The community environments where health care is offered are undergoing great change.
Achieving effective practice in these settings requires highly dynamic and flexible
practitioners who can bring about positive change in relation to their community
For a service to be effective, it must be based upon ongoing assessment, planning
and evaluation and involve an effective partnership between the patient/client,
their carer, their family members and relevant population groups. This requires
interdisciplinary, inter-professional and inter-agency collaboration. The importance
of working collaboratively is therefore a central philosophy within the CSP PGDip
course we offer.
The PGDip in Community Children’s Nursing comprises six modules. You will
be sponsored or seconded to study full-time over a period of 12 months, or two
years part-time. The modules are:
- Foundations of Community Specialist Practice 1 (CCN)is a practice-based
module, which enables you to develop an in-depth systematic understanding of
the knowledge and skills in primary care nursing in relation to CCN practice.
- Risk and Protection of Children will critically examine contemporary
childhood from an international perspective including children's rights, child
welfare and well-being and children's experiences of harm in society.
- Advance History Taking and Assessment: This single, level 7
practice-focused module provides students with the opportunity to develop their
critical thinking through enhanced knowledge and skills in taking a comprehensive
patient history and performing a thorough physical and psychosocial assessment.
Students will be expected to demonstrate analysis and evaluation through their
assessment skills, and ability to accurately communicate a patient / client
health history and examination findings using appropriate terminology, reporting
deviations from normal in a succinct manner to colleagues within the multidisciplinary
- Foundations of Community Specialist Practice 2 (CCN) will enable
you to demonstrate originality and initiative in the consolidation of your
community specialist practice knowledge and skills. You are based in a practice
placement which enables you to develop and extend your specialist practice
leadership skills in CCN and to discuss practice issues with colleagues and
- Non-Medical Prescribing (V300) incorporates the learning outcomes
specified by the NMC for registration to allow practitioners to prescribe from
the Nurse Prescribers’ Formulary for Community Practitioners.
- Foundations of Community Specialist Practice 3 (CCN) is a practice-based
module which aims to consolidate your knowledge and practice experience in
a single placement area - a minimum of 50 days will be spent in the practice
setting in this final element of the course. You will build on your leadership
skills in taking a lead role in managing a caseload of families.
Optional modules include:
- Leadership in Health and Social Care allows you to develop and
apply the knowledge, conceptual and practice skills needed to be an effective
leader within health and social care environments, both in the public and private
- Work-Based Learning is a practice-focused single module which
will enable integration and consolidation of your specialist community knowledge
and skills. You will work on a project based on the principles of work-based
- Diagnostic Reasoning in Practice: This is a theory-based module.
The aim is to enable students to critically appraise knowledge and evidence
related to diagnostic tools used within practice. The development of this knowledge
will enable the student to provide a theoretical base from which to make efficient
and effective decisions in relation to patients/clients health care needs,
and their management.
- Advanced Symptom Management focuses on the development of assessment
skills in the context of life-threatening illness, and on the management of
distressing symptoms in palliative care.
- Psychosocial Care of Children, Adolescents and their Families develops psychosocial assessment skills using a sound theoretical framework.
Building on family strengths, this module aims to support the acquisition of
skills and knowledge in relation to assessment, planning interventions and
exploring therapeutic approaches.
- Advanced Research Design equips students with the skills to
find, appraise and utilise research, as well as plan and design a piece of
research work. It enables students to define a suitable research question and
to use this as a basis for identifying appropriate research methodologies for
a small scale research project or dissertation. Students will learn the skills
needed to plan and outline a rationale for a piece of primary research, secondary
analysis, literature review or audit. The module focuses on research as part
of a body of evidence used for health and social care practice, and provides
an overview of methodologies and methods commonly used in health and social
care policies and working environments.
Please note: as courses are reviewed regularly as part of our quality assurance framework, the list of modules may vary from that shown here.
Teaching and learning
The teaching, learning and assessment strategies which underpin the course reflect
its inter-professional, client-centred and practice-focused approach.
We encourage group work and discussions so that you can develop new skills, knowledge
and experience. Lively debates develop within the sessions and you will be able
to discuss the relevant issues with others from different primary care trusts
and the wider health and social care environment.
To make the most of the range of experience, skills and knowledge within the group,
a variety of teaching and learning strategies are employed, including seminars,
discussions, debates and group work. You will also have access to the 'Brookes
Virtual’ learning environment (an online repository of lectures, handouts, information
and learning exercises).
The strategies we use encourage self-reflection, the integration of theory and
practice, and inter-professional collaboration. Staff will support the development
of your academic and professional practice.
The course is centred on practice and you will spend 50% of time in the practice
environment. Your community practice teachers (CPTs) are highly involved with
the development and implementation of the course and there is a great deal of
collaboration with the primary care trusts (PCT) education leads.
You will be encouraged to critically analyse and evaluate CCN practice with your
lecturers and CPTs, and your assignments will provide a focus for analysing practice.
Your CPT will be responsible for facilitating your learning, supervising your
progress and assessing your competence in practice.
Approach to assessment
Assessment is based on a developmental process of acquiring, modifying and refining skills and knowledge during each module. A variety of assessments is used, including written assignments, a practice portfolio and examinations.
Your practice knowledge and skills will also be assessed, so that you can demonstrate your ability to critically reflect on and develop practice in line with current professional standards. Your community practice teacher will assess your competence in practice.
There will be an expectation that the course will consist of 45 weeks of structured
learning in the 52 week programme (or 90 weeks - 104 weeks part time). This will
comprise of 50% theory and 50% practice based experience.
The student will be able to chose 5 days alternative practice placement experience
in an alternative Health Visiting or School Nurse setting.
In addition, the student will gain 10 days in alternative practice settings (public
health days) which will be aligned to the public health nurse role in building
a wider picture of community practice.
Travel expenses will be incurred (only travel within the practice placement will
Core texts are available in the university library, there are no essential purchases
of books required.
Online submission of assessments eliminate printing costs for all modules.
You will be paid full-time (or part-time) thus your attendance at university is recorded. Sickness and absence during the course will affect your sickness and absence record. Equally, punctuality at university is a important part of your professional role.
On rare occasions we may need to make changes to our course programmes after they have been published
on the website. For more information, please visit our
Changes to programmes