Motivations for training as an SCPHN in Northern Ireland.

Several policy consultations addressing post-registration nursing careers have followed the creation of the specialist community public health nurse (SCPHN) part of the NMC register, for health visitors, school nurses and occupational health nurses. This study surveyed a cohort of students (n = 44) starting a SCPHN programme, to explore what factors influenced their decision to train for this part of the register, and whether these differed according to previous experience or chosen pathway. The most highly rated factors were an interest in health promotion, a desire to work in community settings, and more involvement in the social aspects of health. These factors were closely linked with aspirations of career progression. There was no significant difference between previous experience and factors influencing career change decisions. However, there were some variations between chosen pathways, with occupational health respondents prioritising factors differently to their health visiting and school nursing counterparts. It is recommended that research is conducted into occupational health nursing roles, SCPHN proficiencies reviewed, and more flexible educational programmes developed.

A comparative study of self-perceived public health competencies: practice teachers and qualifying SCPHNs.

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.