RETURN TO PRACTICE (CHILD NURSING)

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B723026
Module Leader Jackie Gillespie
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Participants will be nurses who are re-entering child nursing after a break in practice. Confirmation of having previously completed a Pre-registration Programme of Nurse Education will be required. The participants must complete an appropriate induction programme prior to commencing the module.

Summary of Content

The aim of this practice/theory module is to comprehensively prepare nurses, who have a lapse of registration with the Nursing and Midwifery Council (NMC), the opportunity to return to the register. The module updates students on knowledge and skills required of a registered nurse working in children's nursing practice. Return to Practice students will normally undertake up to a maximum of 450 hours in practice learning. The theory component comprises of 8 days in total, 4 generic and 4 field specific. With guidance from the Nursing Midwifery Council (NMC) Standards for pre-registration education (2010) and the Standards for Learning and Assessment in Practice (SLAiP) (2008), an Ongoing Achievement Record (OAR) is adapted for Return to Practice students which will encompass a range of learning outcomes and supervised by a sign off mentor.

Syllabus

An awareness of the Protection of Vulnerable Groups Code of Practice Communication Skills Contemporary and Contextual Issues in Child Nursing Evidence Based Practice Health Promotion Inter-agency and inter-professional working Legal, accountability and ethical principles Ongoing Achievement Record (OAR) Person centred, safe and effective practice Reflective Practice and Writing Research Awareness Risk Assessment and Management Standards for Medicines Management

Learning Outcomes

By the end of the module the learner should be able to:Demonstrate an ability to analyse the influence of Health and Social Policy on the practice of contemporary child nursing practice.Demonstrate an ability to integrate knowledge of legislation, guidelines, codes of practice and policies into contemporary child nursing.Evaluate the current structure and organisation of care nationally and locally.Reflect on and evaluate the current issues in child nursing, education and practice.Critically analyse relevant literature and research to inform practice of child nursing.Demonstrate an ability to prioritise and manage client/patient care using holistic and evidence based practice.Explore the role child nursing within the multidisciplinary team.Discuss and reflect on own strengths and weaknesses with a view to further developing personal and professional competence.Demonstrate the ability to use appropriate communications, teaching and learning skills in the practice learning environment.Successfully meets the practice learning competencies of the module.

Teaching / Learning Strategy

The teaching and learning strategy is defined as blended as it seeks to provide an educational framework, which promotes active learning. Within this context there is a balance of teaching methods, including; face to face lectures, seminars, problems solving workshops, student presentations, experiential learning, directed reading, appraisal of contemporary literature and online discussion . Normally, students with a lapse of registration up to 12 years will be required to undertake 300 hours of practice learning and 450 hours of practice learning for a lapse in registration more than 12 years. Students will be encouraged to reflect upon their current knowledge of clinical expertise to develop skills commensurate with effective practice. To develop this further, students will be asked to submit a formative essay. These teaching and learning strategies expose students to a range of learning styles and will guide those most conducive to Lifelong Learning.

Indicative Reading

Boxwell, G.B. 2010, Neonatal Intensive Care Nursing , 2nd edn, Routledge, London Cartlidge, P.H.T. 2007, Ethical, Legal and Social Aspects of Child Healthcare , Elsevier, London Chambers, M.A. & Jones, S. 2007, Surgical Nursing of Children, Butterworth Heinemann, Edinburgh Cockett, A. & Day, H. (eds) 2010, Children's high dependency nursing , Wiley-Blackwell, Chichester Cottrell, S. 2008, The Study Skills Handbook , 3rd edn, Palgrave: Hampshire Fergusson, D. 2008, Clinical Assessment and Monitoring in Children, Blackwell Publishing, Oxford Gerrish K and Clayton A (2010) The Research Process in Nursing, 6 th Ed. Wiley Blackwell, Oxford. Glasper, A.E. & Richardson, J. (eds) 2010, A Textbook of Children's and Young People's Nursing , 2nd edn, Churchill Livingstone Elsevier, Edinburgh Hall, D.M.B. & Elliman, D.(eds) 2006, Health for All Children, revised 4 th edn, Oxford Medical Publications, Oxford Jasper, M., 2003, Beginning Reflective Practice , Nelson Thornes: Cheltenham Kelsey, J. & McEwing, G. (eds) 2008, Clinical Skills in Child Health Practice , Saunders Elsevier, Edinburgh Mighten, J. 2013, C hildren's Respiratory Nursing ,Wiley-Blackwell, Chichester Mitchell, B. & Sharma, R. 2009, Embryology. An Illustrated Colour Text, 2nd ed, Churchill Livingstone Elsevier, Edinburgh Twycross, A., Dowden, S., Stinson, J 2014, Managing Pain in Children: A Clinical Guide for Nurses and Health Care Professionals 2 nd ed, Wiley-Blackwell Chichester URLs Children's Services - Children and Young People's Services Managed Knowledge Network - <http://www.knowledge.scot.nhs.uk/child-services.aspx> National Institute for Health and Care Excellence (NICE) - <http://www.nice.org.uk/> NES - <http://www.nes.scot.nhs.uk/> Nursing and Midwifery Council (NMC) - <http://www.nmc-uk.org/> Scottish Government Health Department. 2010, NHS Scottish Healthcare Quality Improvement Strategy - <http://scotland.gov.uk/topics/health/NHSScotland/NHSQuality> Scottish Intercollegiate Guidelines Network - <http://www.sign.ac.uk>

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
Lectures (BL) 36.00
Assessment (BL) 30.00
Independent Learning (BL) 70.00
Seminars (BL) 8.00
Placement 300.00
Tutorials ( Bl) 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 02 n/a 0.00 n/a Ongoing Achievement Record (OAR)
Coursework 01 n/a 100.00 40% Essay (3000 words)