NFP International Educational Materials

NFP International Educational Materials

Educational resources developed by the different countries implementing the NFP program are posted here to facilitate the sharing of ideas, approaches  and resources between countries. As NFP derivative works, these resources can be used by NFP license holders and their implementing agencies to progress the implementation of NFP in their country.  Please note, users downloading these resources are responsible for ensuring that they are adapted and updated if needed so that they are suitable for use within their context. Any use of the resources by an implementing agency is governed by that agency’s license agreement with the University of Colorado.

Guidance Documents

Core Education

Unit 1/Foundations

United States – NSO

The Unit 1 workbook for NFP nurses in USA was updated in March 2019. Chapter 11 of the Workbook called Visit Structure and eGuidelines has split into two chapters and has updated information. The new chapters are now Chapter 11 Engaging Clients During Enrollment and Visits and Chapter 15 Introduction to Using the eGuidelines.

Nurse Home Visitor and Supervisor Education 


The NFP Nurse and Supervisor Education materials developed during the CaNE pilot and currently accessed by teams in Ontario can be viewed at All Clinical Leads should have guest access to the courses used for core education (not courses for our Community of Practice or other committees). If you need to have a user profile set-up, have forgotten your password or are having difficulty logging on, please contact the Ontario Nursing Practice Lead, Lindsay Croswell at

Nursing Guidance Infographics

Mental Health

United States – NSO

The Mental Health Innovation was developed by Dr. Linda Beeber of the University of North Carolina in collaboration with the Prevention Research Center at the University of Colorado based on research conducted with NFP nurses in the United States, exploring what would be most helpful to them in supporting clients with depression and anxiety. There are five eLearning modules:

The eLearning is very interactive and after reviewing the first module (Mental Health Introduction), the modules can be accessed in any order and in stages, according to the nurse’s schedule and learning needs. Each module takes up to an hour to complete, depending on how much content is presented, how the nurse works through the modules, and how much time she spends reviewing the accompanying resource materials. There are a branching case studies within the content, where the case scenario unfolds and nurses interact with decisions about approaches to be taken. The case scenarios have been piloted by NFP sites in the United States to ensure they represent realistic situations. The modules include use of three screening tools: The Patient Health Questionnaire 9 (PHQ-9), the Generalized Anxiety Disorder 7 (GAD-7), and the Edinburgh Postnatal Depression Scale (EPDS). Countries may need to adjust the content if they are using other screening tools in their context. A resource package is provided to accompany each eLearning module. The resource documents are used throughout the eLearning modules. There are six new Visit-to-Visit Guideline facilitators (with accompanying nurse instructions) in a packet “How can I stay mentally healthy?” posted in the International Visit-to-Visit Guidelines.

PIPE Education

Please find the PIPE information here

Respectful Challenge


This webinar was recorded by Sarah Tyndall, Clinical Quality Lead in England, to support nurses understanding and confidence in respectfully challenging clients. 


 Opioid Use Disorder

Reflective Supervision

Canada – Ontario

  • Supervisor Ed Session slides – Reflection in Practice
  • Supervisor Ed Session – Reflection in Practice 
  • Shared Supervision in Nurse-Family Partnership (SHIP): A Case Study: Professor Susan Jack has kindly shared the final report from the case study conducted to evaluate the acceptability of a model of shared supervision in NFP. In this model a Team Lead (a public health nurse on the NFP team, with a small caseload of clients) assumes responsibility for reflective supervision and some components of facilitating team meetings/case conferences, and joining nurses on accompanied home visits, leaving the tasks of administrative supervision to a program manager. This model was found to be highly acceptable and in the discussion of the report you can find a summary of some key recommendations for advancing this approach to supervision as a potential variation to the NFP program model.


Trauma Informed Practice

International Education Forum Meetings Recordings