Throughout the year.

Components of Assessment	Method(s)	Percentage weighting
Portfolio of Practice Evidence	Portfolio of practice evidence should provide evidence as is instructed in the Evidence of Achievement section of the mapping of teaching and learning these are set against the NMC Domains and Outcomes.	70%
Examination	Exam critiquing a research paper	30%
Qualifying Conditions	An aggregate mark of 40% is required to pass the module

Completion of year 1 of the programme.

The module aims to assist the student with the concepts of how multidisciplinary approaches to child health and welfare influence the care of children within a range of care settings. It will raise student’s awareness of the value of a collaborative approach to child health and welfare, engendering an open, co-operative and negotiating attitude. The module will enable the student to link the theoretical concept underpinning the process of teaching and learning within the child health environment. 
It will enable students to recognise the different research approaches utilised within the child health domain, and assist the student in gaining the skills required to access and produce health care information. It will enable the student to appraise data bases, sources of information and research studies including reliability and validity for the evaluation of practice, and will foster the development of life long and self directed learning.

By the end of the module the student should be able to:
 
Professional practice skills

• Practice in accordance with the NMC code of conduct and demonstrate knowledge of professional regulation and self-regulation.
• Demonstrate collaborative working with members of the multidisciplinary team to deliver a seamless service of care with specific reference to child protection or child mental health issues.
• Identify the public health agenda pertinent to child health and welfare.
• Select and teach an appropriate skill or health promotion activity to a parent, child or other health professional, demonstrating the underpinning teaching and learning theories.
• Demonstrate the significance of contributing towards child and family records in order to maintain accurate and contemporary contracts of care whilst ensuring confidentiality specifically in relation to chronic illness or life limiting conditions.

Values and attitudes

• Respect the contribution of an multi-professional approach to child and family welfare.
• Discuss the value of effective communication and listening with particular reference to research with children and families.

Knowledge and understanding

• Demonstrate knowledge of contemporary ethical issues that impact on the health and welfare of children
• Recognise the individual roles and functions in the delivery of child health and child mental health services
• Enable the student to respond to the need for co-ordinated services reflecting the changing patterns of community care provision.
• Enable the students to make clear links between theory and practice.
• To rationalise the judgements and decisions based on available evidence and known best practice in relation to multi-professional working.
• Provide an evidence based rationale for child and family teaching as a health professional function
• Manage the delivery of care within the sphere of one’s own accountability respecting and considering the constraints of service delivery and family commitments

Cognitive skills

• Recognise and utilise research –based evidence for child health nursing.
• Participate in the process of reflection and self awareness
• Reflect on the process of teaching a skill to a child and family.

Key skills

• Communication- communicate and listen effectively with children, families, and health care professionals and other pertinent organisations
• Interpersonal- develop self-awareness
• Literacy – retrieval of information and data relating to child health and welfare-critique research reports.
• Complete restore and retain records for practice
• Numeracy – information retrieval, interpreting data and statistics 
•  Problem solving

Research processes: data interpretation, statistics, research design, methodology, critically reviewing literature, application of research in children’s nursing and how it informs practice, the role of research in delivery of care. 
Communication skills: record keeping, data collection, report writing, supervision, decision making, confidentiality and dealing with sensitive information appropriately, listening skills. Understanding and prioritising children’s needs. Recognising teaching opportunities, using visual aids, learning styles and implementation of a group teaching. Health beliefs and practices of a diverse society. 
Community service frameworks: to include social service, educational services, child protection issues, community mental health services, and voluntary services, defining frameworks of care to facilitate a seamless service. Discharge planning and issues arising from the hospital and community interface. Public health issues, service delivery to relate to children from diverse backgrounds to include, travelling families, asylum seekers, looked after children and CAMH. Political and economic influences in relation to care within the primary care setting, legislation and policy development, legal and ethical complexities of health care delivery, end of life issues, and the management of complex care needs, continuing care needs, loss, death and dying.

Contact Time 75 Hours 
Directed Study 210 Hours
Practice setting 300 Hours
Lectures, Seminars, Enquiry Based Learning

4 June 2008