Oral assessment

1 - Oral assessment and presentation - 100

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The module content is structured around the <a href="https://www.nmc.org.uk/globalassets/sitedocuments/standards/post-reg-standards/nmc_standards_of_proficiency_for_specialist_community_public_health_nurses_scphn.pdf" rel="nofollow">Nursing and Midwifery Council (2022) Standards of Proficiency for Specialist Community Public Health Nurses</a>  including the following topics:  
 Content Outline:  
<ul><li>Concepts of vulnerability, adversity and resilience:  </li></ul>
Resilience in yourself as a Specialist Community Public Health Nurse (SCPHN), including how to maintain safe practice, having courageous conversations, and managing conflict.  
<ul><li>Vulnerability and resilience in relation to children, young people, and families:  </li></ul>
Protective factors, risk factors and ‘signs of safety’, adverse childhood experiences (ACE), Looked After Children (LAC), domestic abuse, mental health issues, substance misuse, poverty, and neglect.  
<ul><li>UK legislation and learning lessons from Child Safeguarding Practice Reviews:  </li></ul>
Policies and care pathways. Interdisciplinary and interagency collaboration in supporting children, young people, parents, carers, families, and communities; information sharing, consent, escalation of concerns, referrals, communication, record keeping, report writing and safeguarding children supervision.  
<ul><li>Perinatal mental health and mental health of infants, children, and young people:  </li></ul>
Mother-infant dyad, concepts of ‘good enough’ parenting, implications for future life chances.  Impact of long-term mental health conditions on parenting/caring.  
<ul><li>Mental health of school children and young people:   </li></ul>
Low self-esteem, bullying, online abuse, child sexual exploitation, FGM, self-harm, substance misuse, domestic abuse, and teenage pregnancy.  
<ul><li>Disability and complex needs in children, young people and families:  </li></ul>
Policies and care pathways and the equality, diversity, and inclusion agenda, including current legislation.  Long term health conditions and complex disability and additional educational needs, including supporting parents and carers with their own additional disability needs

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

Self-directed - 

Synchronous online - 

In-Person - 

Domestic abuse: learning from case reviews Summary of key issues and learning for improved practice around domestic abuse.

Online harm and abuse, learning from case reviews - Summary of key issues and learning for improved practice around online harm and abuse.

 The Victoria Climbie Inquiry: Report of the Inquiry by Lors Laming

Neglect: learning from case reviews - Summary of key issues and learning for improved practice around neglect.

SAFER communication guidelines (Institute of Health Visiting)

Working Together to Safeguard Children: a guide to inter-agency working to safeguard and promote the welfare of children

Effective Child Protection

Safeguarding Children and Young People: Roles and Competences for Healthcare Staff.

Children’s needs: parenting capacity: child abuse parental mental illness, learning disability, substance misuse and domestic violence.

Child sexual abuse: learning from case reviews - Summary of risk factors and learning for improved practice around child sexual abuse

Nice Guideline 89 - When to suspect child maltreatment in under-18s. 

The Munro Review of Child Protection. Final Report: A Child-Centred System

What to do if you’re worried a child is being abused-advice for practitioners

Information sharing. Advice for practitioners providing safeguarding services to children, young people, parents and carers 

Framework for the Assessment of Children in Need and their Families. 

P. Burrows and J.Cowie (eds) Health Visiting-Specialist Community Public Health Nursing. pp.231-251 

Building effective safeguarding skills: a shift from the what to how in practice

Child sexual exploitation: learning from serious case reviews - Summary of key issues and learning for improving practice around child

Child mental health: learning from case reviews

London Safeguarding Children Procedures and Practice Guidance.

PHM020 - Safeguarding the Health and Wellbeing of Children, Young People and Families

PHM020-PRD2-ALV1

This module uses blended learning. This approach combines the use of online educational materials, platforms and synchronous online sessions with more traditional in person based teaching and learning methods. 
 
Teaching and learning will take place through a combination of in-person and synchronous online lectures, small and large group work, simulated learning, and practical activities. This will enable you to examine the issues in detail, providing both teacher and peer led input and feedback, promoting discussion, and developing effective communication. 
 
The blended teaching sessions will be complemented by self-directed study which may include blended learning opportunities that will enable you to gain a deeper overall understanding of professional practice within your specialist field. 
 
Moodle will be used as the accompanying virtual learning environment (VLE) resource that we will utilise to provide online course materials, these may include viewing recorded lectures and/or other online resources, reading materials, undertaking quizzes, completing exercises and an integrated system of student-student and student-teacher discussion.   
 
In addition to these teaching delivery approaches, you will also be required to undertake your own independent study, which will involve wider reading, independent research, skills practice, and preparation for assessment.

Safeguarding the Health and Wellbeing of Children, Young People and Families

Critically explore   the development of the UK legal framework that underpins the protection of at-risk children, young people, parents, carers, families, and communities.   

Knowledge

Critically identify and apply relevant evidence-based assessment tools to safeguarding in a complex needs context.  

Skills

Critically analyse and evaluate ways to prevent, identify and minimise risk of interpersonal abuse in order to safeguard children and young people.  

Critically and systematically analyse key theories and approaches to the safeguarding of children, young people, parents, carers, families, and communities.  

Critically synthesise and construct how your own professional role contributes to the interdisciplinary and interagency team and the effectiveness of collaborative working with vulnerable children, young people parents, carers, and families.

Critically reflect on the professional values and attitudes required to keep the child/young person at the centre of professional practice and be aware of the factors that can detract from this priority.   

Values and attitudes

Critically reflect on the professional values and attitudes required to enable resolution of potential conflicting priorities when engaged in partnership and strength-based working with vulnerable children, young people parents, carers, and families. 