cafhna competency standards for child and family health ...€¦ · the final draft document of the...

Competency Standards for Child and Family Health Nurses

Competency Standards for Child and Family Health Nurses

This publication is copyright. Apart from any fair dealing for the purpose of private study,

research, criticism or review, as permitted under the Copyright Act 1968, no part may be

reproduced nor used in ways other than originally designed, without written permission.

Inquiries should be directed to the Standards for Practice Sub-Committee, Child and Family

Health Nurses Association (NSW) Inc., PO Box 343, North Ryde BC, 1670.

Standard and Practices Sub-committee

Jennifer Reed Chair Person

Sue Prescott

Marian Clark

© 2009

Competency Standards for Child and Family Health Nurses Forward

Child and Family Health Nurses Association (NSW) Inc

Standards for Practice Sub Committee

i

CAFHNA

Foreword Child and family health nurses have a long and proud history of service to families with infants

and small children, beginning in 1904 at the very start of the twentieth century. Over the decades

there have been considerable changes to the role and practice of the child and family health nurse,

and this is still reflected in contemporary practice in the twenty first century. The explosion of

research and policy interest during the past two decades in the Early Years of Life highlighted the

importance of child and family health nurses in supporting parents and promoting optimal health

and development in young children, and continues to influence practice change.

CAFHNA was formed for the purpose of supporting the child and family health nurses whilst

they provided services to families. From the very beginning, an objective of the Association was

to define the boundaries of practice and set out the requirements for competent nursing practice.

The first edition of the competency standards was published in 1993, and since then the

CAFHNA Competency Standards for Child and Family Health Nurses have become a valuable

tool to enable child and family health nurses to achieve and demonstrate clinical competence.

CAFHNA has continued our commitment to supporting child and family health nurses. This has

now culminated in the publication of this new and completely revised edition of the CAFHNA

Competency Standards. This publication will assist child and family health nurses to define their

nursing practice and enable them to defend their clinical nursing specialty.

A considerable amount of time and expertise has gone into the writing and publication of the

Competency Standards. The three members of the Standards and Practices Subcommittee of the

Association gave unselfishly of their time and expertise, in the service of their fellow child and

family health nurses. I congratulate Jennifer Reed, Sue Prescott and Marian Clark on the

excellent professional work they have produced.

Carolyn Briggs

President

July, 2009

Competency Standards for Child and Family Health Nurses Acknowledgements



ii

CAFHNA

Acknowledgements:

The final draft document of the competency standards was completed in December 2007 and was

circulated to an expert group for comment in February 2008. The expert group consisted of child

and family health Clinical Nurse Consultants (CNC), managers and educators and their

comments have been collated and incorporated into the final document which was then submitted

to the CAFHNA General Committee.

Clinical experts who commented on the final draft version of the Competency Standards for

Child and Family Health Nurses included:

Professor Cathrine Fowler (Tresillian Chair in Child & Family Health; Faculty of Nursing,

Midwifery & Health UTS)

Professor Diana Keatinge (Paediatric, Youth and Family Nursing, HNEAHS & University of

Newcastle)

Jenni Jones (The Chn’s Hosp W’mead CNC) Debbie Nemeth (Karitane CNC)

Anne McKenzie (SSWAHS CNC) Julie Roberts (GWAHS CNS)

Sue Mapletoft (NSW College of Nursing) Eileen Guest (HNEAHS CNC)

Heather Mann (HNEAHS NUM) Elsa Reid (CHC S CNC)

Patricia Gornall (Tresillian FCC) Robyn White (SSWAHS NUM)

Margaret Piper (NCAHS CNC) Anne Birt (NSCCAHS NUM)

Robyn Johnston (NSCCAHS CNC) Noeleen Horswell (GWAHS CNC)

Emer Cooper (SESIAHS CNC) Janelle Horwood (GWAHS CNC)

Thank you to all who contributed their time, expertise and knowledge in the review of this

document without their support the final version would not have been so comprehensive in

describing child and family health nursing practice.

Competency Standards for Child and Family Health Nurses Preface



iii

CAFHNA

Preface Introduction

Child and family health nursing has always been an important component in the provision of

primary health care for families and carers with young children. The role of the child and family

health nurse (CFHN), however, has changed greatly over the past decade. Contemporary child

and family health nursing practice has been constantly challenged by new directions in health

policy, as NSW Government strategies and NSW Health policy directives and guidelines have

been developed to assist parents and carers to raise healthy children. These changes have

increased the expectation that child and family health nurses will maintain a high level of

competent practice and professional accountability. Child and family health nurses must

demonstrate their ability to function within the competency standards for registered nurses

defined by the Australian Nursing and Midwifery Council, and the scope of practice and specialty

standards defined by the Child and Family Health Nurses Association (CAFHNA).

Review Process

The CAFHNA Competency Standards for Child and Family Health Nurses were last reviewed in

2000. The Committee of the Association formed the view that the Competency Standards

required revision, and the Standards for Practice sub-committee was asked to review and revise

the Competency Standards for Child and Family Health Nurses to bring them into line with

current policy. It was quickly realised that the 2000 edition of the Competency Standards

document needed to be completely reformatted and rewritten. There had been significant

developments in NSW Health policy that warranted a more complete revision of the Competency

Standards, to reflect the changes in the role and practice of the child and family health nurse.

Consultation and Partnerships

• Consultation with NSW Health

The Standards for Practice sub-committee acknowledged the large volume of work expected and

that this project was beyond the capacity of the sub-committee alone. Throughout the process of

reviewing and writing the competency standards there has been continual consultation between

CAFHNA, the Primary Health Care and Community Partnerships Branch and the Nursing and

Midwifery office (NAMO) in the NSW Department of Health, the CNC Network Group, and

child and family health nurses in Area Health Services.

In 2005 the Nursing and Midwifery Office within NSW Health undertook to write a professional

practice framework for child and family health nurses and the NSW Health CFHN Practice

Standards Working Party was convened. The NSW Health Child and Family Health Nurse

Professional Practice Framework30

is intended to be used in conjunction with the CAFHNA

Competency Standards, which would form the overarching standards of practice for the

Professional Practice Framework. The Professional Practice Framework defines and describes

the scope of practice of child and family nursing and identifies core knowledge and skills for

child and family health nursing practice. The Framework outlines a practice development process

to enable child and family health nurses to demonstrate proficiency in their professional practice,

and informs education programs for child and family health nurses. The Framework aims to build

capacity32

by supporting competent and consistent practice standards for child and family health

nursing.




iv

CAFHNA

• Consultation with Clinical Nurse Consultants (CNC) Network Group

The Standards for Practice sub-committee (CAFHNA) approached the NSW Clinical Nurse

Consultant (CNC) Child and Family Health Network group in May 2003 for their views about

their experiences in using the existing competency standards within their clinical practice. The

meeting with the CNC Networks highlighted the need to include descriptors in the competency

standards. These descriptors would enable Nurse Managers, CNC’s and Clinical Nurse

Specialists (CNS) to use the competency standards in assessing child and family health nursing

practice and performance.

Child and Family Health Nursing Competency Standards

The CAFHNA competency standards are an adjunct to the Australian Nursing and Midwifery

Council Competencies3 and fit within the ANMC Continuing Competence Framework

4. The

revised CAFHNA Competency standards set out standards for practice that guide and assist in the

evaluation of clinical practice and provide opportunities for the child and family health nurse to

reflect and develop clinical practice goals.

These competency standards have been revised for child and family health nurses, service

managers, CNC’s and clinical educators to assist them in incorporating strategies, policy

directives and guidelines into clinical practice and nurse education programs thus ensuring

maintenance of standards within the scope of child and family health nursing practice.

Additional areas of practice in these competencies also include new approaches to health care

such as capacity building, models of learning, professional and personal integrity, professional

boundaries and a primary health care approach in clinical practice.

Below is a list of strategies, policy directives and guidelines impacting clinical practices that have

been included in the revised competency document:-

• Families First Initiative23

• Universal Health Home Visiting29

• Integrated Perinatal and Infant Care29

• Family Partnership Mode 12

• Aggression minimisation

• Bullying and harassment

• Code of professional conduct for nurses in Australia2

• NSW Health Code of Conduct27

• Code of Ethics for nurses in Australia1

• Occupational Health &Safety25

• Documentation in health care records24,25

• Litigation - legal and ethical standards

• Mandatory training

• Privacy Act26

• Clinical supervision for child and family health nurse10

• National Competency Standards for the Registered Nurse3

• National Registration scheme11




v

CAFHNA

Style and format

The revised competency standards include the three domains of Professional Practice, Clinical

Practice and Promoting Health and Healthy Communities. The format of each domain has been

designed to include a defined standard, units of competency with key elements, components and

assessment cues (descriptors). In addition two new columns have been added to the format -

Competent/ not yet competent (C/NYC) and a column for comments that could be used by the

nurse for self assessment or a reviewer who is an advanced clinical practitioner (CFHN) when

determining whether competency has been achieved and to document needs for further education

and/or professional development.

The document has been written using a style that enables nurses to reflect upon their knowledge,

understanding and ability to implement and evaluate the outcomes of their practice.

The Competency Process

The CAFHNA competency standards provide a foundation for assessing clinical and professional

practice and are an integral part of the competency process outlined in the Professional Practice

Framework. The practice development process is complex and is intended to be an interactive

process between the reviewer and the child and family health nurse and provide opportunities for

learning and professional development.

The aim of the competency process is to support and assist nurses to recognise their strengths as

well as the need for additional learning and development to build on current knowledge and

skills. The competency process should not be just focused on specific skills or be a tick list, but

should look at all aspects of care, including knowledge and skills, attitude and behaviours and the

ability to implement these attributes into practice in the context of providing primary health care.

To demonstrate continuing competence in practice nurses can utilize a diversity of methods

including: observation of performance using the clinical practice consultancy framework30

(see

Appendix 1); case review; self assessment; reflection; education and training and clinical

supervision.

The competency standards are intended for use by individual child and family health nurse to

reflect on her/his practice to assist the nurse in determining her/his level of competency and to

identify learning needs and goals. By using a reflective process the child and family health nurse

develops confidence in daily practice and is better able to recognise the need for additional

guidance in some areas.




vi

CAFHNA

The CAFHNA Competency Standards and the NSW Child and Family Health Nurses

Professional Practice Framework documents should be used together as a package in order to

maintain a State-wide standardized competency framework for child and family health nurses.

The Standards for Practice sub-committee hope that they will assist child and family health

nurses, their managers and educational facilities to provide a comprehensive process of

competency maintenance and review leading toward a high level of nursing care for children and

families. A great deal of thought, research and consultation has taken place in the development of

the documents around the competency process. The competency standards are copyright, and as

such, users are not free to adapt them to other purposes.

Standard and Practices Sub-committee

Jennifer Reed

Sue Prescott

Marian Clark

2009

Competency Standards for Child and Family Health Nurses Table of Contents



vii

CAFHNA

Table of Contents

Foreword........................................................................................................................................... i

Acknowledgements: ........................................................................................................................ ii

Preface ............................................................................................................................................ iii

Introduction .............................................................................................................................. iii

Review Process ........................................................................................................................ iii

Consultation and Partnerships ................................................................................................. iii

Child and Family Health Nursing Competency Standards ...................................................... iv

Style and format ........................................................................................................................ v

The Competency Process .......................................................................................................... v

Table of Contents .......................................................................................................................... vii

Domain of Child and Family Health Nursing ................................................................................. 1

Professional Practice ................................................................................................................. 1

Domain of Child and Family Health Nursing ............................................................................... 18

Clinical Practice ...................................................................................................................... 18

Domain of Child and Family Health Nursing ............................................................................... 52

Promoting Health and Healthy Communities ......................................................................... 52

Glossary of Terms ......................................................................................................................... 57

Reference List:............................................................................................................................... 63

Bibliography .................................................................................................................................. 67

Appendix 1 Clinical Practice Consultancy on an Episode of Care ............................................... 69

Competency Standards for Child and Family Health Nurses Domain of Professional Practice



1 CAFHNA

Domain of Child and Family Health Nursing

Professional Practice

STANDARD

The child and family health nurse fulfils the legal and ethical obligations of professional practice and maintains optimal standards of care




2 CAFHNA

Unit of Competency 1: The child and family health nurse functions in accordance with legislation and common law affecting child and

family health nursing practice

Key Elements

Components

Assessment Cues

C/NYC

Comments

1. The child and family health

nurse meets the legal, ethical

and common law obligations

expected within their scope of

practice

1.1. Demonstrates an

understanding of the child

and family health nursing

scope of practice9

1.1.1. Discusses the philosophy and

principles of child and family

health nursing

1.1.2. Identifies and discusses the

knowledge and skills required to

practice as a child and family

health nurse

1.2. Demonstrates knowledge

and understanding of

Government legislations

and common law relating

to the provision of child


practice

1.2.1. Identifies and discusses

Government legislations and

common law that relates to the

provision of child and family

nursing practice

1.2.2. Identifies and discusses three (3)

mandatory policy directives

1.2.3. Provides evidence of annual

registration to practise




3 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comments

1.2.4. Provides evidence of legal

indemnity cover where necessary

1.2.5. Provides evidence of authority to

administer vaccines as per NSW

Health Policy Directive if

required31

1.3. Demonstrates the ability to

comply with Government

legislation and policy

directive requirements

within child and family

health nursing practice

1.3.1. Provides evidence of

implementation of Government

legislation and policy directive

requirements in the practice

setting




4 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comments

1.4. Demonstrates compliance

with and understanding of

maintaining confidentiality,

privacy and security of

personal health

information26


importance of complying with the

policy directive regarding the

privacy and confidentiality of

personal health information

1.4.2. Provides evidence of client’s

written and electronic files being

kept in a safe and secure

environment




5 CAFHNA

Unit of Competency 2: The child and family health nurse acts in accordance with the professional and ethical codes of conduct for

registered nurses.

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse practices in accordance

with the published code of

ethics and code of

professional conduct for

Australian registered nurses1,2


and understanding of the

published code of ethics and

code of professional

conduct for Australian

registered nurses


value statements within the code

of ethics1


points within the code of

professional conduct2




6 CAFHNA

Key Elements Components Assessment Cues C/NYC Comment


work within the code of

ethics and code of

professional conduct

1.2.1. Demonstrates ability to apply the

code of ethics and code of

professional conduct

1.2.2. Explains and discusses the

implications on clinical practice

in regard to a particular value

and/or statement within the code

of ethics and code of professional

conduct



impact of cultural believes,

rights and values of child

and/or family on health care

provision

1.3.1. Explains and discusses the

implication on clinical practice of

the diverse cultural beliefs and

values of the child and/or family




7 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse maintains professional

and personal integrity and

professional boundaries5,34



professional and personal

integrity and professional

boundaries

2.1.1. Discusses three (3) limitations

that affect clinical practice and

the potential for boundary

crossing and violation by the

child and family health nurse

i. awareness of own strengths and

limitations within the scope of

child and family health nursing

practice

ii. identifies unsafe practice and

takes appropriate action

iii. consults with, and refers to other

colleagues and health care

providers when the needs of the

child and/or family fall outside

their own scope of practice or

competence

2.1.2. Awareness of the possible impact

of power differential between the

nurse and child and or family




8 CAFHNA

Unit of Competency 3: The child and family health nurse maintains requirements/standards for continuing competence within their scope

of practice

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse fulfils the

requirements for continuing

professional development4

1.1. Demonstrates ongoing

education to develop and

maintain child and family

health nursing knowledge,

skills and competence

1.1.1. Provides evidence of attendance

at courses, seminars and in-

service

1.1.2. Provides feedback and

documentation from the above

activities as requested.

1.1.3. Provides evidence of accessing

and critically reviewing nursing

journals and other relevant

literature and when appropriate

integration into practice




9 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment

1.2. Demonstrates participation in

peer review, case review and

clinical supervision


participation in peer review, case

review and clinical supervision

1.2.2. Demonstrates critical thinking,

problem solving and decision

making skills36

1.2.3. Demonstrates ability to reflect-in-

practice and reflect-on-

practice37,38




10 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment

1.3. Demonstrates regular

performance development

and/or peer review that

provides the opportunity to

reflect on current child and


to assess own level of

competency

1.3.1. Provides documented evidence in

the form of a portfolio

demonstrating continuing

professional development that

includes; self assessment,

education and training,

observation of performance using

the clinical practice consultancy

framework, and clinical

supervision attendance7,30

1.3.2. Provides evidence of formal

performance review with

manager

1.3.3. Provides professional

development plan including goals

and educational needs




11 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comments

1.4. Maintains a minimum of

nursing practice hours in

accordance with

recommended continuing

competence framework

requirements4

1.4.1. Provides evidence of nursing

practice hours in accordance with

the continuing competence

framework




12 CAFHNA

Unit of competency 4: The child and family health nurse uses in practice and contributes to nursing research and quality improvement

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse contributes to

relevant nursing research

and quality improvement

activities in child and

family health nursing

practice

1.1. Demonstrates knowledge of

research and quality

improvement principles

1.1.1. Identifies and discusses methods

used in nursing research and

quality improvement

1.2. Participates in child and

family health nursing and

other health related research

and/or quality improvement

activities


involvement in child and family

health nursing and/or other health

related research and quality

improvement activities

.

1.3. Disseminates information

gained from nursing research


activities

1.3.1. Provides evidence of written and

verbal reports on current research


activities.

1.3.2. Provides evidence of sharing

knowledge and outcomes of

research and quality improvement

outcomes with colleagues and

others as required




13 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment

1.4. Implements research and

quality improvement findings

into child and family health

nursing practice

1.4.1. Provides evidence of review, and

where appropriate, changes to

clinical practice using findings

from research and quality

improvement projects




14 CAFHNA

Unit of Competency 5: The child and family health nurse models the principles of mentorship/preceptorship within the context of child and

family health nursing practice and acts to enhance the professional development of self and others

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse understands and

implements the principles

of mentorship and

preceptorship with students,

new staff members and

colleagues7

1.1. Demonstrates knowledge and

understanding of mentorship

and preceptorship within

child and family health

nursing

1.1.1. Provides evidence of attending

mentorship/preceptorship training

1.1.2 Provides evidence in discussion of

the principles and role of

mentorship/perceptorship in child


1.2. Demonstrates ability to

impart clinical knowledge and

skills within a partnership

approach9


mentorship/perceptorship activity

with a child and family health

nurse or student


participating in case reviews with

child and family health nurses,

clinical nurse consultants and/or

other members of the health care

team




15 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment

1.3. Identifies and facilitates

learning and professional

development for students and

beginning practitioners in

child and family health

nursing, peers and colleagues

1.3.1. Provides documented evidence of

providing orientation, case

review, and other learning

facilitation methods to assist

students and child and family

health nurses

1.4. Recognises own knowledge

base and scope of

practice/competence and uses

insight to improve their

practice to guide others

1.4.1. Discusses with manager and/or

clinical nurse consultant own

knowledge base and clinical

competence using reflective

practice, case discussion clinical

practice consultancy and/or

during performance review 3

1.4.2. Provides evidence of informal

guidance through case reviews

and/or presentations to colleagues

and other health professionals




16 CAFHNA

Key Elements

Components

Assessment Cues

C/NYC

Comment

1.5. Engages in activities of child


organisations and other

relevant nursing organisations


participation in professional

organisations related to child and





17 CAFHNA

Unit of Competency 6: The child and family health nurse maintains a safe environment within the work place setting

Key Elements

Components

Assessment Cues

C/NYC

Comment


nurse provides and

maintains a safe

environment for children

families, colleagues, self

and others

1.1. Demonstrates knowledge and

understanding of relevant

policy directives, procedures

and guidelines relevant to the

working environment

1.1.1. Identifies and explains current

and relevant policy directives,

procedures and guidelines

relating to safety in the work

place setting

1.1.2. Provides evidence of utilisation

of policies, procedures and

guidelines

1.1.3. Names identified risks within the

work place and provides

documented evidence showing

actions taken and review process

1.1.4. Participates in the update and

review of procedures and

guidelines

1.1.5. Provides evidence of attendance

at mandatory training and

ongoing education

Competency Standards for Child and Family Health Nurses Domain of Clinical Practice



18

CAFHNA


Clinical Practice

STANDARD

The child and family health nurse practices using evidence based research to provide coordinated nursing care that includes assessment, planning,

implementation and evaluation of care using a partnership approach to optimise health outcomes for families with children




19

CAFHNA

Unit of Competency 1: The child and family health nurse works in partnership with children and families using effective communication to

establish a relationship and identify strengths and resilience

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse understands the

principles of practising in a

partnership approach when

working with children and

families12,14

1.1. Demonstrates sound

knowledge and

understanding of the

principles of practising

in a partnership approach


key principles of a partnership

approach when working with

children and families


helping process


qualities and skills required of a

skilled helper

1.1.4. Demonstrates an understand of

the principles relating to

construct theory or internal

working model12,35




20

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

1.1.5. Acknowledges the diversity

and ethnicity of the child

and/or family

1.1.6. Describes the benefits of

working in mutual agreement

with the child and family to

obtain health care goals

1.1.7. Identifies through discussion

the professional boundaries

in clinical practice5,33


nurse uses the partnership

approach in practice


practice using a partnership

approach

2.2.1. Discusses the application of

qualities and skills required

of a skilled helper

2.2.2. Identifies strategies which

encourages the child and

family to explore their own

issues




21

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.2.3. Identifies that the nurse and

family have expertise, which

may be different, but

complementary

2.2.4. Demonstrates an

understanding of the need for

mutual respect between the

nurse, child and family and

other involved colleagues

2.2.6. Provides examples of

information to assist the child

and family in their decision

making as required

2.2.7. Demonstrates the ability to

work with the child and

family to implement and

review their own health care

plan




22

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse understands the

principles of effective

communication when

working with children and

families



effective communication

principles in clinical

practice

3.1.1. Identifies and discusses three

(3) key principles for effective

communication12,14


strategies for implementing

core communication and/or

interpersonal skills

3.1.3. Identifies and discusses four

(4) blocks and barriers to

effective communication12,14




23

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse uses effective

communication skills in

clinical practice


practice using effective

communication skills

4.1.1. Engages and maintains a

rapport with the child and

family that encourages

expression of thoughts,

feelings and emotions

enhancing the quality and

accuracy of information

shared

4.1.2. Acknowledges and explores

the thoughts, feelings and

emotions expressed by the

child and family and offers

support

4.1.3. Uses a range of effective

communication skills

throughout the interview

process with the child and

family




24

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

4.1.4. Uses language appropriate to

the child and family

4.1.5. Recognises the need for and

uses a health care interpreter

appropriately

4.1.6. Uses open and closed

questions appropriately

4.1.7. Demonstrates empathy, trust,

humility and respect for the

child and family

4.1.8. Interacts with the child and

family in a congruent and

supportive manner

4.1.9. Identifies/ or uses a reflective

approach in the selection of

communication behaviours

relevant to the nurse/ child

and family interaction




25

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

4.10. Uses clinical supervision to assist

in the maintenance of

professional boundaries




26

CAFHNA

Unit of Competency 2: The child and family health nurse uses evidenced based knowledge and skills to provide coordinated assessment,

identify goals, plan strategies, implement and evaluate nursing care of children and families

Key Element

Components

Assessment Cues

C/NYC

Comment

1. Practises in accordance with

current key Government

initiatives/strategies, policy

directives and relevant

documents relating to child



and understanding of key

Government initiatives,

policy directives and

relevant documents related

to child and family health

nursing


the clinical practice

application within at least

one or more initiatives,

and three (3) policy

directives and/or

guidelines


implement and/ or

incorporate key Government

initiatives, policy directives

and relevant documents

related to child and family

health nursing


implementing and/or

incorporating three (3) key

Government initiatives,

policy directives or

relevant documents

relating to child and


practice




27

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse uses relevant evidence-

based knowledge and skills

during the health

surveillance of the child, and

family on an ongoing basis



relevant evidence-based

health surveillance and

assessment frameworks to

collect information to

facilitate the primary health

care of the child and family


four (4) fundamental

principles regarding

health surveillance 32

2.1.2. Describes and discusses

available sources of

evidence from which to

collect information that

relates to; physiological,

psychological, spiritual,

socio-economic and

cultural variables relevant

to health surveillance and

assessment frameworks




28

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.1.3. Lists relevant assessment

frameworks and

associated tools to assist

in the collection of

information, which

includes physical,

developmental,

psychosocial, emotional

and environmental factors


three (3)

strategies/techniques to

obtain a child and family

health history and

assessment




29

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


implement the knowledge

of, and skills in, assessment

techniques and incorporate

practice experience in

collecting relevant and

accurate information

2.2.1. Performs procedures in

accordance with local

protocol and child and


clinical skills assessments

2.2.2. Demonstrates three (3)

techniques to assist in

obtaining a child and

family health history 18,19

2.2.3. Uses appropriate

assessment tools to assist

in the collection of

information

2.2.4. Identifies actual and

potential health issues in

collaboration with child,

family and/or health care

team to obtain accurate

information




30

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.2.5. Identifies deviations from

the norm and/or

improvements in the

health status of the child

and family

2.2.6. Confirms information

with the child, family

and/or members of the

health care team involved

in the families ongoing

care

2.2.7. Recognises and explores

information that conflicts

with clinical observations

and assessment evidence,

and takes appropriate

action




31

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.2.8. Recognises unexpected or

crisis situations and takes

appropriate and timely

action in accordance with

the scope of practice

expected and legal

requirements of a child

and family health

nurse1,2,9,30

2.2.9. Demonstrates the ability

to organise primary health

care surveillance of


within a recommended

time frame




32

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse works collaboratively


identify their goals and health

needs and set priorities


and skills in working

collaboratively to determine

health care goals and

priorities based on clinical

assessment and needs of the

child and family

3.1.1. Demonstrates knowledge

and skills in working in

partnership with families

to determine goals and

priorities to achieve

health care outcomes

3.1.2. Negotiates relevant,

realistic short and long

term goals appropriate to

achieving identified

health outcomes of the

child and/or family

3.1.3. Assists the child and

family to identify goals

that are measurable,

achievable and congruent

with their values and

beliefs




33

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment




identify strategies and

develop a health care plan


and skills to assist families

to identify strategies and

develop a health care plan

4.1.1. Demonstrates knowledge

and skills in working in

partnership with families

to determine strategies

and health care plan

4.1.2. Discusses and explains

the health care plan for

the child and family,

based on ongoing primary

health care information,

clinical observation and

assessment




34

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

4.1.3. Identifies and

demonstrates knowledge

of appropriate

Government, non

Government and

community agencies; to

enable appropriate

coordinated intervention

and support; to implement

and sustain the health care

plan for the child and

family

4.1.4. Describes referral process

to appropriate

Government, non

Government and

community agencies


leadership and/or

participation in case

management for the child

and family




35

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


and skills in assessing

families ability to

implement and carry out

health care plan

4.2.1. Describes and discusses

families’ capacity to

implement strategies in

terms of strengths,

resilience, limitation and

need for further

development of

knowledge and skills

4.2.2. Demonstrates an ability

to impart knowledge

and/or role play, to

provide families with

additional knowledge and

skills

4. 2.3. Demonstrates ability to

provide anticipatory

guidance to families with

children32


health care planning

based on ongoing

assessment information




36

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

4.2.5. Establishes and maintains

documentation according

to Government and Area

Health Services

guidelines and

procedures24,25




37

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse evaluates progress

towards expected health

outcomes in consultation

with the child, family and/or

interdisciplinary health care

team

5.1. Monitors progress,

evaluates and, where

necessary revises the health

care plan in accordance

with changing health care

needs of the child and

family


monitoring and evaluating

the families progress and

adjusting if appropriate

the health care plan

accordingly at each

consultation

5.1.2. Demonstrates skills in

using reflection-in-

practice to assist the child

and or family in the

review process36,38


documentation in the

health record of the

revised health care plan




38

CAFHNA

Unit of Competency 3: The child and family health nurse works collaboratively and in partnership with colleagues, multidisciplinary health

care teams and other service providers.

Key Element

Components

Assessment Cues

C/NYC

Comment



with colleagues,

multidisciplinary health care

teams and other service

providers to provide

comprehensive health care to

children and families29,30


and skills in working

collaboratively with

colleagues,

multidisciplinary health

care teams and other service

providers to identify health

care priorities and needs for



roles and responsibilities

of each member of the


care team, colleagues and

other services when

providing health care

1.1.2. Explains the importance

of establishing positive

and productive working

relationships with

colleagues, health care

and other service

providers




39

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

1.1.3. Explains

mechanisms/processes

used by the child and

family health nurse to

negotiate with, or refer to

other health care teams or

service providers

1.1.4. Discusses the importance

of confidentiality when

working with other health

care and service

providers26

1.1.5. Discusses the importance

of timely, succinct,

objective and accurate

written, verbal and

electronic communication

relating to health care

priorities for children and

families




40

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


work collaboratively with

colleagues,


care teams and other service

providers to meet health

care priorities and needs of


1.2.1. Provides written and

verbal evidence of

working collaboratively

with colleagues,


care teams and other

service providers


maintaining

confidentiality in written,

verbal and electronic

communication26


timely, succinct objective

and accurate

documentation relating to

health care priorities for





41

CAFHNA

Unit of Competency 4: The clinical practice of the child and family health nurse includes group work within various community settings.

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse uses relevant evidence-

based knowledge and

understanding when

facilitating a group

1.1. Demonstrates ongoing

education to develop

and maintain

knowledge, skills and

competence in group

facilitation


education and training

relating to group work

facilitation

1.2. Demonstrates

knowledge and

understanding of

models of learning and

group facilitation22


(3) key models of learning15,20


(3) key factors relating to

group learning8




42

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

1.3. Demonstrates

knowledge and

understanding of group

processes


different types of groups and

processes involved as per

local protocol requirements


importance of group

dynamics when facilitating a

group

1.3.3. Identifies strategies for

dealing with challenging

situations within a group

setting


nurse has the ability to

effectively facilitate groups22

2.1. Demonstrates the

ability to prepare in

advance when

conducting a group

2.1.1. Identifies group type and

appropriate guidelines,

manuals, pre assessments and

resources




43

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.1.2. Identifies learning outcomes

and the appropriate

learning/group activities to

achieve

2.1.3. Discusses group content and

learning/teaching strategies

2.1.4. Explains the importance of

having relevant and current

knowledge prior to

facilitating a group

2.1.5. Demonstrates skills and

ability to plan and prepare for

a group which includes;

organising room/venue,

preparing group activities,

resources and group outline

2.2. Demonstrates qualities,

skills and the ability to

effectively facilitate

groups

2.2.1. Describes the group process

including dynamics and

attributes




44

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.2.2. Identifies and discusses group

participants knowledge and

attributes

2.2.3. Demonstrates group

facilitation based on a

partnership approach

2.2.4. Discusses strategies used to

respond effectively to

unexpected situations that

arise within the group


facilitator’s strengths and

limitations when conducting a

group

2.2.6. Demonstrates the ability to

reflect on group processes and

their facilitation skills




45

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.3. Evaluates and

documents group

outcomes

2.3.1 Provides evidence of

participant attendance

2.3.2. Provides evidence of the

ability to collate, analyse and

evaluate group outcomes as

required

2.3.3. Identifies evaluation

strategies to demonstrate

achievement of learning

outcomes

2.3.4. Provides reports on group

activities, including

recommendations and

outcomes as required


documentation of adverse

events in client health record

and/or other reporting systems

2.3.6 Provides evidence of changes

made to group program based

on evaluation feedback.




46

CAFHNA

Unit of Competency 5: The child and family health nurse manages and maintains a safe and secure work environment within their scope of

clinical practice

Key Element

Components

Assessment Cues

C/NYC

Comment


nurse has knowledge and


complexity and scope of their

clinical practice in providing

a safe and secure work

environment9,30



complexity and scope of

their clinical practice


the scope of practice in

relation to maintaining a

safe and secure

environment

1.1.2. Identifies and

acknowledges clients are

responsible for their own

health outcomes

1.1.3. Identifies the need to set

limits within their

professional boundaries,

when working with

families to maintain a safe

environment5,34




47

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


provide an equitable service

to a defined population

group, while maintaining a

safe and secure

environment


effectively managing an

appointment diary, and

the ability to prioritise

work load

1.2.2. Demonstrates an ability

to provide, analyse and

discuss statistical data

relating to equitable

service provision


nurse has knowledge,

understanding and the ability

to implement policy

directives and procedures that

assist in maintaining safe and

secure work environments


and understanding of policy

directives and procedures

that could impact on safe

and secure work

environments


attending mandatory

inservice required by

Area Health Services

and/or NSW Department

of Health




48

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

2.1.2. Demonstrates access to

relevant policy directives

and/or procedures relating

to safe and secure work

environments


three (3) policy directives

and/or procedures that

assist to maintain safe and



implement policy directives

and procedures to provide

and maintain safe and


2.2.1 Provides three (3)

examples of the

implementation of policy

directives and procedures in

their work place




49

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


completed relevant safety

checks and/or risk

assessments


actions taken when issues

are identified from safety

checks and/or risk

assessments

2.2.4. Takes responsibility to

protect themselves from

risk of harm and

documents actions


nurse recognises unsafe

situations in the work place

and takes appropriate action


identify unsafe situations in

the work place and takes

action

3.1.1. Describes an unsafe

situation and action taken




50

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment


documentation used in an

incident identified as

unsafe

3.2. Demonstrates knowledge of

resources available to

support the child and family

health nurse following an

unsafe incident

3.2.1. Identifies issues that may

require extra clinical

support


situations that could lead

to vicarious trauma and

takes appropriate action39




51

CAFHNA

Key Element

Components

Assessment Cues

C/NYC

Comment

3.2.3. Recognises in a timely

manner the need for

clinical supervision

and/or case review in

consultation with the

clinical nurse consultant

and/or nurse manager

3.2.4. Demonstrates awareness

of resources available to

support child and family

health nurses on clinical

issues and/or critical

incidences such as case

review, clinical

supervision, Employment

Assistance Program

(EAP)

Competency Standards for Child and Family Health Nurses Domain of Promoting Health and Healthy Communities



52

CAFHNA


Promoting Health and Healthy Communities

STANDARD

The child and family health nurse practices using a Primary Health Care approach in accordance with key Government initiatives, strategies and

policy directives to build capacity in the community to optimise health and well being of children and families




53

CAFHNA

Unit of Competency 1: The Child and Family Health Nurse works with children and families in the community setting using a Primary

Health Care approach.



nurse has knowledge and


prerequisites to health

reflected in the Ottawa

Charter, Declaration of

Alma-Ata and Jarkta

Declaration on health

promotion40,42,43



prerequisites for health

1.1.1. Identifies and discusses four

(4) fundamental conditions

and resources required for

health improvement

1.1.2. Identities and discusses

three (3) social determinants

that inhibit a healthy life

style


nurse uses Primary Health

Care approach to promote

and improve health for

children, families and

communities8



Primary Health Care

approach.



importance of early

identification and

prevention as a population

health approach


(3) key approaches to Primary

Health Care.

2.2.1. Discusses the importance of

early identification and

prevention as a population

health approach




54

CAFHNA


2.3. Demonstrates ability to use

a Primary Health Care

approach in clinical

practice when working

with children, families

and/or communities

2.3.1. Provides evidence of using a

Primary Health Care

approach when implementing

early intervention and

prevention strategies and/or

programs




55

CAFHNA

Unit of Competence 2: The Child and Family Health Nurse is competent in building capacity and resilience to sustain and improve health

outcomes



nurse incorporates capacity

building within their practice

to sustain and improve health

outcomes for the individual

and/or community32,41


and understanding for

capacity building to

improve health and sustain

a healthy life style

1.1.1. Discusses three (3) principles of

capacity building

1.1.2. Describes three(3) action areas

within the capacity building

framework

1.1.3. Identifies three (3) reasons for

focusing on capacity building

1.2. Understands the process,

benefits, limitations and

barriers to capacity

building


strategies relating to capacity

building

1.2.2. Discusses three (3) benefits,

limitations and barriers to

capacity building


key challenges to implementing

capacity building




56

CAFHNA



occasions of incidental learning

within their clinical practice that

relates to capacity building15,20


implement capacity

building within their

clinical practice

1.3.1. Briefly describes a capacity

building program that has been

implemented within child and


Competency Standards for Child and Family Health Nurses Glossary of Terms



57 CAFHNA

Glossary of Terms

These competency standards are set out according to a standard format used in most competency

standards. The definitions for the terms that are used are:-

Anticipatory Guidance: Is the process of providing practical, developmentally appropriate health information about

children to their parents in anticipation of significant physical, emotional and psychological

milestones32

Assessment Cue: Assessment cues are examples of competent performance. They are neither comprehensive nor

exhaustive, but assist the assessor when using their professional judgement in assessing nursing

practice3

Appraisal Process: An evaluation of practice and professional behaviour carried out by the individual nurse (self

evaluation) or in a formal evaluation process by nursing managers.

Best Practice: Is identified as attaining the best results or outcomes and is a goal of continuous quality

improvement.

Capacity Building: The development of knowledge, skills and attitudes in individuals and groups of people relevant

in design, development, management and maintenance of institutional and operational

infrastructures and processes that are locally meaningful40

Capacity building is defined as an approach to ‘the development of sustainable skills, structures,

resources and commitment to health improvement in health and other sectors to prolong and

multiply health gains many times over31

Child Health Surveillance: Child health surveillance is a systematic and ongoing collection, analysis and interpretation of

indices of child health, growth and development in order to identify, investigate and where

appropriate, correct deviations from the predetermined norms21




58 CAFHNA

Glossary of Terms

Clinical Supervision

A formal process of professional support and learning which enables individual practioners to

develop knowledge and assume responsibility for their own practice7

Competence: A combination of skills, knowledge, attitudes, values and abilities that underpin effective and/or

superior performance in a profession3

Competent: The nurse has competence across all the domains of the competencies applicable to the nurse, at

the standard that is judged to be appropriate for the nurse being assessed3.

Component of Key Element: Lists and describes the specific skills that the nurse should exhibit to meet the unit of

competency3

Construct Theory: The theory is based on the model that an individual builds on past experiences from birth

onwards and from these experiences anticipates the future, under the assumption that future

events will eventually be replications of the past. By building on these experiences the individual

constructs a picture including both physical objects and events they encounter, as well as images

of themselves and other significant people with whom they have had contact12

Convention of the Rights of the Child: Adopted by the United Nations in 1989 and endorsed by the Australian Government. It reaffirms

the fact that all children, because of their vulnerability, need special care and protection, and it

places special emphasis on the primary caring and protective responsibilities of the family. It

also reaffirms the need for legal and other protections of the child before and after birth, the

importance of respect for the cultural values of the child’s community, and the vital role of

international cooperation in securing children’s rights

Domain: An organised cluster of competencies in child and family health nursing practice




59 CAFHNA

Glossary of Terms

Education: To be informed, impart knowledge and skills and provide learning opportunities to enhance

knowledge and skills

Early Intervention and Prevention: Strategies to target people displaying early signs and symptoms of a disorder and as well as

encompasses programs focusing on the early years of life and prior to onset of a disorder can be

universal selective or individual

Equity

Equity has two fundamental principles; two populations with equal needs should receive the same

access to health care - horizontal equity and populations with the greatest needs should receive

higher levels of access - vertical equity16

Evidenced-based Practice: A process where the best available evidence is integrated with professional expertise to make

decisions regarding the care of an individual

Evidenced Based Research: This is based on a systematic review of scientific evidence. If this is not available it should be

based on a consensus of expert opinion

Facilitator: A facilitator is a individual who enables, supports and provides information to the help the person

or group reach their own goals22

Health Promotion: The Ottawa Charter for Health Promotion states that Health Promotion is health education and

related organisational, political and economic interventions that are designed to facilitate

behavioural and environmental changes to improve health40

Incidental learning:

Incidental learning is not acquired through formal learning, but gained through experience or

through participation in an aspect of social life such as work, community action or family

activities15




60 CAFHNA

Glossary of Terms

Internal Working Model: A cognitive framework that conceptualise self in the context of the world and defines strategies

and coping mechanisms used in the pursuit of meaningful goals35

Mentor/mentorship: An experienced and trusted advisor, who is able to assist others less experienced

7

Multidisciplinary Health Team: The process whereby practitioners of different professional and disciplinary backgrounds

combine their knowledge and skills in an interdependent and collaborative way in order to

provide a cohesive service with a case manager to promote the wellbeing of the child and family.

Multisectorial: The collaborative approach that includes Health, Non Government Organisations, State and Local

Government departments and other agencies to achieve optimal health outcomes for the

individual and/or the community.

Personal Integrity: Soundness of moral principles and character, uprightness, honesty has been achieved.

Preceptor/preceptorship: A preceptor is one who guides, tutors and provides direction aimed at a specific performance

Primary Health Care Approach: The Alma-Ata conference defined primary health care as the provision of essential health care

based on practical, scientifically sound and socially acceptable methods and technology made

universally accessible to individuals and families in the community through their full

participation and at a cost that the community and country can afford to maintain at every stage

of their development in the spirit of self–reliance and self-determination. It forms an integral part

both of the country’s health system, of which it is the central function and main focus, and of the

overall social and economic development of the community. It is the first level of contact of

individuals, the family, and the community with the national health system, brings health care as

close as possible to where people live and work, and constitutes the first element of a continuing

health care process42




61 CAFHNA

Glossary of Terms

Professional Boundaries:

Professional boundaries in nursing are defined as limits which protect the space between the

professional’s power and the client’s vulnerability. Selection and maintenance of professional

boundaries in a nurse-client relationship facilitate safe and therapeutic practice and result in safe

and effective care5,34

Professional Integrity: Professional integrity is bound by the codes of ethics and professional conduct for nurses

practicing in Australia

Reflective Practice: Reflection means the throwing back of thoughts and memories, in cognitive acts such as thinking,

contemplation, meditation and other forms of attentive consideration, in order to make sense of

them, and to make contextually appropriate changes if they are required36,37

Resilience: Capacities within a person that promote positive outcomes, such as mental health and wellbeing,

and provide protection from factors that might otherwise place that person at risk of adverse

health outcomes2

Screening: Screening is the presumptive identification of unrecognised disease or defect by the application

of tests, examinations or other procedures which can be rapidly applied21

Standard: A standard is the result of specific developed knowledge and skills by special training and

experience that not only exercise reasonable care, but measure up to the standard of proficiency

that can be expected from the professional group being child and family health nursing3

Unit of Competency:

Represents a major function/functional area in the total competencies for a child and family

health nurse3




62 CAFHNA

Glossary of Terms

Vicarious Trauma: Vicarious trauma is the cumulative transformation in the inner experience of the therapist that

comes about as a result of empathic engagement with the client’s traumatic material 33

Work place setting: This describes care provided for the child/family/group outside an acute care health setting. This

may include the client’s home, school, health clinic, parent craft unit or any other environment

where the individuals or groups may exist

Competency Standards for Child and Family Health Nurses Reference List



63 CAFHNA

Reference List:

1. Australian Nursing Council, Royal College of Nursing. Australian Nursing Federation. Code

of ethics for nurses in Australia. Dickson, ACT: ANMC, 2008.

2. Australian Nursing Council, Royal College of Nursing. Australian Nursing Federation. Code

of professional conduct for nurses in Australia. Dickson, ACT: ANMC, 2008.

3. Australian Nursing and Midwifery Council. National competency standards for the registered

nurse. 4th

edn. Dickson, ACT: ANMC, 2006.

4. Australian Nursing and Midwifery Council. ANMC Continuing competence framework.

Dickson, ACT: ANMC, February 2009.

5. Australian Nursing and Midwifery Council. ANMC National guidelines on professional

boundaries for nurses and midwives. Dickson, ACT: ANMC, Draft October 2007.

6. Barlow J, Coren E, Stewart-Brown SSB. Parenting – training programmes for improving

maternal psychosocial health (review). Issue 4.The Cochrane Collaboration: John Wiley &

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7. Butterworth T, Faugier J, Burnard P. Clinical supervision and mentorship in nursing. 2nd

edn.

Cheltenham: Stanley Thornes Pty, 1998.

8. Centre for Primary Health Care. Community Capacity Index manual. Version 2. Queensland:

University of Queensland, 2002.

9. Child and Family Health Nurses Association (CAFHNA). The scope of practice for child and

family health nurses. North Ryde: Child and Family Health Nurses Association NSW Inc,

2001.

10. Child and Family Health Nurses Association (CAFHNA). Clinical Supervision for child and

family health nurses. North Ryde: Child and Family Health Nurses Association NSW Inc,

2002.

11. Council of Australian Governments (COAG). Intergovernmental agreement for a National

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day of March 2008.

12. Davis H, Day C, and Bidmead C. Working in partnership with parents: the parent advisor

model. London: The Psychological Corporation, 2002.




64 CAFHNA

Reference List:

13. Department of Health and Aged Care. Promotion, prevention and early intervention for

mental health – a monograph. Mental Health and Special Programs Branch. Canberra

Commonwealth Department of Health and Aged Care 2000b: 126.

14. Egan, G. The skilled helper: a problem-management and opportunity-development approach

to helping. 7th

edn. California: Brookes/Cole, 2002.

15. Foley G. Dimensions of Adult Learning. Crows Nest: Allen & Unwin, 2004.

16. Hall D, Elliman D. Health for all children. 4th

edn USA: Oxford University Press, 2006.

17. Hawe P, King L Noort M, Jordens C, Lloyd B. Indicators to help with capacity building in

health promotion. Sydney: NSW Health Department, 2000.

18. Hockenberry M. Wong’s clinical manual of pediatric nursing. St Louis: Mosby, 2007.

19. McGoldrick M, Gerson R, Petry S. Genograms: assessment and intervention. 3rd

edn. New

York: W. W. Norton & Company Inc, 2008

20. Merriam S, Caffarella R, Baumgartner L. Learning in adulthood: a comprehensive guide. San

Francisco: Jossey-Bass, 2007.

21. National Health and Medical Research Council. Child health screening and surveillance: a

critical review of the evidence. Report prepared by the Centre for Community Child Health,

Royal Children’s Hospital, Melbourne, Endorsed 15th

March 2002.

22. Newton J. Developing facilitation skills – a narrative. Journal of Royal College of Nursing,

Australia 2003; 10(3): 27-30.

23. NSW Government. Families First: a NSW Government initiative: a support network for

families raising children. Sydney: The NSW Cabinet Office, September 2002.

24. NSW Department of Health. Records-Principles for creation, management, storage and

disposal of health care records. PD2005_127. North Sydney: NSW Department of Health,

2005.

25. NSW Department of Health. Medical records in hospitals and community care centres.

PD2005_004. North Sydney: NSW Department of Health, 2005.

26. NSW Health PD2005_593. NSW Health Privacy Manual Version 2.




65 CAFHNA

Reference List:

27. NSW Health PD 2005_626. NSW Health code of conduct.

28. NSW Health PD 2005_626. Workplace health and safety: policy and better practice guide.

29. NSW Health. Families NSW: supporting families early: maternal and child health home

visiting policy – primary health care. North Sydney NSW Department of Health, 2008

30. NSW Health, Child and Family Health Nurses Association NSW Inc. Child and family health

nursing practice standards framework. Sydney: NSW Health, CAFHNA, 2009

31. NSW Health PD2008_033. Authority for Registered Nurses to Provide Immunisation

Services.

32. NSW Health. A framework for building capacity to improve health. Gladesville: NSW Health

Department, 2001.

33. Nowak A, Casamassimo P. Using anticipatory guidance to provide early dental intervention.

JADA 1995; 126: 1156-1163.

34. Nurses and Midwives Board New South Wales. Boundaries of professional practice

guidelines for registered nurses, registered midwives and enrolled nurses. Newcastle: Faculty

of Nursing University of Newcastle, July 1999.

35. Pietromonaco P, Feldman Barrett L. The internal working models concept: what do we really

know about the self in relation to others? Review of General Psychology 2000; 4(2): 155-175.

36. Taylor B. J, Reflective practice: a guide for nurses and midwives. St Leonards: Allen &

Unwin, 2000.

37. Schön D, A. Educating the reflective practitioner: toward a new design for teaching and

learning in the professions. San Francisco: Jossey-Bass, 1987.

38. Schön D, A. The reflective practitioner: How professionals think in action. United States of

America: Basic Books Inc, 1983.

39. Sexton L. Vicarious traumatisation of counsellors and effects on their workplaces. British

Journal of Guidance and Counselling 1999; 27(3): 393-402.




66 CAFHNA

Reference List:

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69Competency Standards for Child and Family Health Nurses Appendix 1



69 CAFHNA

Appendix 1 Clinical Practice Consultancy on an

Episode of Care Date: ______________________________ Place: _____________________________________

Assessor’s Description of Consultation:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Units and Elements of Competencies Performed:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

70Competency Standards for Child and Family Health Nurses Appendix 1



70 CAFHNA

Nurse’s Comments (Reflective Practice):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Assessor’s Comments: (Strengths, weaknesses and improvements? What needs to be worked on

C/NYC?)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Review Date: ____________________________

Nurse’s Name: ________________________ Nurse’s Signature: _________________________

Assessor’s Name: ______________________ Assessor’s Signature: ______________________

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