Information Booklet for Maternal Health and Early Years Placements In this booklet you will find information relating to students undertaking the Bachelor of Nursing (Child Health) programme. There are suggestions for ensuring the students receive an optimal experience in your placement area, as well as guidance for mentors and other staff supporting students in Maternal Health and Early Years areas. If you have any questions regarding this booklet, please contact: Mark Freeman-Ferguson The students attending your practice placement area are Year 1 students and this may be their very first placement on the programme. 1
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Information Booklet for Maternal Health and Early Years Placements
In this booklet you will find information relating to students undertaking the Bachelor of Nursing
(Child Health) programme. There are suggestions for ensuring the students receive an optimal
experience in your placement area, as well as guidance for mentors and other staff supporting
students in Maternal Health and Early Years areas.
If you have any questions regarding this booklet, please contact:
Standards for Pre-Registration Nursing (Nursing and Midwifery Council- NMC)
The standards for the structure and nature of the pre-registration nursing programme are
underpinned by the Nursing Midwifery Council (2010) Standards for Pre-registration Nursing
Education, essential skills clusters (ESCs) and local and national initiatives.
The programme requires 360 credits for successful completion, comprising
120 credits at level 7
120 credits at level 8
120 credits at level 9
All successful students will exit with a Bachelor of Nursing (BN) (Child Health). The Programme
consists of 50% Practice & 50% Theory. The application of theory to practice in academic setting is
undertaken by the lecturer as part of the university’s programme. A variety of assessment
strategies are used throughout the programme, including OSCEs, multiple choice questions,
portfolios and exams.
Bachelor of Nursing (Child Health) Programme - YEAR 1 Trimester 1 of the programme is solely theory and encompasses the following modules, students
from all four fields of practice are taught together, and midwifery students undertake the latter two
modules.
Theory and Skills Applied to Nursing
Perspectives of Health and Professional Practice
Life Sciences applied to Nursing/ Midwifery
Social Sciences applied to Nursing/ Midwifery
In Trimester 2 the students undertake a child health specific theory module, exploring the
physical, psychological, and emotional development of infants, children and young people.
This module runs alongside the students’ first practice module (see year timeline below). This
module builds on the content taught in trimester 1 and includes embryonic development, foetal
development, foetal abnormalities, attachment and other developmental theories, breast
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feeding and developmental stages of childhood and adolescence. Play and Play theory are
explored in the students’ Preparation for Practice week. The students also explore Getting it
Right for Every Child (GIRFEC) and the Early Years Framework.
Child Health students will be allocated a placement of 4 weeks in maternal health areas
(community midwife placement or antenatal /postnatal placement) and 4 weeks in a nursery or
early years centre. Child Health students also undertake 4 weeks with School Nurses and 4
weeks with Health Visitors.
Suggested learning experiences for BN (Child Health) programme may include the opportunity
to participate in the following activities (as appropriate to the placement);
assessment and care of mothers
babies and families
medicine management
clinical observations
infant feeding
baby and child cares (nappy changing etc)
new-born interaction
play activities
child planning meetings
team meetings
Please note this list is not exhaustive. Please see page 5 below for details of the theory
content taught in trimester 1 of the students’ programme.
The student is deemed competent when they are able to undertake the skill or task under
direct supervision of their mentor, and not independently.
All observations must be supervised by mentor.
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Differences between Child Health and Midwifery Programmes
Topic BN (Child Health) BM Mentor Requirements
Midwifery staff can mentor BN (Child) students in first /second year. Sign-off mentor only in final placement Sign off mentor required throughout the programme
Practice based competency Not graded- Indicated as “Achieved” or “not achieved”. Graded
Domains of practice
Four Domains1. Professional Values2. Communication and Interpersonal Skills3. Nursing Practice and Decision Making4. Leadership, Management and Team Working
Four Domains: 1. Effective midwifery practice2. Professional and ethical practice3. Developing the individual midwife and others.4. Achieving quality care through evaluation & research.
Skills Clusters (ESCs) mapped to domains of practice
Competencies
Generic across the different fields of practice. Students need to achieve these competencies by the end of the three year programme
No generic competencies.
All practice competencies to be achieved. Ability to identify ‘Explanation Verified ’ or ‘EV’ – when practice based competencies not available
Pre-placement Activities Student to identify pre placement activities. No formal pre-placement preparation.
Ongoing Achievement Record (OAR)
Summary of previous placements for mentors to view- mentor to complete this summary as well as year booklets.
Summary of developmental areas. Midwifery lecturing staff monitor this.
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The timeline for the students’ first year is below. The first students will attend your placement are on 20 th January 2014, and
they will remain with you for four weeks. On 17th February the next student will attend your placement area and, again, will
NUR07103 Theory & Skills Applied to Nursing NMS07100 Perspectives of Health and Professional PracticeNMS07102 Social Sciences applied to Nursing/MidwiferyNMS07101 Life Sciences applied to Nursing/Midwifery
Cardiac/ blood/ oedema Self-concept, body image Patient Observations Working with families GI/ nutrition/ liver Physical, milestones Medicines Management Role and function of the NMCReproduction – male/ female/ puberty
Attachment / separation / health challenges
Pressure Area Care & Mobility
Multi-agency working across the lifespan
Urinary/ Fluid balance/ Ions cognitive, moral, psychosocial Models of Nursing Disability and InclusionNervous system Socialisation and Health Personal care Ethical considerations in health care Endocrine system Health and Culture Evidence Based Practice Health PromotionRespiratory/ gaseous exchange Society, Class and Health Introduction to the senses Supporting vulnerable peopleLymphatic/ immunology The Family Compassionate Care Microbiology Gender CALM & Manual Handling
BLS- Adult and PaediatricHAI & Specimen collectionFinal Act of CareProfessional Practice & DocumentationFluid & NutritionSexual HealthOral Health
Content in Preparation for PracticePlay/ Play Theory Neonatal Resuscitation Baby Cares and Feeding Sudden Unexpected Death in Infancy Role of the School Nurse Child Protection Pre and Post natal care Examination of the newborn
Subjects Learned in Year 1, Trimester 1 Theory Modules and Preparation for Practice
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Student’s Responsibility for Learning
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All students have been given this
leaflet which advises them of their
roles and responsibilities before
starting a placement, whilst on the
placement and after the placement
has ended.
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Completion of CompetenciesPlease see page 21 for guidance on what competencies can/ should be completed in each of the maternal health and early years placements,
before completing the competencies in the booklet.
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This is the generic competence set by the NMC for all nursing fields of practice.
This is the field specific competence set by the NMC for child health field of practice.
The red numbers relate to the Essential Skills Clusters (ESCs) set by the NMC.
All competencies containing PPC are progression points and must be completed by the student’s final placement of Year 1.
Once all competencies in the right hand column have been signed off the mentor circles “achieved”, then signs and dates for each of the competencies in the booklet that have been achieved in the placement.
Once a competency has been achieved, the mentor or other suitably qualified member of staff initials the box. The students need only complete each of the competencies once in the module (i.e. either with the early years or maternal health placement)
This module has two placements- 4 weeks in a early years and 4 weeks in a maternal health placement
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Some ESCs could not be achieved through the competencies, therefore additional activities were created.
Each activity must be completed in either the early years or the maternal health placement, not both.
Once complete, please circle “achieved” or “not achieved”, before signing.
These are the ESCs achieved through the successful completion of this activity.
As these are PPCs, it is preferable that this activity is undertaken in the maternal health placement. However it is not essential.
These are the domains supported through this activity.
Your comments in support of your decision regarding successful completion would be appreciated.
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The NMC require that there be service user involvement in the programme. With this in mind we ask that each student receives feedback from a service user once during each of their practice modules. This is required once during their early years OR maternal health placement, NOT BOTH.
Please hand this to the service user and ask them to complete it. If the service user is unable to do this it is acceptable for them to discuss their thoughts with the mentor who can then complete it on their behalf.
Once complete, please sign and date here.
Completion of Timecards
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All staff who have signed the student’s timecards must print their name and job title and sign here.
Please note this should state Early Years/ Maternal Health. The student will change this for you.
The students will advise you of the hours they are expected to work. The hours will generally be either 30 or 37.5 hours per week, depending on theory modules being undertaken alongside practice.
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This should be initialled by the student on a daily basis.
The mentor/ co-mentor should sign this section and ensure their details are recorded on the front of the card.
Please do not use correction fluid on this timecard
Completion of Ongoing Achievement Record (OAR)
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Students will complete this section.
Students have time allocated to them to complete the pre-placement activities (pages 40 - 42), and therefore should be completed prior to commencing their placement.
As the students undertake two placements during this module, there are two copies of the student record sheets. If this is the first of the two placements you will complete pages 40 – 45 of the OAR. If this is the second of the two placements you will complete pages 46 – 52 of the OAR.
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The student’s mentor and co-mentor must fully complete this section.
Please decide these dates within the first 48 hours of the placement.
The induction (pages 43 – 44) must be undertaken and completed within the first 48 hours of the placement. The student will input the dates when this has been achieved.
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If this is the first of the early years/ maternal health placements the student has undertaken, this will be where you document the final discussion with the student at the end of their 4 week placement.
If this is the second of the early years / maternal health placements the student has undertaken, this will be complete when you meet the student and will provide some insight for you when discussing what the student will undertake during their placement with you.
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These are the learning outcomes for the module.
All Child Health Nursing students will finish the programme as cleanliness champions. As part of their Year 1 programme they must successfully complete Units 1-3. The student must provide you with evidence to ensure successful completion prior to circling.
Your comments on the student’s performance are very useful for subsequent mentors.
To help decide if students have passed or failed the module, please see comments from early years placement. If there were any issues of concern with the students they would be indicated there. You would also have been advised of any formal issues by the university in advance of the student commencing placement.
This page is only completed if this is the second placement of the module that the student has undertaken, i.e. they have undertaken the early years placement already.
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This page is only completed if this is the second placement of the module that the student has undertaken, i.e. they have undertaken the early years placement already.
The information contained in these four sections will help the student and future mentors to highlight any areas they need to develop in future practice placements.
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The NMC require that all students pass through practice progression points at the end of each year of the programme. If you are the student’s final mentor in Year 1, you sign this declaration to indicate the students have successfully completed their first year practice placements and are able to progress to Year 2. Please use the comments and decisions made by mentors of previous practice placements to help you ensure their successful progression.
Alternative Fields of Practice Competencies
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This is an error and is not “for university use only”. Please use this section to record student’s successful completion of the alternative fields.
The NMC requires that all new registrants have some understanding of the other fields of practice of nursing and midwifery. As such there are competencies that each student must achieve over the three year programme.
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This is an error and is NOT “for university use only”.
Please use this section to record student’s successful completion of the alternative fields. Please sign here and date here.
GUIDANCE FOR STUDENTS & MENTORS IN MIDWIFERY & EARLY YEARS PLACEMENTS
SIGNING OF COMPETENCY BOOKLETS - Although all competencies have been written in a
generic manner to suit a wide range of placements, there are some competencies which are more
suited to either midwifery or early years placements . Please note: all competencies must be
signed by the end of each 8 week placement (i.e. divide the competencies between your two 4-
week placement areas)
The following information is to be used as guidance – those competencies which are not listed here
can be signed in either area, so please use your experience and discretion depending upon the
experience available to you
N.B. ALL red PPC competencies should be signed in the midwifery placement
Domain & Page no. Midwifery Early Years NOTEDomain 1:
The competencies
not included in this
table may be
achieved in either
placement.
p.16 1.1 a, b, c, d, ep.17 2.1 cp.18 3.1 b, a, bp.19 4.1 b, a, bp.20 5. a, bp.22 7. bp.24 9. a, b, cDomain 2:p.28 1.1 cp.29 2. a, b 2.1 a, b (2nd section)p.30 3.1 a, c (2nd section)p.33 6. aDomain 3: p.39 1.a 1.1 a, b & 1.2 bp.41 2. a, b, c 2. dp.42 3. c; 3.1 b 3. a, bp.43 4. a, bp.44 5. a, b 5.1 a, bp.45 6. b, c, d 6.1 a 6. ap.46 7. a, bp.47 8. a 8.1 b, c, dp.48 9. a & 9.1 a, bDomain 4:p.54 1. bp.59 6. a, b, c 6.1 a, b, cp.60 7. a, b, c
p.63 –Service user/carer feedback. There is more opportunity for students to achieve this in the midwifery setting due to the nature and focus of the work undertaken in the areas.
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Process for reporting a problem with a student in clinical placement
Adapted from Flow Chart in Ongoing Achievement Record (OAR)
It is important that any issues or concerns you have with your student are raised quickly with the student and the university (as required) in
order that measures can be put in place to provide the student with the opportunity to rectify the issue prior to the final mentor meeting at the
end of the placement.
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Discuss with Programme Leader
Not solved
Discussed with Link Lecturer/ Personal Development Tutor/ Practice Education Facilitator
