Course overview
They become autonomous practitioners with the skills, knowledge, behaviours and experience to lead, influence and collaborate. They drive sustainable, inclusive and evidence-based changes to the health and wellbeing of children, young people, parents, families, communities and populations.
Apprentices build on their prior knowledge, skills and experience in a supportive and student-centred environment.
Approved by the Nursing and Midwifery Council (NMC), this course is structured to meet the NMC’s Standards of Proficiency for Specialist Community Public Health Nurses (2022). It leads to Part 3 registration as a specialist community public health nurse (school nursing).
Apprentices become autonomous, resilient and dynamic practitioners. They promote a critical enquiry of specialist community public health nursing practice, leading and delivering safe and effective interventions. They develop confidence and independence in learning, while networking with other professionals to support interdisciplinary working.
They explore the changing and expanding role of the school nurse, including the bio-psychosocial needs of infants, children, parents and families. They develop a high level of cultural competence and advanced communication skills, to support holistic assessment and develop shared goals.
Apprentices gain skills and confidence to critically analyse and actively contribute to the public health agenda. They examine the protection and promotion of health and wellbeing, debating the challenges to service delivery in a theoretical, legal and ethical context. They understand the determinants of health, addressing health inequalities across diverse communities and the life course.
Developing leadership skills is integral to the role. Apprentices assess theories and enhance their leadership philosophy. They collaborate with vulnerable populations and address the legal, ethical and professional issues associated with safeguarding. They evaluate personal leadership skills and ensure the safety of vulnerable individuals and families, with an inclusive and culturally safe approach.
They explore research and service improvement, linking theoretical knowledge to practice and understand the evidence underpinning clinical practice. Learning takes place across course and professional boundaries, encouraging cross-pollination of perspectives and ideas.
Top reasons to enrol an apprentice on this course:
- Practice-based: apprentices spend more time in practice setting than in theoretical learning, maximising their learning opportunities and ensuring they are well prepared for the role.
- Experienced teaching team: apprentices learn from our dedicated and enthusiastic teaching team, who have a strong focus on evidence-based practice and a passion for improving health.
- Opportunities: apprentices enhance their learning experience by engaging with service users and specialist practitioners in the design, delivery and assessment aspects of the course.
- Support: apprentices benefit from our proactive approach to student support, with a wide range of services and strong partnerships.
- Diversity: this course is inclusive and addresses the diverse needs of the population. Apprentices learn with students from a range of backgrounds in a supportive environment.
Please note, we can only respond to enquiries from employers, or individuals with agreement from their employer to undertake an apprenticeship.
Supporting information for applicants
Our School feedback policy (word - 278kb)
Our School reference policy (word - 276kb)
Course details
Course structure
Core modules
Advancing Autonomous School Nursing Practice
In line with the new school nursing agenda, develop your ability to critique and critically evaluate the complexities and opportunities associated with contemporary school nursing. There is an emphasis on child/adolescent/family-centred care. You are introduced to theories underpinning school nursing practice, and enquiry-based learning further develops your knowledge, skills and attitudes. Apply and test your knowledge with real-world problems, and analyse complex practice situations. Enhance your debating skills, synthesis and the integration of your knowledge base. The practice assessment document is embedded in this module.
Developing Leadership Skills in SCPHN Practice
Critically evaluate key professional leadership theories and organisational culture relating to your area of specialist practice (health visiting or school nursing). Explore collaborative working with vulnerable individuals and families, focusing on safeguarding. In relation to your role, develop your own leadership skills and qualities, enhancing your professional development.?The legal, ethical and professional practice issues surrounding safeguarding children and adults are also addressed.
Develop as a confident and autonomous public health practitioner who can reflect, critically evaluate, lead, respond and contribute to the current public health agenda. Understand the need to work in partnership with people to prevent ill health, protect health and promote wellbeing at an individual and population level. Critically evaluate health and wellbeing, health needs assessment, health improvement and community development from a theoretical perspective and within the social, political and economic context.
Research and Service Improvement in SCPHN Practice
Engage with evidence-based practice and the service improvement aspects of the clinical governance agenda to ensure safe, equitable, timely and effective practice remains at the forefront of public health nursing. Analyse the importance and use of all forms of evidence, using the principles of service improvement theory to help disseminate evidence into practice.
Modules offered may vary.
How you learn
Apprentices learn through lectures, seminars, simulations, tutorials, group work, guided independent study and work-based learning. The incorporation of specialist practitioners and service users is included to support future readiness, and provision of inclusive and culturally safe care.
Apprentices spend two days in university and three days a week in clinical practice until the end of their teaching in week 35. They are then allocated clinical practice, with periods of self-directed study to support them in their theoretical studies. They also have a period of focused practice learning where they consolidate their education and competence and build on their leadership skills in the practice field.
Apprentices complete the same module and practice assessments as the standard route, but they also complete SMART Assessor and have 12 weekly reviews with their allocated apprenticeship quality coach. At the end of the course, they complete an integrated End Point Assessment to achieve their apprenticeship qualification.
How you are assessed
Assessment includes written essays, poster presentations, case studies, simulations, and research proposals. Apprentices can select from case studies, scenarios and topic areas specific to their interests. Practice is assessed by the practice assessment document, and through meetings between the apprentice, their practice assessor and academic assessor. Opportunities for feedback in both theory and practice are provided throughout the course.
Entry requirements
To be accepted on to an apprenticeship course you must have support from your employer and meet the course entry requirements.
Apprentices must have:
- NMC-valid registration as a Level 1 registered nurse or midwife capable of safe and effective practice at a level of proficiency for the intended field
- an honours degree of 2:2 or above
- employer support and protected learning time
- a successful interview
- a suitable Specialist Community Public Health Nursing placement, and a practice assessor and supervisor, who all meet the quality governance aspects of the programme and can contribute to the teaching and assessment process by providing practice learning opportunities
- evidence of a current satisfactory enhanced DBS carried out by the employing organisation.
If you have already achieved some of these modules then it is possible to access the RPL processes offered by Teesside University to have this prior achievement acknowledged. Please see separate information regarding this process available on the website.
For general information please see our overview of entry requirements
Employability
Career opportunities
The course prepares apprentices to work as school nurses and to take practice forward to meet the challenges of a dynamic school nursing profession.
