Supporting a student

1. Supporting a student A tale of three students

2. A tale of three students Julie John Jo

3. Background Julie • qualified for two years • appointed to a training post within your department • previous post: staff nurse on a general medical ward • She is hard working, keen to succeed but lacks confidence • Very process driven – “tell me what to do and I’ll do it” approach

4. Strengths and challenges associated with supporting Julie • Highly motivated – wants to succeed • Process driven: - good at a tick box approach • Downside: “Tell me what to do and I’ll do it” suggests she has difficulties thinking outside the box • Learning contract – supports both parties • Supportive strategies • Build on and nurture her motivation and wish to succeed • Help her to think creatively using past experiences in both OH and non-OH settings

5. Background John • making a permanent career move into OH • undertaking his degree in OH Nursing by distance learning • previously a charge nurse in A&E • very confident: can “think on his feet” • Can be challenging to manage

6. Strengths and challenges associated with supporting John • Distance learning – sometimes the only option available • Not all students take to D/L opportunities • Student must be a “self-starter” and independent learner • Fewer opportunities for classroom learning and peer support • Learning contract – supports both parties • Supportive strategies • A member of your staff – identify the reasons why he can be difficult to manage • Very confident – could this be causing problems

7. Background - Jo • ITU background • Sustained a neck and back injury at work • Decided on a career move into OH • Now a F/T OHN student • Very able • Highly motivated • Wishes to eventually set up her own OH consultancy

8. Strengths and challenges associated with supporting Jo • Self funding– not one of your staff • Very able–less able/less knowledgeable OHNs may find this challenging • Independent learner • Keen to learn the minutiae of practice issues gaining a breadth of experience • Learning contract – supports both parties • Encourage Jo to identify what she wants to learn in the practice setting • As with all three students Identify opportunities for alternative practice – Jo may surprise you with her ideas

9. Standards underpinning SCPHN programmes • http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Standards-of-proficiency-for-specialist-communicty-public-health-nurses.pdf

10. 10 key Standards – with principles and domains: • Surveillance and assessment of the population's health and well-being • Promoting and protecting the population's health and well-being • Developing quality and risk management within an evaluative culture • Collaborative working for health and well-being • Developing health programmesand services and reducing inequalities • Policy and strategy development and implementation. • Working with and for communities. • Strategic leadership for health and well-being. • Research and development. • Ethically managing self, people and resources

11. 10 key Standards – with principles and domains: • Surveillance and assessment – health surveillance – audio/spiro • Promoting and protecting health and well-being –fundamental to OH practice • Developing quality and risk management within an evaluative culture health and risk assessment • Collaborative working for health and well-being multi-disciplinary working • Developing health programmes and services and reducing inequalities special/vulnerable groups eg workers with disabilities

12. 10 key Standards – with principles and domains: • Policy and strategy development and implementation – involve in policy development – material collection • Working with and for communities – special groups –expectant/new mothers; young/older workers. • Strategic leadership for health and well-being – explore how the OHS can lead on health issues. • Research and development – evidence based practice. • Ethically managing self, people and resources -budgeting

13. Success! • .