NMHS10420

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:

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

 

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.
Bray, L., Carter, B., Kiernan, J., Horowicz, E., Dixon, K., Ridley, J., Robinson, C., Simmons, A., Craske, J., Sinha, S. and Morton, L. (2023) ‘Developing rights-based standards for children having tests, treatments, examinations and interventions: using a collaborative, multi-phased, multi-method and multi-stakeholder approach to build consensus’, European Journal of Pediatrics, pp.1-15. DOI: https://doi.org/10.1007/s00431-023-05131-9
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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.
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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

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.