Jobs in Reading, United Kingdom

Promoting and supporting continuous education and development of individuals and teams within a positive learning culture. Knowledge and application of theories of normal and atypical child development when working with infants, children, and families. Child, adolescent and adult sexual and reproductive health and contraception. Infant and child nutrition and healthy weight. Supporting parents and carers of a child with a life changing or life limiting diagnosis to access services and resources. Bereaved parents. Medicines management and management of minor illnesses and injuries.

The assessment strategy is designed to provide practitioners with the opportunity to demonstrate critical analysis of evidence-based theory with the acquisition of practice skills in the field of health visiting. In the portfolio, practitioners will identify the strengths, challenges, opportunities, and barriers to their learning at two key points in their learning journey.

The summative assessment for this module consists of two parts:

1. Part A: Written Assignment - Practitioners will submit 3 x 1000 word reflective accounts which demonstrate their ability to systematically analyse need and engage with families and professionals in the additional field of health visiting practice.
2. Part B: Practice Portfolio - A portfolio of evidence which demonstrates the achievement of SCPHN spheres in health visiting.

• Sphere C: Promoting human rights and addressing inequalities: assessment, surveillance and intervention
• Sphere D: Population health: enabling, supporting and improving health outcomes of people across the life course
• Sphere E: Advancing public health services and promoting healthy places, environments and cultures
• Sphere F: Leading and collaborating: from investment to action and dissemination

• Enable the practitioner to transfer their knowledge and understanding of public health theory and the evidence base underpinning their practice, to the additional field of SCPHN health visiting practice.
• Facilitate practice-based learning with a different client group of families with children under 5.
• Prepare practitioners to have an inquiring attitude and empower them with an ongoing curiosity regarding new and emerging research that informs their health visiting practice.
• Equip practitioners with the skills to build upon previous expertise.
• Challenge values, beliefs, and assumptions in relation to working in partnership with families with children under 5.

• Observation
• Participation and demonstration of skills
• Professional conversation and reflection
• Clinical supervision
• Contribution to inter-professional forums in practice
• Online learning materials