THE COMPLEXITY OF WORKING WITH CHILDREN AND FAMILIES - 2022/3
Module code: NUR3176
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.
This module aims to inspire the student to explore a range of complex situations, in order to synthesise ideas or information to generate new ways of working
School of Health Sciences
POLLY Zoe (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Completion of Level 5 modules
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||ONLINE EXAMINATION - SCENARIO-BASED QUESTIONS - 120 MINUTES||100|
Students undertake a mock exam half-way through the module and receive feedback from the module team.
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 online examination based upon a scenario, made available to the students prior to the exam. (2 hours)
- The students undertake an online mock exam half way through the module which will be marked by the module team with individual feedback available to each student online. This will be followed by group feedback and discussion (timetabled).
- 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||Critically appraise the development of healthcare services for children and families||KC|
|002||Critically discuss the effects and drivers which influence child health policy||KCP|
|003||Critically synthesise information in order to identify evidence based care||KCPT|
|004||Select and apply appropriate knowledge to manage complex situations||KCPT|
|005||Critically discuss the challenges and implication of providing care for children and families within a range of care environments||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 118
Lecture Hours: 22
Seminar Hours: 2
Practical/Performance Hours: 8
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
- Discussion groups
- Case studies
- Self-directed study
- Simulated 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.
Upon accessing the reading list, please search for the module using the module code: NUR3176
Programmes this module appears in
|Nursing Studies (Registered Nurse Children's Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
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 2022/3 academic year.