The Hashemite University School of Nursing Child Health Nursing (Theory) Second -Semester

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1 1 The Hashemite University School of Nursing Child Health Nursing (Theory) Second -Semester Course title: Child Health Nursing (Theory) Course number: Pre-requisites:. Credit hours: Placement: Adult Health Nursing Three theoretical hours. Third year nursing student. Time & location Sec: Course Day Dr. Mohammad Al-Motlaq Mon & Wed Dr. Manal Kloub Tue &Thu Tue &Thu Faculty Members: Dr. Manal Al-Kloub, PhD, RN Telephone and .: Ext. 5475, Manal@hu.edu.jo Office Location: مبنى الكليات الطبية N Office Hours Tuesday &Thursday (11:00-12:00) Dr. Mohammad Al-Motlaq, PhD, RN MohammadA_M@hu.edu.jo Office Hour: : Sunday Office place: مبنى الكليات الطبية 2090-N Course Description: Concepts of health promotion, maintenance, prevention of illnesses and accidents, health assessment and selected physiological health problems related to child health are the major concepts of this course. In addition to that, various physiological and social issues and health problems that face children are the focus of this course. Nursing management relevant to each problem is discussed using nursing process, developmental theories, new trends, and recent approaches in managing and caring of children. Course Objectives: A. General objectives: By the end of the course, the students will be able to: 1

2 1. Receive the knowledge and practice the skills they need to become competent. 2. Think critically and attain the necessary sensitive skills to become a caring nurse for the child and their family. 3. Define and describe specific pediatric conditions with emphasis on etiology, clinical manifestations, expected course, treatment, and issues or problems associated with such conditions. 4. Identify bio-psychosocial problem in order to develop recommendation, management and follow-up to help clients to reach optimal level of wellness. 5. Explain the condition, issues or problems of children based on the theoretical or clinical experiences. 6. Discuss knowledge and prevention strategies according to the developmental characteristics of the child such as accidents, nutrition, immunization, and safety measures. 7. Utilize the nursing process and developmental theories to provide holistic care for children from infancy to adolescence and their families. 8. Identify appropriate nursing activities to support and teach parents of children with different health problems. 9. Use synthesis of knowledge, problem-solving and critical thinking abilities in caring for children. B.Specific objectives: The objectives of this course were built based upon the intended learning outcomes of the nursing program: By the end of this course, the students will be able to: 4. Caring: Conduct a holistic assessment for the child's and their families. Utilize cognitive, interpersonal and technical skills in a reliable and accountable manner during practicing professional nursing. Assess psychological and physiological changes during different age group. Provide a holistic nursing care that will enable the family to maintain health and prevent any complications for their child. Provide psychological support for the child and their families. Develop a discharge plan for child and their families that will be used after discharge. Provide student with knowledge and skill they need to become competent, and attain the necessary sensitive to become caring nurse for the child and their family. Discuss issues related to health of children and their families during their childbearing age. 2. Communication: Communicate effectively with Child's, Families, Colleagues and Health Care Providers in order to provide appropriate care based on the client s needs. Establish therapeutic relationship with children and their families that help to achieve a developed care plan. Demonstrate relevant communication and electronic skills. 2 2

3 3. Critical thinking: Take a systematic approach and make rational decisions based on research findings when caring with clients in the pediatrics wards. Demonstrate skills in critical thinking in the use of the nursing process with children, families, and communicate experiencing complex health problem. Demonstrate the knowledge, skills, understanding and capacity for critical thinking and analysis Therapeutic Nursing Interventions: Identify the child's health needs in the context of health in greater depth according to different age group. Develop a Nursing Care Plan (Assess, plan, implement and evaluate) for children in collaboration with health care providers. Utilize the nursing process and developmental theories to provide holistic care for children from infancy to adolescence and their families Identify bio-psychosocial problem in order to develop recommendation, management and follow-up to help clients to reach optimal level of wellness. 5. Leadership: Work interdependently with the health care team to provide effective care for the children based on the nursing standard and nursing code of ethics. Learn independently about child health nursing using a variety of information sources. Demonstrate an ability to change the wrong practice of the nurses in the different pediatric wards using the updated studies. Participate in activities that promote professional development and enrich the profession 6. Employers satisfaction: The students will be able to gain the satisfaction of the nurses while caring with the clients in the pediatric wards. Demonstrate an understanding of social, ethical, cultural, and political concepts to the provision of child health care. Demonstrate the practice skills required of a competence practitioner. Discuss the effectiveness of specific health promotion strategies for children and their families using a scientific and updated knowledge. Teaching Methods: 1. Interactive lectures. 2. Group discussions and activities work. 3. Electronic resources (Computer & Internet Assignments). 4. Exercises. 5. Selected reading and internet assignments. 6. Self-paced learning activities Instructional Resources: 1. Audiovisual materials material e.g. (Data show, projectors ) 2. Handouts. 3. Scenarios and case studies 4. Books & articles review. 3

4 4 Evaluation Methods: To assess the effectiveness of the course material, and student achievement of course objectives, cognitive, affective, and psychomotor learning domains will be taken into consideration through the clinical part. Course Evaluation (100 marks): Students will be evaluated according to the following criteria: Method Grade Due date First exam 30 % Between 26/2 9/3 (TBA) Second exam 30 % Between 2/4 13/4 (TBA) Final exam 40% ABT Course Policy: Total 100% 1. Students are expected to attend all classes. Unless there is an accepted reason for being absent, the determined percent by the university attendance policy (15%) will be followed (which is 3 class hours). The student, who misses more than this, will be not allowed to continue the course. 2. When the student's absence exceeds the 15% of courses credit hours without an acceptable excuse they will not be allowed to take the final exam and the record in that course will be marked by "failed". 3. When the student's absence exceeds the 15% of courses credit hours with an acceptable excuse, their record will be marked by "Withdraw" for that course. 4. Students who represent the Kingdom or university in curricular or extracurricular activities are allowed to absent up to 20% of course's credit hours. 5. Any sick leave is to be issued or considered by the university's health clinic. Moreover, should be submitted for the course coordinator within a week to be able to take a make-up exam: if not the students will be considered failed in that exam. 6. If the students are absent from the final exam they, should present an acceptable excuse as soon as the cause of absence is eliminated to avoid "failed" in that course. Such excuse should be directed and approved by the Dean only. The university, clinic or an emergency room could issue a medical report for an absent student. The makeup final exam should be taken during the second week of the next semester for this purpose. 7. Students are expected to actively participate in the classroom discussion and contribute to group activities. 8. Group activities must be documented and submitted to the instructor on time; using computer and internet facilities. Grading: The faculty believes that evaluation is a vital part of the learning process and indicates whether the objectives have been met and to what degree. Grading of this course follows the university policy in grading students. Students with Special Needs: 4

5 Students with special needs should consult their course coordinator to provide them with resources and help when needed. 5 Unit 1: Health promotion, and maintenance 1. Apply theoretical approaches of growth and development of children at different age groups. 2. Evaluate normal growth and development through childhood years. 3. Identify deviation from normal growth and development. 4. Describe patterns of development, immunization, nutrition, Elimination, sleep, Psychosocial development, cognitive and language development, play, and safety to children in all stages of development. 5. Identify teaching needs of parents related to promoting optimal health and development of children in all stages. 6. State the importance and value the early and periodic screening of children to detect deviations in health. 7. List specific screening tests and procedures appropriate for age groups. 8. Discuss health maintenance and needs of infants, toddlers, preschooler, school age, and adolescents. 9. Discuss selected health concerns such as genetic counseling and child abuse. Contents: General assessment: Assessing, promoting, and maintaining optimal growth and development to all age groups. Response to hospitalization: separation anxiety. Psychosocial aspects of hospitalization. Preparation for procedures. Child abuse and negligence. Nursing roles in assessment, management and prevention of child abuse. Legal aspects in accidents and negligence. Nutrition: Feeding in first year of the child life. The importance and benefits of breast-feeding for the infant and the mother. Developmental consideration in feeding. Caloric, protein, and fluid requirement. Failure to thrive and obesity among adolescence. Elimination: Normal patterns. Diaper rash. Toilet training for toddlers. Enuresis. Immunization: 5

6 Optimal immunization schedule: New trends in immunization. Role of the nurses in immunizing children. Methods of administration. Vaccines safety and contraindications. Health education of parents. Global program of immunization. Role of UNICEF and WHO in promoting health of children through vaccination. Immunization status, schedule, and coverage rates in Jordan and international. Storage and handling of vaccines. 6 Unit 2: Homeostatic, mechanisms, and responses 1. Describe the regulatory mechanism that maintains fluid and electrolyte balance in the body. 2. Explain the differences in body fluid and electrolyte composition compared to those of adults; making children especially vulnerable to imbalances. 3. Discuss the primary physiologic processes that regulate acid-base balance. 4. Identify clinical manifestations expected in a child with fluid deficit or excess. 5. Distinguish between respiratory and metabolic acidosis and alkalosis. 6. Identify medical and nursing care of children with fluid and electrolyte disturbances. Assessment of fluid and electrolyte regulation. Acid-base regulation. Altered fluid and electrolyte balance. Hypovolemia, hypervolemia, Dehydration and its severity, Hypokalemia, Hyperkalemia, Hypocalcaemia, Hypocalcaemia. Altered Acid base balance: respiratory acidosis, respiratory alkalosis, metabolic acidosis, and metabolic alkalosis. Nursing intervention for children with altered homeostatic mechanism (Diarrhea and Vomiting). Types and degrees of dehydration. Principles in the management of children with diarrhea. Family awareness in the prevention, control and management of diarrhea diseases. Unit 3: Nursing care of children with altered respiratory function. 1. Identify the differences in structure and function of the respiratory system in children. 2. Define and describe the etiology and pathophysiology of selected acute and Chronic Respiratory Disorders in children. 6

7 3. Summarize appropriate nursing and medical interventions for the care of children with selected respiratory disorders. 4. Evaluate nursing care of children with altered respiratory functions with emphasis on parental education. 7 History and physical examination related to respiratory system. Diagnostic assessment related to the respirator system. Therapeutic and Nursing Management; Oxygen Therapy, breathing exercise. Otitis Media. Tonsillitis, Croup, Pneumonia, TB. Asthma, Cystic Fibrosis, Respiratory Distress Syndrome. Unit 4: Nursing care of children with altered cardiovascular functions 1. Describe the transitional differences in structure and function of the cardiovascular system in children. 2. Identify assessment techniques available for children with cardiovascular system disorders. 3. Define and describe the etiology and pathophysiology of selected cardiovascular disorders in children. 4. Analyze subjective and objective findings associated with selected altered cardiovascular disorders. 5. Identify the nursing interventions to be applied to the care of children with altered Cardiovascular functions. Changes in circulation after birth. Cardiac function. Assessment of children with altered cardiovascular function. Congestive Heart Failure. Congenital Heart Defects. Unit 5: Nursing care of children with altered hematological functions. 1. Discuss assessment of children with altered hematological functions. 2. Define and describe the etiology and pathophysiology of selected childhood blood disorders. 3. Summarize and apply appropriate nursing interventions for the care of children with selected hematological disorders. 4. Evaluate nursing care of children with altered hematological functions with emphasize on parental education. Structure and function of the blood. 7

8 History, nursing assessment of children with blood disorders. Diagnostic assessment. Iron deficiency anemia. Sickle cell disease. Beta-Thalessemia. Hemophilia. Idiopathic Thrombocytopenia Purpura. G6PD deficiency (Fauvism). 8 Unit 6: Nursing care of children with altered genitor-urinary functions 1. Identify the assessment and diagnostic procedures relevant to history taking and physical examination for evaluation of genitor-urinary functions in children. 2. Discuss the pathophysiology, assessment, management and nursing care of selected genitor-urinary alterations or disorders in children. 3. Discuss medical and nursing management related to selected genitor-urinary disorders. Nursing assessment. History, physical assessment and diagnostic tests. Congenital anomalies of genitor-urinary function. Urinary tract infection. Nephrotic syndrome. Acute glomerulonephritis. Renal failure Unit 7: Nursing care of children with altered gastrointestinal function 1. Identify nursing assessment and diagnostic procedures relevant to history taking and physical examination for evaluation of gastrointestinal function in children. 2. Discuss the pathophysiological assessment, management and nursing care of selected gastrointestinal alteration or disorders in children. 3. Discuss assessment, physiological processes, and diagnostic evaluation. 4. Discuss nursing care needed for a child with congenital gastro-intestinal disorders. Nursing assessment; History, physical assessment nutritional assessment and diagnostic tests. Congenital anomalies and obstructions ( Cleft lip &palate) Acquired disease. Inflammatory bowel disease and Celiac disease. Unit 8: Nursing care of children with altered neurological functions. 1. Identify nursing assessment and diagnostic procedures relevant to history taking 8

9 and physical examination for evaluation of neurological function in children. 2. Discuss the pathophysiological assessment, management and nursing care of neurological disorders. 3. Define and describe various categories of seizures. 4. Describe care provided for children with seizure disorder. 5. Discuss nursing care and implications for selected neurological alteration. 9 Nursing assessment; History, physical examination and diagnostic test. Meningitis Hydrocephalus. Spinal Bifida. Epilepsy. Febrile seizures and C.N.S infections. Unit 9: Nursing care of children with altered endocrine function. 1. Identify and describe selected alterations of endocrine function in children. 2. Discuss nursing responsibilities in preparing children and families for diagnostic tests associated with endocrine disorders. 3. Describe nursing care of children with selected pediatric endocrine conditions. Nursing assessment history, physical examination, and diagnostic tests. Diabetes Mellitus Unit 10: Nursing care of children with life threatening disorders. 1. Describe the incidence, etiology, and tumor characteristics of childhood cancer. 2. Describe the different types of childhood cancers with emphasis on common clinical presentations, diagnostic studies, available treatment and prognosis of childhood cancer. 3. Describe nursing management and interventions for the care of children undergoing chemotherapy. 4. Discuss the nursing roles of providing support for children with cancer and their families. 5. Discuss the incidence, etiology, and pathophysiology of AIDS in children. 6. Describe available treatment of AIDS. 7. Discuss nursing roles in providing accurate teaching for parents of children with AIDS. Nursing assessment of children with cancer. Nursing treatment for childhood cancer. Incidence, etiology, pathophysiology of AIDS. 9

10 Available treatment for children with AIDS. Nursing roles of caring of children with AIDS. 10 Unit 11: Nursing care of children with altered musculoskeletal functions. 1. Define and describe the etiology and pathophysiology of selected common Musculoskeletal conditions in children. 2. Discuss various studies and diagnostic tests for children with musculoskeletal Disorders. 3. Summarize appropriate nursing interventions for each of the selected disorders. Child history and physical examination. Nursing assessment, physical finding, and diagnostic tests. Scoliosis. Juvenile rheumatoid arthritis. Cerebral palsy. Unit 12: Nursing care of children with special needs. 1. Identify the normal development and variations of the sensory and motor system 2. Discuss the nurse s role in facilitating the normal growth and development for a child who has a developmental disability. 3. Discuss legal, ethical and public rights of children with special needs. Text Book: Nursing assessment, physical exam and diagnostic tests. Sensory Disorders. Selected Cognitive Disorders. Pillitiri, A. (2009). Maternal &Child Health Nursing (7 th ed).lippincott: Philadelphia. Good luck 10

11 11 Time Table Date Day Contents Jan Jan 2 Feb 2017 First Week Second week Course Introduction Child health indicators In Jordan Roles of Pediatric nurses in health services Health promotion and maintenance Homeostatic Mechanisms and responses. Fluid and Electrolytes 5-16 Feb rd and 4 th week Nursing care of children with altered gastrointestinal function First Exam 19 Feb 2 Mar th and 6 th week Nursing care of children with altered respiratory function 5-16 March th and 8 th week Nursing care of children with altered hematological function Second Exam Mar th and 10 th week Nursing care of children with altered cardiovascular function 2-6 April th week Nursing care of children with altered genitourinary function 9-20 April th and 13 th week Nursing care of children with altered neurological function April th week Nursing care of children with altered endocrine function Final Exam from 30\4-11/5 /