Screening Programmes Part 2: Antenatal and Newborn through to Pre-school course
This session describes and discusses the NHS Fetal Anomaly Screening Programme, the NHS Newborn and Infant Physical Examination Programme, the NHS Newborn Hearing Screening Programme and Pre-school screening tests.
Learning objectives
By the end of this session you will be able to:
- Describe the appropriate care pathway for each of the screening programmes, including the optimum times for testing
- Describe the basic aetiology of the conditions being screened for
- Discuss the rationale behind each of the screening programmes
- Identify the possible screening outcomes for each condition
By working through this session you will gain an understanding of the:
- Rationale behind the screening programmes
- Optimum timing and type of test
- Appropriate screening process and pathway
Before commencing this session you should complete the following HCP session:
- 11_01 Overview and Principles of Screening (402-0070)
Jo Harcombe [MA, BA (Hons), DPSM, RM, RN] is currently the National Education Lead to the UK NSC screening programmes (England). This role covers the non-cancer screening programmes for England and ensures delivery of a cross-programme, multidisciplinary education strategy that supports NHS staff, commissioners and education institutes. Jo chairs several groups across the UK NSC and is a representative for the UK NSC across several organisations and stakeholder groups.
Prior to commencing this role Jo worked as a clinical midwife and senior lecturer in midwifery and women’s health and led several education projects related to clinical governance/risk management. Jo started working for the UK NSC in 2001 as a Regional Screening Coordinator for the North East region, and took on the education remit in 2002 part-time and full-time in 2004.
Jo’s Masters Degree is in Educational Leadership and her dissertation explored the use of ‘distributed leadership’ in the NHS as a means of securing sustainable professional education for screening.
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