NMHS20810

Learning Outcomes:

On completion of the module the student will be able to:

1.) Identify age-appropriate developmental milestones for infants and children across the continuum of childhood and recognise when the infant/child is not meeting these milestones.
2.) Demonstrate an understanding of the embryological process of organ and system development, structure and function of genes, and the complex interplay they have with environmental factors such as health, illness, treatment response, development of new diagnostics, targeted therapies and vaccines.
3.) Recognise the importance and value of play when providing nursing care to the infant/child/young person and their families.
4.) Discuss and apply various therapeutic interventions to improve the hospital experience for children, demonstrating an understanding of the unique needs and responses of pediatric patients in a hospital setting.
5.) Critically discuss cultural differences when meeting the needs of the infant/child/young person and their families.
6.) Explore the nursing assessment and plan of care for a child/young person with mental health conditions and their families.

Indicative Module Content:

Introduction to Genetics, Genomics and Chromosomal disorders
Care of the child and their families with Genetics and Chromosomal disorders
Introduction to child development theories
Childhood development milestones
Breastfeeding challenges
Augmented communication: Lámh
Play
Cultural perspectives
Complementary therapies
Music therapy
Normative sexual development in children
LGBTQIA+ support and care
Care of the child and their families with a mental health conditions
Overview of Child and Adolescent Mental Health Services (CAMHS)
Overview of Child and Adolescent Mental Health Services (CAMHS) and intellectual disability

Student Effort Hours:

Approaches to Teaching and Learning:

A variety of interactive learning experiences are provided to the students, including lectures, tutorials, problem based and peer to peer learning. Student learning is supported by a range of web-based resources and online learning activities accessible through the university's virtual learning environment Brightspace.

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
• Online automated feedback
• Peer review activities

How will my Feedback be Delivered?

Formative feedback is achieved though engaging in an online active peer review and assessment tool, peerScholar. Students submit their work and assess each other. Students will receive and reflect on their feedback through peerScholar. Feedback for the summative assessment (presentation) is provided through a rubric and individual feedback made available online to the students through Brightspace.

Aguilar, B.A. (2017) 'The Efficacy of Art Therapy in Pediatric Oncology Patients: An Integrative Literature Review', Journal of Pediatric Nursing, 36, pp. 173-178.
Ball, J., Bindler, R., Cowen, K. & Shaw, M.R. (2019) Child Health Nursing. Partnering with Children and Families. Update, Third Edition. London: Pearson.
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.
Coyne I., Hallström I. and Söderbäck M. (2016) ‘Reframing the focus from a family-centred to a child-centred care approach for children in healthcare’, Journal of Child Health Care, 20(4), pp. 404- 502.
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), 469-88.
Coleman, J. (2011) The Nature of Adolescence. 4th Ed. Routledge: London.
Department of Health and Children (2004) Ready, Steady, Play: A National Play Policy. Dublin: The Stationery Office.
Davies, A.M. & Davies, R.E. (2017) Children and Young People's Nursing Principles for Practice. 2nd Ed. Great Britain: CRC Press Taylor & Francis Group.
Foley, P. Roche, J. and Tucker, S. (eds) (2018) Children in Society Contemporary Theory Policy and Practice London: Palgrave.
Keenan T. Evans, S., & Crowley, K. (2016) An Introduction to Child Development. 3rd Ed. London: Sage.
Health Service Executive and Royal College of Physicians in Ireland (2016) ‘A National Model of Care for Paediatric Healthcare Services in Ireland’. Available at: https://www.hse.ie/eng/services/publications/clinical-strategy-and-programmes/model-of-care-for-paediatric-healthcare-introduction.pdf
Hockenberry, M., Wilson, D. & Rodgers, C. (2016) Essentials of Pediatric Nursing. 10th Ed. USA: Mosby.
Howard, J. (2017) Mary D. Sheridan's Play in Early Childhood From Birth to Six Years. 4th Ed. London: Routledge
iSupport (2022) 'Rights-based standards for Children having health care tests, treatments, examinations or interventions'. Available at: https://www.isupportchildrensrights.com/
iSupport (2022) 'Getting It Right First Time and Every Time; Re-Thinking Children's Rights when They Have a Clinical Procedure', Journal of Pediatric Nursing, 61, pp. 10-12. Available at: https://doi.org/10.1016/j.pedn.2021.11.017
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
Lambert, V., Long, T. & Kelleher, D. (2012) Communication skills for children’s nurses. UK: McGraw Hill Open University Press.
Lefevre, M. (2018) Communicating and engaging with children and young people: making a difference. 2nd Ed. Policy Press: Bristol, UK.
Lindenfelser, K.J. (2008) 'Bereaved Parents' Experiences of Music Therapy with their Terminally Ill Child', Journal of Music Therapy, 45(3), pp. 330-348.
Massey-Chase, K. (2018) 'Applied Theatre in Adolescent Mental Health Transition Care', Perspectives in Public Health, 138(1), pp. 16-17.
Packer M.J. (2017) Child Development Understanding a Cultural Perspective. London: Sage.
Sheehan, R., Fealy, G. (2020) ‘Trust in the Nurse: Findings from a survey of hospitalised children’, Journal of Clinical Nursing, 29, pp.4289-4299.
Souza , P., Antunes, A., Carvalho, J. & Casey, A. (2013) 'Parental perspectives on negotiation of their child’s care in hospital', Nursing Children and Young People. 25(2), pp. 24-28.
Strategy for the Future of Children’s Nursing in Ireland (2021) ‘Leading the Way A National Strategy for the Future of Children’s Nursing in Ireland 2021-2031’. Available at: https://childrenshealthireland.ie/connolly/wp-content/uploads/2021/07/Final-Version-Leading-the-Way-A-national-strategy-for-the-future-of-childrens-nursing-in-Ireland-2021-2031-1.pdf
Stuart, M. & Melling, S. (2014) 'Understanding nurses’ and parents perspectives of Family-Centred Care', Nursing Children and Young People, 26(7), pp. 16-20.
Tallon, M., Kendall, G.E. & Snider, P. (2015) 'Rethinking family-centred care for the child and family in hospital', Journal of Clinical Nursing, 24, pp. 1426-1435.

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