NMHS33510 Child & Family Health Nursing 1

Academic Year 2023/2024

The aim of this module is to introduce students to the theories, principles and processes, underpinning the care required to meet the needs of the child, from infancy through adolescence, within the context of child and family centered care. Using a systems framework, with an emphasis on child and family centered care, students will explore and develop knowledge of health promotion, prevention and restoration for children experiencing altered health and body function for a range of common childhood conditions. Consideration of genetic, environmental and social influences, in addition to epidemiology, patho-physiology and diagnostics, and therapeutics relevant to treatment modalities and nursing care, will be discussed using technology and innovative approaches.

The module will be presented in 4 units of study:
Unit 1: Central Principles in Children’s Nursing
Unit 2: Growth and Development in Childhood and Adolescence
Unit 3: Challenge’s to Health and Well-being in Childhood and Adolescence
Unit 4: Special topics in Children’s Nursing

The credit load of the module reflects the student effort hours required to achieve the learning outcomes.

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Curricular information is subject to change

Learning Outcomes:

1. Apply concepts from liberal and professional education, including professional standards and values for ethical practice, to guide nursing care of the child and family.
2. Recognise and understand the philosophy of child and family centered care, and its impact on the delivery of holistic care.
3. Understand normal growth and development across the continuum of childhood.
4. Explore and evaluate the importance of clinical prevention strategies and health promotion for children and their families relevant to conditions within the module.
5. Apply critical thinking and evidence-based practice in the assessment, planning, implementation and evaluation of safe care for children with altered health and function in a variety of healthcare settings.
6. Using a systematic approach, critically discuss the relevant diagnostic and therapeutic aspects of care and treatment relevant to altered health and function for a range of common childhood conditions.
7. Demonstrate leadership and communication skills within health systems to provide safe, quality family centered care.

Indicative Module Content:

Child & Family Centred Care
Growth & Development
Impact of Hospitalisation
Pediatric Neurology Conditions
Immune & Infectious Diseases
Cardiovascular Assessment
Respiratory Assessment
Pediatric Gastrointestinal Conditions
Pediatric Renal Conditions
Pediatric Oncology
Pediatric Hematology
Pediatric Skin Conditions
Pediatric Musculoskeletal Conditions
Child Abuse
Pediatric Palliative Care
Medication Management

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

20

Autonomous Student Learning

92

Lectures

38

Total

150

Approaches to Teaching and Learning:
A variety of learning experiences are provided, including lectures, peer and group discussion, active/task-based learning in the clinical skills laboratory and online learning activities. Student learning is supported by 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  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Multiple Choice Questionnaire (Short): Mid semester MCQ. Student must answer 50 questions. Week 7 n/a Standard conversion grade scale 40% Yes

50

Multiple Choice Questionnaire (Short): End of trimester MCQ. Student to answer 50 questions. End of trimester MCQ n/a Standard conversion grade scale 40% Yes

50


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
• Online automated feedback

How will my Feedback be Delivered?

Sequence of feedback will vary over the trimester to meet student requests for feedback. Formative and summative individual student feedback will take place prior to and following assessments. Students will receive formative feedback as a group on nursing skills during each clinical skills laboratory session. Students will be provided individual feedback on nursing skills during each clinical skills laboratory session.

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
Cove Point Foundation (2021) Congenital Heart Disease. Available at: http://www.pted.org/
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
Ford, K, Dickinson, A, Water, T, et al. (2018) ‘Child centred care: challenging assumptions and repositioning children and young people’, Journal of Pediatric Nursing, 43, pp. 39–43.
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 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.
O’Connor, S., Brenner, M. & Coyne, I. (2019) ‘Family-centred care of children and young people in the acute hospital setting: A concept analysis’, Journal of Clinical Nursing, 28, pp. 3353-3367.
Perry S., Hockenberry, M., Lowdermilk, D., & Wilson, D. (2023) Maternal Child Nursing Care. (7th ed.) St. Louis: Mosby.
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
Silvestri, L.A. and Silvestri, A.E. (2020) Comprehensive Review for the NCLEX-RN Examination. 8th edition. Missouri: Elsevier.
The Royal Children’s Hospital Melbourne (2022) Cardiology: Heart Defects. Available at: https://www.rch.org.au/cardiology/heart_defects/
Name Role
Mrs Martina Kennedy Lecturer / Co-Lecturer
Ms Linda Farren 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) - 1, 2, 4, 8, 10, 11 Thurs 10:00 - 10:50
Lecture Offering 1 Week(s) - 5 Thurs 10:00 - 10:50
Laboratory Offering 1 Week(s) - 7 Thurs 10:00 - 12:50
Laboratory Offering 1 Week(s) - 3, 9, 12 Thurs 14:00 - 16:30
Laboratory Offering 1 Week(s) - 6 Thurs 14:00 - 16:30
Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 11:00 - 12:50
Autumn