Students will be expected to either lead in the delivery of care for an individual child or young person or co-ordinate the work of a team for a shift or other appropriate length of time. The student’s mentor or SPT will asked to give feedback to the student using the competencies drawn from the Skills for Health document for Children’s Services as a basis for the discussion.
Reflection on Practice – 3,000 words (100%)
Students will produce an analytical reflective study of the situation above. The study will conclude with recommendations for practice and service development plus a reflective account of their personal learning. Evidence from practice may be used to support the case study and presented as an appendix to the main body of the work.
|Demonstration of the ability to study at Level M
In a role which involves working with children and young people, normally for one year, the student will also be familiar with the following texts:
Bee H 2006 The Developing Child 11th edn Pearson Allyn & Bacon, London
Chamley CA, Carson P, Randall D, Sandwell M (eds) 2005 Developmental Anatomy and Physiology of Children. Churchill Livingstone, Edinburgh
Neill S, Knowles H (eds) 2004 The Biology of Child Health. Palgrave Macmillan, Basingstoke
|The aim of this module to enhance the student’s understanding and knowledge of the concepts and principles underpinning the competencies identified within the Children’s Services competency framework (Skills for Health 2006) and develop strategies to develop children’s services in line with the framework
|On completion of the module, the student should be able to:
Subject knowledge and understanding
• critically evaluate understanding and beliefs of illness and disease across the lifespan
• develop an in-depth understanding of the impact of cognitive and behavioural factors on children and young people and those involved in their care
• critically analyse policies and philosophies informing contemporary child health care
• critically review the concept of family centred care
• initiate, co-ordinate and critically evaluate assessments of health and wellbeing of children, young people and their families
• explore and evaluate the process of transitions in the care of children, young people and their families
• develop an appreciation of legal and ethical issues in relation to working with children, young people and their families
• develop the knowledge to create and environment to safeguard children and young people
• critically review inequalities and policy decisions in physical and mental health provision for children and adolescents.
• explore and evaluate models and methods of communication with children and young people and those involved in their care.
• critically evaluate the evidence and rationale underpinning clinical decisions taken in the planning of care and propose service developments to support them
• critically review and valuate information management systems and their importance in the care of children and young people
• analyse guidelines, care pathways, roles and responsibilities in inter-professional working
• critically evaluate tools that may be used to enhance the assessment process
• critically appraise the current status of advanced paediatric practice, identify needs for change and examine innovations and role boundaries
• develop their own perspectives regarding the way forward for paediatric care within their own field
• develop strategies for service developments within paediatric care.
• develop autonomy in skills for leadership, project management and practice organisation to arrange appropriate service delivery for children, young people and their families
• develop knowledge and skills to create an environment to safeguard children and young people
• work effectively with children and young people to assess their health and well being
• critically explore and evaluate models and methods of communication with children and young people and those involved in their care and develop advanced communication skills
• identify and respond to the needs of children, young people and their carers
• plan, implement, monitor and critically review individualised care plans to meet the needs of children and young people
• co-ordinate and critically review the delivery of care plans across uni- and multi-professional teams
• initiate, plan, implement and critically review transfer of care and discharge with children and young people and those involved in their care.
Key / transferable skills
• develop an understanding of models of education and empowerment and use this to advance understanding of the importance of empowerment and self-care for children, young people and their families
• demonstrate high level communication skills and strategies to work across boundaries within a multi-professional team
• develop skills of reflection through case and family analysis
• demonstrate critical thinking, problem solving and reflective capabilities essential for complex professional practice.
|− Communication skills with children and young people
− Political and service delivery systems affecting care
− Information systems
− Multi-agency care and the role of guidelines and care pathways in primary care
− Leadership skills and team work in health care
− Characteristics of specialist and generalist practitioners
− Models of empowerment and patient education
− Legal and ethical parameters of safeguarding children and young people
− Risk assessment tools
− Knowledge of beliefs of illness and disease across the lifespan
− Knowledge of the impact of cognitive and behavioural factors on children, young people and those involved in their care
− Models of assessment, intervention and care planning
− Evaluation and review of care, transfer and discharge
− Information management systems and their importance in the care of children and young people.
|Methods of Teaching/Learning
|The module will be facilitated using an enquiry-based learning approach, with keynote lectures by relevant professionals and student-led seminars. This will allow the students to focus their learning in their area of practice
150 hours total:
Taught 36 hours
Work-based learning/self directed study 114 hours
Department of Health 2004 National Service Framework for Children, Young People and Maternity Services. HMSO London
Department of Health 2006 Transition: getting it right for young people. DH London
Department of Health 2008. Better Care; Better Lives. HMSO London
Department of Health 2008 Child Health Promotion Programme HMSO London
Department of Health 2009 Healthy Child Programme. HMSO London
Department of Health Healthy Lives, Brighter Futures. HMSO London
Department of Education and Skills 2005 Every Child Matters: Change for Children. DfES. London.
Fraser S, Lewis V, Ding S, Kellet M, Robinson C (eds) 2004 Doing Research With Children and Young People. Sage, London.
Muir J, Sidey A 2000 Text Book of Community Children’s’ Nursing. Bailliere Tindall
Royal College of Paediatrics and Child Health, Royal College of Midwives, Royal College of General Practitioners, Royal College of Nursing, Amicus, Community Practitioners and Health Visitors Association 2006 Safeguarding Children and Young People: roles and competencies for health care staff. RCPCH, London
Skills for Health 2006 Chidren’s Service Competencies www.skillsforhealth.org.uk
Smith L, Coleman V, Bradshaw M (eds) 2002. Family Centred Care: concept, theory and practice. Palgrave, Basingstoke
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Ewels L, Simnett I 2003) Promoting Health 5th edn Balliere Tindall
Glasper A, Ireland L (eds) 2000 Evidence-Based Child Health Care: Challenge for Practice Macmillan, Basingstoke
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Lawrence D 2002 From Chaos to Care: The Promise of Team-based Medicine
Da Capo Press ISBN: 0738207535
Leathard A 1994 Going inter-professional working together for health and welfare Routledge, London
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Saket D L, Richardson S, Rosenberg W, Haynes R B 2006 Evidence-Based Medicine 2nd edn Churchill Livingstone, Edinburgh
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Thompson C, Dowding L (eds) 2002 Clinical Decision Making and Judgement in Nursing. Churchill Livingstone, Edinburgh
Watkins D, Gastrell P, Edwards J (2003) Community Health Nursing - frameworks for practice 2nd Ed. Bailliere Tindall London
Journal of Child Health Care
Journal of Clinical Nursing
Child Care, Health and Development
Community Health Journal / Health Visiting
Journal of Advanced Nursing
|3RD AUGUST 2010