|A reflection based on a child and family with complex needs 2000 words 70%
Unseen Pharmacology Examination 1 hour 30%
|The aim of this module is to enable the student to understand the different care pathways that children and their families may encounter. The module aims to demonstrate the movement between ill and well health, for children and families specifically exploring the needs of the child and family with complex health care needs and or the child with a critical illness. The module also aims to equip the student with the knowledge required to administer medicines safely and effectively to children
|By the end of the module the student should be able to:
Knowledge and understanding
1. Demonstrate an awareness of the contribution that other health care professionals and organisations have an impact on the health and welfare of children and their families
2. Recognise the individual and diverse needs of children within the context of contemporary society ensuring a non judgemental approach to care
3. Recognize the individual roles and functions in the delivery of child health and child mental health services
4. Respond to the need for co-ordinated services reflecting the changing patterns of community care provision.
5. Make clear links between theory and practice.
6. Discuss the judgments and decisions based on available evidence and known best practice in relation to multi-professional working.
7. Provide an evidence based rationale for child and family teaching as a health professional function
8. Discuss the utilization of philosophies of care in current practice.
9. Identify the biological processes that contribute to the maintenance of optimal health and recognize the effect of the pathophysiological changes that occur through disease
10. Demonstrate knowledge and acknowledge the complexities of contemporary legal, ethical, moral, and cultural-political issues related to nursing children e.g. consent, children’s rights.
11. Identify the challenges to children’s nurses arising from current legislation.
12. Acknowledge boundaries of a professional caring relationship
13. Recognize the significance of research based evidence and share knowledge and experience with colleagues in order to identify further learning.
14. Critically evaluate tools that may be used to enhance the assessment process.
15. Discuss how the need for a child to be protected can be recognized and managed.
16. Demonstrate knowledge of effective communication between professionals when caring for a child who is being protected.
1. Be aware of assessment strategies and skills required in assessing needs of children in a range of health care settings, through the health / illness continuum
2. Participate in the process of reflection and self- awareness
3. Recognise and utilise research –based evidence for child health nursing.
4. Contribute to enhancing the health and social well-being of individuals within a range of care settings.
5. Consider the ethical implications associated with research
1. To communicate and listen effectively with children, families, health care professionals and other pertinent organisations
2. To develop self-awareness
3. To retrieve information and date relating to child health and welfare
4. To develop an understanding of medicine dosages and medicine calculations
5. To demonstrate the use of the internet as an information resource in identifying best practice
6. To demonstrate the ability to select, utilize and evaluate appropriate evidence
|Safeguarding children, pharmacology and management of medicines, pathophysiology, teaching and learning, research methods, assessment skills, law and ethics including children’s rights, family centred care, play therapy, care needs of the child with complex or, critical care needs, including mental health, contemporary UK policy, adolescent health and transitional care, interprofessional working, psychology of childhood including children’s understanding of illness and treatments
Linking Theory to Practice
As advised within all taught sessions, you need to consider the theory learned and apply this to the practice you experience. Regularly discuss with your mentor your understanding of how the theory applies to practice to ensure you are making these links.
|Methods of Teaching/Learning
|The module will be delivered using a variety of teaching and learning methods including core lectures, seminars and discussions, group work, role play, enquiry based learning, reflective practice and directed reading.
British Medical Association, Royal Pharmaceutical Society of Great Britain, Royal College of Paediatrics and Child Health, the Neonatal and Paediatric Pharmacists Group (2006) British National Formulary for Children BMJ Publishing, London
Coleman J., Hendry L. B. and Kloep M. (Eds) (2007) Adolescence and Health Wiley, Chichester
Department of Health (2004) National Service Framework for Children, Young People and Maternity Services HMSO London
Gatford J, and Phillips N. (2002) Nursing Calculations Churchill Livingstone, London (Study skills group recommended)
Hazinski N. F. (1999) Nursing Care of the Critically Ill Child 3rd Edn. Mosby London
McDougall T. (2006) Child and Adolescent Mental Health Nursing. Blackwell Publishing Ltd.
Smith L., Bradshaw M. and Coleman V. (Eds) (2002) Family Centred Care – concept – theory and practice. Palgrave. Basingstoke
Chamley C. A., Carson P., Randall D. and Sandwell M. (2005) Developmental Anatomy and Physiology of Children: A Practical Approach Churchill Livingstone London
Department of Health (1999) NHS Plan HMSO London.
Marieb E. (2004) Human Anatomy and Physiology 6th Edition Pearson/Benjamin Cummings London
McCance K. L. and Huether S. E. (2002) Pathophysiology: the biological basis for disease in adults and children 3rd Edn. Saunders Philadelphia
Royal College of Nursing (2009) The Recognition and Assessment of Acute pain in Children: Update of full guideline, The Royal College of Nursing, London
Twycross A., Dowden S. J. and Bruce E. (Eds) (2009) Managing Pain in Children: a clinical guide Wiley- Blackwell Chichester
Cook P, (1999) Supporting Sick Children and Their Families Bailliere Tindall Edinburgh
DFES (2004) The Children Act
Flaherty J, and Glasper E. A. (2006) Emergency department management of children In: Glasper E. A. and Richardson J. (Eds.) A textbook of children’s and young people’s nursing Churchill Livingstone, Edinburgh pp353-367
Glasper E. A. and Richardson J. (Eds) (2006) A textbook of children’s and young people’s nursing Churchill Livingstone, Edinburgh
Mackway-Jones K., Molyneau E., Phillips B.and Wieteska S. (Eds.) (2005) Advanced Paediatric Life Support 4th edn. Blackwell, Oxford
Trigg E. and Mohammed T. A. (Eds) (2006) Practices in Childrens Nursing: Guidelines for Hospital and Community 2nd edition Churchill Livingstone
Journal of Advanced Nursing
Community Health Journal / Health Visiting
Journal of Child Health
|28TH JULY 2010