24th November 2011, Liverpool BT Conference Centre. Julianne Harlow, Alison Healey & Florence May Ingham
Gaining Baby Friendly accreditation for a Specialist Community Public Health Nursing (Health Visiting) programme
Specialist Community Public Health Nursing• Health Visiting • 52 week programme• Undergraduate and Postgraduate• 50% theory & 50% practice• Practice Teacher• Profile of students varies• Breastfeeding training traditionally provided
• Bolling et al (2007)• Breastfeeding initiation 12% lower than national average• 17% of babies breastfeeding at 6 months
• Latest DoH figures (Apr-June 2011)• Policy & Guidance at all levels• Programme quality• Fitness for purpose & practice• Interest & Commitment
• Knowledge & understanding within Higher Education Institution
Identifying Stakeholders • Parents and their supporters• Students• Department of Health North West• NHS North West• Greater Manchester Public Health Network• Directors of Public Health• Local Trusts
– Bolton NHS Foundation Trust– Bridgewater Community Health Care NHS Trust– Central Manchester University Hospitals NHS Foundation Trust– Pennine Care NHS Foundation Trust– Salford Royal NHS Foundation Trust
Steering & Operational Groups• Key professional stakeholders• Managers • Infant feeding leads• Commissioners• Practice Teachers• Terms of Reference• Met regularly• Groups eventually merged
User and carer participation event
Stage One assessment
• Valuable process!• Curriculum document• Lesson Plans• Practice portfolio• Evidence concerning orientation of mentors to
meet the standards• Training for practice teachers & university staff
Collaboration, longevity and the wider footprint
A strategic approach was essential to ensure longevity to the provision of the programme
Collaborative Working: The Key to Success
• Operational– Clear aims around the structure and components of
training• Steering group
– Clear aims to oversee operational group and feed up to Chief Executives in Trusts, DPHs, Principal lecturers & GM Breastfeeding strategic group
– To ensure full collaboration feedback from students & service users gathered from focus groups was used to inform processes at all levels
Different challenges• Engagement• Training: Whose responsibility?• Rewards for training• Different Trusts being at different stages of their
own BFI accreditation process• Duplication of training & assessment• Ensuring consistency of university & practice
based training• Health Visitor Implementation Plan
Teaching & Assessment• Semester 1
2 days Trainers
• Semester 21 day in uni with practice teacher Observed Structured Clinical Examination
• Throughout Practice placement Practice portfolio Resources
Service user representation in teaching
• Joint learning by students• Strengthened professional relationships • Collaborative working more effective • Trainers gained experience in a different
context• Potential cost saving• Contributes to practice targets and goals
The Student’s Perspective
• Some students had already received baby friendly accredited breast feeding training in their Trust.
• Individual values were challenged which can be difficult to do.
Positives / Perspective transformation
• Listening to the experiences of other group members gave a broad overview of practice.
• The course leaders furnished the group with information required to effectively support breast feeding mothers whilst gently illustrating the weaknesses in practices of years gone by.
Stage Two assessment
• Prior to becoming a Student Health Visitor I felt I had a sound knowledge base relating to breast feeding.
• My experience of breast feeding was at a personal and professional level.
• Baby Friendly Training Course illustrated many gaps in my knowledge.
• I was supported by an excellent Practice Teacher and team.
Student benefits• Baby Friendly training was a gift from Bolton
University, Chris and Alison who delivered the course and from UNICEF and, as we all know, gifts are for sharing.
• This knowledge is a foundation of my daily practice.
• To empower mothers, through education and support, to make informed choices for themselves and their babies is priceless.
• Let us seize these chances to empower, support and make a difference!
• Contributed towards other university goals• Raised profile• Reputation • Added value• Fitness for purpose & practice• Contributes to healthy university
status• Opportunities for wider dissemination
• The start!• Share the process and good practice with
neighbouring and other universities• Safeguard accreditation• Ensure updating of university staff• Formal evaluation• To make training available to early years