NMHS44180

Learning Outcomes:

Successful completion will enable the student to:

- Apply knowledge of developmental physiology to the care of a child with a cardiac condition.

- Demonstrate a deep understanding of comprehensive health needs assessment, identify care priorities and develop a plan of care, implement and evaluate the care of children and young people receiving cardiac support and interventions.

- Critically evaluate the impact of therapeutic interventions and technology on the psycho-social well-being of children and their families.

- Develop a variety of communication and negotiation skills to promote and establish effective relationships with children, their families and the multi-professional healthcare team.

- Identify and critically evaluate relevant research, including national and international guidelines, to promote evidence-based practice within the multi-professional team and cardiology setting.

Indicative Module Content:

Students will be introduced to the history and evolution of cardiac care, and how advancements have shaped current practice. We will explore cardiac embryology, and the role of the fetal circulation, and it's significance in the transition to extrauterine life. Students will understand how to perform in-depth cardiac assessment, including ECG interpretation, and identify the characteristic presentation of cardiac anomalies. The various types and classifications of heart defects, including congenital and acquired, cyanotic and acyanotic heart defects will be addressed, as well as syndromes associated with them. The broader principles of child and family centred care and psychological wellbeing run through the entire programme, while issues such as palliative care, tracheostomy care, infection control and the care of the child with Autism are explore in the context of the child with a cardiac condition in this module.

Student Effort Hours:

Approaches to Teaching and Learning:

The programme is delivered through blended learning, entailing face-to-face and online learning supported by Brightspace, UCD's virtual learning environment (VLE). The teaching and learning methods include tutorials, workshops, and group work. Specialised content is delivered by clinical experts in the area. There is a particular emphasis on experiential learning and on the application of learning to students' professional practice contexts through a range of activities, and supported with specialist clinical placements and clinical competency acquisition.

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
• Online automated feedback

How will my Feedback be Delivered?

Individual feedback given to students relating to the assignment, in written and oral format. Submission of one draft of the learning pack prior to submission deadline is encouraged, and detailed feedback is provided prior to formal submission. Students are expected to demonstrate assimilation of this feedback, and incorporate it in submitted work. A self-assessment check-list must be submitted with the learning pack, to demonstrate understanding of the key elements of the assessment. Student presentations through 'student debate' or 'round table discussion' will be assessed in person. Feedback will be given to groups after the presentation, and individual feedback and marks awarded through Brightspace. All students are encouraged to read assignment guidelines carefully, and engage with the UCD Writing Centre who provide free consultations on academic writing to all students, and offer strategies for improving writing skills (www.ucd.ie/writingcentre).

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