DEVELOPING PROFESSIONAL SKILLS FOR CHILD NURSING PRACTICE (DUAL AWARD)

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723495
Module Leader Fiona MacLeod
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)-B (January start)
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Completion of progression point 1 LD and Child

Summary of Content

This module is delivered over two trimesters incorporating theory and practice to facilitate students' development of professional skills for nursing practice. The module is comprised of two practice learning experiences of 400 hours. Students will complete a practice learning experience within an environment that supports an integrated approach to learning disabilities/child nursing The module provides students with the opportunity to develop further professional skills for nursing practice within the four NMC domains. Opportunity to develop these skills will be provided within the Interprofessional Simulation Centre (ISC) and involvement in the delivery of care in a variety of care settings.

Syllabus

The syllabus will be taught within a context of integrated learning disabilities/child care deliver y Professional Values Understand the concept of consent Application of relevant legislation, policy and guidelines Communication and Interpersonal Skills Effective advanced communication strategies Verbal and non-verbal communication Digital and health literacy Nursing Practice and Decision Making Theories and skills associated with acute assessment, and management of neonates, infants', children and young people with complex health and social care needs. Medicines management and related pharmacology Assessment and management of acute pain in children and young people, particularly with specific learning needs Routine diagnostic tests Recognise the need for and demonstrate standard infection control precautions (SICP) Intravenous therapy (including IV fluids and blood transfusion) Care bundles Nutritional and fluid balance assessment Aseptic management of wounds Neurological assessment Leadership, management and team working Patient safety and risk assessment- Human factors as a source of error in acute child health care/risk assessment NMC Competencies All Domains listed in the Scottish OAR for progression point 2. Essential skills clusters are mapped to the NMC Domain competencies within the OAR

Learning Outcomes

On completion of this module students should be able to:1. Demonstrate a critical understanding of the application of pathophysiology in the assessment of the sick and deteriorating child, and young person. 2. Apply knowledge of pharmacological principles and evidence based practice to safe and effective medicine administration and management in line with legislation, and professional guidelines. 3. Demonstrate a critical understanding of the role of advanced communication skills in the delivery of compassionate, responsive, person and family centred care. 4. Demonstrate an understanding of critical thinking and decision making, and the relationship these skills have with the delivery of safe, effective person and family centred care. 5. Critically analyse research and evidence, and demonstrate an ability to apply new knowledge to practice. 6. Understand the importance of engaging with the Scottish On-going Achievement Record (OAR) to demonstrate personal and professional development. 7. Critically discuss the application of technology, digital and health literacy in contemporary health and social care delivery. 8. Gain an understanding and development of personal and professional leadership skills within the area of safeguarding all who are vulnerable

Teaching / Learning Strategy

The module will be delivered using blended learning approaches to improve the student experience. 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. Students will be supported and supervised in practice by a qualified mentor in the Practice Learning Experience (PLE). Students will be allocated a PLE and a qualified mentor with whom they will work at least 40% of the time to develop professional skills in practice. The PLE will be in the form of two six week blocks. Formative assessment will replicate OSCA and allow students to practice Formative assessment of practice using Practice Grading Criteria 8 Assessment of numeracy skills will be incorporated in the formative assessment

Indicative Reading

Clark, L. and Griffiths, P., (2008), Learning Disabilities and other intellectual impairments, meeting needs through health services, John Wiley & sons. Clarke, C. & Griffiths, P. 2006, Learning Disabilities: Meeting needs through health services. Wiley, Chester. Cottrell, S. 2013, The study skills handbook, 4 th ed. Palgrave Macmillan Coyne, I. 2010, Clinical skills in children's nursing, Oxford University Press, Oxford D ixon, M. Crawford, D. Teasdale, D, Murphy, J. (2009) Nursing the Highly Dependent Child or Infant. Wiley-Blackwell. Chichester Emerson E, Baines A (2010) Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives Learning Disabilities Observatory, Lancaster. Glasper, E, A. & Richardson J. 2010, A textbook of children's and young people's nursing, 2 nd ed. Churchill Livingstone, Hannon, L. Clift, J. (2011) General Hospital Care for people with a learning disability Wiley Blackwell: Chichester Hill, Y. W <http://gcal.summon.serialssolutions.com/en/search?s.dym=false&s.ho=f&s.q=Author%3A%22Hill%2C+Yvonne+W%22>. 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 JISC, 2014, Developing students' digital literacy <http://www.jisc.ac.uk/guides/developing-students-digital-literacy> Macqueen, S.,Bruce, E.A., Gibson, F.2012,The Great Ormond Street Hospital Manual of Children's Nursing Practice,Wiley-Blackwell,Chichester Merriman, C., Westcottt, L. 2010 Succeed in OSCE and Practice Exams:An Essential Guide for Nurses,McGrw Hill Education, Open University Press, Maidenhead NES 2014 The health literacy place <http://www.knowledge.scot.nhs.uk/healthliteracy.aspx> NHS Scotland, 2014, Making it Easy: A health literacy action plan for Scotland. Nicol, M, Bavin, C. & Cronin P. 2013, Essential Nursing Skill, 4 th ed. Mosby Elsevier 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 Scottish Government <http://www.scotland.gov.uk/Resource/0045/00451263.pdf> Website Links Children's Hospice Association Robin House <http://www.chas.org.uk/how_we_help_families/our_hospices/robin_house> Children in Scotland <http://www.childreninscotland.org.uk/> Children's Services - Children and Young People's Services Managed Knowledge Network <http://www.knowledge.scot.nhs.uk/child-services.aspx> Cystic Fibrosis Trust <http://www.cftrust.org.uk> International Society of Nurses in Genetics <http://www.isong.org/> Modernising Nursing in the Community www.mnic.nes.scot.nhs.uk <http://www.mnic.nes.scot.nhs.uk> National Children's Bureau - Working with Children, for Children <http://www.ncb.org.uk> The National Genetic Education and Development Centre <http://www.geneticseducation.nhs.uk/> National Society for the Prevention of Cruelty to Children <http://www.nspcc.org.uk/preventing-abuse/child-protection-system/scotland/legislation-policy-guidance/> Scottish Intercollegiate Guidelines Network <http://www.sign.ac.uk> 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) <http://www.gov.scot/Topics/People/Young-People/protecting/child-protection/publications>

Transferrable Skills

Advanced Communication Skills (oral, aural, verbal, non-verbal, written and IT based) Understanding of holistic person-centred care Assessment and decision making skills Independent and team working skills Simulated practice skills Literature searching and integration Reflection Enhance patient safety and recognise risk Digital and health literacy skills

Module Structure

Activity Total Hours
Lectures (FT) 18.00
Practicals (FT) 24.00
Assessment (FT) 20.00
Placement 400.00
Independent Learning (FT) 138.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 1 n/a 0.00 40% Scottish Ongoing Achievement Record6 weeks of Practice Learning Experience
Placement 2 n/a 0.00 40% Scottish Ongoing Achievement Record6 weeks of Practice Learning Experience
Exam (Dept) 01 1.00 100.00 40% Practical exam - OSCA