How many registered children’s nurses (Whole Time Equivalent) are employed at your organisation? Please list by clinical area.

Please see Attachment 1

How many support workers (Whole Time Equivalent, bands 1-4) are working in your children’s service? Please list by clinical area.

Please see attachment 1

How many nurses (Whole Time Equivalent) deliver your community children’s nursing service? Please list by clinical area.

Please see attachment 1

How many clinical specialist children’s nurses do you have in your service? Please list their clinical specialisms, e.g. 1x haematology; 2x epilepsy.

Please see attachment 1

How many advanced neonatal nurse practitioners do you have in your service?

Please see attachment 1

How many advanced paediatric nurse practitioners do you have in your service?

Please see attachment 1

Do you have transition (children’s to adults’ services) nursing roles? If yes, how many? Do any have clinical specialisms? If so, please list their clinical specialisms, e.g. 1x haematology; 2x epilepsy.

We do not have general transitional nurses, however we do have a team of clinical nurse specialists that work with children during their transition into adults:-

7 x diabetes nurses

1 nutritional nurse

3 x respiratory nurses

2 x allergy/ immunology nurses

2 x dermatology nurses

2 x HIV nurses

Do you employ a play specialist?

Please see attachment 1

How many inpatient beds are there designated for children and young people? Please provide a number against the following and list by clinical area:

Neonates 48 (Special Care Baby Unit, High Dependency Unit & Intensive Treatment unit )

Children’s  22 (children and adolescents)

Adolescents  – see above

What were the key gaps in knowledge and skills within the children’s nursing workforce identified by your most recent Training Needs Analysis or courses commissioned through Non-Medical Education and Training (NMET)?

On-going internal training is in place regarding mandatory and basic skills.  Specialised training such as PILS, EPLS and HDU training in place –numbers per year are small due to number of courses than run per year (HDU only twice/ year), staff need to be released for yearly updates for PILS and financial implications.  Current education plans are regarding skills/ knowledge regarding recognition of deteriorating child.