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 babies, infants, children, 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 (health visiting).
Apprentices become autonomous, resilient and dynamic practitioners. They develop critical enquiry skills in specialist community public health nursing practice, enabling them to lead and deliver safe and effective interventions. They build confidence and independence in learning while networking with professionals to support interdisciplinary working.
The course explores the changing role of the health visitor, including the bio-psychosocial needs of infants, children, parents and families. Apprentices develop cultural competence and advanced communication skills to support holistic assessment and shared goal setting.
Apprentices gain the skills and confidence to critically analyse and contribute to the public health agenda. They examine the protection and promotion of health and wellbeing, exploring challenges to service delivery in theoretical, legal and ethical contexts. They also develop an understanding of the determinants of health and how to address health inequalities across diverse communities.
Developing leadership skills is integral to the role. Apprentices explore leadership theories, develop their own leadership philosophy and work with vulnerable populations while addressing safeguarding responsibilities. They evaluate their leadership skills to ensure the safety of individuals and families through an inclusive and culturally safe approach.
They also explore research and service improvement, linking theoretical knowledge to practice and understanding the evidence underpinning clinical practice. Learning takes place across professional boundaries, encouraging the sharing of perspectives and ideas.
Top reasons to enrol an apprentice on this course:
- Practice-based: apprentices spend more time in practice settings than in theoretical learning, helping them develop the skills required for the role.
- Experienced teaching team: apprentices learn from a dedicated team with strong expertise in evidence-based practice and improving health outcomes.
- Opportunities: apprentices enhance their learning by engaging with service users and specialist practitioners throughout the course.
- Support: apprentices benefit from a proactive approach to student support, with a wide range of services and strong partnerships.
- Diversity: the course is inclusive and addresses the diverse needs of communities, bringing together students from a range of backgrounds.
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
Course details
Course structure
Core modules
Advancing Autonomous Health Visiting Practice
Explore factors impacting the health and wellbeing of children and their families in a variety of settings and life circumstances. Consider current policy and legislation linked to protecting children and families. Module content is developed to meet the new health visiting agenda.
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 modules and practice assessments as the standard route, but they also complete APTEM logs 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
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 apprentices aged 16-18 on the first day of their apprenticeship, a level 2 English and maths (GCSE grade 4/C or level 2 functional skills) remains mandatory before completion.
For apprentices aged 19 and over, the level 2 English and maths requirement is now optional. English and maths training can be included where agreed by the apprentice and employer.
We cannot accept applications from international students requiring a student visa.
Employability
Career opportunities
The course prepares apprentices to work as health visitors and to take practice forward to meet the challenges of a dynamic health visiting profession.