Download - Supporting a student
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Supporting a student
A tale of three students
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A tale of three students
Julie John Jo
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Background Julie
• qualified for two years • appointed to a training post within your
department• previous post: staff nurse on a general medical
ward• She is hard working, keen to succeed but lacks
confidence• Very process driven – “tell me what to do and I’ll
do it” approach
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Strengths and challenges associated with supporting Julie
• Highly motivated – wants to succeed
• Process driven: - good at a tick box
approach- Downside: “Tell me
what to do and I’ll do it” suggests she has difficulties thinking outside the box
• Learning contract – supports both parties
• Supportive strategies• Build on and nurture
her motivation and wish to succeed
• Help her to think creatively using past experiences in both OH and non-OH settings
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Background John
• making a permanent career move into OH
• undertaking his degree in OH Nursing by distance learning
• previously a charge nurse in A&E• very confident: can “think on his feet” • Can be challenging to manage
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Strengths and challenges associated with supporting John
• Distance learning – sometimes the only option available
• Not all students take to D/L opportunities
• Student must be a “self-starter” and independent learner
• Fewer opportunities for classroom learning and peer support
• Learning contract – supports both parties
• Supportive strategies• A member of your staff
– identify the reasons why he can be difficult to manage
• Very confident – could this be causing problems
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Background - Jo
• ITU background• Sustained a neck and back injury at work • Decided on a career move into OH• Now a F/T OHN student• Very able• Highly motivated• Wishes to eventually set up her own OH
consultancy
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Strengths and challenges associated with supporting Jo
• Self funding– not one of your staff
• Very able–less able/less knowledgeable OHNs may find this challenging
• Independent learner
• Keen to learn the minutiae of practice issues gaining a breadth of experience
• Learning contract – supports both parties
• Encourage Jo to identify what she wants to learn in the practice setting
• As with all three students Identify opportunities for alternative practice – Jo may surprise you with her ideas
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Standards underpinning SCPHN programmes
• http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Standards-of-proficiency-for-specialist-communicty-public-health-nurses.pdf
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10 key Standards – with principles and domains:
• Surveillance and assessment of the population's health and well-being• Promoting and protecting the population's health and well-being• Developing quality and risk management within an evaluative culture• Collaborative working for health and well-being• Developing health programmes and services and reducing inequalities• Policy and strategy development and implementation.• Working with and for communities.• Strategic leadership for health and well-being.• Research and development.• Ethically managing self, people and resources
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10 key Standards – with principles and domains:
• Surveillance and assessment – health surveillance – audio/spiro
• Promoting and protecting health and well-being –fundamental to OH practice
• Developing quality and risk management within an evaluative culture health and risk assessment
• Collaborative working for health and well-being multi-disciplinary working
• Developing health programmes and services and reducing inequalities special/vulnerable groups eg workers with disabilities
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10 key Standards – with principles and domains:
• Policy and strategy development and implementation – involve in policy development – material collection
• Working with and for communities – special groups –expectant/new mothers; young/older workers.
• Strategic leadership for health and well-being – explore how the OHS can lead on health issues.
• Research and development – evidence based practice.• Ethically managing self, people and resources -budgeting
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Success!• .