MCH Professional Development and Training

The following pages include opportunities for formal and informal learning and development opportunities.

MCH nurses are required to undertake Continuing Professional Development (CPD) annually. The Nursing and Midwifery Board of Australia (NMBA) sets the standards for CPD, and has produced guidelines and a fact sheet on CPD (in effect from 1 June 2016).

For more information, see: NMBA website

Key Ages and Stages Training

The revised Maternal and Child Health (MCH) Key Ages and Stages (KAS) Framework was rolled out statewide in 2009-2010. Training is available for those MCH nurses that have not completed the training previously.

Training Sessions

MCH Framework

  • information regarding the MCH Service, Framework, and resources
  • provided at LaTrobe and RMIT universities for students; LGA induction.

Parent's Evaluation of Developmental Status (PEDS) - Primary Developmental screening tool:

Infant Sleep Training - Intervention at the 8 months Key Ages and Stages consultation

Family Violence - Common Risk Assessment Framework

SIDS/SUDI (sudden infant death of an infant) risk assessment

  • provided at LaTrobe and RMIT universities for students.
  • to access the Safe Infant Sleeping eLearning education package, see: e-learning education package

QUIT smoking intervention

MCH Key Ages and Stages Training enquiries

Brigance III Secondary Developmental Screening Tool

The Brigance Early Childhood Screen III (0-35 months) is a collection of quick, highly accurate assessments and data-gathering tools to use with children up to three years of age.

Brigance highlights the importance of screening as the first step in assessing emerging school readiness, providing a snapshot of a child's mastery of early developmental and academic skills. Screening also enables educators to readily identify children who may be developmentally delayed and children who may be developmentally advanced and, therefore, can support early intervention, as required.

Brigance III is used in conjunction with the PEDS primary developmental screening tool, and professional judgment.

Brigance III Train the Trainer Resources

Child Growth eLearning

The Royal Children's Hospital offers child growth e-learning resources for health professionals in Australia working with young children and families. These resources introduce use of the World Health Organisation (WHO) Growth Standards for monitoring the growth of children from birth to two years of age.

In 2012, all Australian States and Territories agree to adopt the WHO 2006 Growth Standards for Australian children aged 0 to 2 years. The WHO growth standards for this age group are already in use in the Northern Territory and Victoria. They are being phased in by other states and territories for use at the primary health care level.

The learning objectives for this resource are:

  • To review the best practice techniques for weighing, measuring and monitoring the growth of infants and young children
  • To understand the similarities and difference between growth charts used in Australia
  • To understand the principles of growth monitoring, plotting and markers of growth requiring further assessment.

For the Child Growth eLearning resource, see: The Royal Children's Hospital website

BMI Education Resource

This professional development resource aims to assist Maternal and Child Health Nurses in tackling the risk of obesity in young children.

This resource is particularly pertinent in light of the increasing epidemic of childhood obesity and the addition of the BMI-for-age growth charts in the My Health, Learning and Development Record (Child Health record).

For further information, see: BMI Education Resource

Reflective Practice

In this section we want to challenge you to think about reflective practice and how you might use reflective practice in your workplace to improve the way you practice, your working relationships and ultimately achieve better outcomes for you and your clients.

The following collection of activities will support you to think about:

  • What assumptions do you make about reflective practice?
  • What am I trying to do by using reflective practices in my work?
  • What techniques and tools are more likely to work for my situation?
  • What forms of reflection improve my practice? How do I know?

For further information, see: Reflective Practice