RESUMEN
During the Health Visitor Implementation Plan (DH, 2011), health visiting teams were flooded with high numbers of health visitor students and, as a result, preregistration student nurse placements for both health visitor and school nurse placements were reduced or temporarily suspended until its conclusion in 2015. Since then, pre-registration placements within health visiting and school nursing have been reactivated, and pre-registration students are once again able to join the clinical learning environment of specialist community public health nursing (SCPHN). The reintroduction of student nurses to some clinical areas and firsttime introduction in others has generated questions from health visitors and school nurses about pre-registration nurses and their learning needs. This article aims to answer some of the queries we have encountered about developing the quality of the practice learning environment, so that student nurses' development is supported in accordance with the NMC Standards for pre-registration nursing education (NMC, 2010). This article may provide the opportunity for professional development, reflection and learning that can contribute towards revalidation.
Asunto(s)
Prácticas Clínicas , Enfermería en Salud Comunitaria/educación , Bachillerato en Enfermería/normas , Mentores , Servicios de Salud Escolar , Servicios de Enfermería Escolar/educación , Estudiantes de Enfermería/estadística & datos numéricos , Humanos , Reino Unido , Recursos HumanosRESUMEN
The biggest asset of the NHS is its staff. Health professionals working in the community are faced with a number of challenges to maintain and develop their knowledge and skills in their clinical practice. NHS England's Five Year Forward View describes the need for change, identifying the necessity to reshape care delivery, harnessing technology, and driving down variations in quality and safety of care. This article explores some of the challenges faced by community health-care providers and reviews possible solutions to meet community health-care needs for now as well as the future.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Educación en Enfermería/tendencias , Desarrollo de Personal , Educación Basada en Competencias , Predicción , Necesidades y Demandas de Servicios de Salud , Humanos , Mentores , Medicina Estatal , Reino UnidoRESUMEN
Safeguarding children supervision is an essential requirement for the professional development of health visitors and school nurses. Supervision is dedicated time for the discussion of individual cases of concern about safeguarding children. It is considered to be best practice in the development of knowledge, skills and competencies. The aim of this article is to critically examine the available literature on what constitutes safeguarding supervision. The overall objective of the article is to examine and define safeguarding supervision in relation to both health visitors and school nurses. This literature review analyses and evaluates available literature with regards to safeguarding children supervision.
Asunto(s)
Protección a la Infancia , Enfermería en Salud Comunitaria , Supervisión de Enfermería , Administración de la Seguridad/métodos , Servicios de Enfermería Escolar , Desarrollo de Personal/métodos , Niño , Enfermería en Salud Comunitaria/educación , Humanos , Servicios de Enfermería Escolar/educación , Reino UnidoRESUMEN
A nursing shortage, the aging baby boomer population, an escalating need for home health care, and limited availability of health care dollars are threatening to undermine the quality of health care in the United States. The National Center for Health Workforce Analysis projects a deficit of 275,000 full-time equivalents by 2010 (-12%) and a deficit of 800,000 by 2020 (-29%). This article focuses on one home health agency's strategy to support nurse graduates transitioning from student to professional nurse. Based on Benner's (1984) hallmark theory from novice to expert, the goals of this program are to enhance job satisfaction and social integration, facilitate autonomy, increase critical thinking and psychomotor skills, and develop additional competencies. Eleven key lessons learned are outlined.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Educación Continua en Enfermería/métodos , Servicios de Atención de Salud a Domicilio/organización & administración , Internado no Médico/métodos , Desarrollo de Personal/métodos , Enfermería en Salud Comunitaria/organización & administración , Educación Continua en Enfermería/organización & administración , Humanos , Internado no Médico/organización & administración , Desarrollo de Programa , Desarrollo de Personal/organización & administraciónRESUMEN
While it is well known that team vision and values statements in nursing can promote person-centred care, practitioner role clarity and empowerment, and service effectiveness, especially during times of change, their use in district nursing is limited. Accepted practice is to formulate vision and values statements 'from the top', and then seek buy-in from other staff groups, however, this inhibits practitioner engagement. This paper describes the use of group facilitation, based on principle-centred leadership practices, to engage practitioners in all the creative aspects of developing a values statement. Increasing practitioner engagement would be expected to provide the above benefits by improving communication with service-users and other key stakeholders and by motivating performance evaluation and improvement.
Asunto(s)
Enfermería en Salud Comunitaria , Filosofía en Enfermería , Ética Basada en Principios , Mejoramiento de la Calidad , Desarrollo de Personal , Enfermería en Salud Comunitaria/educación , Enfermería en Salud Comunitaria/ética , Humanos , Reino UnidoRESUMEN
With the combination of a growing older population, a rising number of people living alone with long-term conditions and the drive to move care into the community, it is essential that the education of the community nursing workforce is developed. This article examines the potential shape of education for community nurses in the future.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Educación Basada en Competencias/métodos , Bachillerato en Enfermería/métodos , Humanos , Reino UnidoRESUMEN
Health reform is increasingly targeted towards strengthening and expansion of primary health systems as care is shifted from hospitals to communities. The renewed emphasis on prevention and health promotion is intended to curb the tide of chronic disease and sustain effective chronic disease management, as well as address health inequities and increase affordable access to services. Given the scope of nurses' practice, the success of Australia's health system reforms are dependent on a nursing workforce that is appropriately educated and prepared for practice in community settings. This article reports on the results of an Australian national audit of all undergraduate nursing curricula to examine the extent of professional socialisation and educational preparation of nurses for primary health care. The results of the audit are compared with Australian nursing standards associated with competency in primary health care. The findings indicate that Australian nursing competencies are general in their approach to skills and knowledge, not specifying any particular competencies for primary health care, while undergraduate student preparation for practice in primary health and community settings is patchy and not keeping pace with reform agendas that promote expanded roles for nurses in primary health care, prevention and health promotion. The implication for nursing curriculum reform is that attention to achieving nursing graduate capacity for primary health care and health promotion is a priority.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Educación Basada en Competencias , Bachillerato en Enfermería , Atención Primaria de Salud , Enfermería en Salud Pública/educación , Australia , Promoción de la Salud , Humanos , Recursos HumanosRESUMEN
The new European space for higher education requires changes in education manners as well as execution. One of the main challenges is for the students to acquire competence in their professional life. For that purpose they require knowledge, but also skills and a proactive attitude towards learning. In this paper we tell the experience of the Virgen de las Nieves School of Nursing in Granada, with regards to the integration of the practices for the subjects of Community Nursing III, Psychiatric and Mental Health Nursing, and Geriatric Nursing, which are taken in the third year of the Diplomatura en Enfermería degree. Said practices, which were previously being offered separately within different contexts, will be merged in the same program whose scope will be Primary Care. We believe that the experience has been very positive by looking both at the results and the satisfaction of the students and the professional lecturers. It has been achieved an increase in the number of community care practice hours, and students have managed to acquire more autonomy in their learning and to incorporate critical reasoning in their education. In the methodology used, they have been the main evaluators and protagonists in their learning process, seeking the implication of professionals and teaching tutors in this change. The consensus on the objectives and methods, along with the obstacles which had to be overcome, constitutes one of the most interesting aspects of this experience.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Enfermería Geriátrica/educación , Enfermería Psiquiátrica/educación , HumanosRESUMEN
Health is understood as a complex phenomenon, related to multiple causes linked to factors which have diverse biological, psychological, economic and social natures. Among these and individuals' behavior a causal relationship is established, converting those individual decision-making processes into fundamental health which bears evidence on the necessity for health professionals to be prepared for this new reality. Community nursing clinical contexts comprise the first line of priorities to deal with this problem. The objective of this article is to comprehend how the process to prepare nursing professionals for clinical practice in community nursing occurs in a Superior School of Nursing in Portugal. This study is of an exploratory and descriptive nature. Interviews were carried out and later their content was analyzed. Based on the results, the authors noticed the need to redirect teaching in order to form professionals who attend to the needs of the population, who work in teams, and who, mainly succeed in dialoging according to the Paulo Freire perspective. The authors conclude that it is necessary to create a greater coherence between what is taught and what occurs in the context of clinical practice, in other words, that the school world carries on a dialogue with the working, clinical practice world and vice versa.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Enfermería en Salud Comunitaria/normasRESUMEN
This is the second paper in a series of three, drawing on the experience of providing evidence to the Health Select Committee's 2008 inquiry into health inequalities. Material submitted has been adapted and expanded according to three common and often controversial questions. One member of the committee enquired about the relevance of education and training to recruitment issues in health visiting, asking why it is necessary to be a nurse and what would be the barriers to changing this arrangement, which has been in force since the 1960s.This paper summarises some of the longstanding discussions about this issue, which has rarely been off the agenda, and proposes that, since health visiting is no longer in statute, the time has come to take a radical approach and to change current arrangements.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Bachillerato en Enfermería/organización & administración , Educación de Postgrado en Enfermería/organización & administración , Enfermeras Clínicas/educación , Curriculum , Predicción , Necesidades y Demandas de Servicios de Salud , Humanos , Licencia en Enfermería , Enfermeras Clínicas/organización & administración , Selección de Personal , Jubilación , Criterios de Admisión Escolar , Factores de Tiempo , Reino Unido , Recursos HumanosRESUMEN
More the 30 years have passed since the first Royal Decree that regulated nursing specialties was published in 1987. It is the Royal Decree published in 2005 that really allowed the training development of part of the specialties recognized in it (family and community nursing, paediatric nursing, geriatric nursing and occupational health nursing) since the obstetric-gynaecological specialist nurses (midwives) and mental health specialists had long since already started their training processes through the resident internal nurse model, today, training in the specialty of family and community nursing has been implemented in all the autonomous communities, but has not had the same development in terms of the incorporation of specialists in the health institutions of the respective health services of the autonomous communities This circumstance is generating a great lack of motivation among community nurses, both specialists and those who hope to obtain the qualification through a specialty exam. Many of the objectives achieved to date have been made possible thanks to the work of the scientific societies of community nursing (Association of Community Nursing [AEC] and Federation of Associations of Community Nursing and Primary Care [FAECAP]), which have allowed progress to be made and the process not to be halted, although there are still many achievements to be made on which the aforementioned scientific societies continue to work. In a society in which nursing care is increasingly necessary and demanded, it must have greater consideration and position in health policies, since it has demonstrated its effectiveness and can be the model that allows the health system to be sustainable. Therefore, nurses who specialize in family and community nursing must cease constituting an opportunity and become a reality.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Enfermería de la Familia/educación , Sociedades de Enfermería , Enfermería en Salud Comunitaria/legislación & jurisprudencia , Enfermería en Salud Comunitaria/tendencias , Empleo/estadística & datos numéricos , Enfermería de la Familia/legislación & jurisprudencia , Enfermería de la Familia/tendencias , Humanos , Objetivos Organizacionales , España , Factores de TiempoRESUMEN
It is the mission of the Community and Family Nurse through an integral and holistic approach to accompany people from cradle to death in developing their health potential, and promote different family, work and social environments to facilitate this development. Throughout history, various international, European and national organizations have regulated the figure of the Community and Family Nurse, and now their functions, powers and professional performance are fully regulated. The Community and Family Nurse can respond to the needs of a changing population and take on new responsibilities in management and research. Their extensive basic and advanced skills gathered under a rigorous training programme, benefit the health system, the nursing profession, citizenry and its communities. Many challenges remain for the Health Departments of each Autonomous Region to make it possible for this specialty to develop its full potential for improving care.
Asunto(s)
Enfermería en Salud Comunitaria/tendencias , Enfermería de la Familia/tendencias , Predicción , Atención Primaria de Salud/tendencias , Competencia Profesional , Enfermería en Salud Comunitaria/educación , Enfermería en Salud Comunitaria/legislación & jurisprudencia , Enfermería de la Familia/educación , Enfermería de la Familia/legislación & jurisprudencia , Humanos , Programas Nacionales de Salud/normas , Atención Primaria de Salud/legislación & jurisprudencia , Competencia Profesional/legislación & jurisprudencia , Competencia Profesional/normas , Desarrollo de PersonalRESUMEN
Modernising policies for the NHS have aimed to strengthen the nursing workforce through enhancing professional roles and increasing the numbers of pre-registration students. The current emphasis upon community based health care has led to an increase in the quantity and complexity of the workload for community nurses and health visitors, whilst at the same time educational developments have led to additional responsibilities supporting nursing students on community placements. These issues are explored in this paper which reports findings from a qualitative study in a large city based Primary Care Trust (PCT). The findings demonstrate that the provision of clinical placements for nursing students leads community nurses and health visitors to juggle the demands of their workload with meeting the needs of nursing students and clients. This requires a (re)-organisation of their work, often impacting on the wider team. Additionally the nature of community nursing/health visiting work, shaped by time, space, resources and location, constrains opportunities for clinical learning. If government policies are to be implemented successfully, community nursing and health visiting staff require appropriate support to enable them to fulfil their educational and clinical roles.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Enfermería en Salud Comunitaria/organización & administración , Mentores , Preceptoría/organización & administración , Carga de Trabajo , Humanos , Atención Primaria de Salud , Medicina Estatal/organización & administración , Reino Unido , Recursos HumanosRESUMEN
There is evidence to suggest that population-focused public health nursing is more rhetoric than reality. This quantitative study compares the self-perceived public health competence of qualifying student specialist community public health nurses (SCPHNs) (n = 35) with those of the practice teachers (PTs) facilitating their practice learning (n = 31). Findings suggest that PTs felt more competent than qualifying students on leadership and management for public health, working with communities, and communication skills. However, the qualifying students self-rated higher than the PTs on principles and practice of public health, suggesting that the PTs in this study felt less competent than their qualifying students in key public health skills, such as epidemiology, population health needs assessment, research and evidence-based decision-making. It is recommended that the triennial review of PTs should address not only educational skills but knowledge and skills in contemporary public health practice, a continuing professional development framework for SCPHNs should be developed and funded, providers should assist PTs in keeping up with contemporary public health, and the role of the PT should be recognised and given appropriate support and remuneration.