Shaw-Flach Adelle, Hoy Georgina
Community Pract. 2016 Dec;89(12):44-48.
During the Health Visitor Implementation Plan (DH, 2011), health visiting teams were flooded with high numbers of health visitor students and, as a result, preregistration student nurse placements for both health visitor and school nurse placements were reduced or temporarily suspended until its conclusion in 2015. Since then, pre-registration placements within health visiting and school nursing have been reactivated, and pre-registration students are once again able to join the clinical learning environment of specialist community public health nursing (SCPHN). The reintroduction of student nurses to some clinical areas and firsttime introduction in others has generated questions from health visitors and school nurses about pre-registration nurses and their learning needs. This article aims to answer some of the queries we have encountered about developing the quality of the practice learning environment, so that student nurses' development is supported in accordance with the NMC Standards for pre-registration nursing education (NMC, 2010). This article may provide the opportunity for professional development, reflection and learning that can contribute towards revalidation.
在《健康访视员实施计划》（英国卫生部，2011年）实施期间，健康访视团队涌入了大量健康访视专业的学生，结果，健康访视员和学校护士岗位的预注册学生护士实习安排减少或暂时中止，直至2015年该计划结束。从那时起，健康访视和学校护理领域的预注册实习重新启动，预注册学生再次能够加入专科社区公共卫生护理（SCPHN）的临床学习环境。将学生护士重新引入一些临床领域以及首次引入其他领域，引发了健康访视员和学校护士对预注册护士及其学习需求的疑问。本文旨在回答我们在提高实践学习环境质量方面遇到的一些问题，以便根据英国护理与助产士理事会（NMC）的预注册护理教育标准（NMC，2010年）支持学生护士的发展。本文可能为有助于重新验证的专业发展、反思和学习提供机会。
