NMHS10420 Foundations Children's Nursing

Academic Year 2023/2024

This module focuses on the foundational principles underpinning aspects of children's nursing practice. Students will engage with the theoretical principles and practical skills used by children's nurses in their day to day caring for children and young people, whether healthy or in a state of altered health and wellbeing.

A problem-based learning approach will facilitate students’ development in an active and self-directed approach to learning. Problems and scenarios, based on real life clinical experiences, will allow students' to apply their knowledge and skills and prepare them for clinical placements in children's healthcare environments. This module will replicate the clinical environment where children's nurses work as part of a team to deliver child and family centred care. Students will work in small teams to develop solutions to real world clinical problems. They will learn to assess, identify and prioritise patient care needs, while also planning, implementing and evaluating their nursing care related to the needs of the patient in the following contexts: infection control, hygiene, nutrition, elimination, oxygen therapy and the assessment, measuring, recording and interpreting of patients' vital signs using the Paediatric Early Warning System (PEWS). Students will be introduced to legislation, policies and guidelines in relation to child protection and welfare.

Show/hide contentOpenClose All

Curricular information is subject to change

Learning Outcomes:

On successful completion of this module, students should be able to:

1.) Understand the philosophy of Child and Family Centred Care, and its role in the delivery of holistic children's nursing care.
2.) Recognise and meet the fundamental needs of infants, children, young people and their families, developing a holistic approach to nursing care ensuring confidentiality, privacy, respect and dignity.
3.) Identify age and developmentally appropriate communication, incorporating children's and young people's individuality.
4.) Demonstrate the ability to accurately assess, document and appropriately interpret infant, children and young people’s vital signs (temperature, pulse, blood pressure, oxygen saturation, pain) using the Paediatric Early Warning System (PEWS) documentation.
5.) Establish team working skills with creative problem solving applied to real-life clinical scenarios.

Indicative Module Content:

Introduction to Child and Family Centred Care
Health and safety in a children’s clinical environment
Introduction to the Pediatric Early Warning System (PEWS)
Introduction to the ISBAR communication tool
Assessment and management of airway and breathing in infants and children
Assessment and management of circulation in infants and children
Assessment and management of disability and exposure
Assessment and management of hygiene, skin care and elimination needs
Assessment and management of pain in Infants and Children
Supporting Infant feeding
Weight, height and centile measurement
Child Welfare and Protection
Child appropriate communication
Challenges when providing nursing care for children - e.g. consent, decision making, social context
Understanding the role and responsibilities of the 1st year Children's & General Student Nurse in a pediatric healthcare setting.

Student Effort Hours: 
Student Effort Type Hours
Lectures

18
Small Group

1
Laboratories

13
Autonomous Student Learning

90
Online Learning

3
Total

125
Approaches to Teaching and Learning:
A variety of interactive learning experiences are provided to the students, including lectures, tutorials, problem based learning and seminars. Student learning is supported by a range of web-based resources and online learning activities such as HSELanD, and the university’s virtual learning environment Brightspace.

The focus of clinical instruction is the development of competencies, through the application of knowledge and the learning of specific clinical skills. Teaching-learning strategies for facilitating the development of clinical competencies employ a combination of supervised practice in the clinical skills laboratory, using a variety of methods, such as simulation-based education, team teaching and peer learning.
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Practical Examination: Students undertake an Objective Structured Clinical Assessment (OSCA) through simulation. Students will be assessed on either respiratory or cardiac assessment of an infant, child or young person. Week 12 n/a Pass/Fail Grade Scale Yes

20
Presentation: A recording of a Power Point presentation to discuss one core children’s nursing task, under headings of nursing principles, child and family considerations, implementation of task & documentation. Coursework (End of Trimester) n/a Graded No

80

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will receive formative feedback on nursing skills during each clinical skills laboratory session. Students will be provided individual feedback during a clinical skills laboratory session to prepare for the OSCE. OSCE result will be relayed to individual students, and individual feedback made available online through Brightspace. Assignment rubric will be available on Brightspace for the correction of individual PowerPoint presentations. Additional online feedback, in tandem with the assignment rubric, will be provided to students online through Brightspace.

Ball, J.W., Bindler, R.C., Cowen, K.J. & Shaw, M.R. (2019) Child Health Nursing: Partnering with Children and Families. 3rd Ed. Pearson: USA.
Clarke, S. (2019) ‘Children’s experiences of staying in hospital from the perspectives of children and children’s’ nurses: A narrative review’, Nursing and Health Care, 4(1), pp. 62-70. DOI: https://doi.org/10.1080/24694193.2021.1876786
Coad, J., Smith, J., Pontin, D. and Gibson, F. (2018) ‘Consult, Negotiate, and Involve: Evaluation of an Advanced Communication Skills Program for Health Care Professionals’, Journal of Paediatric Oncology Nursing, 35(4), pp. 296-307. DOI: https://doi.org/10.1177/104345421876513
Coyne I., Hallström I. and Söderbäck M. (2018) ‘Centeredness in Healthcare: A Concept Synthesis of Family-centered Care, Person-centered Care and Child-centered Care’, Journal of Pediatric Nursing, 42, pp. 45-56. DOI: https://doi.org/10.1016/j.pedn.2018.07.001
Coyne, I., Murphy, M. Costello, T; O’Neill, C; Donnellan, C (2013) ‘A survey of Nurses’ Practices and Perceptions of Family Centred Care in Ireland’. Journal of Family Nursing, 19(4), pp. 469-88. DOI: https://doi.org/10.1177/1074840713508224
Department of Health and Children (2004) Ready, Steady, Play: A National Play Policy. Dublin: The Stationery Office.
Health Service Executive (2015) Breastfeeding A good start in life. Available at: https://www.healthpromotion.ie/hp-files/docs/HPM00367.pdf.
Hockenberry, M.J., Wilson, D. & Rodgers, C.C. (2017) Essentials of Pediatric Nursing. 10th Ed. Elsevier: Canada.
Kennedy, M. and Howlin, F. (2021) ‘Preparation of children for elective surgery and hospitalisation: A parental perspective’, Journal of child Health Care, Available at: https://doi.org/10.1177/13674935211032804.
Koller, D. (2016) ‘‘Kids need to talk too’: inclusive practices for children’s health care education and participation’, Journal of Clinical Nursing, 26, pp. 2657-2668. DOI: 10.1111/jocn.13703
Lambert, V., Long, T. & Kelleher, D. (2012) Communication skills for children’s nurses. UK: McGraw Hill Open University Press.
Macqueen, S., Bruce, E.A. and Gibson, F. (2012) The Great Ormond Street Hospital manual of children’s nursing practices. West Sussex: Wiley-Blackwell.
National Clinical Effectiveness Committee (2015) The Irish Paediatric Early Warning System: National Clinical Guideline No. 12. Available at: http://health.gov.ie/wp-content/uploads/2015/12/NCG-12-PEWS-full-report.pdf.
National Institute of Clinical Excellence (NICE) (2013) Feverish illness in children: Assessment & initial management in children younger than 5 years: NICE Clinical Guideline 160. Available at: https://www.guidance.nice.org.uk/cg160.
Nursing & Midwifery Board of Ireland (2021) Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives. Dublin: Nursing & Midwifery Board of Ireland.
Nursing & Midwifery Board of Ireland (2015) Scope of Nursing and Midwifery Practice Framework. Dublin: Nursing & Midwifery Board of Ireland.
Nursing & Midwifery Board of Ireland (2013) Guidance to nurses and midwifes on social media and social networking. Dublin: Nursing & Midwifery Board of Ireland.
Quaye, A.A., Coyne, I., Söderbäck, M. and Hallström, I.K. (2019) ‘Children's active participation in decision-making processes during hospitalisation: An observational study’, Journal of Clinical Nursing, 28(23), pp. 4525-4537. DOI: https://doi.org/10.1111/jocn.15042
Reid-Searl, K., Crowley, K., Anderson, C., Blunt, N., Cole, R. and Suraweera, D. (2021) ‘A medical play experience: Preparing undergraduate nursing students for clinical practice’, Nurse Education Today, 100. DOI: https://doi.org/10.1016/j.nedt.2021.104821
Royal College of Nursing (RCN) (2017) Standards for assessing, measuring and monitoring vital signs in infants, children and young people: Clinical Professional Resource. Available at: https://www.rcn.org.uk/professional-development/publications/pub-005942.
Schalkers, I., Parsons, C., Bunders, J. and Dedding, C. (2016) ‘Health professionals' perspectives on children's and young people's participation in health care: A qualitative multihospital study’, Journal of Clinical Nursing, 25(7-8), pp. 1035-1044. DOI:
10.1111/jocn.13152
Sheehan, R. and Fealy, G. (2020) ‘Trust in the Nurse: Findings from a survey of hospitalised children’, Journal of Clinical Nursing, 29, pp.4289-4299. DOI: https://doi.org/10.1111/jocn.15466
Name Role
Mrs Martina Kennedy Lecturer / Co-Lecturer
Ms Linda Farren Tutor
Ms Michaela Schumann Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - 3, 4, 5, 7, 10, 11 Thurs 12:00 - 12:50
Lecture Offering 1 Week(s) - 10, 11 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 3, 5 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 4 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 6 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 7 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 9 Tues 09:00 - 09:50
Lecture Offering 1 Week(s) - 12 Tues 11:00 - 11:50
Clinical Skills Labs Offering 1 Week(s) - 12 Tues 09:00 - 10:29
Clinical Skills Labs Offering 1 Week(s) - 11 Tues 11:00 - 12:29
Clinical Skills Labs Offering 1 Week(s) - 5, 7, 10 Tues 11:00 - 12:29
Clinical Skills Labs Offering 2 Week(s) - 11 Tues 13:30 - 14:59
Clinical Skills Labs Offering 2 Week(s) - 5, 7, 10, 12 Tues 13:30 - 14:59
Clinical Skills Labs Offering 3 Week(s) - 5 Tues 15:00 - 16:29
Clinical Skills Labs Offering 3 Week(s) - 7, 10, 11, 12 Tues 15:00 - 16:29
Practical Offering 3 Week(s) - 13 Thurs 09:00 - 10:29
Clinical Skills Labs Offering 3 Week(s) - 4 Tues 13:30 - 14:59
Clinical Skills Labs Offering 3 Week(s) - 6 Tues 13:30 - 14:59
Clinical Skills Labs Offering 3 Week(s) - 9 Tues 13:30 - 14:59
Clinical Skills Labs Offering 4 Week(s) - 13 Thurs 09:00 - 10:29
Clinical Skills Labs Offering 4 Week(s) - 4 Tues 15:00 - 16:29
Clinical Skills Labs Offering 4 Week(s) - 6 Tues 15:00 - 16:29
Clinical Skills Labs Offering 4 Week(s) - 9 Tues 15:00 - 16:29
Autumn