1. Theory (50%)
A 3000 word structured reflective account of a child or young person’s clinical problem that should include analysis and interpretation of physical findings and demonstrate the rationale used to support clinical decision-making and diagnostic reasoning.
2. Practice (50%).
Clinical Practice Log to include:
This is a portfolio of evidence that is a record of learning in and through practice which should demonstrate the achievement of the module learning outcomes.
Each student is expected to work through a series of questions in a workbook, designed to facilitate active learning. The student will develop appropriate levels of understanding in relation to both normal and abnormal physiology.
The student will also provide a record of 50 examinations of a child or young person, 5 of which must be under the designated paediatrician or other suitable practitioner’s supervision and a further 5 as identified to assess progress.
The record should constitute all findings on each of the 50 examinations and to include outcomes as compared with a suitably qualified practitioner’s examination to identify any omissions by the student. Each examination to be signed by a suitably qualified practitioner. In addition, the student will submit a log of hours spent in practice related to the module.
The completion date for the clinical practice log will be negotiated with each student.
The student must pass all sections of the assessment process to successfully complete the module.
|• Normally three years’ recent experience in a relevant area of clinical practice
• Prior to starting the module students are advised to prepare by reading one of the essential texts.
|The aim of this module is to provide a clear framework for physical examination skills applied to children, which can be transferred into Clinical Practice (alongside regular supervision with a designated practice supervisor).
This module will enable Health Care Professionals to carry out a systems-based physical examination within their professional practice setting, whilst being able to recognise normal from abnormal signs and integrate findings into patient care.
|Successful completion of this module should provide the student with a good working knowledge of the following
Subject Knowledge and Understanding
• Demonstrate knowledge of generic consultation skills and theoretical frameworks
• Recognise professional boundaries and conduct, accountability of the practitioner, alongside issues of patient consent and dignity
• Understands a range of assessment tools, referral pathways and safe practice
• Analyse physical signs in the context of health and disease, and the probable significance of such signs
• Synthesise physical signs into a patient history and understand the significance of those signs in suspected illness
• Evaluate physical and psychosocial evidence to support diagnostic theories
• Identifies complex problems within clinical practice and applies knowledge of various assessment tools to formulate clinical decisions
• Evaluation of physical signs to differentiate between normal and abnormal
• Can identify, analyse and interpret commonly occurring abnormalities
• To be able to demonstrate a system- based physical/psychological examination in the practice setting
• Acts autonomously using skills learnt within guidelines of supervision
Key Transferable Skills
• Show effective communication with children, young people and families in practice setting, leading to the fluent introduction of physical assessment skills in children.
• Uses information from physical and psychological assessment in context of clinical problem-solving.
|Introduction: History taking, Clinical decision-making, and use of
Assessment tools, Legal & Ethical issues, Accountability.
The role of the advanced practitioner.
Respiratory System examination
Cardiovascular System examination
Practical issues in examination
|Methods of Teaching/Learning
|Taught element 60hrs
Supervised / Work based learning 70hrs
(It is recommended that between 2-7 hrs is provided in as protected practice time per week)
Self-directed learning 70hrs
|Barnes K (2003) Paediatrics: A clinical guide for Nurse Practitioners Butterworth Heinemann, Edinburgh. – Paediatric Focus
Gill D & O’Brien N (2007) Paediatric Clinical Examination made easy 5th edn., Churchill Livingstone, Edinburgh. – Paediatric Focus
Bickley L 2003 Bates’ Guide to Physical examination and History taking. 8th Edition Lippincott , Philadelphia. – General Focus
Jarvis C (2000) Physical Examination and Health Assessment 3rd Edn, WB Saunders, Philadelphia
Munro J and I Campbell (eds) (2000) Macleod’s Clinical Examination 10th edition, Churchill Livingstone, London – General Focus
Higgs J and M Jones (2000) Clinical Reasoning in the Health Professions. Butterworth Heinemann. Oxford. (This book provides a comprehensive analysis of clinical reasoning skills across the health care professions).
Neighbour, R. 1989 The Inner Consultation. Petroc Press. (Chapter Three provides a succinct historical viewpoint on Consultation models from the 1970’s onwards).
**Marieb, E. 2004 Human Anatomy & Physiology. Pearson Education.
This book comes as a reduced package of £50.00 (normally £150.00) from the University Book Shop for UniS students only; accompanied by A&P colouring workbook and brief atlas of Human body, and will be useful to revise basic A&P before entering programme) Interactive CR ROM on line at EIHMS with access password provided when book package bought.
Thompson, C and D. Dowding. 2002 Clinical Decision making and Judgement in Nursing. Churchill Livingston, London. (A shorter version of decision theory/easy to read).
Usherwood T. 1999 Understanding the Consultation: Evidence, Theory, and Practice. Open University Press, Buckingham
|30TH JULY 2010