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Ionad Oiliúna Altraí Leanaí Centre of Children’s Nurse Education Annual Report 2016
Ionad Oiliúna Altraí Leanaí
Centre of Children’s Nurse Education
Annual Report 2016
2
Table of Contents
1. Our Vision …………………………………………………………………………………………. 4
2. Our Purpose ………………………………………………………………………………………. 4
3. Overview of Continuing Education Programmes Activity for 2015 …………………….…….. 4
4. Development of Staff in the CCNE………………………………………………………………. 10
5. CCNE Strategic Plan (2012-2015) …………………………………………………………….... 11
6. Plan for 2016 ……………………………………………………………………………………… 14
Appendix 1. Total number of attendance for National & Combined Programmes …………… 15
Appendix 2. Activity Levels- OLCHC only ………………………………………………………. 16
Appendix 3. Activity Levels- CUH only ……………………………………………….…….. 17
Appendix 4. Total Activity Levels 2016 ….………………………………………………..…….. 18
Appendix 5. CCNE Model of Continuing Education Delivery…………………………………… 25
Appendix 6. Continuing Education Pathway ……………………………………………………… 26
Appendix 7. Acknowledgements…………………………………………………………………… 27
Appendix 8. Members of the Board of Management of the CCNE &………………………….. 28
Members of the CCNE Education Sub Group
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Executive Summary
The Centre of Children’s Nurse Education (CCNE) is pleased to present its Annual Report for 2016 which
reflects the achievements and outcomes over the past year for continuing education and continuous professional
development (CPD) for Registered Children’s Nurses / Registered Nurses/ Midwives / Allied Healthcare
Professionals and others caring for children with healthcare needs.
The CCNE model supports the delivery of education within the Dublin based children’s hospitals and further links
with other CNMEs nationally in the provision of education locally to staff. The CCNE quality assures education
programmes through the Nursing and Midwifery Board of Ireland (NMBI) and further accredits foundation
programmes and standalone modules through Higher Education Institutes (HEIs). In 2016, the CCNE provided
67 separate programmes ranging in duration from 45 minutes to 9 months. In most of which were delivered on
multiple occasions. Furthermore, in 2016, the number of attendances at programmes was 4,076 which was a
slight increase from the previous year.
Change is a constant theme in healthcare today with advancements in technologies, how care is organised and
delivered, governance and funding structures. Change is particularly evident in children’s nursing due to the
development of the New Children’s Hospital, establishment of the Children’s Hospital Group (CHG) and the
National Model of Care for Paediatric Healthcare in Ireland (2017). Nurses will need further education and
training to provide specialised care and working closer to the child’s home.
In September 2016, the CCNE Strategy (2017 – 2021) was developed in conjunction with the CCNE Board of
Management, Chief Director of Nursing, Children’s Hospital Group (CHG) Directors of Nursing (3 hospitals),
Nursing & Midwifery Planning Development Units, representatives from the Joint Nursing Executive and staff from
the three CCNE sites. The CC NE Operational Plan continues to direct the provision and delivery of
programmes. A memorandum of understanding for Nurse Tutors working across the three children’s hospital sites
was developed and a business case was submitted to the CHG to retain the two new nurse tutors on temporary
contracts.
Carmel O’ Donnell Director of the Centre of Children’s Nurse Education
Annual Report 2016
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1. Our Vision
The vision of the Centre of Children’s Nurse Education (CCNE) is to excel in the delivery of a range of
educational and training services to nurses and healthcare workers working with children and their families,
in order to provide the highest standard of care to children and their families.
2. Our Purpose
The CCNE provides continuing education, training and professional development for children’s nurses, other
registered nurses, support staff, and health and social care staff who provide and deliver health care services
for children across the three children’s hospitals in Dublin. The CCNE also provides continuing education, training and
professional development to healthcare professionals and others working with children across a variety of
settings nationally.
3. Overview of Continuing Education Programme Activity for 2016
In 2016, the CCNE provided 67 separate CPD programmes which ranged in duration from 4 5 m i n u t e s to
9 months. In the majority of cases, each programme was delivered on more than one occasion. In 2016,
the number of attendances at programmes was 4,076 a slight increase from 2015 (3,986 attendees). This slight
increase is attributed to
the recruitment and retention strategy programmes developed for the three children’s hospitals and
decrease in numbers due to
the hold on the Children with Life Limiting Conditions (CLLC) Level A and B programmes. A business
case was developed to recommence the CLLC and develop a complex care needs in
the community- outreach programme. The CCNE is current ly await ing funding from
the ONMSD to progress same. There are current ly 50 nurses on the wait ing l ist for
the CLLC Level B programme.
CCNE
Year Separate CPD Education Programmes Attendances from Local and National Sites
2016 67 4,076
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3.1 Increase in demand
The overall demand on programmes in the CCNE increased in 2016, and the CCNE responded by increasing
the frequency of a number of programmes. The increase in demand for intravenous therapy management can
be correlated with the recruitment of staff and as services develop, the increase in demand for IV cannulation
and venepuncture was noted. Other programmes that increased their frequency of delivery were: central venous
access devices (CVAD) in the Community, Epilepsy Awareness for Schools and Supporting the Mother who is
breastfeeding. Please see chart below to show the increase in demand for specific education programmes.
3.2 Programme Development in 2016
There was ongoing development of programmes in 2016. The priority for the CCNE in 2016 as ascertained by
the prioritising framework and CCNE BOM was the recruitment and retention of nurses. Therefore, the CCNE
facilitated the development and delivery of a transition programme for newly qualified nurses to support them in
the first year of working in the hospital in the hospital.
The CCNE also supported the overseas orientation and adaptation of overseas nurses. Work also commenced
on a Return to Nursing Children’s Programme for nurse who wish to return to children’s nursing after a period
of 5 years or more. Please see below for the programmes developed to support recruitment and retention of
0
20
40
60
80
100
120
140
160
Increase in staff attendance at specific Combined / National Programmes
2015 2016
6
nurses and ongoing development of other programmes.
3.2.1 Programmes developed to support recruitment and retention of nurses:
Transition programme: newly qualified nurses are supported through the transition programme for the
first 9 months after qualifying as a staff nurse. Peer support and mentorship are also significant
components of the programme. Research has shown a direct relationship between the provision of
transition programmes and reduced attrition rates/enhanced satisfaction/professional development. The
transition programme has initially been well evaluated by participants and have stated in their exit
interviews that it has greatly supported them in their work. A summative evaluated of the programme will
be completed in 2017.
The Paediatric Acute Illness Management (Paed AIM) programme: aims to enhance the newly
qualified nurse’s knowledge, confidence and performance to enable them to observe, recognise
deterioration and provide a primary response for the acutely ill child. It also provides clear guidance as to
when to escalate to senior staff for more advanced support thus, encouraging teamwork. Since the
introduction of Paed AIM in 2015, 88 newly qualified nurses have attended the programme and have
found it to be hugely beneficial. The Paed Aim programmes also supports the implementation of PEWS
into the clinical areas.
Overseas Orientation: nurses from overseas that come to work in Ireland face the challenge of a
different culture, working in a different environment and leaving family behind. They are also required to
complete their NMBI registration by completing an aptitude test and a clinical skills exam on consecutive
weekends, within their first two weeks of arrival in Ireland. The overseas orientation programme facilitates
theses nurses to undertake the NMBI adaptation process and prepares them for commencing work in the
clinical areas.
Return to Nursing Programme (RTNP): The RTNP provides an opportunity to children’s nurses who
have not worked in children’s nursing for over 5 years to update and refresh their theoretical knowledge
and clinical skills prior to returning to the workforce. This programme provides opportunities to recruit
children’s nurses back into the workforce. This programme is planned to be delivered in September 2017.
Foundation programmes: The current nurse tutors support the nine month, PICU Foundation
programme which is accredited with UCD (Level 8). The PICU foundation programme is fundamental to
the educational pathway of the nurse on PICU and supports the junior staff nurse with both theoretical
and clinical tuition There are also plans to develop a cardiac and operating theatre foundation
programmes and further accredit these programmes with a third level institute.
IV Study Day: Due to the ongoing recruitment of nurses, the mandatory IV study day had to be increased
to 10 times per year in 2016. The number of IV study days will have to be reduced to 3/4 times per year
should the CCNE not have inadequate resources to deliver same. Therefore, leaving the clinical areas
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with long delays in staff uses being able to administer IV medication to children. This presents a direct
risk to the quality and safety of care.
Medication Safety Management to Children: The provision of mandatory medication safety
management sessions for all registered nurses in the three children’s hospitals ensures that nurses are
instructed in best practice in the administration of medicines. Moreover, nurses are made aware of the
local and national policies and standards that must be adhered to in order to reduce the risk of medication
error. It also ensures that the hospital is compliant with NMBI and HIQA Standards (2016) in relation to
Medication Safety.
3.3 Ongoing programme development
All programmes are subjected to ongoing evaluation and review to ensure they meet both learning needs and
service needs. Please see below for a number of programmes that were reviewed in 2016.
Non-invasive ventilation (NIV): The use of NIV in children is becoming more frequent as the diagnosis
of significant sleep disorders is increasing plus, the recognition of the importance to the child’s health and
wellbeing to intervene and treat these disorders. The NIV study day is a multidisciplinary day with
attendances are nurses and physios from paediatric centres around the country. They along with staff
from OLCHC require this study day to better equip them to care for these children in their own local
hospitals and communities thus reducing bed stay and hospitalisation. The first two programme were
held in 2016 and evaluated very well.
Leading in Uncertain Times (LIUT): Leading in Uncertain Times is a two day programme designed to
enhance, strengthen and develop leadership skills amongst staff nurses and nurse managers. One of the
components of the days is that all participants must develop a small quality improvement project in their
own local areas with the support of their line managers. Furthermore, the LIUT supports integration as it
is delivered to staff across the three children’s hospitals and for many it is the first time they have met
with peers from the other hospitals.
Gastrostomy Programme: the aim of the programme is firmly placed on safe and quality care of children
with a gastrostomy in any setting. It therefore, provides essential education and support to those caring
for children with a gastrostomy in both acute and community settings. Places on this programme are high
in demand due to the increasing number of children with a gastrostomy and children being discharged to
the community setting. Therefore, the frequency of this programme was increased in 2016.
Epilepsy Programmes: The nurse tutor has responsibility for the coordination and development of two
epilepsy programmes, one programme for registered nurses and one for school staff. Review of the
nursing programme in 2016 supported a learner-centred approach and introduced the voice of a parent.
This ensured that the input from the child and family was embedded within this programme. Both
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programmes have a high demand for places. The nursing programme is facilitated in response to the
clinical needs of nurses. The school’s programme is responsive to the volume/ individual needs of children
with epilepsy who are attending school. It is essential that school staff are educated in the safe care of
children who are at risk to have a seizure.
Immunisation: Immunisation education sessions are responsive to national developments to the
Childhood Immunisation Schedule. A significant change to the schedule was introduced in Oct 2016,
requiring specific education to support this change in practice. The CCNE is currently working with
practice development, neonatal nurse specialists and pharmacy to assist with the introduction of
education and specific documents to support safe immunisation practice.
Anaphylaxis: there are plans to introduce an anaphylaxis training programme in the CCNE in 2017.
This programme will offer education for those in acute and community settings and will provide the
knowledge and skills required to manage a child with an anaphylaxis reaction and shock. This
programme will be essential to support the professional development of registered nurses delivering the
national immunisation schools programme and those nurses working within an acute setting.
The Paediatric Early Warning System (PEWS): PEWS was introduced into the three children’s
hospitals in 2015. CCNE staff were involved in the National Steering Group and development and
review of the PEWS national and local education programmes. A blended learning approach to PEWS
education is proposed for development in 2017.
Personal Performance Development Plans (PPDPs): Information Sessions on PPDP introduced to
guide nurses employed in the OLCHC in identifying their learning and development goals and to assist
nurse managers to facilitate staff achieving these goals.
3.4 Other National Initiatives: the CCNE further supports the three children’s hospitals, ONMSD, NMPDU and
Children’s Hospital Group with the national agenda by having representation on national groups. Examples of
such groups are the IV cannulation and Venepuncture for children, Care of a Child with a CVAD in the community,
eLearning governance group, PEWS, National Children’s Guidelines Group, Senior Children’s Nursing Network
and NCH Facilities Group. The CCNE staff were also involved in the development of the ONMSD hub for
information for nurses in Ireland. Furthermore, the CCNE will have a pivotal role in the delivery of the National
Model of Care for Paediatric Healthcare in Ireland in conjunction with the Centres of Nursing Education and
Learning and Developments Centres nationally.
3.5 Blended Learning and E learning: provide healthcare staff with a valuable online resource for training and
development. Advantages of blended learning and E learning are long-term economic savings and increased
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flexibility for users. Online resources will play an increasingly important role in the ongoing education of health
care professionals. The CCNE has applied for funding from the NMPDU and ONMSD for a Learning Technologist
for 1 year. The purpose of the post will be to support and assist educators and subject experts in developing a
broad and innovative range of local and national blended learning and eLearning programmes that reflect the
vision of the CCNE. The CCNE supports the ONMSD by being represented on the national eLearning governance
group.
3.6 Quality Assurance of Programmes
The CCNE quality assures education programmes through the Nursing and Midwifery Board of Ireland
(NMBI) and further accredits foundation programmes and standalone modules through Higher Education
Institutes (HEIs), therefore, facilitating an essential role with the impending NMBI regulation on Maintaining
Professional Competence. The CCNE was involved with University College Dublin in their review of CPD
education in line with Quality and Qualifications Ireland (QQI) standards.
3.7 National Children’s Hospital (NCH) Tallaght Education programmes
The record of attendances by nurses at educational programmes at the Centre for Learning and Development (CLD)
at Tallaght Hospital also includes those nurses from the National Children’s Hospital (NCH), Tallaght. The model
for learning and development adopted within the CLD at Tallaght Hospital includes all staff irrespective of their
discipline from Tallaght Hospital plus healthcare staff working in the community. It is not possible at this time to
accurately extrapolate the numbers of children’s nurses attending education programmes delivered in the CLD.
The CLD Tallaght provides the following programmes dedicated to children:
Basic Life Support for adults, children and infants
Advanced Paediatric Life Support
Child Protection Awareness Training
Paediatric Early Warning System Education (formerly Paediatric Compass Programme).
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4. Development of Staff in the CCNE
4.1 CCNE Staff Resource
Children’s nursing is currently under immense change due to the establishment of the Children’s Hospital Group
(CHG), the development of the New Children’s Hospital and the implementation of the National Model of Care for
Paediatric Healthcare in Ireland. Integration and standardisation of services is a constant theme throughout this
change process. Plus, nurses will need further education and training to provide specialised care to children and
working closer to the child’s home. In parallel, the demand for CPD and mandatory programmes is increasing
year on year. The impending requirements set by The Nurses and Midwife Act (2011) and the Code of
Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2013) which, states that a
registered nurse/ registered midwife shall maintain professional competence on an ongoing basis is a significant
causative factor. However, in order to achieve high quality, accessible education and training, adequate resources
are required in the planning, coordination and delivery of same.
The risks that were identified in the CCNE Risk Assessment (2015), due to insufficient staff to develop and deliver
continuing education in the CCNE were accepted and two nurse tutors were appointed on a two year temporary
contract until September 2017. The two nurse tutors are currently undertaking their educational master’s degree
to be eligible to become a Registered Nurse Tutor. A Grade VI Manager’s position (from a Grade V) was endorsed
for a period of 2 years, with the intention of permanent ratification at the end of the 2 year period. Therefore,
should funding not be secured to continue these posts, the CCNE will no longer be in a position to maintain the
delivery of current programmes and support the ongoing professional development of clinical staff. Furthermore,
the CCNE will have to cease its commitment to the recruitment and retention strategy of the children’s hospital
and children’s hospital group. A further CCNE business case and risk assessment was developed in 2016 to
maintain these positions.
4.2 Professional Development of CCNE Staff
Two nurse tutors from the CCNE are currently undertaking their master’s programme in education and one
clinical nurse facilitator on the sub education group is undertaking their masters in child health and wellbeing.
The CCNE staff also attended a number of national conferences and master classes that were relevant to
education, including:
Education Masterclass on E-Portfolios, RCSI
Early recognition & management of fabricated/induced illness
Economic Evaluation for Clinical Guidelines, NCEC, DOH
Paed AIM Train the Trainer
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Disability Awareness training
Survey Monkey Training – TCD
PDP Training
Blended Clinical Nursing Skills and Nursing Core Values’ study day (AMNCH – 2 CEUs) and PLS.
Open Disclosure Training
NMPDU Nursing Conference
Simulation Training Seminar UCC
5 . CCNE Strategic Plan
The CCNE Strategic Plan (2012-2015) was extended to cover 2016 and the CCNE Strategic Plan (2017-2021)
was developed. The CCNE’s analysis of current provision and readiness for the move into the National Model of
Care and New Children’s Hospital have informed the four strategic objectives as outlined below.
1. Readiness to meet the expected rise in demand for education and training
2. Contributing to the quality of healthcare for children and families
3. Ensuring nurses readiness and competence for the National Model of Care
4. Preparation for the move to the New Children’s Hospital
The four strategic objectives outlined in the CCNE Strategic Plan (2017-2021) and implemented through the
CCNE Operational Plan (2017).
(i) Promote the CCNE & enhance awareness
An article describing the work of the CCNE was published in ONMSD newsletter, February 2016 .The CCNE
Communication Strategy was rev ised. The CCNE micro site on the HSE website continued to be developed
and updated. The national CNME database to standardise booking procedures has being replaced by a HSE
HELM database that is currently being piloted in AMNCH Tallaght and awaiting national implementation. The
CCNE c o n t i n u e d t o m o n i t o r i t s log of waiting lists to identify the demand and waiting lists of
programmes. The CCNE Prospectus and Outline of Programmes for 2016 was published in hard copy,
PDF, on the hospitals’ websites and distributed through relevant services nationally.
(ii) Ensure all programmes are aligned to the National agenda
All programmes reflect the national agenda in relation to children’s healthcare and healthcare in general. The
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CCNE continued to have a pivotal role in the design, development and delivery of a range of national
programmes, guidelines and committees in 2016 such as:
Medication Management
Paediatric Early Warning System (PEWS)
Governance e-Group for the development of E-learning
O N M S D ‘ h u b ’
Venepuncture and Peripheral IV Cannulation
Return to Nursing/Midwifery Practice Programmes
Care of the Child with a CVAD in the community
Senior Children’s Nursing Network
National Guideline Group
(iii) Continue to develop the CCNE as an efficient and effective organisation
The CCNE Operational Plan (2016) was developed, timelines and leads were identified with priorities and
targets set and monitored using RAG status. Acknowledgment was given to staff on targets achieved for 2015.
A standard approach continues to be taken to combine relevant programmes within the three children’s
hospitals. Established combined education programmes within the three children’s hospitals continue to
be delivered and require continuous support. All relevant CCNE programmes were quality assured
through the Nursing and Midwifery Board of Ireland (NMBI) or were accredited through the appropriate
universities. The CCNE was also involved in the review of UCD continuous professional development review
group in line with QQI standards.
(iv) Continue to empower and enable nurses caring for children through supporting
professional development
Nurses need to learn to improve patient care and maintain their clinical competency as staff nurses. One way on
maintaining nurse’s clinical competency is through continuous professional development. Whether the nurse
wishes to incorporate education into their existing career or use it to further their career prospects, it is essential
that nurses engage in continuing education, professional and personal developments to maintain their
professional competence.
The CCNE supports informal and formal education to support the nurse’s professional development, examples
include:
Informal learning is generally unscheduled and an impromptu way of learning. Examples of informal
education are nursing engaging in reflective practice, journal clubs, case-conferences, clinical supervision,
preceptorship, mentorship, workshops, role modelling and observational learning.
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Formal learning is carefully controlled and structured training which is organised and delivered by a
dedicated institution or department. Examples of formal learning are study days, conferences, education
programmes, lectures. ELearning/ blended learning and problem based learning.
The CCNE updated the Continuing Education Pathway in 2016 to incorporate the transit ion programme
for new graduate staff nu rses. A learning pathway is a structured route, taken by a learner through a range
of activities and education, which allows them to build knowledge progressively. The philosophy that underpins a
learning pathway is that the student should learn, progress, enjoy, and be stimulated as they progress along the
pathway. It is fundamental that the learner allows themselves time to consolidated their knowledge, skills and
attitudes along the pathway to give them confidence and expertise needed prior to moving onto the next stage of
their career development. (Please see appendix 6).
.
(v) Programmes developed are responsive to current and future service needs
The CCNE Prospectus (2016) was prepared based on learning needs and resources. A CCNE Prioritising
Framework was used to prioritise educational programmes and objectives for 2016. Recruitment and retention
of nurses was deemed to be a significant priority in 2016. The Learning Needs Analysis toolkit was updated
in 2016 and area managers aske to priorities their needs for 2017.
The CCNE actively engages with clinical services to ensure that programmes are developed which meet the
current and emerging needs. The Board of Management consists of representation from the children’s
hospitals, which ensures congruence between service needs and education delivery.
Staff from the CCNE are on the steering group and have attended the Senior Children’s Nursing Network which
is a forum for senior children’s nurses from the children’s hospitals and regional paediatric units to meet. The
Network provides the CCNE with the opportunity to engage with stakeholders in children’s nursing on a national
level. This engagement informs the development of programmes which are responsive to the national need.
The CCNE is continuously engaged with the New Children’s Hospital (NCH) and Children’s Hospital Group
in the design and facilities for the NCH. The CCNE is also involved in the planning of IT education
facilities for the NCH.
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6. Plan for 2017
T h e CCNE Strategy (2012–2015) and Operational Plan continued to direct the provision and delivery of
programmes during 2015. The CCNE Strategic Plan (2012-2015) was extended to cover 2016 and the CCNE
Strategic Plan (2017-2021) was developed in 2016. The CCNE’s analysis of current provision and readiness for
the move into the National Model of Care and New Children’s Hospital have informed the four strategic objectives
as previously stated above.
The Learning Needs Analysis toolkit was updated in 2016 and divisional managers and Directors of Nursing
were asked to undertake learning needs in their local areas and priorities their needs in line with their service
requirements and national agendas. Some of the priorities that were identified for 2017 included:
Blended learning /eLearning:
Select programmes for a blended learning /eLearning approach to learning/ Blended learning- pain,
medication safety management for children, mandatory training
Retention and recruitment programmes:
Transition programme, adaptation orientation and Return to Children’s Nursing Programme
Programmes for development:
Foundation Programmes –Emergency Department, Cardiac and Operating Theatre
Renal Programme (level 9 module) TSCUH
CNF, CNE education query train the trainers programme
Education for CNSs on teaching a clinical skill
PPDP education and portfolio development
Complex care needs and CLLC Programmes- review and development
Deescalating techniques
Legal training and IT education for CCNE sub education group
Schools programmes- anaphylaxis, dermatology and bedwetting
‘Train the Trainers’ model of education
School Immunisation Programmes
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0
50
100
150
200
250
Combined / National Programmes 2016
OLCHC TSCUH NCH Other Sites
Appendix 1
16
0
50
100
150
200
250
300
350
OLCHC In-house Programmes 2016
Appendix 2
17
0
50
100
150
200
250
300
350
TSCUH In-house Programmes 2016
Appendix 3
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CCNE Educational Activity Levels 2016
Title of Programme
Combined / National
Programmes
Length of programme /
No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016 Provider
Advanced Paediatric Life Support TSCUH / NCH 20 hrs (2 days) (1 prog /year)
ALSG TSCUH = 30 30
Care & Management of a Central Venous Access Device when used for a Child in the Community
OLCHC 4 hours (2 prog./Year)
Category 1 OLCHC = 5 5
Care of the Child with a Gastrostomy OLCHC / TSCUH
7 hrs. (3 progs./Year)
Category 1 OLCHC = 30 TSCUH = 24
54
Caring for a Child with a Tracheostomy OLCHC / TSCUH
7 hrs. (13 progs./year incls. -
Category 1 OLCHC = 142 TSCUH = 86
228
Caring for a Child with Diabetes Education Day TSCUH 7.5 hrs. (?
progs./Year) Category 1 TSCUH = 7 7
Caring for a Child with Epilepsy OLCHC /
TSCUH / NCH 7 hrs. (2
progs./Year) Category 1
OLCHC = 20 NCH = 22
42
Caring for the Child with a Life Limiting Condition (Level A)
OLCHC 6.5 hours (3 prog/Year)
Category 1
NCH = 51 Milford Care Centre
Limerick = 49 OLCHC = 38
138
Caring for the Child with a Life Limiting Condition (Level B)
OLCHC 42 hrs. (7 days) (x 2 progs/year)
Category 1 OLCHC = 19
Milford Care Centre Limerick = 33
52
Caring for the Critically Ill Neonate OLCHC 7 hours (1 prog./Year)
Category 1 OLCHC = 16 16
Appendix 4
19
Title of Programme
Combined / National
Programmes Length of
programme / No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016 Provider
Child & Adolescent Mental Health Disorder Day TSCUH 7.5 hrs. /
(1 prog./year) Category 1 TSCUH = 20 20
Children's Outreach Nurses - Continuing Professional Development
OLCHC 6.5 hrs. (3 prog./year)
Category 1 OLCHC 21
Epilepsy Awareness Sessions for Schools OLCHC / NCH 4.5 hrs. (4
progs./year) NO
OLCHC = 54 NCH = 11
65
Intravenous Therapy Management OLCHC / TSCUH
7 hours (10 progs./Year)
Category 1 OLCHC = 103 TSCUH = 48
151
IV Cannulation Blended Learning Education programme for Children
OLCHC / TSCUH
4 hours (8 progs./Year)
Category 1 OLCHC = 29 TSCUH = 22
51
Leading in Uncertain Times OLCHC /
TSCUH / NCH 14 hrs. (2 days) (2 prog./Year)
Category 1 TSCUH = 13 NCH = 18
31
Management of Children’s Pain OLCHC /
TSCUH / NCH 7 hours (4
progs./Year) Category 1
OLCHC = 60 TSCUH = 27
87
Management of the Acutely Ill Child (Ward Level)
OLCHC 35 hrs. (5 days) (x 1 prog./year)
Category 1 OLCHC = 22 22
NS485 Care of Children & Adolescents with Diabetes (Stand Alone Module)
TSCUH 55 hrs. (7 days) (x 1 prog./year)
DCU TSCUH = 17 17
20
Title of Programme
Combined / National
Programmes Length of
programme / No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016 Provider
NS480 Care of a person with an Inhertied Metabolic Disorder (Stand Alone Module)
TSCUH 55 hrs. (7 days) (x 1 prog./year)
DCU TSCUH = 12 12
NS465 Care of the Child with an Airway Dysfunction (Stand Alone Module)
TSCUH 55 hrs. (7 days) (x 1 prog./year)
DCU TSCUH = 12 12
NS486 Children's Neuroscience Nursing Care (Stand Alone Module)
TSCUH 55 hrs. (7 days) (x 1 prog./year)
DCU TSCUH = 13 13
Paediatric Life Support Programme TSCUH 10.5 hrs. (1 day) (x 2 prog / year)
ALSG TSCUH = 34 34
Supporting the Mother who is Breastfeeding her Infant/Child
OLCHC 7 hrs. (4 prog./year) Category 1 OLCHC = 80 80
Venepuncture Blended Learning Education Programme for Children
OLCHC 4 hours (2 prog./Year)
Category 1 OLCHC = 10 10
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Title of Programme TSCUH
Programmes only
Length of programme /
No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016
Bereavement 7.5 hrs. (2
progs./year) NO 20
Basic Life Support Training (BLS) 5.5hrs (71 prog /
year) IHF 348
Child Protection Awareness Training 7.5 hrs
(6 progs / year) Category 1 121
Child Protection Awareness Training for Auxillary Staff
3 hrs
(5 progs / Year) Category 1 63
Ensuring Competency in the Clinical Setting 7.5 hrs. (1 prog./Year)
NO 21
FETAC Care Skills Module 15.6 hrs (2 day prog) (x 1 prog /
year) QQI 7
FETAC Caring for Children in Hospital Module
23.4 hrs (3 day prog) (x 1 prog /
year) QQI 7
FETAC Child Development Module 23.4 hrs (3 day prog) (x 1 prog /
year) QQI 5
Haemovigilance Training 2.5 hrs.(51 Progs /
Year) NO 317
Hand Hygiene 1 hr. NO 254
Heartsaver Training for non-nusing staff 4.5 hrs. (9 progs /
year) IHF 40
Imported Port Training 2 hrs. (2 progs /
year) NO 10
Individual Ward Education Days 7.5 hrs. (11 progs /
year) NO 84
22
Title of Programme TSCUH
Programmes only
Length of programme /
No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016
Management of Actual or Potential Aggression (MAPA)
10hrs (10
progs./Year) NO 78
Medication Safety Awareness Sessions 2.5 hrs. (22 sessiions
/ year) Category 1 142
Non-Invasive Ventilation Training (NIV) 7.5 hrs. (2
progs./Year) NO 16
Orientation for New Staff Nurses (BCGN) 15 hrs. (2 day prog) (x
2 prog / year) NO 22
Orientation for New Staff Nurses (PRCN) 15 hrs. (2 day prog) (x
2 prog / year) NO 12
Paediatric Early Warning System (PEWS) Training - Train the Trainer
3.5 hrs. (x 1 prog /
year) NO 6
Plsama Exchange Study Day 8 hrs. (x 1 prog / year) NO 10
Preceptorship 7.5 hrs. (3
progs./Year) Category 1 34
Presentation Skills Training 3.5 hrs. (x 2 prog /
year) NO 14
Resuscitation Training (NCHDs) 1 hr. (16 sessions) NO ALSG 34
Resuscitation Training (Parents) 1 hr. (73 sessions) IHF 119
Supporting Nursing Students with a Disability in Practice
5 hrs. (1 prog / year) NO 15
Wound Care Management in Children 7.5 hrs. (1 prog./Year) Category 1 15
23
Title of Programme OLCHC
Programmes only
Length of programme /
No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016
Caring for the Child with Sickle Cell Disease and Thalassaemia
7.5 hrs. (2 prog./year) Category 1 OLCHC 45
Child Protection Awareness Training 6.5 hr. (5 progs./year) Category 1 94
Child Protection Awareness Training (Ancillary/Non Frontline Staff)
3 hr. (3 progs/year) NO 47
Child Protection Awareness Training (Refresher)
2 hrs. (4 progs./year) NO 47
Clinical Audit Day (CNM II & III, CNFs, CNSp) HSE / CCNE 6.5 hrs. (1 prog./year) Category 1 22
Colorectal / Stoma Care Study Day 6.5 hrs. (1 prog./year) Category 1 26
Combined Mandatory Training Days (Infection Control / Haemovigilance / CFC Updates + PILS or Patient Handling
4½ hrs. = HIC 7½ hrs = HIC +
Pt.Handling 8½ hrs. = HIC + PILS
(12 progs./Year)
Category 1 303
Epidural Sessions 2 hrs. (6 progs./Year) NO OLCHC = 38 38
Final Journeys Communication Training 7 hours (3
progs./Year) Category 1 33
Immunisation - Update Session on the Administration of Vaccines
45 min. (4
sessions/year) Category 1 20
Medication Safety Management Workshop 2 hrs. (16
sessions/year) Category 1 164
Non Invasive Ventilation (NIV) 7.5 hrs. (1 prog./Year) Category 1 37
24
Title of Programme OLCHC
Programmes only
Length of programme /
No. times per year
NMBI Approved Category 1
Accredited Location of
Programme Delivery
Total No. of Participant
Attendances 2016
Paediatric Acute Illness Management (PaedAIM)
7.5 hrs. (2
progs./year) Category 1 36
Paediatric Intensive Care Unit Foundation Programme
26 week programme
(1 prog./Year) UCD 13
Preceptorship 7 hrs. (4 progs./Year) Category 1 50
Preceptorship Refresher 2 hrs. (2 progs./Year) Category 1 3
Quality Day (Transition Programme) 8.45 hr. (1 prog./year) Category 1 21
Caring Communication Day (Transition Programme)
8.45 hr. (1 prog./year) Category 2 19
Total No. 4,076
25
Appendix 5
CCNE 02/16
26
Appendix 6
27
Appendix 7 - Acknowledgements (in alphabetical order)
The CCNE wishes to acknowledge the support and assistance from the following in 2016:
Administrative Staff in the CCNE
CCNE Board of Management
CCNE Education Sub Group
Clinical Staff both locally and nationally- (Clinical Nurse Facilitators/Educators, Clinical Nurse
Managers, Clinical Nurse Specialists, Staff Nurses, IV and Phlebotomy Teams)
Clinical Placement Co-ordinators
Director and Staff of Nursing and Midwifery Planning Development Unit
Irish Hospice Foundation (IHF)
Members of the multi-disciplinary teams
Nurse Practice Development Units
Registered Nurse Tutors, Teaching Staff and Programme Coordinators
Senior Nurse Management of the three children’s hospitals
School of Nursing and Human Sciences, Dublin City University
School of Nursing and Midwifery, Trinity College Dublin
School of Nursing, Midwifery and Health Systems, University College Dublin
The Nursing and Midwifery Board of Ireland
University College Dublin (UCD)
3
Appendix 8
Members of the Board of Management of the CCNE (2016)
Susanna Byrne
Marian Connolly
Anne Brennan
Suzanne Dempsey
Grainne Bauer
Carol Hilliard
Rachel Kenna
Caroline O’Connor
Siobhan O’Connor
Carmel O’Donnell
Fionnuala O‘Neill
Director NMPDU Dublin South, Kildare & Wicklow (Chairperson)
Paediatric Directorate Nurse Manager NCH
Director NMPDU, Dublin North
Chief Director of Nursing, The Children’s Hospital Group
Director of Nursing, Temple Street Children’s University Hospital, TSCUH
Nursing Practice Development Co-ordinator, OLCHC
Director of Nursing, OLCHC
Nursing Quality, Practice & Research Co-ordinator, TSCUH
Nursing Practice Development Co-ordinator, Paediatric Directorate NCH
Director, Centre of Children’s Nurse Education
Nursing Practice Development Co-ordinator, OLCHC
Members of the CCNE Education Sub Group (2016)
Naomi Bartley
Fiona Carney
Anne Marie Cullinane
Kathleen Fitzmaurice
Carol Hilliard
Shenda Matthews
Jennifer Mc Cormack
Noreen Mc Ginty
Aisling Mulligan
Siobhan O’Connor
Carmel O’Donnell
Angela Ryan
Michaela Schuman
Acting Nurse Tutor, CCNE, OLCHC
Clinical Placement Co-ordinator, TSCUH
Post Graduate Education Co-ordinator, TSCUH
Registered Nurse Tutor CCNE, OLCHC
Nursing Practice Development Co-ordinator, OLCHC
Continuing Professional Development Co-ordinator, TSCUH
PICU Foundation Programme Co-ordinator, OLCHC
Locum Clinical Education Facilitator, TSCUH
Acting Nurse Tutor, CCNE, OLCHC
Nursing Practice Development Co-ordinator, Paediatric Directorate NCH
Director, Centre of Children’s Nurse Education (Chair)
Registered Nurse Tutor, CCNE, OLCHC
Locum Clinical Placement Coordinator, TSCUH
