Chaperoning in Primary Care

Course Delivery & Duration

The module begins with a mandatory one-day workshop followed by 16 weeks of self-managed, directed study. A variety of teaching methods are used on the workshop including, practical instruction, experiential learning, lecture and group work. At the workshop the student receives a competency work booklet and a workbook of activities which directs and informs the self-managed learning and summative assessment.

This course is available as accredited by Teesside University or as a standalone course. On the accredited course, you will be required to submit an essay based on a scenario of a chaperoning situation from your workbook (maximum 2,000 words) which assesses learning addressed within the module workbook.

Suitable For

Administration Staff, GP, Health Care Assistant, Non-Clinical Receptionist, Nurse, Registered Healthcare Practitioners, Paramedic

Accreditations

Teesside University Certificate of Credit: Chaperoning in Primary Care 10 Credits Level 4

Outline Content

This module is designed for primary health care assistants and other members of the primary care team who are involved in chaperoning patients as part of their role. The content covers what is understood by the term chaperone, why a chaperone needs to be present, the role and responsibility of the chaperone and the rights and concerns of patients.

Srudents must be employed for a minimum of 15 hours per week within a primary care setting. Prior to acceptance onto the module, students should identify a registered nurse mentor who will support them in the clinical environment. The mentor will be sent a Mentor Guide detailing the requirements of the module and the responsibility they will have in signing off the student competencies. The mentor must sign a declaration of support and a willingness to sign-off the competencies before the module starts. The training centre will also provide support to the mentors via phone or email throughout the module.

As part of the assessment involves writing an essay, it is important that students have a good ability to write clearly in English. You must be able to complete the Literacy & Numeracy Assessment Tools at the Skills for Health website.

Learning Outcomes

• Describe the role and requirements of the chaperone.
• Understand what is meant by the term ‘intimate examination’.
• Be aware of the rights, needs and concerns of the patient.
• Understand the issues of consent and confidentiality.
• Apply relevant reporting and recording procedure and policy for untoward incidents and begin to appreciate the complexity of associated issues for the individuals and service concerned.
• Be able to work within policy guidelines to support a patient during intimate examination.
• Identify issues which raise concern and the procedure for reporting.
• Ensure infection control and health and safety procedures are maintained.
• Be able to record accurate accounts of presence of chaperone.
• Demonstrate writing skills appropriate to the level of study.

Section Headings

• Government inquiries
• Complaints
• Defining the role of a chaperone
• Definition of intimate examination
• Supporting vulnerable adults
• Manage difficult situations
• Consent and confidentiality
• Infection control
• Legal rights
• Introduction to academic study skills

Assessment

Assessment is by completion of a competency booklet within the clinical setting, which the registered nurse mentor signs to verify competence within the clinical setting. The accredited course will require you to submit an essay based on a scenario of a chaperoning situation from your workbook (maximum 2,000 words) which assesses learning addressed within the module workbook.