SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723494
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 Child and Progression Point 1 and 2 LD.

Summary of Content

This theory based module will develop the students knowledge, skills and understanding relevant to working within a care setting with clients/service users/carers/families within learning disability and child services. The module will enable students to develop an 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 and learning disabilities 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 within complex health care settings, 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 relevant to integration of learning disability care provision and child services; 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. Critically reflect on the interconnection between children's lifespan development and the delivery of child and family centered nursing.2. Critically appraise how individual actual and potential needs, differences, capabilities influence therapeutic relationships and alliances with children, young people and their families within complex care situations3. Critically discuss the nature of evolving professional roles within contemporary systems of child health and social care delivery, 4. Critically appraise governmental policy relating to integration of services, local, national and professional guidelines. 5. Critically discuss contemporary ethical, legal, professional and philosophical perspectives on children's rights and best interests, within the context of family, health and social care and society. 6. Critically analyse the importance and challenges of multidisciplinary partnership working with children, young people and their families with complex care needs7. Critically review strategies to assess vulnerability from a person-centred, multi-disciplinary perspective

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

D ixon, M. Crawford, D. Teasdale, D, Murphy, J. (2009) Nursing the Highly Dependent Child or Infant. Wiley-Blackwell. Chichester. DH and DFES (2008) The child health promotion programme: Pregnancy and the first five years. COI for DH. Glasper E.A, Richardson J (2010) Textbook of Children and Young Peoples Nursing 2 nd Edition Elsevier Hannon, L. Clift, J. (2011) General Hospital Care for people with a learning disability Wiley Blackwell: Chichester Hill, Y. W <>. Intensive & Critical Care Nursing (0964-3397), 1996, Volume 12, Issue 3, pp. 155 - 160 Hockenberry, M.J, Wilson, D, Wong,D.L., 1948. (2011). Wong's nursing care of infants and children: M. J. hockenberry, D.Wilson 11 th Ed Mosby Hubley. J. Copeman, J. (2008) Practical Health Promotion. Polity Press NPSA (2009) Review of Patient Safety for Children and Young People. Santrock,J. (2008) Lifespan Development 11 th Ed, Dallas, McGraw-Hill. Shribman, S. (2007) Making It Better: for children and young people - clinical case for change' Department of Health, London Website Link Children's Hospice Association Robin House <> Children in Scotland <> Children's Services - Children and Young People's Services Managed Knowledge Network<> Cystic Fibrosis Trust <> International Society of Nurses in Genetics <> Modernising Nursing in the Community <> National Children's Bureau - Working with Children, for Children <> The National Genetic Education and Development Centre <> National Society for the Prevention of Cruelty to Children <> Scottish Intercollegiate Guidelines Network <> Scottish Government: Child Protection Publication Home Page (access to PDF guidelines on Child Protection for Health Care Practitioners, Children with learning disabilities and Child Protection) < s>

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

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 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 incident