influence on policies affecting death and dying and facilitating health-enhancing activities. The public health approach is new to palliative and end of life care so it makes sense to learn from those professionals who have a long history of successfully responding, adapting to change, rising to contemporary challenges and harnessing opportunities. Understanding of how and when the public health agenda emerged. Other professionals have skills we need.

UKSC Conference: Developing Resilience as a Pathway to Health

A recent event held by the United Kingdom Standing Conference on Specialist Community Public Health Nurse Education focused on building resilience, not only in the community but among practitioners themselves.

Preceptorship: Professional development and support for newly registered practitioners

Preceptorship is one aspect of continuous professional development which is vital to support healthcare professionals in the delivery of safe, effective, person-centred care. This article outlines the various aspects of preceptorship for nurses, midwives and specialist community public health nurses in Northern Ireland. It is hoped that the elements within it have transferability across other healthcare professions. The article will help the reader understand where preceptorship fits within a professional development and support continuum.

School nurse education: A Welsh perspective

British Journal of School NursingVol. 8, No. 10 RepresentationSchool nurse education: A Welsh perspectiveDwynwen SpargoDwynwen SpargoSearch for more papers by this authorDwynwen SpargoPublished Online:17 Jan 2014https://doi.org/10.12968/bjsn.2013.8.10.515AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Nursing and Midwifery Council (2004) Standards of proficiency for specialist community public health nurses. London, NMC. Google ScholarWelsh assembly Government (2009) A framework for a school Nursing service in Wales. Cardiff, WAG Google Scholar FiguresReferencesRelatedDetails 1 December 2013Volume 8Issue 10ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 17 January 2014 Published in print 1 December 2013 Information© MA Healthcare LimitedPDF download

The Use of Video to Put Interaction at the Centre of Supporting Parents Communication with Children

AbstractTwo student primary health care professional groups were brought together for two days of training to look at their role and skills in reinforcing and supporting parents in facilitating children’s communication development through interaction. Student Speech and Language Therapists (SLT) and student Specialist Community Public Health Nurses (SCPHN) were introduced to the practice of video interaction as a tool and shown how it could be used with families. The use of video as a powerful tool for reflecting on communication and interaction skills in student professionals also has potential application for other groups. This approach to working with families has wide relevance for educationalists engaged in teaching professional practitioners through reflective and reflexive processes.