1. Supporting a student A tale of three students

2. 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 programmes and 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!.