CARE FACILITATION AND ASSESSMENT IN CHILDRENS', YOUNG PEOPLES' AND LEARNING DISABILITY NURSING PRACTICE

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB723499
Module Leader Tracey Forrester
School School of Health and Life Sciences
Subject Nursing
Trimester
  • B (January start)

Pre-Requisite Knowledge

Completion of Progression Point 2 LD and Child

Summary of Content

The module will include teaching students how to create and support a quality culture, managing risk, and ensuring efficient and effective use of resources, effective coordination and communication between individuals, families and health and social care professionals, working to provide integrated care to support individuals in meeting their personal health goals. Students will build upon existing knowledge and understanding of learning disability and children and young people's nursing and explore the application of associated theory to practice in a multi-agency care environment. The Government health and social care policy focuses on integrated practice and students will be given the opportunity to consider the requirements of safe and effective learning disability and children and young people's nursing practice within this emerging health and social care context. Students will critical examine long term and complex health conditions within the fields of learning disability and children and young people's nursing , concentrating on the impact of policy, evidence, empowerment, and transition to adult services. A range of strategies will be explored to enhance safe, effective, person centred care and decision making in a variety of complex situations.

Syllabus

Generic p erson and family centred assessment and care planning Inter-agency and interprofessional working Adult, Child and Young person support and protection policy Promotion of health and well-being for people with learning disabilities, children, young people and their families How health needs (such as mental health needs) can impact on communication Statutory and policy frameworks Anti-oppressive practice Transition planning Supervision models in practice Reflective practice Professional ethics and codes of practice Assessment and management of chronic pain The nurse role of in supporting individuals and their families through the use of therapeutic interventions and therapeutic use of self The dual qualified Learning Disability, Children and Young People's Nurse's unique role and contribution within an integrated service model LD Relationships between PSP and care management The range of interventions and treatments available for people with epilepsy and a learning disability Theories and principles of group therapy and group work CH Impact of long term health needs on families including exploration of the theories of loss, grief, and chronic sorrow in relation to living with a long term health condition Managing provision of long term health care for children and their families within an evolving health and social care environment NMC competencies D1 1.1, 1,2, 2.1, 3, 3.1, 4, 4.1, 5,6,7,8,9, D2 1,1.1,2,3,3.1,4,5,6 D3 1, 1.2, 2,4, 5, 5.1, 7,8, 8.1,9, 9.1 D4 1.1, 1.2, 2, 2.1,6.1,7, 7.1

Learning Outcomes

On successful completion of this module the student should be able to:Generic 1. Critically reflect upon current policy, research and associated evidence in learning disability and children and young people's nursing practice2. Utilise an evidence based approach to identify the barriers to the detection and reporting of health problems 3. Critically evaluate health services available through primary care teams and liaison, and their effectiveness in promoting access to specialist health and social care services 4. Demonstrate effective advanced communication competency in complex situations involving individuals, families and health and social care professionals5. Apply advanced communication and associated tools to risk assessment, and escalating concerns managementLD6. Critically examine the effectiveness of best-practice on the range of interventions/treatments for people with learning disabilities and epilepsy 7. Critically discuss the role of evidence-based interpersonal and counselling skills in the therapeutic relationship and associated factors linked to positive outcomesCH8. Critically evaluate a holistic and structures approach to the nursing process in undertaking care delivery and service transition management to children, young people and their families 9. Critical examine the impact of long term condition diagnosis and management on family dynamics, including the principles of sorrow, grief and loss.

Teaching / Learning Strategy

The teaching and learning strategy will enable students to synthesise and apply knowledge gained within the module. 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. Strategies used will include a blended approach to facilitate flexibility for students. Teaching methods will include modified lectures, seminars, group work, guided reading and online learning. This combination will encourage the development of critical thinking and evaluation to enable the student to recognise and acknowledge the impact of their new ethical knowledge on health and social care practice. 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.

Indicative Reading

Atherton and Crickmore, Ed. (2011), Learning Disabilities, Toward Inclusion 6th Ed., Churchill Livingstone Elsevier. Carter, B., Bray, L., Dickinson, A., Edwards, M., Ford, K. 2014, Child-Centred Nursing: Promoting Critical Thinking, Sage Publishing Ltd, London Carter, B. & Simons, J. 2014, Stories of Children's Pain: Linking Evidence to Practice, Sage Publishing Ltd, London Clark, L. and Griffiths, P., (2008), Learning Disabilities and other intellectual impairments, meeting needs through health services, John Wiley & sons. Dobe, M. & Boris, Z. 2013, Practical Treatment Options for Chronic Pain in Children and Adolescents: An Interprofessional Therapy Manual, Springer, New York. (e-book) DOH. 2010 Health Inequalities and people with learning disabilities in the UK: 2010 Department of Health, London Eddy, L. Ed (2013), Caring for Children with Special Health Care Needs and Their Families, Wiley-Blackwell, Oxford Emerson E, Baines A (2010) Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives Learning Disabilities Observatory, Lancaster. Hackett, A. (2013) The role of the school nurse in child protection, Community Practitioner, vol. 86, no. 12, pp. 26-9. Health Equalities Framework (2013) The Health Equalities Framework (HEF) An outcomes framework based on the determinants of health inequalities. UK learning Disability Nurse Consultant Network. Gates, B. 2006 Care planning and delivery in intellectual disability nursing, Blackwell, Edinburgh Goldman, A., Hain, R., Liben, S. 2012, Oxford Textbook of Palliative Care for Children. Oxford Press, London. Grant, G., Ramcharan, P., Flynn, M., Richardson, M., 2010, Learning disability: A life cycle approach OU Press, Milton Keynes Jukes, M. (2009), Learning Disability Nursing Practice: origins, perspectives and practice, Quay books, London. Kaakinen, J.R., Gedaley-Duff V., Coehlo D.P. & Hanson S.M.H. eds. 2009, Family Health Care Nursing: theory, practice, and research, 4 th edn, F.A. Davis, Philadelphia. (e-book) RCN. 2011 Learning from the past - Setting out the future: Developing Learning Disability Nursing in the UK, RCN, London The Scottish Government (2012) Strengthening the Commitment The report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh, APS Group Scotland. The Scottish Government (2012a) The same as you? 2000-2012: Consultation Report Edinburgh, APS Group Scotland The Scottish Government (2013) 'The keys for life, improving quality of life for people with learning disabilities'. Edinburgh, APS Group Scotland Schuster McHugh, P. 2008, Concept Mapping: A Critical Thinking Approach to Care Planning. 2nd ed, F.A.Davis, Philadelphia. Wilson, K & James, A. 2007, Child Protection Handbook. 3rd ed, Balliere Tindall, Edinburgh. Useful web links Children's Hospice Association Robin House Hospice 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> <http://www.chas.org.uk/how_we_help_families/our_hospices/robin_house> 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 Protec tion 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

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) 25.00
Assessment (FT) 25.00
Tutorials (FT) 25.00
Independent Learning (FT) 100.00
Lectures (FT) 25.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 3.00 100.00 40% Exam