MEETING THE NEEDS OF THE UNWELL CHILD - 2021/2
Module code: NUR2113
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
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
Evidence based management of emergency situations
Communication with distressed families
Management of Children’s Pain
Recognition of the Critically Ill Child
Recognition of the Deteriorating Child
Physical Assessment of infant, child & young person
Chronic illness and evidence based management of long term conditions
Bereavement and Loss
End of life care
|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 a critical illness whilst reflecting on the care of a child and family cared for 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 a clear rationale for prioritisation within care delivery (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 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 within care delivery (Learning outcome 1 & 5)
Thus, the summative assessment for this module consists of:
- A reflection based upon a child and family with an acute healthcare need. 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
- Students are continuously given feedback through the module and the module leader 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. Students are actively encouraged throughout the module to access support from the module team so issues can be addressed and resolved quickly.
- The aim of the module is for the student to gain a detailed knowledge of the effects of acute illness or long term health care needs on the child and family across the age range.
|1||Critically discuss the potential effects of illness on a child and their family.|
|2||Demonstrate detailed understanding of the signs and symptoms of a critically ill child|
|3||Evaluate the evidence for the interventions to manage critical illness and prevent deterioration.|
|4||Analyse the care pathways utilised to plan and manage the care of children and their families.|
|5||Evaluate the use of differing communication strategies required to successfully deliver care.|
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 2021/2 academic year.