SCHOOL NURSING PRACTICE SELF ASSESSMENT TOOL€¦ · SCHOOL NURSING PRACTICE – SELF ASSESSMENT TOOL 7/48 This tool should be used to assess your level of knowledge and practice

SCHOOL NURSING PRACTICESELF ASSESSMENT TOOL

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SCHOOL NURSING PRACTICE – SELF ASSESSMENT TOOL 1/48

Student name:

Student number:

Student Cohort:

Practice Placement Date Practice Teacher Mentor (as appropriate)


In 2013 the Chief Nursing Officer published a letter directing that the titles of health visitor and school nurse be re-introduced (Moore 2013). This led to an examination of the role, function and effectiveness of the traditional health visitor and school nurse roles in meeting the health and wellbeing needs of children and young people, as well as key public health priorities.

Key Government policies such as the Early Years Framework (Scottish Government, 2008), Getting it Right for Every Child, and the Children and Young People (Scotland) Act 2014 have also been instrumental in influencing the direction of travel for health visiting and school nursing. The overall aim being to give children the best possible start in life and to make Scotland the best place for children and young people to grow up in.

In response, a new and refocused pathway for school nurses has been developed that clearly identifies core skills considered essential for safe and effective and person-centred school nursing practice that better meets the health and wellbeing needs of children and young people aged 5-19 years. These core skills are encompassed within the following priority areas within the pathway:

� Emotional Health and Wellbeing � Substance Misuse � Child Protection � Transitions � Domestic Abuse � Looked After Children � Homelessness � Youth Justice � Young Carers � Sexual Health and Pregnancy

BACKGROUND


To ensure that school nurses are adequately educated and prepared for this new and refocused role, a core syllabus to guide curriculum development and promote consistency in the content of school nurse courses in Scotland has been devised. Furthermore, competencies for school nurses based on the core skills required for the new and refocused role have also been developed.

Setting the Direction (Scottish Government, 2014) sets out six strategic aims for nursing and midwifery education in Scotland. Strategic aim one concerns the ‘development of a sustainable national approach to post-registration and post-graduate education and continuing professional development’.

Therefore, this self-assessment tool is two-fold. Although primarily intended to direct and support learning in practice for student school nurses, it is equally relevant for all school nurses regardless of qualification and experience.

STUDENT SCHOOL NURSES

During the school nurse course students can use the tool to:

� Self-assess and discuss their own development learning needs with their practice teacher and /or mentor.

� Guide their practice learning experiences. � Self-assess their level of confidence and ability to undertake the skills and competencies

identified for the new and refocused school nurse role.

REGISTERED SPECIALIST COMMUNITY PUBLIC HEALTH NURSES (SCPHN)

The tool has been:

a. Mapped against the NMC Proficiencies for Specialist Community Public Health Nurses (Nursing and Midwifery Council, 2004):


� Search for health needs � Stimulation of awareness of health need � Influence of policies affecting health � Facilitation of health enhancing activities

b. Aligned to the four pillars of Advanced Practice presented in the Post Registration Career Development Self-Assessment Tool (NHS Education for Scotland, 2015):

� Leadership, � Facilitation of Learning, � Clinical Practice, � Evidence, Research and Development.

Therefore, the self-assessment tool is suitable for use by qualified and experienced school nurses to self-assess their own knowledge and skills in meeting the requirements of the refocused role and pathway for school nursing.

Registered school nurses can use the self-assessment tool to:

� Identify areas for strengthening or further continuing professional development. Discussion and feedback from peers, managers, students or clients/service users, may also assist with this process.

� Inform personal development planning and provide a focus for discussion with managers or reviewers around current practice and development needs, future developments and to assist in the shaping of objectives during the KSF review.

� Inform discussions around career development. The self- assessment tool may help identify areas to concentrate on when aspiring to new roles or posts or to identify evidence to support the application process.

� Aid transition to the new and refocused school nurse role. � Support the process of NMC Revalidation.


This School Nursing Practice – Self Assessment Tool has been designed to help you assess your progress and development of key school nursing skills required to meet the refocused role and new school nurse pathway. The skills and competencies identified in this document are not an exhaustive list but do represent essential skills and competencies required to meet the refocused role of the school nurse. Setting the Direction (Scottish Government, 2013), Moore (2013), and the Children and Young People (Scotland) Act 2014 called for a refocusing of school nurse education and for school nurses to have a stronger focus on the 5-19 years’ age group.

Coupled with the introduction of the School Nursing Pathway (Scot Gov. 2016) and the Children and Young People (Scotland) Act 2014, key areas of school nursing practice were highlighted for strengthening, and core skills and competencies considered essential for safe, effective and person-centred school nursing practice identified.

These core skills and competencies for nurses working in schools and with the school age population are encompassed within the following sections of this self-assessment tool:

� Leading Excellence in Practice � Health and Wellbeing of Children and Young People � Emotional and Mental Health Wellbeing � Social, Legal and Political Policy Influences � Professional Development and Practice � Public Health

SCHOOL NURSING SELF-ASSESSMENT TOOL


In fulfilling your role as a school nurse, it is important that you take responsibility for your own learning and development. This should complement any appraisal or personal development activity you already undertake and the evidence gathered using this tool could be used to guide your progression throughout the school nurse course and/or to support your professional development portfolio and NMC revalidation.

To help determine your development needs you may find the following a useful guide:

� Examine your NMC Standards of Proficiency for Specialist Community Public Health Nurses and the core skills identified in this document and self-assess if/how you met them.

� What are your information needs regarding your progression towards the role of school nurse?

� What are your areas of strengths? How could you develop these further? � How has the level of practice and your performance changed or developed during your

course of study, or career, and what further development needs do you have? (i.e.. consider, leadership roles; supporting others; coordinating, management and link roles etc.)

� How do you meet the roles and responsibilities expected of your stage on the course, or if qualified your role in practice?

� How has the feedback from your Practice Teacher/Mentor contributed to your development?

� How have discussions with your peers, line manager, colleagues and university staff influenced your development?

SELF-ASSESSMENT OF LEARNING NEEDS


This tool should be used to assess your level of knowledge and practice in meeting the skills identified as essential for school nurses. In doing so you will need to examine each outcome and make a self-assessment on your present school nursing knowledge and skills in the defined area.

When completing this analysis tool please put a tick in the appropriate box alongside each outcome and against one of the following:

1. I have little or no knowledge and skills in this area and require learning2. I have some knowledge and skills but require further learning and development in some

aspects of this area.3. I have good knowledge and skills in this area and feel confident that I already do this

competently.

You are required to provide evidence to support your self-assessment and achievement of the school nursing competencies. An action plan of how the outstanding competencies or gaps in your knowledge and skills will be achieved should also be included.

Your self-assessment tool should be used by you to:

� Regularly review and self-assess your development needs. � Provide evidence of your knowledge and understanding, skills and experience in the core areas. � Discuss your achievement of the core skills and competencies with your practice teacher/

mentor during, and on completion of, the practice placement (or if qualified with your supervisor/appropriate other).

� Develop an action plan.

The School Nurse – Self Assessment Tool is a dynamic and evolving document that provides evidence of your learning, skills and experience in the identified core areas.

LEVELS OF KNOWLEDGE AND PRACTICE


It may be used by your practice teachers to inform the assessment of your competence during the School Nurse course, and inform the final ‘sign off’ regarding NMC (2004) proficiency on completion of the programme.

INFORMATION FOR PRACTICE TEACHERS/MENTORS OR, IN THE CASE OF REGISTERED SCHOOL NURSES, RELEVANT OTHERS

This document can be used to support students in taking responsibility for their learning experience during the school nursing programme. Students will self-assess themselves against the given criteria, providing evidence of skills achieved and identifying areas needing further learning/practice experience.

Students are also expected to share their self-assessment document with their practice teacher/mentor regularly during their practice placement. This could be at the midway interview and end of placement, or more often as negotiated. The self-assessment document should assist the practice teacher to:

� Plan relevant practice learning experiences. � Guide tripartite, and learning and development meetings. � Have evidence of the student knowledge, understanding and skills in the defined areas and to

facilitate reflective learning. � In collaboration with the student, review the students’ performance and ability to achieve the

essential skills required to practice competently as a school nurse.

Your experience and expertise in a practice setting is invaluable in guiding the student to identify relevant examples that will provide appropriate evidence of the learning achieved.


CONFIDENTIALITY STATEMENT

The Data Protection Act (1998) and the NMC (2015) expect practitioners to ‘Respect people’s right to privacy and confidentiality’. Therefore, when reflecting on your practice and deciding what to include as relevant evidence to support and demonstrate your achievement of the core skills and competencies for school nursing in Scotland, you must respect the ‘right to privacy’, and maintain confidentiality and anonymity.

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10/48SCHOOL NURSING PRACTICE – LEADING EXCELLENCE IN PRACTICE

LEADING EXCELLENCE IN PRACTICE

OUTCOMELEVEL OF KNOWLEDGE AND

SKILL EVIDENCE TO SUPPORT ACHIEVEMENT FURTHER DEVELOPMENT REQUIRED

1 2 3

LEADERSHIP

Effectively lead and manage a caseload of children and young people.

Determine the need for specialist and referral care for children and young people as required.

Influence planning, development and implementation of new policies, strategies and services.




1 2 3

Evaluate change and influence new thinking.

Facilitate team-working, and develop effective partnerships with other professional and agencies.

Appraise the performance management process for self and others.




1 2 3

Actively engage in continuous professional development for self and others and maintain a suitable record of personal development.

Critically reflect on own leadership style.

Reflect on own personal resilience strategies.




1 2 3

Evaluate strategies for conflict resolution.

Involvement in all aspects of planning and chairing meetings.

QUALITY IMPROVEMENT

Demonstrate an outcome focused approach to practice.




1 2 3

Justify appropriate improvement methodology in the enhancement of evidence based care.

Analyse and evaluate data collected, analysis to inform and improve practice.

Appraise Clinical Governance and accountability relevant to practice




1 2 3

Lead or participate in audit, research and evaluation projects and activities.

Evaluate change and influence new thinking.


ACTION PLAN – LEADING EXCELLENCE IN PRACTICE

OUTCOME ACTION PLAN EVIDENCE (AND LOCATION OF EVIDENCE) Date Achieved

17/48SCHOOL NURSING PRACTICE – HEALTH & WELLBEING OF CHILDREN AND YOUNG PEOPLE

HEALTH AND WELLBEING OF CHILDREN AND YOUNG PEOPLE



1 2 3

HEALTH AND WELLBEING

Understand the concept of wellbeing.

Confidently use the National Practice Assessment Model with children, young people and their families.

Practice in a way that facilitates an individualised and strength based approach when working with children and young people and their families.




1 2 3

Demonstrate an in-depth knowledge of Data Protection and the importance of sharing information.

Act as a role model, working in a positive and constructive way in the equality and diversity framework.

Identify and interpret the health needs of children and young people, and the wider school aged community.




1 2 3

Analyse organisational and Government priorities regarding children and young people and their families.

Appraise health and social care priorities for children and young people at individual and population levels, reflecting national and local information and intelligence related to risk and protective factors.

Evaluate the use of routine sensitive enquiry.




1 2 3

Justify and proactively provide advice, and plan support for children, young people and their parents/carers particularly during transition periods to identify individuals who may be experiencing difficulties.

CHILDHOOD DEVELOPMENT

Effectively use Nationally agreed evidence based tools to assess the health and wellbeing of children and young people.

Evaluate the influence of physiological, psychological and social factors on the development and wellbeing of children and young people.




1 2 3

Appraise the importance of attachment and parenting in the earlier years to the wellbeing and development of children and young people in their later years.

Assess and make an informed judgement of parenting, bonding, and attachment.

Demonstrate in-depth knowledge and understanding at an individual and population level, of the growth, development, wellbeing, and health-related behaviour of children and young people.




1 2 3

Assess the developing and on-going health and wellbeing needs of children and young people as they grow and mature.


ACTION PLAN – HEALTH AND WELLBEING OF CHILDREN AND YOUNG PEOPLE


24/48SCHOOL NURSING PRACTICE – EMOTIONAL AND MENTAL HEALTH WELLBEING

EMOTIONAL AND MENTAL HEALTH WELLBEING



1 2 3

EMOTIONAL AND MENTAL HEALTH WELLBEING

Effectively use nationally recognised and validated assessment tools, assess and make informed judgement of the emotional and mental health wellbeing of children and young people.

Analyse data from the emotional and mental health wellbeing review when planning effective care for children and young people.

Justify and request the services of the Named Person, Lead Professional and/or specialist services, as indicated in pathway, when complex issues are identified.




1 2 3

EMOTIONAL AND MENTAL HEALTH WELLBEING: CLINICAL PRACTICE PILLAR

VULNERABILITY

Analyse vulnerability, adversity and resilience and the impact on the wellbeing of children, young people and families




1 2 3

Assess and evaluate the health and wellbeing needs of vulnerable children and young people at risk.

• Looked after children• Young carers• Homeless• Youth Justice• Substance Misuse• Domestic Abuse• Homeless• Children with physical health

needs• Learning Disability and Autistic

Spectrum Disorder• other




1 2 3

Advocate and support vulnerable children and young people at risk.• Looked after children• Young carers• Homeless• Youth Justice• Substance Misuse• Domestic Abuse• Homeless• Children with physical health

needs• Learning Disability and Autistic

Spectrum Disorder• other


ACTION PLAN – EMOTIONAL AND MENTAL HEALTH WELLBEING


29/48SCHOOL NURSING PRACTICE – SOCIAL, LEGAL AND POLITICAL POLICY INFLUENCES

SOCIAL, LEGAL AND POLITICAL POLICY INFLUENCES



1 2 3

SOCIAL, LEGAL AND POLITICAL POLICY INFLUENCES

Evaluate and prioritise risk and protective factors.

Implement health surveillance procedures, including early identification/screening and interprets and analyses outcomes (universal and targeted, and according to protocols).

Analyse the impact of physical, mental or social impairment on academic performance.




1 2 3

Identify and critically examine environmental health risks, and initiate actions that contribute to the creation and maintenance of a healthy environment for children and young people.

Understand the role of infection control measures and immunisation programmes in the promotion of optimum health and wellbeing for children and young people.

Effective collaboration with other professionals and agencies to implement relevant health and social care policy i.e. Heat target.




1 2 3

Plan and coordinate person centred care for children and young people, in partnership with the child/young person and where appropriate parents, teachers and relevant other professionals.

Appraise organisational and Government priorities regarding children, young people and their families.

Demonstrate an understanding of the ongoing health and social needs of children and young people as they develop and mature.


* UNCRC – United Nations Convention on the Right of a Child



1 2 3

Critically evaluate policy agendas aiming to address community needs and demonstrates ability to make informed judgments and contribute to the development and implementation of an agreed framework for community engagement.

Actively listen to and reflect the views of children and young people (*UNCRC).

Analyse the Children and Young People (Scotland) Act 2014 and the role and responsibilities of the school nurse.




1 2 3

Critically appraise the Children and Young People (Scotland) Act 2014 and the role of information sharing.

Critically appraise Data Protection Legislation within the context of sharing information which is appropriate, proportional and timely.

Promote, support and safeguard the wellbeing of children and young people.


ACTION PLAN – SOCIAL, LEGAL AND POLITICAL POLICY INFLUENCES


35/48SCHOOL NURSING PRACTICE – PROFESSIONAL DEVELOPMENT AND PRACTICE

PROFESSIONAL DEVELOPMENT AND PRACTICE



1 2 3

PROFESSIONAL DEVELOPMENT AND PRACTICE

Engage with and rationalise the use of motivational interviewing skills to empower children, young people and parents in taking healthy choices.

Work in collaboration with other professionals and agencies to promote, support and safe guard health and wellbeing for children and young people.

Critically appraise the influence of the home environment on the health and wellbeing of children and young people.




1 2 3

Engage with the wider family of the child/young person, and plan and justify family/home visits as appropriate in the interest of promoting health and wellbeing.

Demonstrate knowledge, skills and attitudes to collect scientific information related to school health (care) and the health of children and young people and to evaluate this information critically.

Plan and coordinate person centred care for children and young people, in partnership with the child/young person and where appropriate parents, teachers and relevant other professionals.




1 2 3

Contribute to local, national or regional research in order to directly influence and improve practice.

Effective formulation of written reports – i.e. child’s plans, multi-agency etc.

Justify sharing information as appropriate, relevant and proportionate to need.




1 2 3

Monitor and evaluate systems for record keeping and information transfer.

Effectively respond to requests for assistance from the Named Person.

Recognise and explain responsibilities in relation to accountability and governance frameworks.




1 2 3

Demonstrate in-depth knowledge and understanding of the patient group directive.

Effectively utilise and appraise the School Nurse Transition pathway to provide seamless care for children, young people and their families.

Critically appraise and actively engage in supervision/peer supervision/clinical supervision.




1 2 3

Demonstrate a positive attitude to independent and lifelong learning.

RELATIONSHIP BUILDING

Advocate for children, young people and families to ensure the health and wellbeing of children and young people is always promoted, supported and safeguarded.

Facilitate child, young person and, if appropriate, family participation in and around decision-making.




1 2 3

Communicate using methods which are appropriate, proportionate and timely with children, young people, their families, colleagues, and other health and social care professionals/agencies.

Work collaboratively with children and young people and, if appropriate, their families, colleagues, and other health and social care professionals/agencies.

Engage with, and rationalise the use of motivational interviewing strategies to strengthen challenging relationships.


ACTION PLAN – PROFESSIONAL DEVELOPMENT AND PRACTICE



PUBLIC HEALTH



1 2 3

PUBLIC HEALTH

Evaluate the impact of contemporary public health policy on health care providers and children, young people, families and communities.

Critically appraise legislative and policy-making activities that influence the health of children and communities.

Evaluate the relationship between community/public health issues and social problems as they impact on the health care of children and families.

44/48SCHOOL NURSING PRACTICE – PUBLIC HEALTH



1 2 3

Analyse and synthesise epidemiological data to present a comprehensive argument for community health needs.

Critically evaluate surveillance and epidemiological data relevant to children and young people.

Appraise and respond appropriately to public health challenges within scope of practice.




1 2 3

Collaborate with relevant colleagues from other professions and agencies in developing structured needs assessments and school profiles.

Collaborate with relevant colleagues from other professions and agencies to plan and deliver programmes to improve health and wellbeing of children, young people and their families.

Evaluate the effectiveness of interventions and services to improve the health and wellbeing of children, young people and their families.


ACTION PLAN – PUBLIC HEALTH



REFERENCES5. Nursing and Midwifery Council, 2015. The Code: Professional

Standards of Practice and Behaviour for Nurses and Midwives. London: NMC. Accessible on-line from: https://www.nmc.org.uk/standards/code/

6. Public Health England, NHS Health Scotland, Public Health Wales, Public Health Agency. (2016) Public Health Knowledge and Skills Framework 2016. London: Department of Health. Accessible on-line from: https://www.gov.uk/government/publications/public-health-skills-and-knowledge-framework-phskf

7. Scottish Government. (2014). Setting the Direction for Nursing and Midwifery Education in Scotland. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2014/02/4112/downloads

8. Scottish Government (2008). The Early Years Framework. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2009/01/13095148/0

1. Data Protection Act 1998. Accessible from: https://www.gov.uk/data-protection/the-data-protection-act

2. Moore, R. (2013). CEL 13: Public Health Services Future Focus. Edinburgh: Scottish Government. Accessible on-line from: http://www.sehd.scot.nhs.uk/mels/CEL2013_13.pdf

3. NHS Education for Scotland (2015). Post-Registration Career Development Framework Self-Assessment Tool for Nurses, Midwives and Allied Health Professionals in Scotland. Edinburgh: NHS Education for Scotland. Accessible on-line from: http://www.careerframework.nes.scot.nhs.uk/media/32227/nesd0057_postregistrationcareerframework_f.pdf or http://www.careerframework.nes.scot.nhs.uk/

4. Nursing and Midwifery Council, 2004. Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC. Accessible on-line from: https://www.nmc.org.uk/standards/additional-standards/standards-of-proficiency-for-specialist-community-public-health-nurses/

https://www.nmc.org.uk/standards/code/

https://www.gov.uk/government/publications/public-health-skills-and-knowledge-framework-phskf

https://www.gov.uk/government/publications/public-health-skills-and-knowledge-framework-phskf

http://www.gov.scot/Publications/2014/02/4112/downloads


http://www.gov.scot/Publications/2009/01/13095148/0

http://www.gov.scot/Publications/2009/01/13095148/0

https://www.gov.uk/data-protection/the-data-protection-act

https://www.gov.uk/data-protection/the-data-protection-act

http://www.sehd.scot.nhs.uk/mels/CEL2013_13.pdf

http://www.sehd.scot.nhs.uk/mels/CEL2013_13.pdf

http://www.careerframework.nes.scot.nhs.uk/media/32227/nesd0057_postregistrationcareerframework_f.pdf

http://www.careerframework.nes.scot.nhs.uk/media/32227/nesd0057_postregistrationcareerframework_f.pdf

http://www.careerframework.nes.scot.nhs.uk/

https://www.nmc.org.uk/standards/additional-standards/standards-of-proficiency-for-specialist-community-public-health-nurses/




9. Scottish Government. Getting it Right for Every Child. Edinburgh: Scottish Government. Available on-line from: http://www.gov.scot/Topics/People/Young-People/gettingitright

10. Scottish Government. Children and Young People (Scotland) Act (2014). Available on-line from: http://www.legislation.gov.uk/asp/2014/8/contents/enacted

11. Scottish Government. 2017. Nursing 2030 Vision: Promoting confident, competent and collaborative nursing for Scotland’s future. Edinburgh: Scottish Government. Accessible on-line from: http://www.gov.scot/Publications/2017/07/4277/downloads

12. Scottish Government. 2017. School Nursing Pathway – Not yet published / available.

13. UK Public Health Register (UKPHR) (2014) Public Health Practitioner Standards for Registration. UKPHR. Accessible on-line from: https://www.ukphr.org/wpcontent/uploads/2014/08/UKPHR-Practitioner-Standards-14.pdf

14. United Nations Convention on the Rights of the Child. Accessible on-line from: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

REFERENCES

http://www.gov.scot/Topics/People/Young-People/gettingitright

http://www.gov.scot/Topics/People/Young-People/gettingitright

http://www.legislation.gov.uk/asp/2014/8/contents/enacted

http://www.legislation.gov.uk/asp/2014/8/contents/enacted



https://www.ukphr.org/wpcontent/uploads/2014/08/UKPHR-Practitioner-Standards-14.pdf

https://www.ukphr.org/wpcontent/uploads/2014/08/UKPHR-Practitioner-Standards-14.pdf

https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

http://www.healthscotland.com/documents/27638.aspx

NHS Education for ScotlandWestport 102West PortEdinburgh EH3 9DNT: 0131 656 3200F: 0131 656 3201www.nes.scot.nhs.uk

© NHS Education for Scotland 2017 You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes if referenced in full. Use of this document

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SCHOOL NURSING PRACTICE SELF ASSESSMENT TOOL€¦ · SCHOOL NURSING PRACTICE – SELF ASSESSMENT TOOL 7/48 This tool should be used to assess your level of knowledge and practice