MEETING THE NEEDS OF THE UNWELL CHILD - 2019/0
Module code: NUR2113
The student will critically explore, evaluate and analyse nursing care and interventions in order to manage episodes of acute/critical illness in children/young people and the impact this has on their families.
School of Health Sciences
CLEMENTS Sarah (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: B700
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Completion of level 1 modules
- Effect of unplanned and unscheduled care where a child becomes unexpectedly unwell
- Evidence based management of emergency situations
- Communication with distressed parents
- Management of children in pain
- Recognition of the acutely/critically ill and deteriorating child and appropriate care environments
- Physical assessment of infant, child and young person across age ranges
- Applied physiology incorporating comorbidities
- Evidence-based care and management pathways
- Inter-professional working
- Applied pharmacology and medicines management
- Unexpected death and bereavement
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their range of knowledge in relation to an acute/critical illness whilst reflecting on the care of a child and family encountered in practice.
This assignment will be evenly weighted across all three Undergraduate Grade Descriptors Categories, and will be looking to see if the student has met the criteria to meet the learning outcomes, as numbered above.
- The student has provided rationale for the choice of topic (Learning outcome 1)
- The student has demonstrated their understanding for prioritisation in the management of a child who becomes acutely/critically ill (Learning outcome 2 & 3)
- The student has demonstrated safe practice which is evidence-based (Learning outcome 3 & 4)
- The student has identified an understanding of applied physiology (and pharmacology if appropriate) in relation to the monitoring and prevention of deterioration (Learning outcome 2 & 3)
- The student has demonstrated effective communication skills with the child and family during the episode of care (Learning outcome 1 & 5)
- A reflection based upon the care of child or young person who is acutely/critically ill and at risk of deterioration. Identifying the rationale and evidence to support the interventions utilised to monitor and prevent deterioration, demonstrating an understanding of the applied physiology of the child’s medical condition (2000 words)
- Discussion of essay plan with group feedback and tutorial support which informs the final summative assessment. 200 words may be submitted to an assigned tutor for formative feedback ahead of summative submission.
- Students are continuously given feedback through the module and a member of the module team is available each week after teaching for support or to answer questions. Students are given group and individual feedback following their formative essay plan discussion to inform their final summative assessment. In addition, students may submit a 200 word draft to an assigned tutor. Students are actively encouraged throughout the module to access support from the module team so issues can be addressed and resolved quickly.
- This module aim is for the student to gain a detailed knowledge of the effects of acute/critical illness and management of these episodes on the child and family.
|001||Critically discuss the potential effects of acute/critical illness on the child and their family||KC|
|002||Demonstrate detailed understanding of the signs and symptoms of a critically or acutely ill child||K|
|003||Evaluate the evidence for the interventions to manage acute/critical illness and prevent deterioration||KCP|
|004||Analyse the care pathways and/or evidence utilised to plan and manage the care of children and their families||KCT|
|005||Evaluate the use of communication strategies required to successfully deliver care||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Personal Tutorial Hours: 1
Independent Study Hours: 114
Lecture Hours: 29
Seminar Hours: 3
Practical/Performance Hours: 9
Methods of Teaching / Learning
Directed e-learning activities
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.