indfinity.net/circunstancias-atenuantes-titania-poca.php Each standard was defined and annotated means of expressing standards which indicated with explanatory text. Standard statements were expectations of increasing degrees of complex- carefully phrased and expressed so as to be compat- ity or ability in practice in the field of safe- ible with objective review. Details of each of the guarding children was required, and three levels of competence in that standard were accordingly, 3 levels of standards were pro- provided and then organisational requirements were posed. Applying simple English language notions appended. The latter recognises that responsibility rather than implying any association with pre- for meeting the standards does not rest on the prac- vious attempts to define such terms with regard titioner alone, but it must also be the concern of the to professional registration the proposed stan- employer, for example, to provide a supportive envi- dards were developed for those in basic train- ronment.
One example of an operational standard is ing for practice basic practitioner standards , provided in Fig. Critically evaluate the evidence upon which views are based. Learn from others and when appropriate, disagree with respect or challenge the views of others. Individual Levels of Competence Basic Practitioner 2c The practitioner can demonstrate the use of non-confrontational expression and communication in challenging perceived unacceptable or inaccurate views. Specialist Practitioner 2f The practitioner is able to challenge erroneous or inappropriate contributions from other professionals, demonstrating knowledge of varying means to pursue issues through existing processes until a satisfactory conclusion is reached.
Advanced Practitioner 2i The practitioner is able to support junior colleagues in challenging perceived unacceptable or inaccurate views offered by other professionals. Organisational Requirements 2k Organisations enable a culture of constructive dialogue and debate, supporting less experienced staff.
Figure 3 Example of operational standard. Organisational Requirements 9d Organisations co-operate in development of curricula which provide for clarification of role and awareness of the roles of others. Figure 4 Educational standard 9. Two pro- ject of Loughlin et al. Their findings indi- professional groups, and that there should be uni- cated substantial student satisfaction with the pro- versal standards for such education and training.
Individual Levels of Competence Basic Practitioner 10a An understanding of the process and content of inter-agency consultation and will have developed an awareness and ability to respect and welcome the views of other practitioners. Specialist Practitioner 10b The ability actively to seek and offer inter-agency consultation and an ability to seek and include the views of other practitioners. Organisational Requirements 10d Organisations co-operate in the development of consultation and assertiveness skills.
Figure 5 Educational standard Specialist Practitioner 11b An ability to use processes which encourage and actively overcome barriers that inhibit effective inter-agency communication. Organisational Requirements 11d Organisations co-operate in the development of inter-agency training which is designed to overcome barriers to communication. Figure 6 Educational standard This might almost have been being Organisational Requirements 12d Organisations co-operate to provide training in the collection, appraisal and use of evidence to support practice.
Figure 7 Educational standard Advanced Practitioner 13c Managing inter-agency groups in their application of ethical principles and values in inter- agency work. Organisational Requirements 13d Organisations co-operate to provide opportunities for the inter-agency discussion of ethical problems. Figure 8 Educational standard Organisational Requirements 14d Organisations will co-operate to provide opportunities in education and training for differing occupations to work together to address common problems.
Figure 9 Educational standard Specialist Practitioner 15b Helping inter-agency groups to manage and evaluate the processes involved in inter- agency collaboration. Advanced Practitioner 15c Encouraging inter-agency groups to manage and evaluate the processes involved in inter- agency collaboration.
Organisational Requirements 15d Organisations will co-operate to enable students and practitioners to evaluate practice against accepted benchmarks and standards. Figure 10 Educational standard Effective interagency working relies upon vidual professionals and specific professional prior preparation, and this should be based on a groups are fully to understand their own roles and blend of single-agency and multi-agency learning.
With regard to regular basis as part of formal continuing profes- nurses, midwives and health visitors, safeguarding sional development.
A final aspect, discussed by children is the responsibility of every practitioner Lord Laming, places responsibility for audit of and every employer. Each individual requires the standards on regulatory bodies relevant to training commensurate with their role and their each profession — in this case, the NMC and the degree of involvement or responsibility in the QAA. Standards for education and training for interagency working in child protection in the UK 21 Educational Standard: RECORD-KEEPING During education and training, the practitioner will participate in a variety of learning experiences and will have developed knowledge and skills in relation to… Record-keeping in different forms with accompanying understanding of the practical implications of confidentiality Individual Levels of Competence Basic Practitioner 16a Accurate record-keeping in different forms with accompanying understanding of the practical implications of confidentiality.
Specialist Practitioner 16b Assisting organisations involved in inter-agency collaboration to develop appropriate record-keeping systems. Advanced Practitioner 16c Managing organisations involved in inter-agency collaboration to develop appropriate record keeping systems. Organisational Requirements 16d Organisations will co-operate to provide training in effective and timely record-keeping.
Figure 11 Educational standard Conclusions Department for Education and Skills, Every Child Matters. Green Paper. The Stationery Office, London. Department of Health, Working Together to Safeguard Support for individual standards recommended by Children: A Guide to Inter-agency Working to Safeguard the project is evident in a number of reports, and and Promote the Welfare of Children. The Stationery the project team recommends that the model Office, London. Assessing Children in Need and their consultation and consequent amendment.
The Families: Practice Guidance. DH, London.
Relevant educational Department of Health, The iHV receives no core funding from government or the NHS, what it can achieve will be determined by the income it can raise itself. Other members utilising the resources must do so within their own sphere of practice and within the jurisdiction of their employers vicarious liability. The Institute is not responsible for the application of these resources in practice.
This e-learning helps health visitors to update their knowledge and skills for addressing healthy weight and healthy nutrition issues in practice. They are designed especially for health visitors. Health Education England HEE has updated and refreshed the e-learning training sessions for the ten core statutory and mandatory topics as defined in the UK Core Skills Training Framework for the health and social care workforce.
You will need your NMC Pin to register. Public Health England has launched new free All Our Health bite-sized e-learning sessions to improve the knowledge, confidence and skills of all health and care professionals in preventing illness, protecting health and promoting wellbeing. This e-learning programme focuses on the delivery of very brief advice VBA on smoking to pregnant women, including carbon monoxide CO screening.
Safeguarding and Child Protection for Nurses, Midwives and Health Visitors: A Practical Guide: Medicine & Health Science Books. Safeguarding And Child Protection For Nurses, Midwives And Health Visitors: A Practical Guide: Medicine & Health Science Books.
An interactive e-learning resource to support a reduction in avoidable admissions of full-term babies to neonatal units to keep mother and baby together. A new e-learning programme to support education around the implementation of Baby Friendly standards in healthcare and public healthcare settings has been developed. The resource is aimed at the early years workforce including health visitors, nurses and the child health team working with pregnancy and the first five years of life.
It is aimed at parents, expectant mothers, early years healthcare workers, teachers, nurses, GPs and the public.
Skip to the beginning of the images gallery. It should re- for the Study and Prevention of Child Abuse and Ne- flect a more active stance: Respect, welcome, glect. Requirements for Pre- registration Health Visitor Programmes. Standards for education and training for interagency working in child protection in the UK: Implications for nurses, midwives and health visitors Nurse Education Today, Click here to sign up. Critically evaluate and challenge Primary care trusts PCTs - Since the development of PCTs in the NHS restructuring in April , PCTs take the strategic lead for health service planning and provision, including health service involvement in the local area child protection committee groups.
This HEE e-learning package is intended for anyone who has contact with people to make every contact count and develop public health knowledge. The purpose of the tool is to support clinicians in the NHS to gain knowledge and understanding of the issues around culture and health; and how this might influence health care outcomes. This HEE e-learning resource is designed to raise greater awareness and help support healthcare professionals when working with women and girls who are victims of female genital mutilation FGM.
This e-learning resource, developed by NHS Education for Scotland, aims to substantially reduce the harm caused by alcohol consumption in pregnancy. This resource will provide useful guidance to those providing brief interventions to address risks and harms related to problematic gambling. Contact us Search. I am now regularly dipping in and out of it for reference and am still taking away new things from it every time I look at it. In this clear and invaluable guide, Catherine Powell focuses on the practical aspects of safeguarding and how healthcare professionals should respond to safeguarding children concerns.
The book covers the full spectrum of safeguarding children work; from prevention and early help through to statutory intervention and serious case review. The book includes: Realistic case scenarios, concerning unborn babies, infants, toddlers, school-age children and adolescents, with examples of physical, emotional and sexual abuse and neglect The roles and responsibilities of nurses, midwives and health visitors working in a range of settings, including those working primarily with adult clients Crucial chapters on integrated working and supervision and support in safeguarding 'Points for Practice', 'Practice Questions' and 'Markers of Good Practice' to stimulate further thinking and application to real-life practice The book also offers an insight into the inter-agency aspects of safeguarding and child protection and the roles of other key players such as children's social care, the police and education services.