Last updated Jan 10

NORTH TYNESIDE PRIMARY CARE TRUST.

PROFILE OF LEARNING

OPPORTUNITIES.

COMMUNITY BASE: Spring Tce Health Centre District Nurse Team.

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GUIDANCE FOR MENTORS AND STUDENTS

This profile of learning opportunities is a document which details learning opportunities within your community / primary care placement area. It is a growing and dynamic document, with staff and students being responsible for keeping it updated and relevant for their clinical area. Mentors and students should use this resource to select appropriate learning opportunities to help students meet their specified competencies. It is expected that students will use this file as a resource and be proactive in identifying their learning needs. Most of these learning opportunities will take place with a variety of community nurses including district nurses, health visitors, public health nurses, school health advisors, specialist nurses and practice nurses. There will also be opportunities to work with allied health professionals. Despite the diversity in learning opportunities within primary care, not all of these opportunities will be accessible during placement and each student will have a unique placement experience. However, this resource gives an overview of potential inter-agency and multi-professional contacts which students may encounter during their community / primary care placement.

All students are expected to receive an orientation to their specific practice area. Please ensure that the orientation checklist is completed and retained in this portfolio. Following placements, on-line student evaluation forms will be returned to the practice area. These should be used to inform and develop good mentor practice. Please retain student evaluations in this portfolio for audit purposes.

Jennifer Logan Practice Placement Facilitator Tel: 0191 2196052 / 07833480442

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CONTENTS

1. AREA PROFILE.

2. LEARNING ZONES.

2.1. District Nurse.

2.2. Health Visitor.

2.3. Public Health Nurse.

2.4. Practice nurse.

3. LEARNING OPPORTUNITES.

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1. AREA PROFILE.

CLINICAL AREA : Spring Tce HC

LOCATION: Spring Tce North Shields

TELEPHONE NUMBER: 0191 2196630

SHIFT PATTERNS: Day shifts 8.30-5.00

Evening and weekend shifts negotiated via mentor

NURSING MODEL USED: Based on Roper Logan and Teirney

modified by North Tyneside PCT

MENTORS:

Angie Ridley

Marie Summer

Connie Smith

Margaret Wootton

NAMED PERSON RESPONSIBLE FOR POLO Maria Summers

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STUDENT NURSE INDUCTION CHECKLIST Student Name: Start Date: This programme is a guide to assessors to aid the integration of student nurses into the working environment. It is good practice to have the document completed within the first two days of the placement. Student nurses must be allocated an assessor at least one week before the commencement of the placement. Within the school health service, the mentor will arrange to be with the student on their first day of placement. NB It must be remembered that the student must work 50% of the week with her/his assessor.

ORIENTATION CHECKLIST SIGNATURE DATE

Shown around the working environment

Introduction to team members

Working hours discussed

Parking & Transport discussed

Procedure for reporting sick

Discuss dress code

Given student nurse profile & philosophy

Dining room or lunch arrangements

TO BE SHOWN

Health & safety file

Trust policies

Control of infection policies

Service standards & protocol file

Home visiting policy

Emergency exits

Fire drill & procedure

Fire extinguishers

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2. LEARNING ZONES.

2.1. District Nurse.

2.2. Health Visitor.

2.3. Public Health Nurse.

2.4. Practice nurse.

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2.1 District nurse.

Others include,

Health visitors.

GP’s.

Marie Curie day hospice.

Caring for Cancer at Home.

Community disabilities

Age concern/ voluntary agencies

Cardiac rehab nurse

Diabetic specialist

Social services

Wheel chair

services/ joint loans

Sexual health/ midwives

Moving & handling

CPN’s & other specialist nurses.

Tissue viability nurse

Palliative care

Chiropody

Practice nurse

Pharmacist

District nurse

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1.2 Health visitor.

Others include,

Family support teams.

Perinatal mental health service

Community paediatric nurse.

Dieticians

Learning disability team

Child & Family

psychiatry

Community physiotherapist

Speech & language therapist

Midwives

Public health nurse

Smoking cessation

Health promotion

Nursery nurse

GP’s

Dental department

Practice nurse

Social services

Health visitor

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2.3 Public health nurse.

Others include,

Nursery, Primary and Secondary schools.

Health promotion department.

Youth workers.

Mosaic.

Ward 10 NTDGH.

Education welfare officers. EWO

Police, YOT.

Learning mentors.

Speech therapy

Dental health

Youth services

Asylum seekers unit.

Teachers

CAMH’s Child

+Family services

Sexual health services

Teenage pregnancy services

Nursery nurses

Public health nurse

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2.4 Practice nurse.

Asylum seekers team.

Social service.

Mental health

service.

CitizenAdviceBureau.

Chiropody

Pharmacy Staff.

Dietician

Public health nurses

Tissue viability nurse

Special nurse teams

Admin support

.

Relate.

District nurse

Health visitor

Practice Nurse

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2. LEARNING OPPORTUNITIES.

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INTERPERSONAL SKILLS.

LEARNING OPPORTUNITY RESOURCE/PERSONNEL. Effective communication, talking/ interaction with patients/clients /carers/relatives/teaching staff in a variety of settings. Awareness of own communication skills both verbal and non-verbal. Use of telephone/answering calls/bleep Systems/ring back. Use of computer, email and internet Multi-disciplinary and multi agency meetings. Discussions with other relevant professionals involved in patients care. Holistic care of different groups of people, young, elderly, asylum seekers, dying. Promotion patients compliance and concordance with treatment/ medications/health promotion strategies Demonstrate sensitivity for patients/carers in relation to distressing information. Support and enable patients/carers/groups and communities to take action and prioritise health needs. Demonstrate effective communication between primary care networks.

District nursing team/ health visitors/ practice nurse/ nursery nurse/ public health nurses (PHN). Admin support. District nursing team/ health visitors/ practice nurse/ nursery nurse/PHN. District nursing team/ health visitors/ practice nurse/ nursery nurse. District nursing team/ health visitors/ practice nurse/ nursery nurse/PHN. District nursing team health visitors/ practice nurse/ nursery nurse/PHN. Cancer care/Macmillan team/ward 10/ Avenues acorns. District nursing team/ health visitors/ practice nurse/ nursery nurse/PHN/ practice nurse. District nursing team/practice nurse/health visitor/PHN/ Cancer Care/ Macmillan team. District nurse/health visitor/ practice nurse/PHN/ Health Development Team. District nursing team/ health visitors/ practice nurse/ nursery nurse/PHN/ practice nurse.

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Bereavement support. Experiences with clients from a variety of ethnic backgrounds and asylum seekers

Primary mental health care team. Perinatal mental health service. Councillors. Clinical psychologists. Transitional care team. Interpreting services.

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CLINICAL SKILLS.

LEARNING OPPORTUNITY RESOURCE/PERSONNEL.

Aseptic/ clean dressing techniques TPR, BP, ECG, BMI, weight & height, pulse oximitry, urinalysis, fluid balance, blood glucose, peak flow taking, fluid balance, neurological observations, monitoring, recording, and interpreting. Observation of venepuncture. Awareness of nutritional score/ needs for patients. Weaning babies / formula/ breast milk Promotion of continence and Management of continence and use of appropriate aids (Indwelling and external). Apply knowledge of pharmacology to patients. Management of patients with acute/chronic pain. Health screening/health surveillance. Immunisations. Awareness of patient handling scores.

District nursing team/practice nurse. Clinifax. District nursing team/ health visitor/PHN/ Practice nurse. District nurse/ practice nurse. District nursing team/ health visitor/ Practice nurse/Community dieticians. Health visitor /Nursery nurse. District nursing team/PHN enuresis clinic/ Stoma specialist nurses/Continence advisor. Community pharmacists. District nursing team/health visitor/practice nurse. Pharmofax. District nursing team/ Cancer care/ Practice nurse. District nurse/health visitor/practice nurse/PHN. District nurse/health visitor/practice nurse/PHN. District nurse.

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Awareness of pressure risk scores. Awareness of psychosocial/ behavioural problems. Identify any communication difficulties. Antenatal care. Cardiac rehabilitation after myocardial infarction and revascularisation. Post natal screening/ support Child developmental assessment, parent held records, centile charts.

District nurse District nurse/health visitor/practice nurse/PHN. District nurse/health visitor/practice nurse/PHN. Midwife/health visitor. Health visitor/ district nurse/ cardiac rehab nurse/ GP/ healthy Hearts Team. Health visitor/ GP/midwife//Perinatal mental health team. Health Visitor/PHN/Nursery nurse

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HEALTH PROMOTION OPPORTUNITIES.

LEARNING OPPORTUNITY RESOURCE/PERSONNEL. Network with professional and non-professional agencies involved with health promotion/health education. Participate in smoking cessation, well women/ well man, diabetic, asthma, coronary heart disease, family planning, well baby clinics, immunisation and vaccine campaigns. Health education; topics include,

Hygiene.

Dental care.

Healthy lifestyles.

First aid.

National targets for coronary heart disease, teenage pregnancy, accident prevention, mental ill health.

Sexual health; topics include,

Contraception.

Sexually transmitted diseases.

Testicular/breast cancer awareness.

Puberty. Breast feeding/ post natal support groups. Baby massage. Participate in groups promoting physical and mental wellbeing.

Health development team. Sexual health services. Dieticians. Community nutrition team Community Pharmacist. Sure start. Dental services. District nursing / health visitor/ Practice nurse/PHN/ smoking cessation. PHN/practice nurse/health visitor/district nurse/ health promotion/local community services/Local authority/police/ fire service/ smoking cessation/ primary mental health care team/ dieticians/ sexual health/voluntary organisations etc. Health visitor/ midwife. Health visitor/ nursery nurse/ Sure Start. Health visitor/ nursery nurse/ Sure Start.

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Participate in Public health work including, displays, community drop-ins, community events. Participate in opportunistic health promotion activities, for example visiting house bound clients/ carers.

Health visitor/ nursery nurse/ Sure Start/ community development worker/PHN. District nurse/ health visitor.

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CARE MANAGEMENT OPPORTUNITIES.

LEARNING OPPORTUNITY RESOURCE/PERSONNEL. Use of computer to access patient information both written and electronic if available. Collecting patient notes from GP surgery/ District nurse filing system. Patient/ client handovers/information sharing both written & verbal between teams. Undertake assessment based on patients/clients holistic needs. Participate in ongoing assessment of holistic health needs Patient documentation/care assessment/ planning/implementation and evaluation. Identify timescales related to patient outcomes. Identifying the role of non professional, voluntary and statutory agencies in patient care. Analyse and interpret information to inform care delivery and take appropriate action. Clinical audit. Health promotion opportunities.

District nurse/health visitor/practice nurse/PHN. GP reception staff. District nurse/practice nurse/ health visitor/PHN. District nursing team health visitors/ practice nurse/ nursery nurse/PHN. District nursing team health visitors/ practice nurse/PHN. District nursing team health visitors/ practice nurse/PHN. District nursing team health visitors/ practice nurse/PHN. District nursing team health visitors/ practice nurse/ nursery nurse/PHN. District nursing team health visitors/ practice nurse/ nursery nurse/PHN. District nursing team health visitors/ practice nurse/ nursery nurse/PHN. Refer to information files. District nurse/health visitors/ practice nurse/PHN. District nurse/health visitors/ practice nurse/ nursery nurse/PHN.

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Sleep, feeding and behaviour problems in children. Cardiac rehabilitation. Child protection, case conferences, care team meetings, strategy meetings. Working with ethnic minorities. Special needs. Report writing, including Child protection/ referrals/interagency referrals

Health visitor/ nursery nurse/ PHN/ family support team/ social services. District nurse/health visitors/ practice nurse/cardiac rehab nurse. Social services/ Health visitor/ PHN/police/ probation/ legal departments/education/nursery workers. Primary healthcare team/GP/practice nurse/ transitional care team/ support workers/education/housing/voluntary agencies. Special needs team/primary healthcare teams/community physiotherapists/PHN/paediatricians/social services/education/voluntary agencies/respite care. Health visitor/ district nurse/PHN/Sure Start.

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ORGANISATIONAL/MANAGEMENT OPPORTUNITIES.

LEARNING OPPORTUNITY RESOURCE/PERSONNEL. Use of computer systems/ EMIS/ email/internet/intranet. Accessing patient results and planning appropriate action. Time management/ prioritising needs. Interprofessional working. Geographical prioritising. Locality awareness/health needs assessment. Caseload delegation. Community development work/ Health need assessment. Effective team management including appropriate delegation of duties. Awareness of knowledge base and skill mix.

Admin support. District nursing team/ health visitor//PHN. Practice nurse. District nursing team/ health visitor//PHN. Practice nurse. District nursing team/ health visitor//PHN. Practice nurse. District nursing team/ health visitor//PHN. Practice nurse. District nurse/health visitors/practice nurse/PHN. Sure Start. Healthy living centres. District nurse/health visitor/practice nurse/PHN. Health visitor/district nurse/ community development team/local authority / local health statistics/national heal statistics/case load assessments/primary health care teams. District nurse/ health visitor. District nurse/ health visitor.

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Student’s Visiting Specialist Nurses / Professionals Form.

During the allocated time with the Specialist Nurse / Professional, the student will discuss the objectives that they would like to achieve. Furthermore, at the end of the placement visit the student will demonstrate:

AIMS EVIDENCE GATHERED REFLECTION / EVALUATION

Name of Student:

Name of Specialist Nurse/ Professional:

Date:

Signature of Student:

Signature of Specialist Nurse / Professional:

Date:

Date of visit:

What do you expect from the day (please complete before attending):

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STUDENT DUTY ROTA

DATE W/C

MON MENTOR

TUE MENTOR

WEDS MENTOR

THUR MENTOR

FRI MENTOR

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MAD students 2nd year Adult/Child Branch Placement Guidelines.

Weeks 1 - 2 The student requires a comprehensive orientation into the clinical area and to complete an induction checklist in the POLO. During this important formative period the foundations for the placement will be laid. The student and mentor will discuss the required learning outcomes, negotiate a learning contract and agree an action plan, utilising the POLO file and student portfolio. The student’s role during this initial period will be mainly one of observation, shadowing the district nurse, health visitor and other members of the community and practice nursing team. The student will be introduced to PHCT members and practice support staff, including surgery receptionists and admin staff at the locality base, and will start to become familiar with practice routines and regular channels of communication.

The student will be introduced to patients and should begin to develop a general awareness of both the practice profile and the current district nursing caseload.

Weeks 2 – 4 This period will be used to consolidate relationships and clinical practice and to address targets outlined in the action plan at the commencement of the placement. The student and mentor will be expected to participate in reflective discussions with the mutual expectation that any areas of concern or confusion will be identified promptly and resolved in an open and professional manner.

It is expected that the student will take a progressively more active part in care under supervision and negotiation with mentor.

Weeks 4 – 8 During this period the student will be expected to participate in patient care and to demonstrate progress in terms of the acquisition of knowledge, skills and attitudes relevant to community health care. Any issues raised during placement must be addressed with the student’s guidance facilitator and the PPF so that an action plan can be agreed to facilitate further progress and achievement of competencies.

The summative assessment and final marking of the student by the mentor will be completed. The student evaluation of their placement must be photocopied and retained in the POLO for audit purposes.

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MAD students 3 rd year Adult/Child Branch Internship Placement Guidelines.

Weeks 1 - 2

During this important formative period the foundations for the placement will be laid. The student and mentor will discuss the required learning outcomes, negotiate a learning contract and agree an action plan. The student’s role during this initial period will be mainly one of observation, shadowing the district nursing sister and other members of the community and practice nursing team. The student will be introduced to PHCT members and practice support staff, including surgery receptionists and admin staff at the locality base, and will start to become familiar with practice routines and regular channels of communication.

The student will be introduced to patients and should begin to develop a general awareness of both the practice profile and the current district nursing caseload.

Weeks 2 - 4

This period will be used to consolidate relationships and clinical practice and to address targets outlined in the action plan at the commencement of the placement. The student and mentor will be expected to participate in reflective discussions with the mutual expectation that any areas of concern or confusion will be identified promptly and resolved in an open and professional manner.

It is expected that the student will take a progressively more active part in patient care in negotiation with mentor.

Weeks 4 - 6

During this period the student will be expected to participate fully in patient care and to demonstrate progress in terms of the acquisition of knowledge, skills and attitudes relevant to community health care. The student will be expected to commence independent visits delegated by the mentor, or a designated supervisor. The student will be encouraged to discuss patients suitable for inclusion in their personal caseload of patients and negotiate with mentor regarding final selection.

Weeks 6 - 18

During the final part of the placement the student will follow an internship model of practice. They will continue to work thorough their competencies and devise action plans based on their individual learning needs. The aim is to achieve a balance of responsibility somewhere between the levels of 3rd year student and first year D grade staff nurse, with optimum (negotiated) independence versus supervision. The student may:

make independent visits to their caseload patients and to others delegated by mentor (or designated supervisor)

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undertake full (repeat) patient assessments and complete sample care-plans for selected personal caseload patients for discussion with mentor

arrange daily meetings with mentor (or designated supervisor) for supervision

seek timely support and advice from mentor (or designated supervisor) as appropriate

be professionally responsible with regard to limitations of practice, in accordance with the Code of Professional Conduct (NMC 2002)

N.B. Mentor will provide emergency contact telephone numbers and the student must ensure that these are carried whenever on duty It is vital that the patient’s safety is assured, as well as that of the student and mentor. Therefore the above suggestions are based on the discretion of the individual mentor and their knowledge of the student’s competencies and patients within their caseload.

Student assessment will be carried out during the final week, along with student evaluation of the placement (individual and group). This feedback will assist both the mentor and the trust in planning future internship placements. N.B. Students may find it helpful to refer to “An NMC guide for students of nursing and

midwifery” (NMC 2002). Pages 4 & 5 are particularly relevant