Module NCA-2202:
The developing CYP (B)

Module Facts

Run by School of Health Sciences

40 Credits or 20 ECTS Credits

Semester 1 & 2

Organiser: Mrs Eluned Williams

Overall aims and purpose

Within this module you will build on your knowledge of the fundamental skills required as a children and young person’s (CYP) nurse. You will work in partnership with CYP and their families meeting their healthcare needs in a variety of environments. The new skills and knowledge that you acquire will prepare you to provide care and support to CYP. These include the study of the physiological and psychosocial development of the child and young person and the factors that affect normal development. You will develop understanding of legal, moral and ethical issues related to safeguarding children and explore the effects of nature and nurture on the development of the CYP and the relevance of this knowledge for public health and health promotion.

Course content

• The influence of culture when caring for children across all settings with particular focus upon the influence of culture upon the developing CYP. • Factors which influence normal development. e.g. maternal and perinatal influences, the importance of play. • Recognise deviations from normal development, • Professional and legal issues related to safeguarding children • Frameworks tools and National policies that underpin nursing interventions to provide effective nursing care for CYP and their families in relation to safeguarding children and the promotion and monitoring of normal healthy child development. • The role of the CYP nurse in monitoring and promoting health • Nursing interventions/skills that result in effective care, support and promotion of healthy lifestyles for CYP and their families. This will include skills based teaching and learning centred on the NMC (2010) five essential skill clusters. e.g. nutrition, prevention of sexually acquired infections • The role of the multi disciplinary team in supporting the CYP and their family in different settings. • The effects of nature and nurture on the development of the CYP and the relevance of this knowledge for public health • Theories and models of health promotion and health education • National, International and global public health campaigns affecting CYP and families. • Promotion of sexual health and related issues • Importance of record keeping in relation to safeguarding issues

Assessment Criteria

threshold

Understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.

good

Good understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade C- in the Grading Criteria.

excellent

Excellent understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade A- in the Grading Criteria.

Learning outcomes

    1. Discuss how professional relationships are developed through appropriate communication with CYP , families and multidisciplinary teams
    1. Select and apply appropriate models/frameworks of health and wellbeing in the context of nursing practice.
    1. Discuss CYP nursing in different contexts, taking into account culture, diversity and groups
    1. Discuss and apply professional, legal & ethical requirements for CYP nursing practice

Assessment Methods

Type Name Description Weight
ESSAY The developing CYP 100
LOGBOOK OR PORTFOLIO clinical portfolio ROA 0

Teaching and Learning Strategy

Hours
 

• Lectures and e-learning • Seminars and tutorials • Simulation and role play • Practical sessions in skills laboratory • Directed reading

  
 

The teaching strategy includes a variety of methods including guest speakers, lectures, group work and evidence based (problem based learning) learning.

 400

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resources