SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B725045
Module Leader Barbara Wilson
School School of Health and Life Sciences
Subject Nursing
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Completion of progression Point 1

Summary of Content

This theory based module will develop on the students understanding of communication as the basis of therapeutic relationships and safe and effective nursing care. It will further develop an understanding of partnership working in relation to patients, families and health and social care teams in a children's nursing context. Health promotion theory and its relationship with promoting a healthy lifespan for children and the interface with nursing practice will be explored. Advocacy in relation to the child and young person will be explored in terms of patient choice and the rights of the child.


Health promotion theory; to underpin health promotion activity and advice with children, young people and their families and carers, to prevent illness and injury and promote early intervention to reduce future physical, mental, emotional and psychological health deficits. Communication, psychological development and psych-social development of the child and young person, and their family in a family nursing context. Alliance forming how to build partnerships within families. Empowering through partnership, support and education children, young people and their families to participate in decisions regarding their care, care planning and delivery. Acting as an advocate for the child, young person, how to support individual informed health care choices in a family unit, children's rights and their interface with family centred care. Health and social care polices; the impact of polices on care development, implementation and evaluation. Health and social care development the role of children young people and their families. Changing care; managing initiation, maintenance, and transition of therapeutic care. Communication and partnership in palliative and end of life care. NMC Domains D1 1,2,3,4,5,6,7,8,9 D2 1,2,3, 3.1,4,5,6 D3 1,1.1, 2,4, 5, 5.1, 7, 8, 8.1, 9 D4 2,7

Learning Outcomes

On completion of this module students should be able to:1. Explain the interconnection between children's lifespan development and the delivery of child centered nursing care.2. Discuss how individual actual and potential needs, differences, capabilities influence therapeutic relationships with children, young people and their families.3. Discuss the nature of evolving professional roles within contemporary systems of child health care delivery.4. Examine contemporary ethical, legal, professional and philosophical perspectives on children's rights and best interests.5. Explore the challenges of working in partnership with children, young people and their families.

Teaching / Learning Strategy

The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. The teaching and learning strategy provides an educational framework which promotes active learning. A blended approach to learning and teaching will be delivered over six weeks to include a balance of teaching methods, including, lectures, seminars, tutorials, directed and self directed learning. Real clinical scenarios, providing practice-focussed materials will be also be used to promote clinically relevant, active, student-centred, learning. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience. Formative assessment will include presentation of the first patch and a 1000 word reflective piece to explain the selection of items for the mini portfolio

Indicative Reading

BEE, H. & BOYD, D., 2011. The Developing Child , 13th edition, Pearson Education, Needham Heights MA CARTER , B., BRAY , L., DICKINSON, A., EDWARDSS , M., FORD, K. 2014 Child- Centered Nursing- Promoting Critical Thinking . London: Sage. CLAVEIROLE, A. & GAUGHAN, M., 2011. Understanding Children and Young People's Mental Health, Wiley - Blackwell, Oxford. CORKIN, D., CLARKE, S.& LIGGETT.,2012. Editors. Care Planning in Children and Young people's Nursing Wiley - Blackwell Oxford GLASPER, E.A, & RICHARDSON, J., 2010 Textbook of Children and Young Peoples Nursing 2nd Edition Churchill Livingston Available on line at Discover GCU : <> MACGREGOR, J., 2008, Introduction to the Anatomy and Physiology of Children: A Guide for Students of Nursing , Child Care and Health , Routledge, London. MACQUEEN, S., BRUCE, S.A., GIBSON, F. Editors., 2012. The Great Ormond Street Hospital Manual of Children`s Nursing Practic es Wiley-Blackwell Available on line at Discover GCU <> PEATE, I. & GORMLEY-FLEMING., E. 2014., Editors, Fundamentals of Children`s Anatomy and Physiology Wiley-Blackwell Available on line at Discover GCU : <> SHERIDAN, M.D. 2008, From Birth to Five Years: Children's Developmental Progress , 3 rd edition. Revised and updated SHARMA., A & COCKERILL, H, Routledge, London Websites: Healthcare Improvement Scotland available at : <> Knowledge Network available at : <> . Growing up in Scotland available at <> NHS Choices available at <> NHS Education Scotland available at : <> NHS Health Scotland available at : http:// <> NHS Quality Improvement Scotland available at : <> Nursing and Midwifery Council ( NMC ) available at: <> Scottish Government available at : <> Scottish Government available at : Spotting the Sick Child 2 available at : <> WHO Patient Safety Curriculum available at : <>

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Independent Learning (FT) 120.00
Seminars (FT) 12.00
Assessment (FT) 20.00
Lectures (FT) 24.00
Tutorials (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Patchwork text to include a series of patchwork items each 500 words egPatchwork 1 mini portfolioPatchwork 2 visual patch (photo, dvd, blog, podcast, poster, leaflet)Patchwork 3 group patchPatchwork 4 online discussionPatchwork 5 literature review of 1 articlePatchwork 6 narrative, critical incidentTotal wordage: 2500 words