Specialist Community Public Health Nurses Research Articles

New Modes of Practice: A Framework Analysis of School Nurses' Accounts of Working With Children and Young People During COVID-19.

To identify new and accelerated modes of practice used by school nurses during the COVID pandemic. To create a quick reference infographic bringing together experiential evidence on the range and considerations regarding different modes of practice for use by the school nursing community of practice. A descriptive qualitative secondary data analysis of open-ended questions in a survey, and focus groups with school nurses. The pragmatic aim was to focus on changes in school nurse modes of practice to ensure continued engagement with children and young people, and school nurses' experience of the benefits and challenges of these modes of practice. Data were collected from 98 school nurse participants across a United Kingdom-wide survey (n78) in April to May 2022, and focus groups (n20) in June to July 2022, within the School Nursing in the Time of COVID project. Data from the seven open-ended questions in the survey and four questions from the focus group were analysed using the framework approach. Modes of practice fell into two categories: individual assessment and support (video-calling platforms, telephone contact, virtual messaging, walk-and-talks and home visits) and group support (wellbeing approaches, social media). Considerations for these modes rooted in school nurses' experience are described. Interpretations were used to create the summarising evidence-based infographic as a quick reference resource for school nurses. There was no 'one size fits all' approach. The modes used by school nurses were adopted or developed out of necessity or resource availability and in response to the specific needs of individuals or groups. The developed infographic provides a quick reference guide to deliver the expressed need for knowledge exchange within the school nursing community by participants in the original studies and can be used to inform current school nurse practice. The developed evidence-based infographic has stand-alone value. It has the potential to raise awareness of the range of different strategies that can be used to facilitate and/or enhance engagement with children and young people, equip school nurses with knowledge to foster innovative and responsive practice and aid critical reflection in a complex post-pandemic landscape. The infographic is a unique resource and is a first step in knowledge exchange based on experiential learning. The resource will be used as the foundation for future work to develop a co-created training resource for school nurse students (undertaking the Specialist Community Public Health Nurses course) and/or continuing professional development resource for established school nurses. This study has been conducted and reported in accordance with COREQ guidelines for qualitative research. A consultation group was closely involved with the planning, conduct and analysis of the original studies. This group consisted of representatives from professional organisations SAPHNA (School and Public Health Nurses Association) and the CPHVA (Community Practitioners' and Health Visitors' Association), a school nurse and a member of the public. SAPHNA have continued in their consultative role for this study and has provided content and usability feedback regarding the infographic. Early findings have been presented to the SN community of practice, and feedback invited, through presentation separately at the CPHVA and SAPHNA annual conference.

A higher education institution's response to the NMC Standards for Student Supervision and Assessment

This case study discusses how a higher education institution (HEI) responded to the Nursing and Midwfery Council's implementation of the Standards for Student Supervision and Assessment to support practice partners with their role in teaching and assessing students in clinical placements. In 2023, after consultation with key stakeholders, the HEI designed and implemented a new level 7 module aimed at enhancing clinicians' knowledge of teaching and assessing students in their practice-based learning environments. The module was designed to support clinicians working in a practice supervisor or practice assessor role in specialist community public health nursing, as there is recognition that this role requires advanced skills in decision-making and professional autonomy. The module has now completed its first year of delivery, with four separate cohorts having completed the taught sessions and the summative assessment. The cohorts have been a mix of health visitors, district nurses and school nurses from nationwide seconding NHS Trusts.

What does leadership mean to specialist community public health nurses?

Using the results of a survey of practice educators and assessors at a higher education institute, this article discusses leadership styles in the context of specialist community public health nursing

Culture: A determinant of breastfeeding in SCPHN practice

The health benefits of breastfeeding are well researched and are recognised by professional bodies both nationally and globally, yet breastfeeding rates for many countries globally fall short of their respective national targets. Efforts have been made within both maternity services and Specialist Community Public Health Nursing (SCPHN) practice to provide training for professionals to improve breastfeeding rates, yet in many areas there remains a focus on the biological factors more than cultural beliefs, despite culture being widely accepted as an integral aspect of needs assessment in the field of SCPHN practice. This article explores the literature to identify cultural beliefs surrounding breastfeeding from both positive and negative perspectives, which further highlighted how SCPHNs can improve their practice in sensitively approaching this subject with new and expecting mothers. The purpose of this review was to identify the significance of culture as a determinant of breastfeeding and highlight potential methods for improving SCPHN practice in this area.

Evaluating the use of reflective cafés in Specialist Community Practitioner and Specialist Community Public Health Nurse programmes.

Background: Specialist Community Practitioner (SCP) and Specialist Community Public Health Nurse (SCPHN) students are required to evidence their competency by the use of reflective practice as part of the NMC proficiencies. A reflective café trilogy comprising of three reflective teaching sessions was developed and introduced into a university programme to support and encourage alternative methods for deeper reflection within this student group. Aim: It was important for educators to evaluate if a reflective café met the student's needs and understand the usefulness of a 'reflective café' as a technique to support the process of reflecting on practice. Methods: Evaluation was undertaken using an online questionnaire. Findings: Students evaluated if the reflective café was useful for their own development and identified that the number of sessions met their developmental needs. Conclusion: The potential to develop alternative methods to reflect was recognised and the team plan to develop other reflective processes to support students in the future.

Why it's time to unite science-based and alternative care in holistic nursing

Sally Star, Holistic Health Practitioner and Nurse with specialisms in specialist community public health nursing, educator, and Founder Member, Holistic Nurses UK (www.linkedin.com/in/sallystaratbioelectriclife).

The effect of infant-maternal attachment on teenage mental health and behaviour

This discussion article uses a practice case study to critically examine the theoretical perspectives relating to child and adolescent development and attachment to demonstrate an understanding of how these can impact the life course. Factors affecting the physical, social and emotional needs of children, young people and their families are identified together with an understanding of the role of the specialist community public health nurse (SCPHN) in supporting their developmental needs. An analysis of the development of the therapeutic relationship is provided along with recommendations for care and future school nursing (SN) practice.

Mental health and emotional wellbeing education in school nursing practice

The emotional health and wellbeing (EHWB) of children and young people (C&YP) are of particular significance to specialist community public health nurses (SCPHN) in the field of school nursing practice as they are key contributors to the health and development of children. This paper will discuss the findings of a strategy critique and a small literature review, aimed at determining if school-based mental health promotion positively influences C&YP's EHWB and how this can affect school nursing practice in Wales.

Review of pre-registration standards

The specialist community public health nursing and specialist practice qualification standards are under review by the Nursing and Midwifery Council. Crystal Oldman urges you to share the opportunity to participate in the consultation

Awareness among health visitors of the association between postnatal depression and intimate partner abuse

Intimate partner abuse and postnatal depression (PND) are of particular significance to specialist community public health nurses in the field of health visiting practice as they are key contributors to the health and development of children. However, evidence regarding the association between these two phenomena is limited. A literature review was conducted to identify ways in which health visiting practice could be informed to identify and support women experiencing intimate partner abuse and PND. The review identified three main themes: a significant co-concurrence between intimate partner abuse and PND; a relationship between lifetime abuse and PND; and the impact of emotional abuse in relation to PND.

Promotion of professional quality of life through reducing fears of compassion and compassion fatigue: Application of the Compassionate Mind Model to Specialist Community Public Health Nurses (Health Visiting) training.

To identify whether a Compassionate Mind Model-based curriculum reduces students' perceived fears of compassion and improves their professional well-being. Enabling compassion is mandatory within nurse education but evidencing it is challenging. Research suggests that application of the Compassionate Mind Model might reduce students' fears of compassion and also decrease compassion fatigue. This study reports outcomes of a post-registration curriculum based on that model for training Specialist Community Public Health Nurses (Health Visiting). A quantitative, prospective evaluation of a 12-month training course for Health Visiting students. Reporting was guided by the STROBE checklist for observational studies. Fears of compassion scales were applied at course start (time 1), mid-point (time 2; +6months) and end (time 3; +12months) to evaluate fears of compassion of 26 post-registration student Health Visitors (81% of course cohort) who provided data at all three points. The Professional Quality of Life tool was administered simultaneously to evaluate compassion satisfaction and burnout/secondary traumatic stress (compassion fatigue). Between time 1 and time 3, mean fears of compassion scores decreased by 16.6-48.5% (repeated measures analysis of variance); mid-point scores were intermediary. At time 3, compassion satisfaction had increased slightly (+4.1%), negatively correlated with fears of compassion for self (r=-0.602; p=.001; n=26) and fears of receiving compassion from others (r=-0.568; p=.002; n=26). Burnout score decreased by 18.7%, correlated positively with fear of compassion for self (r=0.493; p=.011; n=26) and fear of receiving compassion from others (r=0.615; p=.001; n=26). Secondary traumatic stress score decreased by 16.5% but was not correlated with any fear of compassion. Findings suggest that application of the Compassionate Mind Model might reduce practitioners' fears of compassion linked to a decrease in risk of compassion fatigue. The Compassionate Mind Model could provide an effective vehicle to promote compassion and nurse well-being.

A support package for parents of excessively crying infants: development and feasibility study.

Around 20% of 1- to 4-month-old infants cry for long periods without an apparent reason. Traditionally, this was attributed to gastrointestinal disorder ('colic'), but evidence shows that just 5% of infants cry a lot because of organic disturbances; in most cases, the crying is attributable to normal developmental processes. This has led to a focus on the impact of the crying on parents. Parental vulnerabilities influence how parents evaluate and respond to the crying and predict adverse outcomes. By developing evidence-based services that support parents, this study was designed to take the first steps towards national health services that enhance the coping and well-being of parents whose babies excessively cry. Related aims were to improve these infants' outcomes and how NHS money is spent. To develop a novel intervention package to support parents of excessively crying infants and to examine the feasibility of delivering and evaluating it in the NHS. Stage 1 of this study aimed to (1) complete a literature review to identify example support materials, (2) obtain parents' guidance on the support needed when a baby cries excessively, together with their evaluation of the example materials, and (3) develop a support package based on the results. Stage 2 aimed to (1) recruit 60 parents whose babies were currently excessively crying, (2) assess parents' and NHS professionals' willingness to complete a study of the support package, (3) measure the use and evaluation of the package components, (4) estimate the package component costs and (5) provide evidence on the feasibility and methods for a large-scale trial. Primary health care. Stage 1: 20 parents of previously excessively crying infants and 55 health visitors (HVs) or specialist community public health nurses (SCPHNs). Stage 2: 57 parents of currently excessively crying infants and 124 HVs/SCPHNs. The support package included a website, a printed booklet and a programme of cognitive-behavioural therapy-based sessions delivered to parents by a qualified practitioner. (1) Demographic data, (2) figures for parents' use of the package components and continuation in the study, (3) parents' and HVs'/SCPHNs' ratings of the package components and suitability for NHS use, (4) questionnaire measures of parental well-being and infant health and (5) costs. Most parents (95%) accessed the website or printed materials and half (51%) attended the practitioner sessions. All 52 parents and 85% of HVs/SCPHNs providing data would support the inclusion of the package in the NHS. It was associated with reduced parental frustration, anxiety, depression, reported infant crying and contacts with health professionals and increased knowledge about crying. Methods for a full trial and figures for the cost of excessive infant crying for the NHS and each package element were identified. No control group was included. Most of the recruited parents were white, well educated and in stable relationships. Parents and HVs/SCPHNs recognise the need for NHS provisions that support parents of excessively crying babies and consider the materials developed to meet that need. A full-scale randomised controlled trial is feasible and desirable. Current Controlled Trials ISRCTN84975637. This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 23, No. 56. See the NIHR Journals Library website for further project information.

The role of the SCPHN school nurse in raising awareness of female genital mutilation

Migration has resulted in specialist community public health nurses (SCPHN), specifically SCPHN school nurses, encountering female genital mutilation (FGM) more commonly in practice, requiring them to upskill to offer support and raise awareness ( Robinson, 2011 ). A policy was critically analysed, and a literature review conducted, to identify evidence-based strategies to enable the SCPHNSN to effectively raise FGM awareness to school-aged pupils. The findings highlighted three themes – Education, cultural influence and community leader and FGM survivor engagement, which translated into practice as a SCPHNSN-led FGM education project ( Diop and Askew, 2009 , Adeniran et al. 2015 , Galukande et al. 2015 , Raible et al. 2017 , Connelly et al. 2018 , Johnson et al. 2018 ). A project such as this would enable the SCPHNSN to raise pupil awareness, increase knowledge of support services, achieving practice decline over time.

Impact and sustainability of teaching SCPHN students to work therapeutically with families

This article reports on the long-term impact of an innovative module designed for specialist community public health nursing (SCPHN) students entitled Working Therapeutically with Families. The module was designed to develop students' skills and abilities in working therapeutically with families through the use of specific, systemic therapy techniques. The objective of the study was to evaluate the module and assess the effect and sustainability of skills learnt. Forty-three alumni were emailed regarding participation with a link to an online questionnaire. A total of 18 alumni took part in the study. The questionnaire data were analysed by descriptive statistics and thematic analysis. Three years after completing the module, students said that they continued to use the ideas and implement specific systemic therapy techniques. Students also reported improved skills in reflexivity. The module was found to be valuable in SCPHN training and the concepts relevant to practice.

Releasing latent compassion through an innovative compassion curriculum for Specialist Community Public Health Nurses.

To evaluate the impact of a curriculum based on the Compassionate Mind Model (CMM) designed to facilitate the expression of compassion in Specialist Community Public Health Nurses. The CMM identifies that fear of compassion creates a barrier to the flow of compassion. There is some evidence linking self-compassion to compassionate care but no previous research has explored this potential with postregistration specialist community public health nursing students. Prospective, longitudinal design using focus group interviews. Twenty six students (81% of cohort) agreed to participate in a wider evaluation (2014-2015). For this study, two groups were drawn from those participants (total 13 students) who attended audio-taped group interviews at the course mid- and end-points to explore their perceptions on compassion and compassionate care. Transcripts were analysed thematically. Several subthemes were identified. "Cultural change in the NHS", "Workload and meeting targets" and "Lack of time were barriers to compassionate care, as was negative "Role modelling". These were collated under a macro-theme of "A culture lacking in compassion". Secondly, the subthemes "Actualization of compassion" and "Transformation" were collated within a macro-theme: "Realization of compassion". This theme identified realization of latent compassion from their previous roles that in some transferred into students' personal lives suggesting a transformation beyond professional attitude. The curriculum facilitated a realization of compassion in students over the period of the course by enhancing their capacity to be self-compassionate and by actualization of compassion that had previously been suppressed.

A simulation-based learning event to support the education of specialist community public health nurses

Health visitors work with families to promote the good health and development of children under 5 years of age. They enjoy unusual access to the home environment and have a key role in supporting vulnerable families on their caseloads, where issues such as domestic abuse, substance misuse and mental ill health can lead carers to, intentionally or unintentionally, harm or neglect their children. Research suggests that health visitors need to be better prepared with skills to ‘read’ and respond to the complex emotional dynamics within families. By introducing a simulation-based learning event using trained actors as simulated clients, student health visitors are offered the opportunity to rehearse working with a complex family in an immersive home environment. Student evaluation suggests the simulated event is a valuable learning experience.

Putting new therapeutic communication skills into public health nursing practice: the student experience

Specialist community public health nurses (SCPHNs)—who provide universal health promoting services to all families with children in the 0–19 age range—are particularly well placed to influence lifestyle-related health behaviours at an early stage. To undertake this work effectively a toolkit of health promotion strategies is required. This paper reports the findings of a small study which aimed to examine student perspectives about if, and how, education in behaviour change skills impacts on the nature and effectiveness of consultations with clients. It was undertaken at a university in the north of England which has pioneered the teaching of motivational interviewing and behaviour change skills within the SCPHN curriculum. The study took place in 2017. Focus groups, attended by 11 SCPHN students examined students' views and perspectives about engaging with clients and utilising behaviour change skills in practice. Key themes arising from the data were: changing approach, skills and techniques, education and learning, use in practice, and time. Findings indicate that SCPHN students had begun to apply an approach based on Motivational Interviewing to consultations in practice as a result of their education. This is likely to have a substantial impact on practice and client outcomes.

Fit to practise? Assessment of student specialist community public health nurses

A particular challenge for specialist community public health nursing (SCPHN) programme leaders is developing assessment and evaluation processes for students. This article outlines a strategy of combining two competency frameworks for use as part of the SCPHN course at a higher education institute. The frameworks are required to assess students' attitudes, skills and knowledge in relation to this specialist field of nursing practice. Combining the strengths of two different frameworks has the potential to enable practice teachers to assess and evaluate students developmentally. Assessing a student's ability, knowledge, attitudes and skills has proven to be successful using this approach in Wales and is featured in the All Wales Clinical Portfolio (used at four Welsh universities). Students can reflect on and in practice while achieving specific learning outcomes, and practice teachers can use the frameworks to assess competence and proficiency effectively.

Specialist community public health nursing: Understanding and exploring assessment for learning

This article explores assessment ‘for’ learning (AfL), rather than focusing on accreditation or ‘of’ learning. AfL is a process of seeking and interpreting evidence, for use by both the learner and the teacher to inform future learning and development. Exploring assessment through a sociocultural lens provides an alternative in which practice teachers can make sense of the assessment process and in doing so support specialist community public health nurses in their learning and development.

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