NMHS33510

Learning Outcomes:

On completion the students will be able to:

• Apply concepts from liberal and professional education, including professional standards and values for ethical practice, to guide nursing care of the child and family.
• Recognise and understand the philosophy of child and family centred care, and its impact on the delivery of holistic care.
• Understand normal growth and development across the continuum of childhood.
• Explore and evaluate the importance of clinical prevention strategies and health promotion for children and their families relevant to conditions within the module.
• 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.
• 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.
• Demonstrate leadership and communication skills within health systems to provide safe, quality family centred care.

Indicative Module Content:

• Child & family centred care
• Growth & development in childhood and adolescence
• Impact of hospitalisation on children and young people

Assessment and nursing care of children and young people under key topics such as:
• Neurology conditions
• Immune & infectious diseases
• Cardiovascular conditions
• Respiratory conditions
• Gastrointestinal conditions
• Renal conditions
• Oncology
• Hematology
• Skin conditions
• Musculoskeletal conditions
• Child protection
• Palliative care
• Medication management

Student Effort Hours:

Approaches to Teaching and Learning:

This module will be delivered in a blended learning format, which includes a combination of lectures, simulation-based education, classroom discussions, pre-recorded sessions and web-based learning activities. Student learning is supported by the university’s virtual learning environment, Brightspace.

Requirements, Exclusions and Recommendations

Learning Requirements:

Students considering taking this module as an elective must be in at least Stage 3 of a Nursing programme. Please contact the module coordinator for further information.

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
• Online automated feedback
• Self-assessment activities

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.
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
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
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
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/

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