THE COMPLEXITIES OF WORKING WITH CHILDREN AND FAMILIES (FD) - 2019/0
Module code: NUR2186
This module aims to inspire the student to explore a range of complex situations, in order to synthesize ideas or information to generate new ways of working.
School of Health Sciences
BARNLEY Rebecca (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: B730
Module cap (Maximum number of students): N/A
Crosses academic years
Prerequisites / Co-requisites
Indicative content includes:
• Advancing and specialist nurse roles within the care of children & families.
• Managing complex information
• Changing care environments
• Policy and drivers for change.
• Organisational aspects of children’s nursing, primary, secondary, tertiary care.
• Environment factors affecting health and illness
• Changing nature of health care concerns affecting children and young people
• Complex issues within safeguarding children
• Spirituality, culture and religion
• Transitional care
• Acknowledging Cultural Diversity
• Mental Health and Wellbeing of Children and Young People
• Service user perspective – The Child’s Voice
• Death and Bereavement
|Assessment type||Unit of assessment||Weighting|
|Examination||EXAMINATION - SHORT ANSWER QUESTIONS - 120 MINUTES||100|
The assessment strategy is designed to provide students with the opportunity to demonstrate their range of knowledge in relation to a disease/complex condition and the impact this has upon a child and family. The use of a scenario enables the student to critically explore the challenges and support needs of the child and family and recognise the biopsychosocial perspective, influence of policy on practice and supporting their critical analysis with a wide range of supporting evidence.
Thus, the summative assessment for this module consists of:
• A short answer question paper based upon a scenario, made available to the students prior to the exam. (2 hours)
• The students undertake a mock exam half way through the module which they mark themselves with group feedback and discussion. Papers are then reviewed by the module team and individual feedback given to students.
• Students are continuously given feedback through the module and the module leader is available each week after teaching for support or to answer queries. Students are given group and individual feedback for their mock exam. The students undertake real time simulation during the module and are given feedback on performance and areas to address for future practice. After the summative exam, students are given group feedback on each question. Students are actively encouraged throughout the module to access support from the module team/raise any concerns so they can be addressed and resolved quickly.
- This module will inspire the student to explore a range of complex situations, in
order to synthesise ideas or information to generate new ways of working.
|001||Explore the development of healthcare services for children and families*||CT|
|002||Discuss the effects and drivers which influence child health policy||CPT|
|003||Analyse information in order to identify evidence based care||CPT|
|004||Select and apply appropriate knowledge to manage complex situations||CKPT|
|005||Discuss the challenges and implication of providing care for children and families within a range of care environments||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 114
Lecture Hours: 14
Seminar Hours: 10
Tutorial Hours: 4
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Provide students with a variety of teaching methods to engage all learners and provide opportunities to learn in a number of ways.
The learning and teaching methods include:
• Key lectures – 14 hours
• Discussion groups – 3 hours
• Seminars – 10 hours
• Case studies – 1 hours
• Self-directed study – 66 hours
• Simulated learning – 11 hours
• Directed e-learning activities – 48 hours
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.
Reading list for THE COMPLEXITIES OF WORKING WITH CHILDREN AND FAMILIES (FD) : http://aspire.surrey.ac.uk/modules/nur2186
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.