School of Community and Health Sciences Postgraduate Diploma (PG Dip) Children s Nursing (September 2005 Curriculum) Module Handbook An Introduction to Children s Nursing, Child Development and the Healthy Child NMM936 September 2009 cohort Year 1 (January 2010 April 2010)
Details of Module Contacts Programme & Module Leader: Katherine Tyler Room and site: Room G10, Whitechapel Telephone number: 020 7040 5494 Email Address: katherine.tyler.1@city.ac.uk Table of Contents INTRODUCTION... 1 AIMS... 1 LEARNING OUTCOMES... 1 SUMMARY OF TOPICS TO BE COVERED... 2 TEACHING AND LEARNING STRATEGIES:... 3 STRUCTURE OF MODULE... 3 HOURS OF PRIVATE STUDY EXPECTED... 3 PRACTICE PLACEMENTS INFORMATION... 3 ASSESSMENTS... 3 STRATEGIES FOR ENABLING ASSESSMENT DEVELOPMENT... 4 SUBMITTING ASSESSMENTS... 4 REQUEST FOR EXTENSIONS/DEFERRAL... 4 RESULTS... 4 ASSESSMENT AND MARKING GUIDANCE... 4 MODULE EVALUATION PROCESS... 4 READING LIST... 7 We would welcome any comments on this handbook. These should be directed to the School s Quality Manager, via the Student Helpdesk.
Code: Credits & Level: An Introduction to Children s Nursing, Child Development and the Healthy Child NMM936 15 credits, Level M Dates running: January 2010 April 2010 INTRODUCTION This module handbook provides information on the module including details of the learning outcomes, assessments and reading lists. Please keep your handbook in the folder provided and use this for reference. From time to time, we may need to make changes to our policies and programmes, in which case we will ensure that you are fully informed. This module will introduce the student to the healthy child and their development and to fundamental concepts in child health nursing, theory and practice. In accordance with the National Service Framework for children and young people, the students will consider the developmental needs of children and young people wherever they may encounter them, in the community or inpatient hospital services. Part of the placement will expose the student to care of the child or young person in a community setting such as GP surgery, with the health visitor, school nurses or community children's services. The module is 17 weeks in length (excluding one week annual leave) and will incorporate a range of learning activities as well as placement time. The module will be structured as follows: 19 days lecturer contact 10 student-directed days 45 days placement AIMS Identify the developmental needs of children and young people Explore the role and function of a children's nurse in meeting these needs Examine the care provided for children and young people from birth to adolescence LEARNING OUTCOMES Knowledge and Understanding Evaluate contemporary biological issues in relation to care of children and young people from birth to adolescence (NMC 2.7) Examine what is meant by duty of care, negligence and abuse (NMC 1.2) Explore the importance of the primary care sector in creation of electronic healthcare records (NMC 2.4) Examine developmental stages of children and synthesise the implications for care and communication (NMC 2.1/2.5) Explain the Disability Discrimination Act and its purpose (NMC 1.3) Values and Attitudes Critically appraise ethical and other factors affecting the service provision for children and young people (NMC 1.2) Participate in multi cultural care (NMC 3.2) Cognitive intellectual 1
Explore, analyse and evaluate the differences in the organisation adaptation of work and working methods in health care, locally, nationally and internationally (NMC 2.5/2.6) Analyse the social and ethnic patterns of health, illness and disease locally, nationally and internationally (NMC 2.6) Analyse and evaluate the social, economic and political context of the professional care and develop strategies to implement the social and political agenda of Health Care (NMC 2.6) Critically evaluate the relevance for nursing of theory analysis and knowledge development (NMC 2.5) Evaluate a health setting environment, the services and materials available for children and young people (NMC 3.1) Subject specific Anticipate the needs and deliver the appropriate care required, for specific client groups (NMC 2.4/2.8; PBA) Evaluate the healthcare facilities available for special client groups (NMC 2.6; PBA) Contribute to the delivery of the interprofessional care of patients in special diagnostic and therapeutic situations (NMC 3.2; PBA) Recognise the implications and inter-professional team role for children with non accidental injury (NMC 3.2) Analyse and evaluate client involvement in health care (NMC 2.4; PBA) Transferable Explore and evaluate the different communication arrangements between different professional within the healthcare team (NMC 2.1/3.2) Discuss effective ways of communicating with children, young people and their carers (NMC 2.1) Analyse how collaboration by multi-disciplinary teams affects health care provisions/approaches (NMC 2.4/3.2) SUMMARY OF TOPICS TO BE COVERED Child Health Nursing Introduction to the module Evaluation of the module Growth, development and maturation Developmental theories / Identification of factors influencing healthy development Play and its role in development Physical assessment and developmental milestones, Immunisations and infectious diseases of childhood Recognition of delayed or altered development, faltering growth Principles of genetic inheritance Role of the children's nurse in promoting normal development Care and developmental needs of the newborn, infant, toddler, pre-school, school age child and adolescent Health promotion, definitions of health, self-care and health beliefs. Nutrition, growth and development Promoting safety, prevention of accidents and child protection strategies Nursing theories, models of assessment and care in children's nursing Government legislation and policy regarding health care services, including the National Service Framework for children, young people and maternity services Health care provision across the lifespan including adolescent health care needs An introduction to effective interprofessional working in Child Health Care of the child, young person and their family in a variety of care settings Children as carers Medicine management for children (NSF) and nurse prescribing Communication Communication with children, young people and their families Establishing, maintaining and ending therapeutic relationships Professional boundaries Celebrating diversity in child health practice, children with varying communication needs 2
Biology Biological/Genetic influences on growth, development & maturation Immunocompetence & immunisation in childhood Age related growth and developmental problems Nutrition in childhood and adolescence Infectious diseases in childhood Pharmacology: Effective use of antimicrobials Reflection on science & practice Legal Issues The child and the law Legal issues in child health nursing The Human Rights Act in relation to child health Ethics Ethics, the child and society Ethics of immunization and vaccination Sociology Introduction to sociology Social construction of childhood and family Society and families, culture, lifestyle, social class, ethnicity, gender and inequalities Psychology An introduction to and overview of psychological theories of development Attachment Education Module assessment Degree versus Masters level: what is the difference? Critical thinking and analysis TEACHING AND LEARNING STRATEGIES: Lectures, discussion, practice placement, seminar workshops, group work STRUCTURE OF MODULE Week 1 Weeks 2-4 Weeks 5-12 Week 13 Week 14 Weeks 15-16 Week 17 Independent Study Theory and Interprofessional Theory Placement Independent Study Annual Leave Theory Independent Study HOURS OF PRIVATE STUDY EXPECTED There are 75 private study hours in this module. PRACTICE PLACEMENTS INFORMATION Practice based hours: 375 hours. ASSESSMENTS For details of your specific assessments for this module, submission dates and pass requirements please see assessment guidelines for the module. 3
STRATEGIES FOR ENABLING ASSESSMENT DEVELOPMENT Lecturer contact Peer discussions Practice experiences Mentor discussions Personal tutorials Student directed study SUBMITTING ASSESSMENTS The assessments must be submitted in to the West Smithfield or Whitechapel Student Helpdesk by the date specified in the guidelines, or by the Module Leader, unless an extension has been granted by the Programme Leader (see Request for Extension/Deferral in the following section). Note: it is your responsibility to ensure that your assessment is handed in before the deadline. Please ensure that the assessment and accompanying paperwork is legible, complete and properly filled in (i.e. your name is on the front sheet, and correct Marking Record is included) and all documentation is secure in an A4 plastic wallet or folder. Failure to do so will result in confusion and, at the very least, cause unnecessary delays. REQUEST FOR EXTENSIONS/DEFERRAL Refer to the Extensions/Deferral Policy in your School handbook extensions/deferrals will only be awarded in line with this policy. If you fail to submit/sit your assessment without an extension/deferral being granted you will automatically be awarded a Fail. It is important to note that if you have been granted an extension/deferral, this assessment will not be submitted/sat until the next submission/sitting date. RESULTS Results, assessments and marking records can be collected from the Assessment Help Desk from the date indicated in the Assessment Guidelines. For Research Projects, the results will be published following the Academic Registrar / Deputy Registrar signing the Board of Examiners Pass List (usually 5 working days). NB: Examination scripts are not returned only the marking records. ASSESSMENT AND MARKING GUIDANCE The following tables are to be used by you when preparing your assessments. The guidance enables you to determine what is needed in relation to some of the marking criteria and how you might achieve the different range of marks. This will also be useful to refer to when receiving your results and you wish to look at how you would develop your marks in future. MODULE EVALUATION PROCESS We value very highly your views on this module and you will be asked to complete a short questionnaire at the end of this module. Feedback on your module and action points will be displayed on School noticeboards and forms part of the Annual Report on your programme. 4
Certificate Level 1 Diploma Level 2 Degree Level 3 Masters Level M Presentation of Work Clearly presented work. Logically developed. Grammar and spelling correct. Referencing accurate and complete using a recognised system of referencing. Clearly presented work. Logically developed. Grammar and spelling correct. Referencing accurate and complete using a recognised system of referencing. Clearly presented work. Logically developed. Grammar and spelling correct. Referencing accurate and complete using a recognised system of referencing. Clearly presented work. Logically developed. Grammar and spelling correct. Referencing accurate and complete using a recognised system of referencing. Demonstration of Knowledge and understanding Able to recall facts and outline the meaning of these. Some reference to appropriate theory. Discusses theory and is able to develop an argument. There is analysis of theory. Can provide rationale for use of theory and is able to problem solve. Discusses relevance of research. Able to outline health care agenda. Analyses and evaluates theory. Is able to provide rationale based upon relevant theory. Is able to problem solve using theory creatively for solutions. Can apply research and proposes areas where research might assist in development. Discusses health care agenda and role to meet this. Evaluates and synthesises theory to use or develop new knowledge. Rationale for actions is based on theory and logic. Problem solving activities are creative inferring new knowledge. Undertakes research. Contributes to health care agenda through suggestions of need for patients. Relevance to Practice Is able to make reference to practice examples that are appropriate. Demonstrates some knowledge of policies. Can outline need for team working and professional characteristics. All discussion of care demonstrates safety. Discusses practice examples and relates theory to these. Is able to identify previous practice experience, which is relevant. Analyses policies and their application to practice. Discusses team working and strengths of this. Is able to consider professional behaviour and roles. All discussion of care demonstrates safety and knowledge of risks and benefits. Relates theory to practice and evaluates the application of this theory. Draws upon previous experiences of practice and where appropriate demonstrates specialist knowledge. Is able to evaluate the relevance of policy and suggest changes to policy. Evaluates team working and considers how to enhance this. Discusses professional roles and boundaries. All discussion of care demonstrates safety and actions to limit risks and enhance benefits to patients Applies theory to practice evaluating the relevance of this theory. Uses previous experience and specialist knowledge. Is able to propose new policies or protocols. Is able to suggest actions that might advance practice. Evaluates team working and each member s role to develop an effective team. Evaluates professional behaviour and where boundaries may change. Use of Literature Able to identify some literature that is relevant to support discussion. Uses a range of literature to support discussion demonstrating some analysis of this. Depth and breadth of reading is shown. Literature supports actions and demonstration of evaluation of this. Depth and breadth of reading is shown with evaluation and application. Depth and breadth of reading is evident with synthesis of this. Able to propose areas of omission in the literature where new knowledge is needed. All discussion of care demonstrates safety and actions to prevent risks. Reflection Able to identify areas of personal achievement and areas to develop. Self aware but lacks some confidence. Able to reflect on personal performance and indicate achievements as well as areas to develop. Able to suggest some actions for development. Self aware and confident used by others for support. Able to reflect on personal performance and indicate strengths. Able to identify areas for development and plans to achieve this. Able to reflect on peers performance and suggest actions for future development. Self aware and confident seen by others as guide. Critically evaluates personal performance with a view to continuous development and seeks opportunities to achieve this. Can reflect on peers performance and is able to discuss continued development and propose plans to achieve this. Self aware and confident seen by others as expert and advisor. 5
CERTIFICATE, DIPLOMA AND DEGREE LEVEL GRADES Grade 70% and above Standard Excellent and exceptional work. Excellent knowledge and understanding demonstrated. Fulfils all of the criteria although some areas could be extended or developed. 60 69% Very good work. Good knowledge and understanding demonstrated. Fulfils most of the relevant criteria but areas for expansion and development are noted. 50 59% Good work achieving a clear pass. Good level of knowledge with good evidence of understanding in some areas. The work has a variable quality with some of the relevant criteria being either wholly met whilst others are lacking or there is some demonstration of a satisfactory standard in all. 45 49% 40 44% 0 39% The work achieves a pass. Reasonable knowledge with some understanding. There is an acceptable level of demonstration of the criteria but lacks comprehensive achievement of these. Many areas could be expanded upon and developed further. Some areas were not included. The work achieves a bare pass. Some knowledge demonstrated lacks understanding. There is demonstration of the criteria but at a basic level only. All areas could be expanded and developed further and many were not included. Some potential risk in practice may be displayed. The work fails. Not able to demonstrate adequate knowledge and/or understanding Only one or two or none of the criteria are met. There is a general lack of areas being discussed and safety may be put at risk. MASTERS LEVEL GRADES Grade Standard 80% and above Excellent and exceptional work. Excellent knowledge and understanding demonstrated. Fulfils all of the criteria although some areas could be extended or developed. 70 79% Very good work. Good knowledge and understanding demonstrated. Fulfils most of the relevant criteria but areas for expansion and development are noted. 60 69% Good work achieving a clear pass. Good level of knowledge with good evidence of understanding in some areas. The work has a variable quality with some of the relevant criteria being either wholly met whilst others are lacking or there is some demonstration of a satisfactory standard in all. 55 59% The work achieves a pass. Reasonable knowledge with some understanding. There is an acceptable level of demonstration of the criteria but lacks comprehensive achievement of these. Many areas could be expanded upon and developed further. Some areas were not included. 50 54% 0 49% The work achieves a bare pass. Some knowledge demonstrated but lacks understanding. There is demonstration of the criteria but at a basic level only. All areas could be expanded and developed further and many were not included. Some potential risk in practice may be displayed. The work fails. Not able to demonstrate adequate knowledge and/or understanding. Only one or two or none of the criteria are met. There is a general lack of areas being discussed and safety may be put at risk. 6
READING LIST *denotes essential reading Bowlby, J. (1969) Attachment. London: Pimlico Department of Education and Skills (2004) National Service Framework for Children, Young People and Midwifery: Executive Summary. London: Department of Health. Erikson, E.H. (1995) Childhood and Society (Revised Edition). London: Vintage. Havighurst, R. (1971) Developmental Tasks and Education. (3rd ed) New York: Longman. Helman, C. (2001) Culture, Health and Illness. London: Arnold. NMC (2008) Code of Professional Conduct. London: Nursing and Midwifery Council Ovretveit, J. (1995) Coordinating Community Care. Buckingham, Philadelphia: Open University Piaget, J. (1969) The Psychology of the child, translated from French by H Weaver. London: Routledge & Kegan Rudolph, A. (2003) Rudolph's Pediatrics. Stamford: Appleton & Lange Sidey, A. and Widdas, D. (2004) Textbook in Community Children's Nursing (2nd Edition). New York: Elsevier. Taylor, J., Muller, D., Wattley, L. and Harris, P. (1999) Nursing Children: Psychology, Research and Practise. (3rd ed) London: Stanley Publishers. Wong, D. (2004) Nursing care of infants and children. Baltimore: Mosby 7