[August 2019]

Catherine McAuley School of Nursing and MidwiferyBrookfield Health Sciences Complex

University College Cork

POSTGRADUATE DIPLOMA IN PUBLIC HEALTH NURSING

COURSE BOOKLET2019/2020

Tel: 021- 4901560/1555 (Administration office)Tel: 021- 4901509 (Mr Lloyd Philpott Programme Co-ordinator)Fax: 021 - 4901493Email: nursing.studies@ucc.ie

While every effort has been made to ensure that the contents of this booklet are accurate, the booklet is issued as a guide only, and should be read in conjunction with the official publications of the university. No guarantee is given that programme details will not be amended.

Table of Contents

General outline of the Programme.................................................................2Entry Requirements..........................................................................................................2Exemptions at the Point of Entry to the Programme........................................................2Guiding philosophy...........................................................................................................2Aim of the programme......................................................................................................3Learning outcomes............................................................................................................3

Programme content...........................................................................................................4Attendance........................................................................................................................5Referencing Style..............................................................................................................5NU6041 Public Health Nursing: Principles and Professional Issues………………………………..6NU6042 Children, Young People and Families................................................................11NU6043 Adults and Older People in the Community......................................................15NU6044 Health and Health Promotion: Concepts and Principles...................................19NU6005 Nursing Research ..............................................................................................22NU6170 Nursing Research for Specialist Practice…………………………………………………………25NU6054 Maternal and Child Health Nursing………………………………………………………………..30SS6000 Public Health, Social Services and Community .................................................38Figure 1. Protocol for clinical placement issues..............................................................45Table 1. Course Structure…………………………………………………………………………………………….46Table 2. Assessment Map................................................................................................47

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General outline of the Programme

The Postgraduate Diploma in Public Health Nursing is a full-time programme running for one academic year from the date of first registration for the programme. This programme is a Postgraduate diploma; set at level nine of the National Framework of Qualifications (National Qualifications Authority of Ireland (NQAI), 2003). Students passing the Postgraduate Diploma will be eligible for registration with the Nursing & Midwifery Board of Ireland (NMBI) as a Registered Public Health Nurse.

Entry RequirementsBefore admission to the programme of education and training leading to registration in the Public Health Nurses Division of the Register, the name of the candidate for registration must already be entered in the General Division of the Register of Nurses, have a minimum of 3 years post registration general nursing experience or be registered in the General Nursing Division and another Division of the Register, including Registered Midwife (RM), Registered Children’s Nurse (RCN), Registered Nurse Intellectual Disability (RNID) or Registered Psychiatric Nurse (RPN) Divisions of the Register of Nurses and Midwives maintained by the Nursing & Midwifery Board of Ireland (NMBI) or entitled to be so registered; and have a minimum of 18 months post registration general nursing experience as an RGN, and 18 months post registration experience as an RM or RCN or RNID or RPN. Candidates must have undertaken a programme of study at National Framework of Qualifications academic level 8 (Honours Degree or Higher Diploma) or provide evidence that they can perform at this level, thereby satisfying the university/college that they have the ability to complete the programme. If English is not the first language, fluency must be demonstrated (ILETS 7 or higher). Admission to the programme will be subject to the internal university approval process - (SUBJECT TO APPROVAL BY THE RELEVANT COLLEGE BOARDS)

Exemptions at the Point of Entry to the ProgrammeSuitably qualified applicants with relevant Midwifery registration should on application make a request for exemption from the Maternal and Child Health Nursing module to be considered by the College of Medicine and Health. Exemption form for this is available on the School of Nursing and Midwifery website. Students who have previously completed NU6005 will be required to undertake NU6170 Research Methods for Specialist Practice.

Guiding philosophyThe philosophy of the School of Nursing and Midwifery can be viewed at https://www.ucc.ie/en/nursingmidwifery/. The PGDPHN programme proposes to adopt as a guiding philosophy the belief that public health nursing is practice centred, generalist and committed to illness prevention and health promotion. The programme is dedicated to preparing practitioners to deliver essential, affordable, accessible and acceptable public health nursing care to individuals, families and communities as part of primary healthcare teams. A holistic, person–centred approach to therapeutic interventions is actively promoted to achieve positive client outcomes and quality nursing care.

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In recognition of the fact that two modules of the programme are delivered by the Department of Applied Social Studies the mission statement of that Department is included below:

Mission

The School of Applied Social Studies’ mission is ‘to provide an educational environment which promotes a culture of critical intellectual and practice enquiry in the social sciences based upon participation, inclusion and diversity’. This mission statement is underpinned by the objective of making equality an integral part of the intellectual, cultural, social and economic life of the University. The School believes that quality is best achieved through the pursuit of equality, based upon the principles of lifelong learning and open access. Many of its staff and students are engaged as active citizens in voluntary and community organisations, linking the School to civil society.

Diversity and Access

The School of Applied Social Studies is committed to promoting diversity through widening participation as part of the multicultural reality of Ireland in the 21st Century. We start from the premise that each person is unique. Our being different is what makes us unique as human beings. The School’s programmes seek to promote curiosity and appreciation of what is different, with a view to opening up new worlds of understanding to the learner. We value differences in class, ethnicity, age, gender, sexual orientation, religion, ideological beliefs and ability as the most valuable asset of the University. In all our programmes, diversity is valued as an important source of intellectual enrichment and personal development http://www.ucc.ie/en/appsoc/aboutus/.

Aim of the programmeAccording to NMBI (2015) the “purpose of the education and training programme is to enable students acquire the knowledge, skills, competence and confidence to critically analyse and reflect on public health needs and care provision and to be able to develop the competencies required to practice public health nursing” (p.12). Consequently NMBI (2015) proposed learning outcomes for the programme of education which are detailed below. The aim of the PGDPHN is to develop informed and skilled practitioners in the public health nursing field. In order to achieve this aim, specific and relevant learning outcomes have been developed which are detailed in the indicative content of each module. Furthermore, these outcomes are linked with the qualification standards appropriate to level 9 qualifications. Competence is assessed in relation to each of the modules utilising a relevant assignment.

Learning outcomesThe Postgraduate Diploma in Public Health Nursing enables the student to:

Practice as a competent accountable autonomous public health nurse, assessing planning, and implementing interventions on the basis of research, evidence and evaluation.

Work in partnership to support and empower individuals and carers/families/groups and communities to influence and use available services, information and skills to the full and participate in decisions concerning their care.

Acknowledge individuals/families/groups and communities’ rights to make their own decisions about their health and social well-being and set their own priorities.

Lead/co-ordinate and/or participate in all types of community health needs assessment, planning, implementation and evaluation of health education programmes and care interventions.

Assess, plan, implement and evaluate maternal and child health care in a primary care context and within the nurse’s scope of practice.

Encourage community participation and work in partnership with voluntary workers in health enhancing activities.

Work collaboratively within the interdisciplinary/ multidisciplinary environment to maximise their contribution to health improvement in the local community.

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Be able to identify health inequalities and take action with communities, populations and others to address issues of health, social inequalities, and social exclusion demonstrating and increased focus on public health within contemporary practice.

Develop, implement and evaluate health promotion and health education strategies. Demonstrate an awareness of policy development and strategic planning in the

health services. Act as a resource of expertise in public health within an

interdisciplinary/multidisciplinary setting, demonstrating the nursing contribution to public health within contemporary practice.

Apply leadership skills to improve the health and well-being of individuals/ families/ groups and communities across a care pathway.

Develop competence in the ability to analyse health policy and the political, social, economic and environmental factors influencing health at a National, European and international level.

(NMBI 2015, p5-6)

Programme contentThe Postgraduate Diploma in Public Health Nursing consists of nine modules (60 credits), incorporating 300 hours of structured contact time and clinical practicum, as follows:

NU6041 Public Health Nursing: Principles and Professional Issues (10 credits) NU6042 Children, young people and families (10 credits) NU6043 Adults and older people in the Community (5 credits) NU6044 Health and Health Promotion: Concepts and Principles (5 credits) NU6047 Clinical Placement: Public Health Nursing (5 credits) NU6054 Maternal and Child Health Nursing (10 credits)SS 6000 Public Health, Social Services and Community (5 credits) NU6005 Nursing Research (10 credits) OR NU6170 Research Methods for Specialist Practice (10 credits) * *Applicants who have previously completed NU6005 will be required to undertake NU6170.

The programme also incorporates 18 weeks clinical placement. Fifteen weeks under the preceptorship of a registered public health nurse and three weeks of self-directed community placement organised by the student in response to identified learning needs. This placement is divided into four segments to facilitate learning. The programme modules as they appear1 in the college calendar www.ucc.ie/academic/modules/ are detailed in the following pages under their respective module codes and titles.Students are directed to either hard copy or electronic versions www.ucc.ie/admin/registrar/marksandstandards/ of the marks and standards relevant to the programme. Similarly students are also advised to familiarise themselves with the guide to examination regulations and procedures at http://www.ucc.ie/en/exams/procedures-regulations/ . For other policies and procedures see the following link http://www.ucc.ie/en/nursingmidwifery/students/

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AttendanceThe Requirements and Standards for Public Health Nurse Registration Education Programmes (NMBI 2015) specify a minimum number of hours of both Theoretical and Clinical Instruction. In order to register as a Public Health Nurse on completion of the Post Graduate Diploma in Public Health Nursing programme, the Head of School, or designated person, is required to certify that a student has satisfactorily completed all elements of the programme both theoretical and clinical in line with the Requirements and Standards (NMBI 2015). In order to ensure that you meet the criteria laid down by Nursing and Midwifery Board of Ireland the School Of Nursing and Midwifery monitor attendance see http://www.ucc.ie/en/nursingmidwifery/students/theory/. Electronic attendance monitoring came into effect for this programme on the 1st September 2009. This attendance information will be compiled and if the programme academic team have concerns regarding the attendance of a particular student then the student will be asked to meet with the course coordinator to discuss same.

ExemptionsSuitably qualified applicants with relevant Midwifery registration may make a request for exemption from the NU6054 Maternal and Child Health Nursing module to be considered by the College of Medicine and Health. Exemption forms for this module are available from the School of Nursing and Midwifery. Students who have previously completed NU6005 will be required to undertake NU6170 Research Methods for Specialist Practice.

Referencing StyleFrom September 2011 the School of Nursing and Midwifery have been using the Harvard system of referencing in line with EndNote and the Journal of Advanced Nursing. Details on this referencing style are available at http://www.ucc.ie/en/nursingmidwifery/students/academicwritingandreferencing/

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NU6041 Public Health Nursing: Principles and Professional Issues

Credit Weighting: 10Semester(s): Semesters 1 and 2.No. of Students: Min 10.Pre-requisite(s): NoneCo-requisite(s): None

Teaching Method(s): Other (40hrs Lectures/Discussions/Seminars; 160hrs Self-directed and Blended Learning).

Module Co-ordinator: Dr Helen Mulcahy, School of Nursing & Midwifery.Lecturer(s): Staff, School of Nursing & Midwifery.Module Objective: To orientate students to Public Health Nursing; explore influences on service provision; develop personal theoretical frameworks for practice.Module Content: Policies, principles, strategies and functions; demographic measures and health needs/ risk identification for the community nursing services. Historical, legislative and socio-political development nationally and internationally; primary health care and community nursing models including the application of relevant nurse theorists; roles and functions including autonomy and scope of practice; multidisciplinary and interagency interaction; management process, principles and practice.Learning Outcomes: On successful completion of this module, students should be able to:Summarise how the health strategy principles of equity, people- centredness quality and accountability are integrated into the public health nursing serviceAnalyse the role and function of the Public Health NurseFormulate the determinants of a public health approach to public health nursingExplain diversity in the community taking account of the individuality of needs and resourcesConstruct a community health needs assessment.Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3,000 word Academic Paper).Compulsory Elements: Continuous Assessment. To meet professional requirements attendance at Lectures, Tutorials, Seminars etc. will be monitored by a class register.Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.Pass Standard and any Special Requirements for Passing Module: 50%.Formal Written Examination: No Formal Written Examination.Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Students must revise and resubmit Academic

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Indicative Content of Module

NU6041 Public Health Nursing: Principles and Professional Issues (10 credits).

Lecture Hours: 40 hrs Reflective Hours: 160In class/Exam Total Module Hours: 200Module Leader: Dr Helen MulcahyLecturers: Dr Helen Mulcahy, Mr Lloyd Philpott and guest lecturers

Learning Outcomes: Summarise how the health strategy principles of equity, people-centredness quality and

accountability are integrated into the public health nursing service Analyse the role and function of the Public Health Nurse Formulate the determinants of a public health approach to public health nursing Explain diversity in the community taking account of the individuality of needs and

resources Construct a community health needs assessment

Content of the module* Exploration of the concept of community Historical and legislative background to community nursing in Ireland Health Structure Primary Care and Primary Health Care Public health nursing practice Defining and exploring diversity in community Challenges relating to community health nursing Demographic trends in health care Epidemiology in the context of public health and nursing Providing equitable public health nursing service Professional regulation, autonomy and scope of practice Community health needs assessment/ profiling and meeting needs of communities Family Health Nurse Partnership, and collaboration with service users Team working in primary care/ Multi-professional and multi-agency collaboration Specialist and generalist nursing in the community Record keeping and documentation Management process, principles and practice PHN/ client relationships and effective interventions

Theoretical and conceptual models for practice

The specific content and order of lectures may vary

Teaching Methods: Lectures, discussions, seminars

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Mode of Assessment:Academic Paper (3000 words) Incorporating Health Needs Assessment template Buckley and Mulcahy (2006)

Core readingLeahy-Warren, P., Mulcahy, H., Benefield, L., Bradley, C., Coffey, A., Donohoe, A., . . . Savage, E. (2017). Conceptualising a model to guide nursing and midwifery in the community guided by an evidence review. BMC Nursing, 16(1), 35. doi:10.1186/s12912-017-0225-3

McMurray A. Clendon J. (2015) Community health and wellness : primary health care in practice Elsevier Health Sciences APAC, Chatswood .[electronic resource] Persistent link: http://library.ucc.ie/record=b2167684

Mode of Assessment:Academic Paper (3000 words) Incorporating Health Needs Assessment template Buckley C. and Mulcahy H. (2011)

Required ReadingBigbee J. L., & Issel L. (2012). Conceptual Models for Population-focused Public Health Nursing Interventions and Outcomes: The State of the Art. Public Health Nursing, 29(4), 370-379.Bryans A., Cornish F., & McIntosh J. (2009). The potential of ecological theory for building an integrated framework to develop the public health contribution of health visiting. Health & Social Care In The Community, 17(6), 564-572.Burke T. & O' Neill C. (2010). Community nurses working in piloted primary care teams: Irish Republic. British Journal Of Community Nursing, 15(8), 398-404. Carney M. (2009). Public health nurses perception of clinical leadership in Ireland: narrative descriptions. Journal Of Nursing Management, 17(4), 435-445. Cawley T. & Mannix McNamara, P. (2011). Public Health Nurse Perceptions of Empowerment and Advocacy in Child Health Surveillance in West Ireland. Public Health Nursing, 28(2), 150-158.Clancy A., Leahy-Warren P., Day M. & Mulcahy H. (2013). Primary Health Care: Comparing Public Health Nursing Models in Ireland and Norway. Nursing Research & Practice, 1-9.Curtis E. A., & Glacken M. (2014). Job satisfaction among public health nurses: a national survey. Journal of Nursing Management, 22(5), 653-663.Hemingway A., Aarts C., Koskinen L., Campbell B., & Chassé F. (2013). A European Union and Canadian Review of Public Health Nursing Preparation and Practice. Public Health Nursing, 30(1), 58-69.Issel L., Bekemeier B. & Kneipp S. (2012) A Public Health Nursing Research Agenda. Public Health Nursing 29(4), 330-342.Keller-Olson L., Strohschein S., Lia-Hoagberg B. & Schaffer M. (2004). Population-based public health interventions: Practice-based and evidence-supported. Part I. Public Health Nursing, 21(5), 453–468.Keller L., Strohschein S., Schaffer M. & Lia-Hoagberg B. (2004). Population-based public health interventions: innovations in practice, teaching, and management. Part II. Public Health Nursing, 21(5), 469-487. Nic Philibin C., Griffiths C., Byrne G., Horan P., Brady A. & Begley C. (2010) The role of the public health nurse in a changing society. Journal Of Advanced Nursing 66(4), 743-752.Nurs Sci Q. 2012 Jan;25(1):37-43. doi: 10.1177/0894318411429034.Kulbok PA & Ervin NE. (2012) Nursing science and public health:contributions to the discipline of nursing Nurs Science Quarterly 25(1), 37-43.

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Woods, M. (2010). Public Health Intervention Model: impact on Australian community and mental health nursing students' practice. International Journal Of Nursing Education Scholarship, 7(1), 1-21

BibliographyBailey L., Vardulaki K., Langham J. & Chandramohan D. (2005) Introduction to Epidemiology. Open University Press, BerkshireBegley C., Brady A., Byrne G., Macgregor C., Griffiths C. & Horan P. (2004) A study of the role and workload of the public health nurse in the Galway Community Care Area. Trinity College, DublinBuckley C. & Mulcahy H. (2011) Community profiling and Health Needs Assessment: A Guidefor Public Health Nurses. Version 3 April 2011. Unpublished: NMPDU & School of Nursing and Midwifery, University College Cork, Cork. Available at http://www.ichn.ie/resources/community_profiling__health_needs_assessments-id77Clarke J. (2004) Public Health Nursing in Ireland: A Critical Overview Public Health Nursing 21 (2), 191-198Curley A. L. C. Vitale P. (2012) Population-based nursing : concepts and competencies for advanced practice. Springer Pub. Co., New York, NY. Coles L. and Porter E. eds. (2008) Public health skills: a practical guide for nurses and public health practitioners. Blackwell, Oxford.Department of Health & Children & Department of Health (DOHC) Social Services and Public Safety (DHSSPS) (2005) Nursing for Public Health: Realizing the Vision DHSSPS & DOHC, Belfast and Dublin. www.dohc.ieDepartment of Health and Children (2001) Quality and Fairness – A Health System for You Stationery Office, Dublin. Department of Health and Children (2001) Primary Health Care A New Direction.Stationery Office, Dublin.Department of Health and Children (2000) Circular 41/2000 Government Publications, Dublin.Department of Health (1966). Circular 27/66. District Nursing Service. Stationery Office, Dublin.Government of Ireland (1998) The Report of the Commission on Nursing: Government Publications, Dublin.Hanafin S. & Cowley S. (2005). Service configuration and quality of Irish public health nursing. Community Practitioner 78(12), 433-436.Hanafin S., Houston A. & Cowley S. (2002) Vertical equity in service provision: a model for the Irish public health nursing service. Journal of Advanced Nursing 39 (1), 68-76National Council for the Professional Development of Nursing and Midwifery (NCNM) (2005) Agenda for the Future Professional Development of Public Health Nursing. NCNM, Dublin.Nursing and Midwifery Board of Ireland (2015) Requirements and Standards for Public Health Nurse Education Programmes . NMBI, DublinPorche, D. J. (2004) Public & community health nursing practice: a population-based approach . Sage Publications, Thousand Oaks.Robotham A. Frost M. eds. (2005) Health visiting: specialist community public health nursing. Elsevier Churchill Livingstone, Edinburgh.

Web-based resourceshttp://www.ncaop.ie/http://www.ncpop.ie/http://www.ncnm.ie/

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http://www.dohc.ie/http://www.seechange.ie/http://ec.europa.eu/health-eu/index_en.htmhttp://www.hse.ie/eng/staff/library/http://www.lenus.ie/hse/pages/.htmlhttp://www.hiqa.ie/http://www.nursingboard.ie/en/homepage.aspxhttp://www.inispho.org/http://www.nda.ie/http://www.ichn.ie/resources/www.inispho.org/files/file/Making%20Chronic%20Conditions.pdfwww.euro.who.int/Document/E93103.pdfwww.dohc.ie/publications/pdf/hcp.pdf

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NU6042 Children, Young People and Families

Credit Weighting: 10Semester(s): Semesters 1 and 2.No. of Students: Min 10.Pre-requisite(s): NoneCo-requisite(s): NoneTeaching Method(s): Other (40hrs Lectures/Group Discussions; 160hrs Self-directed and Blended Learning).Module Co-ordinator: Dr Helen Mulcahy, School of Nursing & Midwifery.Lecturer(s): Staff, School of Nursing & Midwifery.Module Objective: To facilitate students understanding of the role and function of the Public Health Nurse in relation to children, young people and families.Module Content: Pre and post-natal care of mother and baby; Theoretical perspectives on development. Risk and protective factors which influence child health; Legislation and policy in relation to child health, young people and families; The concept of prevention; Surveillance and screening; Assessment of risk and vulnerability; working in partnership with children, young people and families; Multidisciplinary and interagency communication.Learning Outcomes: On successful completion of this module, students should be able to:Reconstruct the contribution of the public health nurse to the health of children, young people and families within the multidisciplinary and interagency approach.Explain the role of the public health nurse in relation to child and young peoples health, development and protection in the context of their families and communities.Relate the development of children and young people to best practice in health surveillance and screeningDemonstration recognition of the role and value of family and community support in child health well-being and protection.Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 3 hr(s) paper(s) In Class Examination).Compulsory Elements: Continuous Assessment. Attendance and participation at all timetabled teaching activities.Penalties (for late submission of Course/Project Work etc.): None.Pass Standard and any Special Requirements for Passing Module: 50%.Formal Written Examination: No Formal Written Examination.Requirements for Supplemental Examination: 1 x 3-hour written examination paper in the autumn.

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Indicative Content of Module

NU6042 Children Young People and Families

Lecture Hours: 40 Reflective Hours: 160In class/Exam Total Module Hours: 200

Module Leader: Dr Helen MulcahyLecturers: Dr Helen Mulcahy, Dr Patricia Leahy- Warren and guest lecturers

Learning Outcomes: Reconstruct the contribution of the public health nurse to the health of children, young

people and families within the multidisciplinary and interagency approach. Explain the role of the public health nurse in relation to child and young people’s health,

development, welfare and protection in the context of their families, communities and population

Relate the development of children and young people to best practice in health surveillance and screening

Recognise the role and value of family and community support in child health well-being and protection

Content of the module Theoretical perspectives on child developmental Developmental pathways in early and middle childhood Public health nursing services for families with children ( 0-12 years) Determinants of child and family health Child health surveillance and screening. Best health for children Child health promotion Best practice in child protection Developing a partnership with families and communities

Workshop 1 Good Practice in Child Protection (Teamwork, Networking Collaboration)Workshop 2 Interdisciplinary Work in the Child Care Context, () Teaching Methods: Lectures, Hand-outs, Workshops, and Video, Debate

Mode of Assessment: Total Marks 200. In class test x 3hrs.This exam is designed to test student’s knowledge of child, young people, family health and welfare, as it pertains to the role of the PHN and demonstrate reflective and evaluative skills.

Core Reading/ResourcesDenyer, S. (2005) Best Health for Children Revisited: Report of the National Core Child Health Programme to Review Group to the Health Service Executive. Programme of Action for Children, Dublinhttp://www.hse.ie/eng/services/Publications/services/Children/Training_Programme_for_Nurses_and_Doctors_in_Child_Health_Screening,_Surveillance_and_Health_Promotion.html

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Mulcahy, H. (2016). Chapter 10. Parental Concern. In J. J. Fitzpatrick & G. McCarthy (Eds.), Nursing Concept Analysis Applications to Research and Practice. Springer Publishing Company, New York

Mulcahy, H., & Savage, E. (2015). Uncertainty: A little bit not sure. Parental concern about child growth or development. J Child Health Care. doi:10.1177/1367493515587059

Mulcahy, H. (2014) Triggers to action on child developmental concerns. The Boolean, Vol. 2014 (00),pp. 93-97.

Mulcahy H, Day MR, Coleman C, O’Dwyer P, & Leahy-Warren P . (2016). Developmental Dysplasia of the Hip: A Case Study to Illustrate Public Health Nursing practice. Adv Practice Nurs, 2(106). doi:doi:10.4172/apn.1000106

O’Dwyer, P. (2010) Monageer Report: A PHN perspective. Nursing in the Community 11(2) Summer 2010 6-7Office for the Minister for Children Youth Affairs (2011) Children first: national guidance for the protection and welfare of children: frequently asked questions Office of the Minister for Children and Youth Affairs Sheridan, M., Frost, M. Sharma, A. (2007) From birth to five years (3rd). Routledge, London.

Recommended reading Child Family Agency (2014) Ireland's Child and Family Agency: towards a shared purpose Child and Family AgencyKent, S., Dowling, M. and Byrne, G. (2011) Community nurses' child protection role: views of public health nurses in Ireland. Community practitioner : the journal of the Community Practitioners' & Health Visitors' Association, Vol. 84 (11),pp. 33-6.Leahy Warren P. (2005) First time mothers: social support and confidence in infant care. Journal of Advanced Nursing 20 (5), 479-488Mulcahy H. Leahy Warren P. Day M. R. (2006) Thumbs up for PHN – led clinics Nursing in the Community July / AugustNystrom K. and Ohrling K. (2004) Parenting experiences during the child’s first year; literature review. Journal of Advanced Nursing 46 (3), 319-330Williams J. and Holmes C. (2004) Improving the early detection of children with subtle developmental problems Journal of Child Health Care 8 (1), 34-46

Web-based resourceshttps://www.gov.uk/government/publications/healthy-child-programme-pregnancy-and-the-first-5-years-of-lifehttp://www.hse.ie/eng/health/child/nurture/pubs.htmlhttp://developingchild.harvard.edu/about/http://www.hse.ie/eng/services/Publications/services/Children/childinfantpublications.htmluncil.ie/Participation/Code_of_Ethics/ http://www.infantandtoddlerforum.org/ www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/ www.childrensdatabase.ie/viewc.asp www.childcare.ie www.growingup.ie www.nco.ie www.barnardos.ie www.childrensrights.ie

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www.parentlineplus.ie www.endchildpoverty.ie www.ispcc.ie www.youth.ie www.omc.gov.ie/viewdoc.asp www.archways.ie/ www.infantandtoddlerforum.org/ www.irishprematurebabies.com

Students are also referred to relevant journal articles and other resources.In addition, students are advised to seek out reading material from the library outside those referred to above.

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NU6043 Adults and Older People in the CommunityCredit Weighting: 5Semester(s): Semester 1.No. of Students: Min 10, Max 30.Pre-requisite(s): NoneCo-requisite(s): NoneTeaching Method(s): Other (20hrs Lectures/Group Discussion/Tutorials/Workshop/Seminar/Day Trips; 80 hrs Coursework and Self-directed and Blended Learning).Module Co-ordinator: Lloyd PhilpottLecturer(s): Staff, School of Nursing & Midwifery.Module Objective: Discuss the role of the public health nurse in the promotion of the health and well being in adults and older people.

Module Content: Role of the public health nurse, demographics and epidemiological profile of adults and older people, attitudes to ageing, social, psychological, biological, physical aspects of ageing, altered disease presentation, elder abuse, approaches to and models of assessment, dependency assessments, rehabilitation and care management of adults and older people with disability/chronic illness, altered cognitive awareness, healthy ageing, the family/carer, the role of the voluntary sector, legislative issues and relevant laws that affect the adult and older person requiring care.

Learning Outcomes: On successful completion of this module, students should be able to:Critically evaluate the role of the public health nurse in care of adults and older peopleEstablish the demographic and epidemiological profile of adults and older peopleAnalyse health problems that affect adults and older peopleAssess and relate health initiatives within national and international contexts for adults and older peoplePropose and develop assessment and management strategies for adults and older people with complex illness.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 1,500 word Academic Paper).Compulsory Elements: Continuous Assessment. Attendance and participation at all timetabled teaching activities.Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.Pass Standard and any Special Requirements for Passing Module: 50%.Formal Written Examination: No Formal Written Examination.Requirements for Supplemental Examination: Marks in passed element(s) of Continuous

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Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Students must revise and resubmit Academic Paper, as prescribed by the School of Nursing and Midwifery).

Indicative Content of Module NU6043 Adults and Older People in the Community (5 credits)

Lecture Hours: 20In class/Exam Academic AssessmentReflective Hours: 80 Total Module Hours: 100Module Leader: Lloyd PhilpottLearning Outcomes:

Formulate the role PHN/Nurse in the Community in care of adults and older people Establish the demographic and epidemiological profile of adults and older people Summarise and categorise health problems that affect adults and older people Assess and relate health initiatives within national and international contexts for adults

and older people Have knowledge and understanding of assessment and management strategies for

adults and older people with complex illness Propose and develop assessment and management strategies for adults and older

people with complex illness

Content of the Module Demographic and epidemiological profile of adults and older people in Ireland Current policy, legislative framework and services for diverse populations Ageism and attitudes to older people Rehabilitation and care management of people with disability/chronic illness Interface between Primary and Secondary Care Person centred assessment approaches to adults & older people in the community

setting Informal Carers needs and concerns Person centred assessment approaches to adults & older people Mental Health issues in adults and older people Elder Abuse & Self-Neglect

Teaching Methods: Lectures, tutorials, workshops/seminars, group discussions, reflective sessions. Mode of Assessment:Academic paper (1500 words)Students are asked to integrate knowledge in relation to adults and older people in the community and to gather, interpret and evaluate the literature and evidence from a variety of sources and demonstrate how the PHN contributes to the care and well-being of adults and older people in the community setting.Reading list:Ballard J., Mooney M., & Dempsey O. (2013). Prevalence of frailty-related risk factors in older adults seen by community nurses. Journal Of Advanced Nursing, 69(3), 675-684.Barrett A., Savva G., Timonen V. & Kenny R.A. eds (2011) The Irish Longitudinal Study on Ageing. Trinity College, Dublin.

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Bigbee J. L. & Issel L. (2012). Conceptual Models for Population-focused Public Health Nursing Interventions and Outcomes: The State of the Art. Public Health Nursing, 29(4), 370-379Bindels J., Cox K., Widdershoven G., Schayck O. & Abma T. (2014). Care for community-dwelling frail older people: a practice nurse perspective. Journal Of Clinical Nursing, 23(15/16), 2313-2322. Byrne G., Brady A., Horan P., Macgregor C. & Begley C. (2007). Assessment of dependency levels of older people in the community and measurement of nursing workload. Journal Of Advanced Nursing, 60(1), 39-49. Cahill S., O’Shea E. & Pierce M. (2012) Creating Excellence in Dementia Care: A Research Review for Ireland’s National Dementia Strategy A Research Review for Ireland’sNational Dementia Strategy DSIDC’s Living with Dementia Research Programme, School of Social Work and Social Policy, Trinity College, Dublin Irish Centre for Social Gerontology, National University of Ireland, Galway.Department of Health and Children (DoHC) (2012) National Carers Strategy Stationery Office, Dublin.Department of Health and Children (2000) Circular 41/2000 Government Publications, Dublin.Doherty E., Dee A., & O'Neill C. (2012). Estimating the Amount of Overweight and Obesity Related Health-Care Use in the Republic of Ireland Using SLAN Data. Economic And Social Review, 43(2), 227-250Franks H. (2014). The contribution of nurse consultants in england to the public health leadership agenda. Journal Of Clinical Nursing, Available from doi:10.1111/jocn.12593 [accessed on 23.9.14]Gerst-Emerson, K, Jayawardhana, J (2015) “Loneliness as a Public Health Issue: The Impact of Loneliness on Health Care Utilization Among Older Adults”, American Journal of Public Health 105(5), 1013-1019.Health Service Executive (HSE) (2012) Open Your Eyes. HSE, Dublin.Hooyman N. & Kiyak H. (2008) Social Gerontology A Multidisciplinary Perspective. 8th edn. Pearson, New York. Hoeman S.P. (2008) Rehabilitation Nursing. 4th edn. Mosby Elsevier, St Louis.Hughes, Z & O'Sullivan, L. Defining and profiling family carers: reflections from Ireland. International Journal of Care and Caring 1(3), 421-427. Kelly M. & Moran M. (2010) Forget me not A study of Public Health Nurse and Informal Carers of People with dementia and Alzheimer’s in Galway. Health Service Executive West, Galway.McDonald A., Frazer K. & Cowley S. (2013). Caseload management: an approach to making community needs visible. British Journal Of Community Nursing, 18(3), 140-147. Nyman S. R. & Victor C. R. (2014). Use of personal call alarms among community-dwelling older people. Ageing & Society, 34(1), 67-89.Richardson G. & Eick S. (2014) English health visitors' perceptions of conducting indoor environmental assessments: barriers and facilitators. Public Health Nursing 31(4), 336-343. Sandberg M., Jakobsson U., Midlöv P. & Kristensson J. (2014). Case management for frail older people - a qualitative study of receivers' and providers' experiences of a complex intervention. BMC Health Services Research, 14(1), 1-22.Shankar, A et al., 2017. Social isolation and loneliness: prospective associations with functional status in older adults. Health Psychology, 36(2), 179-187.Trivedi D., Goodman C., Gage H., Baron N., Scheibl F., Iliffe S. & Drennan V. (2013). The effectiveness of inter-professional working for older people living in the community: a systematic review. Health & Social Care In The Community, 21(2), 113-128

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Web-based resourceshttp://www.ncaop.ie/http://www.ncpop.ie/http://www.dohc.ie/http://ec.europa.eu/health-eu/index_en.htmhttp://www.hse.ie/eng/staff/library/http://www.lenus.ie/hse/pages/.htmlhttp://www.hiqa.ie/http://www.inispho.org/http://www.nda.ie/http://www.ichn.ie/http://www.tcd.ie/tilda/publications/www.inispho.org/files/file/Making%20Chronic%20Conditions.pdfwww.dohc.ie/publications/pdf/hcp.pdf

Students are also referred to relevant journal articles and other resources. In addition students are advised to seek out reading material from the library outside those referred to above.

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NU6044 Health and Health Promotion: Concepts and Principles

Credit Weighting: 5Teaching Period(s): Period 1.No. of Students: Min 30.Pre-requisite(s): NoneCo-requisite(s): NoneTeaching Methods: Directed Study (75hrs Self-directed Learning); Other (25hrs Lectures/Group discussions).Module Co-ordinator: Mr Lloyd Philpott, School of Nursing & Midwifery.Lecturer(s): Staff, School of Nursing & Midwifery.

Module Objective: To examine the multi-dimensional nature of health and the multi-sectorial /disciplinary approaches to health promotion.

Module Content: Concepts and determinants of health; the ideology of health promotion; historical development of health promotion both nationally and internationally. Overview of various approaches to health promotion including behaviour change, education, empowerment and social change. Current initiatives and political aspects of health promotion. Models of health promotion and their application to practice, screening, current initiatives. Promoting the health of individuals, families, and communities.

Learning Outcome: On successful completion of the module, students should be able to: - Critically discuss the multidimensional nature of health and the multi-sectoral approaches to health promotion- Examine the multi-factorial influences on health.- Categorise the evolution of health promotion nationally and internationally- Analyse the health-promoting role of the Public Health Nurse.

Assessment: Total Marks 100: Continuous Assessment 100 marks (Oral Presentation and Seminar accompanied by short lesson plan).

Compulsory Elements: Continuous Assessment. Continuous Assessment. To meet professional requirements attendance at Lectures, Tutorials, Seminars etc. will be monitored.

Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.

Pass Standard and any Special Requirements for Passing Module: 50%.

End of Year Written Examination Profile: No End of Year Written Examination.

Requirements for Supplemental Examination: Failed elements of Continuous Assessment must be repeated (Students must revise and resubmit assessment as prescribed by the School of Nursing and Midwifery).

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Indicative Content of Module

NU6044 Health and Health PromotionLecture Hours: 20 hrs Reflective Hours: 80 hrs In class/Exam: Seminar Total Module Hours 1OOhrs

Module Leader: Mr Lloyd Philpott School of Nursing and Midwifery

Learning Outcomes: On completion of this module the student will be able to:

Discuss the multidimensional nature of health and the multi-sectoral approaches to health promotion

Examine the multi-factorial influences on health. Categorise the evolution of health promotion nationally and internationally Analyse the health-promoting role of the Public Health Nurse.

Content of the module Introduction to module Concept of health – multi-dimensional nature of health Determinants of ill-health and influences on health Concept of health promotion – multi-sectorial/multi-disciplinary approach Historical development of health promotion – Internationally and Nationally Critical evaluation of Irish health promotion strategies Approaches to health promotion, education, empowerment Screening & public health nursing practice in health promotion Community contribution to health promotion

Teaching Methods: Lecture, seminar, debate, group work, student group presentations. Mode of Assessment: Oral Examination (Presentation and Seminar accompanied by short lesson plan). This assignment is designed (with students working in a team) requires students to identify a health promoting topic, review and analyse the literature and evidence and deliver a 20-30 minute presentation and lesson plan to their peers.

Core Text & ReadingCragg, L., Davies, M., Macdowall, W. (2013) Health Promotion Theory. McGraw-Hill Education: Maidenhead, UK.Ewles I. & Simnett I. (2017) Promoting Health: A Practical Guide 7th edn. Bailliere Tindall London. RCNHealth Promotion UnitGreen J. & Tones K. (2010) Health Promotion Planning and Strategies (2nd ed) Sage, London.Miller CA. (2013) Fast facts for health promotion in nursing. Promoting wellness in a Nutshell. New York: Springer Publishing Company.Naidoo J. & Wills J. (2010) Public Health and Health Promotion. Developing practice 3rd edn. BailliereTindall, London.Naidoo, J., and Wills, J. (2016). Foundations for health promotion (4th ed.) Edinburgh: Bailliere Tindall Elsevier.Nutland W, Cragg LN. (2015) Health promotion practice. 2nd ed. Berkshire, England: McGraw Hill Education, Open University Press.

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Whitehead, D. and Irvine, F. (2010) Health Promotion and Health Education in Nursing: A Framework for Practice. Palgrave MacMillan, London. Wills J (ed) (2014) Fundamentals of health promotion for nurses (2nd edn). Wiley Blackwell, Chichester UK.Recommended Reading Banfield, M K. McGorm, and G. Sargent (2015) “Health promotion in schools: a multi-method evaluation of an Australian School Youth Health Nurse Program,” BMC Nursing 14(1), 21. Burke, S., Barry, S., Siersbaek, R., Johnston, B., N´ı Fhallu´in, M., Thomas, S. (2018) Slaintecare–a ten-year plan to achieve universal healthcare in Ireland. Health Policy.Casey D. (2007) Nurses’ perceptions, understanding and experiences of health promotion JCN 16(6), 1039-1049Department of Health & Children (2000) The Health Promotion Strategy 2000-2005 Government publications, Dublin.Department of Health and Children (2005). Review of the Health Promotion strategy. Government Publication, Dublin.Kim JM., Koh KW., Yu BC., Jeon MJ., Kim YJ. & Kim YH. (2009) Assessment of community capacity building ability of health promotion workers in public health centres. Journal Prev Med Public Health 42(5), 283-92.Maijala V, Tossavainen K. (2016) Health promotion practices delivered by primary health care nurses: elements for success in Finland, 2016. Applied Nursing Research 30:45–51.Whitehead, D. (2010) Health promotion in nursing: a Derridean discourse analysis Health Promotion International, Vol. 26 No. 1 doi:10.1093/heapro/daq073Whitehead D. (2003) Health promotion and health education viewed as symbiotic paradigms: bridging the theory and practice gap between them. Journal of Clinical Nursing 12(6), 796-805.Whitehead D. (2009) Reconciling the differences between health promotion in nursing and 'general' health promotion. International Journal of Nursing Studies 46(6), 865-74. Whitehead D. (2001). A social-cognitive model for health promotion/ health education practice. Journal of Advanced Nursing 36, 417–425.Whitehead D. (2004). Health Promoting Universities (HPU): the role and function of nursing. Nurse Education Today 24, 466–472.Whitehead, D., (2005a). Editorial Letter – a critique of Pender’s Health Promotion Model. Research in Nursing & Health 28, 357–359.Whitehead D. (2005b). Health Promoting Hospitals (HPH): the role and function of nursing. Journal of Clinical Nursing 14, 20–27.Whitehead, D. (2006a). Workplace health promotion: the role and responsibilitiesof nursing managers. Journal of Nursing Management 14, 59–68.Whitehead, D. (2006b). The Health Promoting School (HPS): what role for nursing? Journal of Clinical Nursing 15, 264–271.Whitehead D. (1999) The nature of health promotion in acute and community settings.British Journal of Nursing 8(7), 463-7.Whitehead, D. (2018) Exploring health promotion and health education in nursing. Nursing Standard 33(8), 38-44. Widiyanto, B (2017) Nurses’ roles in health promotion practice: a systematic review. Available from https://publications.inschool.id/index.php/icash/article/view/61/60. Students are also referred to relevant journal articles and other resources. In addition students are advised to seek out reading material from the library outside those referred above.Web Page Resources

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Department of Health & Children www.dohc.com; World Health Organization publications www.who.com

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NU6005 Nursing Research

Credit Weighting: 10Semester(s): Semester 1.No. of Students: Min 10.Pre-requisite(s): NoneCo-requisite(s): None

Teaching Method(s): Other (16hrs Lectures/Workshop; 184hrs Distance Learning; Discussion Board Preparation and Participation, Required Reading, Assignment Preparation and Submission, Self-Directed Learning).

Module Co-ordinator: Dr Patricia Leahy-Warren, School of Nursing & Midwifery.

Lecturer(s): Dr Patricia Leahy-Warren, School of Nursing & Midwifery; Dr Tom Andrews, School of Nursing & Midwifery.

Module Objective: To develop the student's ability to critically appraise research and its application to nursing/midwifery practice.

Module Content: Research topics and questions formulation, concept analysis - exploration from various theoretical perspectives, critical and systematic literature reviewing, designs, sampling, data collection and analysis.

Learning Outcomes: On successful completion of this module, students should be able to:Identify a current topic relevant to nursing/midwifery researchConduct a systematic focussed literature search strategyCritically and systematically review research based literatureEvaluate the contribution of research to the development of the discipline of nursing/midwiferyDemonstrate an understanding of the research process through the production of a focused literature review.

Assessment: Total Marks 200: Continuous Assessment 200 marks (Literature Review 3,000 words: 180 marks; E activities: 20 marks).

Compulsory Elements: Continuous Assessment. Completion of E activities.

Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.

Pass Standard and any Special Requirements for Passing Module: 50%.Formal Written Examination: No Formal Written Examination.Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (Revise and resubmit 3,000 word Literature Review as prescribed by the School of Nursing and Midwifery. The mark for E Activities will be carried forward.).

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Indicative Content

NU6005 Research Methods

Lecture Hours: Practical Hours:In class/Exam Reflective Hours: 80 Total Module Hours: 100

Module Leader: Dr Serena Fitzgerald

Learning Outcomes: Identify a current topic relevant to nursing/midwifery research

Conduct a systematic focussed literature search strategyCritically and systematically review research based literatureEvaluate the contribution of research to the development of the discipline of nursing/midwiferyDemonstrate an understanding of the research process through the production of a focused literature review.

Content of the module Research topics and questions formulation Concept analysis Exploration from various theoretical perspectives Critical and systematic literature reviewing, Designs sampling, Data collection and analysis

Teaching Methods: Lectures, seminars, student presentation, Completion of E activities.

Mode of Assessment:Literature review (3000 words)This assignment requires students to identify a topic relevant to community health nursing and use knowledge of the research process and literature review skills to evaluate evidence drawn from peer reviewed nursing journals.

Reading ListBoswell C. Cannon S. (Eds.) (2007) Introduction to nursing research: incorporating evidence-based practice. Jones and Bartlett Publishers, Sudbury, Mass.[electronic resource]Burns N., Grove S. K. (2011) Understanding nursing research: building an evidence-based practice. Elsevier/Saunders, Maryland Heights, MO.Fain, J. (2013) Reading, Understanding and Applying Nursing Research Philadelphia: Davis Co. [electronic resource]Fitzpatrick J. J. ed. (2006) Encyclopaedia of nursing research. Meredith Wallace associate editor. Springer Publishing, New York. [electronic resource]

Gerrish K. Lacey A. (Eds.) (2006) The research process in nursing. Blackwell Pub., Oxford, Malden, MA.Griffiths P. and Bridges J. (eds.) (2010) Nursing research methods. Sage, Los Angeles

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Grove, S.. Gray, J., Burns, N. (2015) Understanding nursing research building an evidence-based practice St Louis Elsevier [electronic resource]Grove S. Burns, N. & Gray, J. (2013) The Practice of Nursing Research; appraisal, synthesis, and generation of evidence St Louis: ElsevierHolzemer W. L. (ed.) (2010) Improving health through nursing research. International Council for Nurses Geneva, Switzerland. Wiley-Blackwell, Chichester, West Sussex, U.K. [electronic resource] Full text online http://0-www.myilibrary.com.library.ucc.ie?id=229199Houser J. (2008) Nursing research: reading, using, and creating evidence. Jones and Bartlett Publishers, Sudbury, Mass.Jolley J. (2010) Introducing research and evidence-based practice for nurses. Harlow, England [electronic resource] Full text online http://0-www.myilibrary.com.library.ucc.ie?id=253030LoBiondo-Wood G., Haber J. (Eds.) (2014) Nursing research : methods and critical appraisal for evidence-based practice: Mosby Elsevier, St. Louis, Mo. [electronic resource]Maltby J. Williams G., McGarry J. Day, L. (2010) Research methods for nursing and healthcare. Pearson Education, Harlow, England; New York.Parahoo, K. (2014) Nursing Research : Principles, Process And Issues Basingstoke : Palgrave MacmillanPolit, D. (2014) Essentials of nursing research : appraising evidence for nursing practice.Pennsylvania: Lippincott Williams & Wilkins.Polit D. F., Beck C.T. (2014) Essentials of nursing research: appraising evidence for nursing practice. Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia.Polit D. F. Beck C. T. (2010) Study guide for Essentials of nursing research : appraising evidence for nursing practice. Wolters Kluwer Health, Philadelphia.Streubert H. J. Carpenter D. R. (2011) Qualitative research in nursing: advancing the humanistic Imperative. Wolters Kluwer Health/Lippincott Williams & Wilkins, PhiladelphiaWaltz C. F., Strickland O. L., Lenz E. R. (2010) Measurement in nursing and health research. Springer Pub. Co., New York [electronic resource] Full text online http://0-www.myilibrary.com.library.ucc.ie?id=253473

Students are also referred to relevant journal articles and other resources.

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NU6170 Research Methods for Specialist Practice

Credit Weighting: 10Semester(s): Semester 1.No. of Students: Min 10.Pre-requisite(s): NoneCo-requisite(s): None

Teaching Method(s): 16hr(s) Lectures (Workshop (face to face)); 184hr(s) Other (Online Learning; Discussion Board Preparation and Participation, Required Reading, Assignment Preparation and Submission, Self-Directed Learning).

Module Co-ordinator: Dr Patricia Leahy-Warren, School of Nursing & Midwifery.

Lecturer(s): Dr Helen Mulcahy, School of Nursing & Midwifery, & Team.

Module Objective: To develop the student's ability to critically analyse research and its application to specialist areas of practice.

Module Content: Research topic and question formulation, information literacy, principles of systematic literature reviewing, research designs, sampling, data collection and analysis.

Learning Outcomes: On successful completion of this module, students should be able to:

Identify a topic relevant to the specific area of current nursing/midwifery practice.

Conduct a systematic focussed literature search strategy cognisant of appropriate

databases.

Critically and systematically analyse and synthesise empirical literature.

Evaluate the contribution of evidence including research to the development of

nursing/midwifery practice in the specific area.

Demonstrate an understanding of the research process through the development of a focused literature review, which has the potential to inform practice.Assessment: Total Marks 200: Continuous Assessment 200 marks (Literature Review 3,000 words: 150 marks; E-tivities: 50 marks).Compulsory Elements: Continuous Assessment. Completion of E-tivities.Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.Pass Standard and any Special Requirements for Passing Module: 50%.

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Formal Written Examination: No Formal Written Examination.Requirements for Supplemental Examination: Resubmit Continuous Assessment (whether passed or failed) (Revise and resubmit 3,000 word Literature Review (which incorporates assessment of the e-tivities and the literature review) as prescribed by the School of Nursing and Midwifery).

Reading List

Boswell C. Cannon S. (Eds.) (2007) Introduction to nursing research: incorporating evidence-based practice. Jones and Bartlett Publishers, Sudbury, Mass.[electronic resource]Burns N., Grove S. K. (2011) Understanding nursing research: building an evidence-based practice. Elsevier/Saunders, Maryland Heights, MO.Fain, J. (2013) Reading, Understanding and Applying Nursing Research Philadelphia: Davis Co. [electronic resource]Fitzpatrick J. J. ed. (2006) Encyclopaedia of nursing research. Meredith Wallace associate editor. Springer Publishing, New York. [electronic resource]Gerrish K. Lacey A. (Eds.) (2006) The research process in nursing. Blackwell Pub., Oxford, Malden, MA.Griffiths P. and Bridges J. (eds.) (2010) Nursing research methods. Sage, Los AngelesGrove, S.. Gray, J., Burns, N. (2015) Understanding nursing research building an evidence-based practice St Louis Elsevier [electronic resource]Grove S. Burns, N. & Gray, J. (2013) The Practice of Nursing Research; appraisal, synthesis, and generation of evidence St Louis: ElsevierHolzemer W. L. (ed.) (2010) Improving health through nursing research. International Council for Nurses Geneva, Switzerland. Wiley-Blackwell, Chichester, West Sussex, U.K. [electronic resource] Full text online http://0-www.myilibrary.com.library.ucc.ie?id=229199Houser J. (2008) Nursing research: reading, using, and creating evidence. Jones and Bartlett Publishers, Sudbury, Mass.Jolley J. (2010) Introducing research and evidence-based practice for nurses. Harlow, England [electronic resource] Full text online http://0-www.myilibrary.com.library.ucc.ie?id=253030LoBiondo-Wood G., Haber J. (Eds.) (2014) Nursing research : methods and critical appraisal for evidence-based practice: Mosby Elsevier, St. Louis, Mo. [electronic resource]Maltby J. Williams G., McGarry J. Day, L. (2010) Research methods for nursing and healthcare. Pearson Education, Harlow, England; New York.Parahoo, K. (2014) Nursing Research : Principles, Process And Issues Basingstoke : Palgrave MacmillanPolit, D. (2014) Essentials of nursing research : appraising evidence for nursing practice.Pennsylvania: Lippincott Williams & Wilkins.Polit D. F., Beck C.T. (2014) Essentials of nursing research: appraising evidence for nursing practice. Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia.Polit D. F. Beck C. T. (2010) Study guide for Essentials of nursing research : appraising evidence for nursing practice. Wolters Kluwer Health, Philadelphia.Streubert H. J. Carpenter D. R. (2011) Qualitative research in nursing: advancing the humanistic Imperative. Wolters Kluwer Health/Lippincott Williams & Wilkins, PhiladelphiaWaltz C. F., Strickland O. L., Lenz E. R. (2010) Measurement in nursing and health research. Springer Pub. Co., New York [electronic resource]

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Students are also referred to relevant journal articles and other resources

NU6047 Clinical Placement: Public Health Nursing

Credit Weighting: 5

Semester(s): Semesters 1 and 2 and 3.

No. of Students: Min 10.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): Other (Clinical Practice Placement hours/Workshops/Seminars and

Demonstrations 160 hours).

Module Co-ordinator: Dr Helen Mulcahy, School of Nursing & Midwifery.

Lecturer(s): Staff, School of Nursing & Midwifery.

Module Objective: To integrate theory and practice of Public Health Nursing in clinical

placement settings. To develop students skills in relation to evidence based therapeutic

practice.

Module Content: Application and integration of theory to practice in clinical placement

settings. Workshops and seminars relating to specific issues in clinical practice areas such as

palliative care; breastfeeding; physical examination of the newborn; vision and hearing

screening; nutrition; wound management; diabetes management; continence.

Learning Outcomes: On successful completion of this module, students should be able to:

Demonstrate the attainment of competencies in relation to professional behaviour,

management, interpersonal skills, clinical, health promotion and teaching /learning.

Display the capacity to practice in accordance with professional and ethical guidelines.

Demonstrate ability to interpret professional development needs including self directed

clinical placements.

Assessment: Continuous assessment Competency Workbook pass/fail. Community Portfolio

pass/fail.

Compulsory Elements: Continuous Assessment: To meet professional requirements

attendance at clinical placement will be monitored. Students who fail the placement or do

not complete the required hours by the Summer Board must complete the hours by the

Autumn Exam Board.

Penalties (for late submission of Course/Project Work etc.): Work which is submitted late

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shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules).

Pass Standard and any Special Requirements for Passing Module: A Pass Judgement

awarded for achievement of clinical competencies and completion of scheduled clinical

hours.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: Marks in passed element(s) of Continuous

Assessment are carried forward, Failed element(s) of Continuous Assessment must be

repeated (Students failing the Community Portfolio must revise and resubmit it for the

Autumn. Students failing placement at the Autumn must repeat the full module in repeat

year and submit an alternative Community Portfolio).

Indicative content of Module

NU6047 Clinical Placement: Public Health Nurses

Lecture Hours: 25 Tutorials Hours: Practical Hours:In class/Exam Reflective Hours: 75 Total Module Hours: 100

Module Leader: Dr Helen MulcahyLearning Outcomes: Demonstrate the attainment of competencies in relation to professional behaviour,

management, interpersonal skills, clinical, health promotion and teaching /learning. Display the capacity to practice in accordance with professional and ethical guidelines. Demonstrate ability to interpret professional development needs including self directed

clinical placements.

Content of the Module * Introduction and review of clinical placement experiences. Introduction and review day release self-directed clinical placement

experiences. Assessing community needs Breastfeeding workshop Child and Family Health Needs Assessment Elder abuse and Self-neglect workshop Palliative care Wound care workshop

Various other workshops including: Safe talk Programme, Continence and Enuresis, Nutrition and assessment, Diabetes management, Physical examination of the new-born, Vision, hearing, speech and language screening workshops . (*May vary depending on expert lecturer availability)Teaching Methods: Clinical practice placement with named PHN preceptor Self-directed/ guided clinical placements Workshops, seminars and demonstrations.Mode of Assessment:NU6047 Booklet incorporating Part A Competency workbook, BF support pack and part B Community Services Portfolio

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This assignment will demonstrate that students can identify their personal learning needs and take appropriate steps to meet them. The competency workbook is a requirement of NMBI (2015) to demonstrate that students have achieved the domains of competence in the following areas:- Professional /ethical practice- Holistic approaches to care and integration of knowledge- Interpersonal relationships- Organisational and management of care- Personal and Professional developmentRecommended reading Denyer S. (2005) Best Health for Children Revisited: Report of the National Core Child Health Programme to Review Group to the Health Service Executive Programme of Action for Children, Dublin:Leahy-Warren, P., Creedon, M., O’Mahony, A., & Mulcahy, H. Normalising breastfeeding within a formula feeding culture: An Irish qualitative study. Women and Birth. doi:http://dx.doi.org/10.1016/j.wombi.2016.10.002HSE (2016) Breastfeeding in a Healthy Ireland Health Service Breastfeeding Action Plan 2016 – 2021. HSE, Dublin. Available at https://www.breastfeeding.ie/Uploads/breastfeeding-in-a-healthy-ireland.pdf [accessed 21st July 2017]HSE (2009) National best practice and evidence based guidelines for wound management. HSE, DublinSheridan, M., Frost, M. Sharma, A. (2007) From birth to five years (3rd) Routledge, London.www.ewma.org/english/htm www.epuapStudents are also referred to relevant journal articles and other resources. In addition students are advised to seek out reading material from the library outside those referred to above.

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NU6054 Maternal and Child Health Nursing

Credit Weighting: 10Teaching Period(s): Periods 1 and 2.No. of Students: Min 30.Pre-requisite(s): NoneCo-requisite(s): NoneTeaching Methods: 50hr(s) Lectures (tutorials, seminars); Other (Clinical Practice Placement/Workshops and demonstrations).Module Co-ordinator: Dr P. Leahy-WarrenLecturer(s): Staff, School of Nursing & Midwifery.Module Objective: To facilitate a comprehensive exploration and analysis of the role and functions of the Public Health Nurse in relation to mother and child in the preparation for parenthood and six week postnatal period.

Module Content: Reproductive health and family planning policy. Concepts associated with pregnancy, delivery and the postnatal period related to the primary health care setting. Social, biological, genetic, behavioural and environmental factors influencing fetal and neonatal growth and development. Adaptation to parenthood. The use and effects of medical products in the postnatal period. WHO/ UNICEF approved 20-hour breast feeding course. The physical, psychological, spiritual needs of women and families, care and support required following childbirth. Examination and care of the newborn. Pathological conditions of the newborn. Nutritional needs of neonates.

Learning Outcome: On successful completion of the module, students should be able to: - Reconstruct the role of the PHN in supporting and meeting the health and well being of women during preparation for parenthood to the 6-week post-natal period within the nurses scope of practice.- Synthesise contemporary national and international developments in maternal health and reproductive health.- Summarise the care required by mothers, babies and families in relation to pre-conception, pregnancy, delivery and the post-natal period.- Critically analyse the needs of parents and family in the context of physiological, sociological, psychological conditions and complications in childbirth.- Demonstrate competence in examination, screening techniques, delivery of family-centred care and appropriate referral for mothers and babies.- Demonstrate competence in facilitation of approved breast-feeding and nutritional programmes in community settings.Assessment: Total Marks 200: Continuous Assessment 200 marks (Academic paper - 200 marks. Clinical workbook – Pass/Fail).Compulsory Elements: Continuous Assessment. Attendance and participation at all timetabled teaching activities.Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.

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Pass Standard and any Special Requirements for Passing Module: 50% in academic paper and a pass in the clinical workbook. Both academic paper and clinical workbook must be passed to pass the module.End of Year Written Examination Profile: No End of Year Written Examination.Requirements for Supplemental Examination: Failed elements of Continuous Assessment must be repeated. Failed continuous assessment must be revised and resubmitted. Students failing the clinical workbook must repeat it as arranged by the School of Nursing and Midwifery. Marks in passed elements of Continuous Assessment are carried forward.

Requirements for Supplemental Examination: Failed elements of Continuous Assessment must be repeated (If a student fails, or does not submit Continuous Assessment he/she must complete revised or alternative assignments).

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Indicative Content of Module

NU6054 Maternal and Child Health Nursing

Lecture Hours: 50 Tutorials Hours: Practical Hours:In class/Exam Reflective Hours: 150 Total Module Hours 200

Module Leaders: Dr P. Leahy-Warren

Learning Outcomes: At the end of the module students should be able to: Reconstruct the role of the PHN in supporting and meeting the health and well being of

women during preparation for parenthood to the 6-week post-natal period within the nurse’s scope of practice.

Synthesise contemporary national and international developments in maternal health and reproductive health.

Summarise the care required by mothers, babies and families in relation to pre-conception, pregnancy, delivery and the post-natal period.

Critically analyse the needs of parents and family in the context of physiological, sociological, psychological conditions and complications in childbirth.

Demonstrate competence in examination, screening techniques, delivery of family–centred care and appropriate referral for mothers and babies.

Demonstrate competence in facilitation of approved breast-feeding and nutritional programmes in community settings.

Content of the Module Reproductive health and family planning policy. Concepts associated with pregnancy, delivery and the postnatal period related to the

primary health care setting. Social, biological, genetic, behavioural and environmental factors influencing fetal

and neonatal growth and development. Adaptation to parenthood. The use and effects of medical products in the postnatal period. WHO/ UNICEF approved 20-hour breast feeding course. The physical, psychological, spiritual needs of women and families care and support

required following childbirth. Postnatal care of woman and baby. Examination and care of the newborn. Newborn health screening Pathological conditions of the newborn. common newborn problems Nutritional needs of neonates. Parent infant attachment Pregnancy loss and bereavement.

Teaching Methods: Clinical Practice Placement. Lectures, workshops, and demonstrations.

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Mode of Assessment:Academic paper (200 marks). Clinical workbook (Pass/Fail).These assignments are intended to identify that students can challenge assumptions and question beliefs, values, and policies underpinning maternal and child care. Also that students can demonstrate advanced clinical decision making skills and utilise advanced knowledge and critical thinking skills to directly and indirectly provide optimum maternal and child health nursing care.

Core TextLadewig P. London M., Moberly S. Olds, S. (2002) Contemporary maternal newborn nursing care. Fifth edition. New Jersey: Prentice Hall

Recommended reading An Bord Altranais (2012) Collaborative Practice Agreement (CPA) for Nurses and Midwives with Prescriptive Authority 3rd edition Dublin: An Bord AltranaisAn Bord Altranais (2010) Practice Standards for Midwives. Dublin: An Bord AltranaisAn Bord Altranais (2010) Practice Standards and Guidelines for Nurses and Midwives with Prescriptive Authority Dublin: An Bord AltranaisAn Bord Altranais (2010) Guidance for New Nurse and Midwife Registrants Dublin: An Bord AltranaisAn Bord Altranais: (2007) Guidance to Nurses and Midwives on Medication Management: An Bord Altranais

Ament, L. (2007) Professional issues in midwifery ebook available at http://library.ucc.ie/search~S0?/Xmidwifery+research&SORT=D/Xmidwifery+research&SORT=D&SUBKEY=midwifery+research/1%2C44%2C44%2CB/frameset&FF=Xmidwifery+research&SORT=D&32%2C32%2C accessed 02/10/2016Aston M., Price S., Etowa J., Vukic A., Young L., Hart A., Macleod M. & Randel P. (2015) The power of relationships: exploring how public health nurses support mothers and familiesduring postpartum home visits. Journal of Family Nursing 21(1), 11-34.Baston H. & Hall J. (2009) Midwifery Essentials Postnatal Volume 4. Churchhill, Livingstone, Edinburgh.Battersby S. (2016) Supporting mothers to sustain breastfeeding. British Journal ofMidwifery 24(1), 1-7.Begley C., Daly D. & Clarke M. (2013) The Silent Morbidities: Early Results of the MAMMIstudy (Maternal health And Maternal Morbidity in Ireland). Available from http://www.mammi.ie/downloads/findings/3.pdf [Accessed on 12.07.2017].Bilszta J., Ericksen J., Buist A. & Milgrom J. (2010) Women’s experience of postnatal depression- beliefs and attitudes as barriers to care. Australian Journal of Advanced Nursing 27(3), 44-54.Bick D., Mac Arthur C., Knowles H., Winter H. (2003). Postnatal Care- Evidence & Guidelines for Management. Edinburgh: Churchill Livingstone.Birch L. (2015) Public Health: Breastfeeding battles. British Journal of Midwifery 23(6),438-440.Brodribb W.E. & Miller Y.D. (2014) The impact of community health professional contactpostpartum on breastfeeding at 3 months: a cross-sectional retrospective study. Maternal andChild Health Journal 18(7), 1591-1598.Buchbinder M. & Timmermans S. (2012) Newborn Screening for Metabolic DisordersParental Perceptions of the Initial Communication of Results. Clinical Pediatrics 51(8), 739-744

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Camp J.M. (2013) Postpartum Depression 101: Teaching and Supporting the Family. International Journal of Childbirth Education 28(4), 45-49.Clifford J. & McIntyre E. (2008) Who supports breastfeeding? Breastfeeding Review 16(2),9-19.Cheng C., Walker L. & Chu T. (2013) Physical conditions and depressive symptoms of Chinese postpartum mothers in the United States and Taiwan. Health Care for Women International 34, 539-548.Cooklin A.R., Amir L.H., Jarman J., Cullinane M. & Donath S.M. (2015) Maternal physical health symptoms in the first 8 weeks postpartum among primiparous Australian women.Birth 42(3) 254-260.Datta J., Graham B. & Wellings K. (2012) The role of fathers in breastfeeding: Decisionmaking and support. British Journal of Midwifery 20(3), 159-167.Department of Health and Children (2000) Job description of the public health nurseCircular 41/2000. Government Publications, Dublin.Demirtas B. (2012) Strategies to support breastfeeding: a review. International NursingReview 59(4), 474-481.Devane D. Murphy- Lawless J. Begley C. (2007) Childbirth policies and practices in Ireland and the journey toward midwifery – led care. Midwifery 23, p. 92- 101Dunphy Suplee P., Bloch J. R., Mckeever A., Borucki L. C., Dawley K. & Kaufman M.(2014) Focusing on Maternal Health Beyond Breastfeeding and depression during the firstyear postpartum. Journal of Obstetric, Gynecologic and Neonatal Nursing 43(6), 782-791.Economic and Social Research Institute (ESRI) (2012) Perinatal Statistics Report. Dublin.Fahey J. O. & Shenassa E. (2013) Understanding and Meeting the Needs of Women in thePostpartum Period: The Perinatal Maternal Health Promotion Model. Journal of Midwiferyand Women’s Health 58(6), 613-621.Fox A. (2011) Challenges: Perineal Wound Care in the Community. WIN 19(5), 48-50.Glavin K. (2012) Preventing and treating postpartum depression in women–a municipalitymodel. Journal of Research in Nursing 17(2), 142-156.Glavin K., Ellefsen B. & Erdal B. (2010a) Norwegian public health nurses’ experience usinga screening protocol for postpartum depression. Public Health Nursing 27(3), 255-262.Haga S. M., Lynne A., Slinning K. & Kraft P. (2012) A qualitative study of depressivesymptoms and well-being among first-time mothers. Scandinavian Journal of Caring Science 26, 458–466Hannula L. Kaunonen M. & Tarkka M.T. (2008) A systematic review of professional supportinterventions for breastfeeding. Journal of Clinical Nursing 17, 1132-1143.Hauck Y., Hall W.A. & Jones C. (2007) Prevalence, self efficacy and perceptions of‐conflicting advice and self management: effects of a breastfeeding journal. ‐ Journal of Advanced Nursing 57(3), 306-317.Health Service Executive (2008) The Health Service Executive Population Health Strategy.Health Service Executive: Dublin.Hjalmhult E. & Lomborg K. (2012) Managing the first period at home with a newborn: a grounded theory study of mothers’ experiences. Scandinavian Journal of Caring Sciences 26, 654-662.Kinge S. (2011) Maternity focus: postnatal transition to the community. British Journal of Healthcare Assistants 5(9), 448-450.Knight M., Kenyon S., Brocklehurst P., Neilson J., Shakespeare J. & Kurinczuk J. J. (2014) Saving lives, improving mothers’ care lessons learned to inform future maternity care from the UK and Ireland Confidential Enquiries into Maternal Deaths and Morbidity 2009-2012. Available from

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https://www.npeu.ox.ac.uk/downloads/files/mbrraceuk/reports/Saving%20Lives%20Improving%20Mothers%20Care%20report%202014%20Full .pdf [Accessed 14.7.17].Lavoie K.H. (2015) Five E’s to Support Mothers with Postpartum Depression for Breastfeeding Success. International Journal of Childbirth Education 30(2), 55-61.Layte R. & McCrory C. (2014) Growing up in Ireland: National longitudinal study ofchildren. Maternal health behaviours and child growth in infancy. Analyses of the InfantCohort of the Growing Up in Ireland study. Available from https://www.esri.ie/UserFiles/publications/BKMNEXT286/BKMNEXT286.pdf [accessed 20.7.17]Leahy-Warren P. (2013) Postnatal depression: risk factors, assessment, identification andtreatment. World of Irish Nursing and Midwifery 21(10), 51-54.Leahy-Warren P. (2007) Social support for first-time mothers: An Irish study. American Journal of Maternal Child Nursing 32(6), 368-374.Leahy-Warren P. (2005) First-Time Mothers: Social support and confidence in infant care. Journal of Advanced Nursing 50(5), 479-488.Leahy-Warren P, Creedon M., O’Mahony A. & Mulcahy H. (2016) Normalising breastfeeding within a bottle feeding culture: An Irish qualitative study. Woman and Birth. Available from http://dx.doi.org/10.1016/j.wombi.2016.10.002 [Accessed on 10.7.17].Leahy-Warren P. & McCarthy G. (2007) Postnatal depression: prevalence, mothers’ perspectives and treatments. Archives of Psychiatric Nursing 21(2), 91-100.Leahy-Warren P., McCarthy G. & Corcoran P. (2011a) Postnatal depression in first time mothers: prevalence and relationships between functional and structural support social support at 6 and 12 weeks postpartum. Archives of Psychiatric Nursing 25(3), 174-184.Leahy-Warren P., McCarthy G. & Corcoran P. (2011b) First-time mothers: social support, maternal parental self-efficacy and postnatal depression. Journal of Clinical Nursing 21, 388-397.Leahy-Warren P., Mulcahy H. & Phelan A. (2009) A review of Breastfeeding Support Services Provided by Public Health Nurses: A national study. Available from www.hse.ie/publications [Accessed on 14.7.17].Leahy-Warren P., Mulcahy H., Phelan A. & Corcoran P. (2014) Factors influencing initiation and duration of breast feeding in Ireland. Midwifery 30(3), 345-352.Marchant S. (2009) Physiology and care in the puerperium. Myles Textbook for Midwives (Fraser D.M. & Cooper M.A. Ed). Churchill Livingstone, Edinburgh, pp 651-664.Masaeli N., Kheirabadi G.R., Maracy M.R. & Akbaripour S. (2012) Psychometric properties and diagnostic accuracy of the Edinburgh postnatal depression scale in a sample of Iranianwomen. Iranian Journal of Medical Sciences 37(1), 32-38.McClurg D., Gerrard J. & Ten Hove R. (2015) Reducing the incidence of incontinence. British Journal of Midwifery 23(1), 17-21.Miles S. (2011) Winning the battle: A review of postnatal depression. British Journal of Midwifery 19(4), 221-227.Mulcahy H., Phelan A., Corcoran P. & Leahy-Warren P. (2011) Examining the breastfeedingsupport resources of the public health nursing services in Ireland. Journal of Clinical Nursing 21, 1097-1108.National Collaboration Centre for Primary Care (2006) Postnatal care-routine postnatal careof woman and their babies. Available from www.nice.org.uk/nicemedia/live/10988/30146/30146.pdf[Accessed 14.7.17].National Institute for Health and Clinical Excellence (NICE) (2013) Clinical Guidelines 171- The Management of Urinary Incontinence in Woman. NMC, London.

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National Institute for Health and Clinical Excellence (NICE) (2007) Antenatal and Postnatal Mental Health: Clinical Management and Service Guidance. London.National Institute for Health and Clinical Excellence (NICE) (2006) Postnatal Care. Available from https://www.nice.org.uk/guidance/cg37/chapter/1recommendations#maternalhealth [Accessed 14.07.17].Negron R., Martin A., Almog M., Balbierz & Howell E. (2012) Social support during the postpartum period: Mother’s views on needs, expectations and mobilization of support. Maternal Child Health Journal 17, 616-623.Ngai F.W., Chan S.W. & Holroyd E. (2011) Chinese primiparous women’s experiences of early motherhood: factors affecting maternal role competence. Journal of Clinical Nursing 20(9‐10), 1481-1489.Noonan M., Galvin R., Doody O. & Jomeen J. (2016) A qualitative meta synthesis: Public‐ health nurses role in the identification and management of perinatal mental health problems. Journal of Advanced Nursing, 1-16.Norman E., Sherburn M., Osborne R.H. & Galea M.P. (2010) An exercise and education program improves well-being of new mothers: a randomized controlled trial. Physical Therapy 90(3), 348-355.22Ong S.F., Chan S.W.C., Chong Y.S., Shorey S. & He H.G. (2013) First-time mothers’postnatal experiences and support needs in Singapore: a descriptive qualitative study. Midwifery 30(6), 772-778.O’Dwyer P. (2009) Public health nurses’ contribution to maternal and infant health in Ireland. Community Practitioner 82(5), 24-27.Polit D.F. & Beck C.T. (2013) Essentials of Nursing Research: Appraising Evidence forNursing Practice. Lippincott Williams & Wilkins.Pourfarzam M. & Zadhoush F. (2013) Newborn screening for inherited metabolic disorders;news and views. Journal of Research in Medical Sciences 18(9), 801-808.Robertson K. (2010) Understanding the needs of women with postnatal depression. Nursing Standard 24(46), 47-56.Sadat Z., Mahboubeh T., Farzaneh S. & Kalarhoudi M. (2013) The relationship between mode of delivery and postpartum physical and mental health related quality of life. Journal of Nursing and Midwifery Research 18(6), 499-505.Sanders R. & Lamb K. (2015) Promoting vitamin D uptake in pregnancy and the puerperium. Pregnancy and Breastfeeding 11, 5-9.Scrandis D. (2005) Normalizing postpartum depressive symptoms with social support. Journal of American Psychiatric Nurses Association 11(4), 467-475Shaw E., Levitt C., Wong S. & Kaczorowski, J. (2006) Systematic review of the literature on postpartum care: effectiveness of postpartum support to improve maternal parenting, mental health, quality of life, and physical health. Birth 33(3), 210-220.Sherriff N. & Hall V. (2011) Engaging and supporting fathers to promote breastfeeding: a new role for health visitors? Scandinavian Journal of Caring Sciences 25, 467-475.Shorey S., Chan S.W.C., Chong Y.S. & He H.G. (2015) A randomized controlled trial of the effectiveness of a postnatal psychoeducation programme on self efficacy, social support and‐ postnatal depression among primiparas. Journal of Advanced Nursing 71(6), 1260-1273.Shorey S., Chan S.W.C., Chong Y.S. & He H.G. (2013) Maternal parental self-efficacy in newborn care and social support needs in Singapore: a correlation study. Journal of Clinical Nursing 23, 2272-2282.Strange C., Fisher C., Howat P. & Wood L. (2014) Fostering supportive community connections through mothers’ groups and playgroups. Journal of Advanced Nursing 70(12),2835-2846.

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Song J., Chae H. & Kim C. (2014) Changes in perceived health status, physical symptoms, and sleep satisfaction of postpartum woman over time. Nursing and Health Sciences 16, 335- 342.Tammentie T., Paavilainen E., Åstedt-Kurki P. & Tarkka M.T. (2013) Public health nurses inFinland help to prevent postnatal depression: Primary Health Care 23(1), 26-31. 23Tarrant R.C., Younger K.M., Sheridan-Pereira M. & Kearney J.M. (2011) Factors associatedwith duration of breastfeeding in Ireland: Potential areas for improvement. Journal of Human Lactation 27, 262-271.The Joanna Briggs Institute (2011) The Joanna Briggs Institute of Best Practice Information Sheet: The effectiveness of pelvic floor muscle exercises on urinary incontinence in women following childbirth. Nursing and Health Sciences 13(3), 378-381.Tohotoa J., Maycock B., Hauck Y.L., Howat P., Burns S. & Binns C.W. (2009) Dads make a difference: an exploratory study of parental support for breastfeeding in Perth, Western Australia. International Breastfeeding Journal 4(15), 1-7.Turner K.M., Chew-Graham C., Folkes L. & Sharp D. (2010) Women’s experiences of health visitor delivered listening visits as a treatment for postnatal depression: A qualitative study Patient Education and Counselling 78, 234-239.Ward S. & Hisley S. (2009) Maternal-Child Nursing Care: Optimizing Outcomes for Mothers. Philadelphia, Pennsylvania.Way S. (2012) A qualitative study exploring women’s personal experiences of their perineum after childbirth: Expectations, reality and returning to normality. Midwifery 28(5), 712-719.Whapples E. (2014) Do women who have encountered vaginal childbirth experience long term incontinence or perineal pain? British Journal of Midwifery 22(10), 706-715.Wloch C., Wilson J., Lamagni T., Harrington P., Charlett A. & Sheridan E. (2012) Risk factors for surgical site infection following caesarean section in England: results from a multicentre cohort study. BJOG 119, 1324-1333.World Health Organisation (WHO) (2013) WHO recommendations on postnatal care of themother and newborn. Available from http://www.who.int/maternal_child_adolescent/documents/postnatal-carerecommendations/en [Accessed 12.7.17].World Health Organisation (WHO) (2003). Global strategy for infant and young childfeeding. Available from http://www.who.int/nutrition/publications/gs_infant_feeding_text_eng.pdf [Accessed 14.01.2017]

Students are also referred to relevant journal articles and other resources. In addition students are advised to seek out reading material from the library outside those referred to above.

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SS6000 Public Health, Social Services and Community

Credit Weighting: 5

Semester(s): Semester 1.

No. of Students: Min 10.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 12 x 2hr(s) Lectures; 76 x 1hr(s) Directed Study (Self-directed study).

Module Co-ordinator: Ms Claire Dorrity, School of Applied Social Studies.

Lecturer(s): Ms Claire Dorrity, School of Applied Social Studies; Mr Pat Leahy, School of

Applied Social Studies.

Module Objective: This module examines the administration of Public Health and Social

Services in Ireland and its relationship to community work/development.

Module Content: The module introduces students to critical social perspectives in public

health and community work/development. It begins with an examination of the emergence

of public health perspectives, the relevance of policy formation, and the impact of poverty

on health status for a number of marginalised groups (including: children, low income

families, lone parents, asylum-seeking mothers and families, minority ethnic groups, and

people with addictions and poor mental health. The module then traces the role of the State

in administering equitable public health services; examining the tensions arising between

state practices and inequalities in health outcomes. In responding to key public health

issues, the module examines the concept of 'community' and the role of community

work/development. In addition, key concepts with in community work/development, such

as empowerment, agency, representation, participation and diversity are explored. The

module also critically examines the interface between statutory, voluntary and community

organisations, and community-based approaches to health and social care.

Learning Outcomes: On successful completion of this module, students should be able to:

1. Summarise the current organisation and administration of the health and personal social

services

2. Explain the impact of poverty and exclusion on health status

3. Critically evaluate the impact of policy interventions in the area of public health

4. Outline the key issues in social policy impinging on health and welfare and the role of

public health policy promotion in responding to this.

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5. Identify significant health issues for key user groups.

6. Identify the values underpinning community work

7. Evaluate the concepts of `partnership? and `participation? as used in community

development projects

8. Outline the contribution that community development makes to health enhancing

activities.

Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 1,500 word Academic

Paper.)

Compulsory Elements: Continuous Assessment.

Penalties (for late submission of Course/Project Work etc.): Where work is submitted up to

and including 7 days late, 10% of the total marks available shall be deducted from the mark

achieved. Where work is submitted up to and including 14 days late, 20% of the total marks

available shall be deducted from the mark achieved. Work submitted 15 days late or more

shall be assigned a mark of zero.

Pass Standard and any Special Requirements for Passing Module: 50%.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: Marks in passed element(s) of Continuous

Assessment are carried forward, Failed element(s) of Continuous Assessment must be

repeated (If a student fails, or does not submit Continuous Assessment he/she must

complete revised or alternative assignments.).

Indicative Content of Module

SS6000 Public Health, Social Services and Community

Lecture Hours: 24

Total Module Hours 24

Module Leader: Ms Claire Dorrity, School of Applied Social Studies

On successful completion of this module, students should be able to:1. Summarise the current organisation and administration of the health and personal social services2. Explain the impact of poverty and exclusion on health status3. Critically evaluate the impact of policy interventions in the area of public health4. Outline the key issues in social policy impinging on health and welfare and the role of public health policy promotion in responding to this.5. Identify significant health issues for key user groups.6. Identify the values underpinning community work

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7. Evaluate the concepts of ‘partnership’ and ‘participation’ as used in community development projects8. Outline the contribution that community development makes to health enhancing activities.

Indicative Module Content:

Introduction to health policy/ personal social services /social care in Ireland The mixed economy of health and welfare in Ireland Conceptual issues in social policy including need, stigma, altruism, citizenship, and

rights Poverty and health inequalities /key user groups /policy and practice Child and family policy – Interagency perspectives Child poverty and health Personal social services and people with disabilities Asylum seekers, mental health and access to services The Travelling Community and public health promotion Parenting alone – health and welfare/ gender and health/ mental health / personal

autonomy The concept of community / community work Community based approaches to health and social care Empowerment / agency / participation / representation in community development

approaches

Teaching Methods: Lectures, PowerPoint presentations/ video clips / guest lecturers/ in-class debate, and blackboard discussion.

Mode of Assessment:Academic Paper (1500 words)

Assignment designed to require students to reflect critically on their practice in the context of health and personal social services, community development and social exclusion.

Reading List SS6000 Public Health Social Services and Community

Irish Healthcare System:Burke, S. (2009) Irish Apartheid: Healthcare Inequality in Ireland, New Island: Dublin.Considine, M. and Dukelow, F. (2009) Irish Social Policy: A critical introduction, Gill and Macmillan Dublin: (Chapter 8: Health policy)Curry, J. (2011). Irish Social Services IPA: DublinFacette A. (2012) Social Policy for Nurses Polity Press: Cambridge Fanning, B & Rush, M. (2006). Care and Social Change in the Irish Welfare Economy. UCD Press: Dublin Tussing, A. Dale and Wren, M.A. (2006) How Ireland cares: the case for health care reform, New Island: Dublin. O' Connor, T. (2013) Integrated Care for Ireland in an International Context: Challenges for Policy, Institutions and Specific Service User Needs. Cork: Oak Tree Press.

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Health and Administration: Aked J, Michaelson J, Steuer N. (2010). The role of local government in promoting wellbeing. Healthy Communities Programme. 2010.Barry, A. And Yuill, C. (2012). Understanding the Sociology of Health. Sage: London Brady, A. (2010) Leadership and Management in the Irish Health Service. Dublin: Gill and Macmillan.Burke, S., Keenaghan, C., O’ Donovan, D. and Quirke, B. (2004) Health in Ireland – An Unequal State, Public Health Alliance Ireland: Dublin.Department of Health and Children, (2001) Quality and Fairness: a health system for you, health strategy, Dublin: Department of Health and Children.Department of Health. (2012). Future Health. A strategic Framework for reform of the Health Service 2012 - 2015. Dept of Health; Dublin.Health Service Executive (2007). Transformation Programme 2007-2010. Health Service Executive: Naas.Department of Health and Children and HSE (2008) Service User in the Irish Health Care Service. Dept of Health and Children: Dublin.Layte, R. (2009) Projecting the Impact of demographic Change on the Demand for and Delivery of Health Care in Ireland (Research Series No. 13) McCluskey, D. (ed.) (2006) Health Policy and Practice in Ireland, UCD Press: Dublin Royal College of Nursing (2012). Going upstream: nursing’s contribution to public health. Prevent, promote and protect, RCN Guidance for nurses. RCN: LondonTussing, A.D. and Wren, M. A. (2006) How Ireland Cares:The case for health care reform, New Island: Dublin. WHO. (2012). Health 2020. Policy Framework and Strategy WHO. Wren, M. (2003) Unhealthy State Anatomy of a Sick Society, New Island Books: Dublin.

Poverty and Inequality Considine, M. and Dukelow, F. (2009) Irish Social Policy: A critical introduction, Gill and Macmillan DublinDepartment of Health (2013) Healthy Ireland: A Framework for Improved Health and Wellbeing 2013 – 2025. Department of Health; DublinDepartment of Health (2010) . Health in Ireland. Key Trends Dept of Health; DublinFahey, T., Russell, H. and Whelan, C. (eds.) (2007) Best of Times? The Social Impact of the Celtic Tiger, IPA: Dublin.Healy, S. Reynolds, B. and Collins, M. (Eds.) (2006) Social Policy in Ireland, 2nd Ed. Liffey Press: Dublin.Government of Ireland, (2006) Towards 2016 Partnership Agreement, Dublin: Stationery Office. Quin, S., Kennedy, P., Matthews, A. and Kiely, G. (Eds.) (2005) (2nd ed.) Irish Social Policy in Context, UCD Press: Dublin..Central Statistics Office, (2008) EU Survey on Income and Living Conditions (EU-SILC) 2007, Available at: http://www.cso.ieWHO. The Tallinn Charter: Health Systems for Health and Wealth. Copenhagen: WHO Regional Office for Europe, 2008.

Community:Fisher, b. (2011). Community Development in Health- A Literature review. Health Empowerment Leverage Project: UKIrwin, A. (2016). A Programme for a Partnership Government. Community Work Ireland, Dublin

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Lee, A. (2006). Community development: current issues and challenges. Combat Poverty Agency, DublinMeade, R; Shaw, M and Banks, S. (2015) Politics, Power and Community Development. Politics, Power and Community Development. Policy Press; BristolForde, C., Kiely, E. and Meade, R; (2009) Youth and Community Work in Ireland: Critical Perspectives. Blackhall Publishing; Dublin:Meade, Rosie and Shaw, Mae (2013) 'Community Development and the Arts: Towards a more Creative Reciprocity' in: Learning with Adults: A Reader. Sense; London/Rotterdam.Meade, R. (1997) 'Domestic Violence; An Analysis and Response from Community Activists' in: Women and Irish Society. Beyond the Pale; Belfast The Wheel. Supporting and Enabling Voluntary Activity. The Wheel; Dublin

Gender and Health:Burke, S. (2008) ‘Unequal in Life and Death Women’s Health – Gender and Inequality in the Irish Health System’ in U. Barry (ed.) Where Are We Now? New Feminist Perspectives on Women in Contemporary Ireland. Central Statistics Office (2007) Equality in Ireland. Morris, A. & Nott, S. (2002)(eds.) Well Women, The Gendered Nature of Health Care Provision. National Womens Council of Ireland (2006) Women’s Health in Ireland: Meeting International Standards. Women’s Health Council (2007) A Guide to Creating Gender Sensitive Health Services.

Lone Parents:Bock, J. D. (2000). Doing the right thing? Single mothers by choice and the struggle for legitimacy. Gender and Society, Vol (14) 62-86. Claveirole, A. And Gaughan, M. (2011) / (2007) (second Edition) Understanding Young Peoples Mental Health. Chichester; Wiley-BlackwellCostello, L. And Kerrins, L (2003). ‘A Place to Call Our Own’: Research on the Housing and Housing Support Needs of Young Lone Parents in Tallaght. DIT: Dublin.Hays, S. (2003). Flat broke with children: Women in the age of welfare reform. Oxford University Press: Oxford. McBride O, Morgan K, McGee H. (2012) Irish Contraception and Crisis Pregnancy Study, 2010 A Survey of the General Population DublinOne Family (2004) Meeting the Needs of Asylum Seeking and Refugee One-Parent Families- One Family and the Effects of a Changing Clientele, Dublin,One Family OPEN.(2005) Out of the Traps, Ending poverty traps and making poverty pay for people in poverty. Dublin. OPEN. Dublin. OPEN. (2006) Government Discussion Paper: ‘Proposals for Supporting Lone Parents’Spencer, N. (2005) ‘Does material disadvantage explain the increased risk of adverse health, educational, and behavioural outcomes among children in lone parent households in Britain?’ A cross sectional study. Journal of Epidemiology and Community Health 2005;59:152-157Williams, J. Et Al. (2010) Growing Up in Ireland: National Longitudinal Study of Children. Dublin; Office of the Minister for Health and Children.

Health and Ethnicity:Aasen, H.S. et Al. (2009). Human Rights, dignity and autonomy in health care and social services. Antwerp.

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Access Ireland (2003) Needs Assessment: Cultural Barriers in Accessing Health and Social Care. Dublin; Access Ireland: Dublin Breen C: (2008) The policy of direct provision in Ireland: a violation of asylum seekers' right to an adequate standard of housing. International Journal of Refugee Law 20(4):611-36Bhopal, R, (2007) Race, Ethnicity and Health in Multicultural Societies, Sage; Oxford Campinha-Bacote, J. (2002) The Process of Cultural Competence in the Delivery of Healthcare Services: A Model of Care Journal of Transcultural Nursing 2002; 13; 181 http://coe.stanford.edu/courses/ethmedreadings10/Process%20of%20Cultural%20Competence.pdf Free Legal Advice Centre (2010): One Size Doesn't Fit All: A Legal Analysis of the Direct Provision and Dispersal System in Ireland, 10 years on. Free Legal Advice Centres; DublinLakeman, R. and Matthews, A. (2010). The views and experiences of members of new communities in Ireland: perspectives on mental health and well-being. Translocations: Migration and Social Change 6(1) Sealy, P.A. (2008) Racial oppression and the link to mental illness in Blacks and the substance abuse factor University of Toronto Parliamentary office of Science and Technology http://www.parliament.uk/documents/post/postpn276.pdf Skokauskas, N, Dunne, M Gallogly, A. And Clarke C. (2012) Ethnic minority populations and child psychiatry services: an Irish study (Accepted Manuscript)http://www.tara.tcd.ie/bitstream/2262/40679/1/Ethnic%20minority%20populations%20and%20child%20psychiatry%20services%20-%20An%20Irish%20study.pdfSteward R, (Ed) (2006) The Mental Health Promotion Needs of Asylum Seekers and Refugees. Galway: Galway City Development Board and Health Promotion Services, HSE West: Galway.

Toar M, O'Brien K, Fahey T (2009) Comparison of self-reported health and healthcare utilisation between asylum seekers and refugees: an observational study. BMC Public Health 2009, 9(1):214

Disability and Mental HealthDudley, M., Silove, D. and Gale, F. (2012) Mental Health and Human Rights. Oxford University Press.Oxford.O’Connor, T & Murphy M. 2006 (Eds) Social Care in Ireland. CIT Press: CorkQuin, S. & Redmond, B. 2003. Disability & Social Policy in Ireland Dublin: UCD PressSwain, J. et al (Eds.) (2004) Disabling Barriers, Enabling Environments, Sage, London. Thompson, N. 2012. Anti-Discriminatory Practice Palgrave: LondonWalker, R. (2013) “Child Mental Health and Deafness” Paediatrics and Child Health 23(10): 438-442.

Older People, Ageism and Elder AbuseKennedy, P. & Quinn, S. (2008). Ageing and Social Policy in Ireland Dublin: UCD PressAnnual Report of the Elder Abuse National Implementation Group 2007/2008 Government Publications: DublinPrimary Care:Layte, R. 2009 Outpatient Services ESRI: Dublin. Layte, R & Nolan, A. (2007) Poor prescriptions – Poverty and access to community health services Dublin: ESRILayte, R & Nolan, A. (2009) Improving Access to PC in Ireland Dublin: ESRIPrimary Care – A New Direction 2001 Dublin: Government PublicationPrimary Care R & D in Ireland 2006 Dublin: Government PublicationPrimary Care Strategy – A New Approach Dublin: IMT 2009

44

Thomas, S & Layte, R. (2009) General Practitioner Care Dublin: ESRIHealth Research Board (2006). Primary Care R&D in Ireland, Health Research Board: Dublin

Useful Websites: www.cpa.ie Combat Poverty Agency www.esri.ie Economic and Social Research Institute www.nesc.ie National Economic and Social Council www.nesf.ie National Economic and Social Forum www.socialinclusion.ie Government office for social inclusionwww.disability-federation.ie www.nda.iewww.comhairle.ie www.hrb.iewww.childrensrights. www.suicideorsurvive.iewww.cso.ie www.irishhealth.comwww.whc.ie www.mentalhealthireland.iewww.irishtimes.com www.irlgov.ie www.cso.ie www.nwci.iewww.whc.ie www.akidwa.iewww.amnesty.ie www.cairde.iewww.comlamh.org www.migrantproject.iewww.womenslobby.org www.flac.iewww.immigrantcouncil.ie www.integratingireland.iewww.irishrefugeecouncil.ie www.nascireland.orghttp://www.hse.ie/eng/services/publications/corporate/hieng.pdf

Students are also referred to relevant journal articles and other resources. In addition students are advised to seek out reading material from the library outside those referred to above.

45

Figure 1. Protocol for clinical placement issuesIf a specific individual student problem is identified a consultation meeting is scheduled between the coordinator and the student to investigate the matter. The content of the meeting is documented and an individualised action plan agreed and implemented. Records are maintained on the student file. If the concern relates to a problem with the clinical site the protocol is as detailed in figure 1 below.

Student Issue identified in relation

to clinical site

Telephone or meet with student as soon as possible to offer support and inform of process to be followed

Arrange meeting in the clinical area with student, preceptor, and Programme coordinator. (DPHN

invited at this stage if appropriate)

Work collaboratively through the stages of the Supportive Learning Plan in the

competency booklet (Appendix 1)

Log brief details in coordinator diary

On completion of Supportive Learning Plan organise

debriefing meeting with student

Inform Director of Postgraduate Education

Refer any general issues which may impact on future placement of students to DPHN for action relating to Standards to be achieved in Clinical Areas (Section 10 of self-audit document)

46

[August 2019]

PHN Assessment Map 2019-2020

Table 2. Assessment Map Module Credits Assignments Date due* Autumn exam. Total marks

NU6041. Public Health Nursing: Principles and Professional Issues. S1&2

10 Academic Paper (3,000 words)

2nd March 2020 Resubmit alternative assignment

200

NU6042. Child Health, Development and Protection. S1&2

10 In class test x3hrs 14th April 2020 In class test x3hrs 200

NU6043. The Older Person in the Community. Semester 1

5 Academic paper (1,500 words)

18th November 2019 Resubmit alternative assignment

100

NU6044. Health and Health Promotion: Concepts and Principles. Semester 1

5 Oral Examination (Presentation and lesson plan)

4th December 2019 Resubmit alternative assignment

100

NU6005 Nursing Research. Semester 1NU6170 Research Methods for Specialist Practice

10 Literature review (3,000 words)

14th October 2019 Resubmit alternative assignment.

200

NU6047. Clinical Placement: Public Health Nurses S1,2 &3

5 Community Portfolio

Competency Workbook

Submit booklets for review on:3rd Dec 20196th Feb 202019th Mar 2020June 2019 TBC

Revise and resubmit.

Repeat clinical placement

Pass/Fail

Pass/Fail

NU6054 Maternal and Child Health Nursing S1&2 10 Academic Paper (3,000 words)

Clinical workbook

3rd February 2020

2nd Jan & 14th May 2020

Resubmit alternative assignment

200

Pass/Fail

SS6000 Public Health, Social Services and Community. Semester 2

5 Academic Paper (1,500 words)

6th April 2020 Resubmit alternative assignment

100

8 modules 60 1100* Dates tentative and subject to change.

Students Without Midwifery Registration02

/09/

2019

09/0

9/20

19

16/0

9/20

1923

/09/

2019

30/0

9/20

19

07/1

0/20

19

14/1

0/20

19

21/1

0/20

19

28/1

0/20

19

04/1

1/20

19

11/1

1/20

19

18/1

1/20

19

25/1

1/20

19

02/1

2/20

19

09/1

2/20

19

16/1

2/20

19

23/1

2/20

19

30/1

2/20

19

06/0

1/20

20

13/0

1/20

20

20/0

1/20

20

27/0

1/20

20

03/0

2/20

20

10/0

2/20

20

17/0

2/20

20

24/0

2/20

20

02/0

3/20

20

09/0

3/20

20

16/0

3/20

20

23/0

3/20

20

30/0

3/20

20

06/0

4/20

20

13/0

4/20

20

20/0

4/20

20

27/0

4/20

20

04/0

5/20

20

11/0

5/20

19

18/0

5/20

19

25/0

5/20

20

01/0

6/20

20

08/0

6/20

20

15/0

6/20

20

22/0

6/20

20

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 27/05/2019 43 44 45 24/06/2019 47

▲Px2 P ▲ ▲ ▲ ▲ P P ▲ ▲ ▲ ▲ ▲ x 2 ▲ ▲ x 2 A/L

x2/7

Students With Midwifery Registration

02/0

9/20

19

09/0

9/20

19

16/0

9/20

1923

/09/

2019

30/0

9/20

19

07/1

0/20

19

14/1

0/20

19

21/1

0/20

19

28/1

0/20

19

04/1

1/20

19

11/1

1/20

19

18/1

1/20

19

25/1

1/20

19

02/1

2/20

19

09/1

2/20

19

16/1

2/20

19

23/1

2/20

19

30/1

2/20

19

06/0

1/20

20

13/0

1/20

20

20/0

1/20

20

27/0

1/20

20

03/0

2/20

20

10/0

2/20

20

17/0

2/20

20

24/0

2/20

20

02/0

3/20

20

09/0

3/20

20

16/0

3/20

20

23/0

3/20

20

30/0

3/20

20

06/0

4/20

20

13/0

4/20

20

20/0

4/20

20

27/0

4/20

20

04/0

5/20

20

11/0

5/20

19

18/0

5/20

19

25/0

5/20

20

01/0

6/20

20

08/0

6/20

20

15/0

6/20

20

22/0

6/20

20

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

▲Px2 P ▲ ▲ ▲ ▲ P P ▲ ▲ ▲ ▲ ▲ x 2 ▲ ▲ x 2 A/L

x2/7

Theory weeks in classroom in UCC 18▲ Theory weeks where there is one or more days of SDL in the placement area 1+

Community Placement with preceptor 17Maternity Placement 5No placement/ college for these student (assigned as directed by DPHN, possibly A/L)5

▲ Self directed learning with community services(single days) 2P self directed NU6041 community profile days 1

Annual leave x ?7 TBC 1+

Start date 2nd Sept 2019. Finish date 22nd June 2020

Key Number of weeks

Sept Oct Nov Dec

Mar May June

JuneJan Feb Mar Apr May

Sept Oct Nov Dec Jan Feb Apr

48