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SUBJECT OUTLINE 92439 Family and Children's Nursing Course area

UTS: Health

Delivery

Spring 2020; standard mode; City

Credit points 6cp Requisite(s)

(((48 Credit Points in spk(s): STM90330 Standard entry (BN) OR 48 Credit Points in spk(s): STM91040 Standard Program)) OR 92449 Health Assessment and Nursing Therapeutics) These requisites may not apply to students in certain courses. See access conditions.

Result type

Grade and marks

Attendance: 3 x 3hrs (face to face laboratory session), 4 x 3hrs (online learning) 7 x 1.5hrs (online lecture), 0–80hrs (clinical)

Subject coordinator Nadine Alcorn Email: [email protected] Coordinator Contact Information Responses to emails can be expected within 48 business hours, unless the tutor or subject coordinator is off campus. Unless questions are of a personal nature, rather than being emailed, they should be posted to Discussion Board on the UTS online site for the subject, where the answer may well be of benefit to other students. Students are required to check their UTS email account regularly and to use only their student-mail for all email correspondence with the University. NB: All emails should be professional and appropriate in nature and comply with the UTS Email Policy.

Teaching staff The details of all staff teaching into the subject can be found in the staff details area on UTS Online. Assessor Samantha Jakimowicz Email: [email protected] The role of the subject assessor is to work with subject coordinators, acting as peer reviewers to review and improve the appropriateness of assessment tasks. Please do not contact the subject assessor for requests for extensions on assessment tasks. All correspondence should be directed to your tutor or Subject Coordinator.

Subject description This subject contributes to students' understanding of families in contemporary Australian society. Health promotion and primary health care in a family context, and family formation and structure are highlighted. The subject explores nursing issues related to the child-bearing family including parenting, maintaining health and wellbeing in children, families in crisis and the impact of disability on families. Key acute and chronic health issues in children and adolescents together with recognition of the sick child are a major focus of this subject. Legal and ethical issues related to families such as child protection and guardianship are addressed in the context of children at risk. The subject enables students to develop the personal, professional and intellectual attributes, along with the technical knowledge, required to work with children and families in a broad range of settings.

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Subject learning objectives (SLOs) Upon successful completion of this subject students should be able to: A. Examine the concept of family in contemporary Australian and international society (RN Standards for Practice 1, 3 & 4). B. Appraise the experiences of families and children in relation to pregnancy, health and illness (RN Standards for Practice 1, 2, 4 & 6). C. Demonstrate the capacity to assess, judge and respond to the health status of infants and children in simulation, including recognition of the sick child (RN Standards for Practice 1, 2, 3, 4, 5, 6 & 7). D. Appraise relevant legal, ethical, social and cultural issues that arise in the care of children and their families (RN Standards for Practice 1 & 2). E. Demonstrate the ability to communicate appropriately with members of the health care team and with children and their families in simulated activities (RN Standards for Practice 2 & 6).

Course intended learning outcomes (CILOs) This subject also contributes specifically to the following graduate attributes: Embody a professional disposition committed to excellence, equity and sustainability (1.0) Engage in person-centred care that is appropriately sensitive to the needs of individuals, families and communities (2.0) Communicate and collaborate effectively and respectfully with diverse groups (3.0) Inquire critically to assess a body of evidence to inform practice (4.0) Competently apply knowledge and skills to ensure safe and effective nursing practice (5.0) Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)

Teaching and learning strategies In this subject, students participate in a range of teaching and learning strategies that are designed to encourage engagement with the nursing care of children and families. Preparation Activities To get the most out of the on-campus sessions, students are expected to complete the programmed pre-learning activities prior to attending class as these activities will form the basis of group discussion/ practical activity that students will engage in during class. Case Studies In laboratories, students are introduced to a range of case scenarios based on infants, children and young people with different health conditions. Cases are used to help students explore family and children's nursing scenarios in clinical or community situations. Students use these scenarios to learn concepts, interpret information, form clinical judgements and develop solutions for providing evidenced based care. Critical thinking is developed through analysis, interpretation of and reflection of the clinical application of the case studies with feedback provided through class discussion. Clinical skills, Communication and Clinical Judgement Students participate in clinical laboratory sessions that focus on the integration of key concepts and skills in caring for children and families. In these sessions, students are introduced to a range of skills including child health and physical assessment and interventions for nursing care. These skills are scaffolded each week and increasingly integrated into simulation based activities where students will make clinical judgement decisions based on information provided and implement nursing care skills. Communication with children and families forms an essential part of this subject where students will have to interact appropriately with the case scenario and other students as part of the health care team.

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Simulation and Debrief The use of low and high fidelity simulation will engage students into several common paediatric nursing scenarios. This format supports and encourages collaborative learning, critical analysis of case scenarios and the formulation, implementation and evaluation of nursing interventions. Debriefing will be carried out as part of the simulation process to enable reflective learning and provides an opportunity for regular and timely feedback. Regular Feedback Facilitated in-class quizzes and interactive critical-thinking based case studies provide opportunities for students to practice their existing and newly acquired skills which is accompanied by direct feedback and disucssion. Facilitated debrief and feedback of these activities each week aim to reinforce applied competence and facilitate an understanding of knowledge and skill gaps that enable students to self-identify areas for development. Lecture and Online Learning Material Both real-time delivery of content and access to online resources including podcasts, videos and learning modules is provided. In face-to-face lectures students are able to quickly clarify complex descriptions and terminology, and engage with sensitive and confronting topics such as child protection and wellbeing. Clinical Placement In this subject, students who enrolled in the Bachelor of Nursing ptrior to 2018 will complete a clinical placement which may occur in a range of contexts including, acute care settings, community based child care and child focused developmental disability settings. Students explore infant, child and/or adolescent growth and development and are required to consider approaches to nursing care. This requires students to recognise the differences in infants and children and work with teams to develop and consolidate their knowledge, skills and attributes relevant to family and children's nursing.

Content (topics) Families and family life in Australia, including family formation, structure and development and family assessment techniques. Nursing care of the childbearing and child rearing families including parenting, promoting and maintaining health and wellbeing in children and families, the impact of chronic illness and disability (including spectrum disorders) for families with children. Recognition of the sick child: key acute and chronic health issues for children, adolescents and families, (preventable illness/injury and chronic illness), planning care, communicating with health care professionals, children and families. Children at risk and vulnerable families: child protection; child abuse and neglect, consent and assent to treatment, guardianship; mental health issues. Activity Sets/Key Skills: This subject endorses quality and safe nursing care of families and children by reinforcing the National Safety and Quality Health Service Standards (NSQHSS) (ACSQHC 2017) through the following topics, activities and skill sets: Personal Care Comprehensive Care and Partnering with Consumers: Promoting health and wellness for families; Infant care and hygiene; Nutrition and feeding - Infant feeding; Safety considerations in feeding and personal care of infants and children; assisted ambulation of infants and children. Clinical Communication and Documentation Communicating for Safety: Interprofessional communication including clinical handover, patient identification, communicating critical information and communicating clinical reasoning. Partnering with Consumers: Therapeutic communication with children of all ages and their families. Comprehensive Care: Managing a group of patients/clients, admission of children to healthcare facilities, Negotiating care with children and families, care planning, using and maintaining patient records, recording fluid intake/output, reporting vital signs and progress note documentation.

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Clinical Assessment and Monitoring: Clinical Governance and Recognising and Responding to Acute Deterioration: This includes understanding and utilising current Clinical Governance strategies that promote quality and safe nursing care in patient assessment, monitoring and recognition of the deteriorating paediatric patient. Students will utilise an A-G assessment approach to the physical assessment of children as well as the Standard Paediatric Observation Charts to support the application and interpretation/evaluation of clinical assessments in monitoring unwell children and recognising and responding to deterioration across different age groups. This supports Communicating for Safety. Students will practice the following clinical skills; Using a stethoscope; vital signs monitoring including TPR, BP, pulse oximetry and blood glucose monitoring; Respiratory assessment; Cardiovascular assessment including cardiac monitoring and lead attachment; Neurological and Pain assessment; Neurovascular assessment; Assessment of fluid balance and ward urinalysis and; Nutritional assessment. Clinical Interventions and Management: Comprehensive Care, Clinical Governance, Recognising and Responding to Acute Deterioration and Communicating for Safety: Oxygen therapy; Medication administration, intravenous fluid monitoring; Clinical review systems and Rapid Response escalation. Privacy and Dignity: Comprehensive Care and Partnering with Consumers: Confidentiality; Consent and Guardianship; Respectful care; Cultural and transcultural care; Care of the dying/deceased person. Promoting Self-Management: Comprehensive Care and Partnering with Consumers: Students will take a health education and health promotion approach to caring for families and children. Risk and Safety: Comprehensive Care: Students will review processes for child and family health assessment and plan, document and implement care plans that have been developed with patients, carers and families to reflect their physical, developmental and cognitive health care needs. Clinical Governance, Partnering with Consumers and Communicating for Safety: Addresses risk and safety through standardised approaches to Patient identification, Medication Safety, Patient handover, Recognising and Responding to Acute Deterioration and Mandatory reporting. Students review child safety in the hospital, community and home environment. Preventing and Controlling Healthcare-Associated Infections: Hand hygiene; Personal protective equipment. Medications and Intravenous Therapy: Medication Safety and Clinical Governance: This will include paediatric medication and fluid calculations, safe checking, administration and documentation of medications using the National Inpatient Medication Chart and disposal of medications, including safe medication and sharps disposal. Oral medication administration and other non-parenteral medications are covered.

Program Week/Session

Dates

Description

Spring

2020

Please note that a detailed description of the program and activities for this subject can be found in UTS Online.

Additional subject costs Students are required to wear their full UTS Nursing Uniform including closed in shoes to all laboratory sessions. Students are required to wear a watch with a second hand (non-wrist watch) and bring along a simple calculator in order to participate fully in all learning activities. Stethoscopes are encouraged but are not compulsory and are provided during class.

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Assessment Completion of Assignments Each 6-unit subject requires at least 140 hours of work (including face-to-face and self-directed learning activities) to successfully complete academic requirements. Therefore, to pass this subject, students must meet the attendance requirements; submit all assessment items; achieve a minimum mark of 50 after all assessment marks are combined; and gain a satisfactory result for any compulsory assessment that does not attract marks. Marking Criteria Comprehensive marking criteria for each assignment are available in UTS Online. Attendance Clinical laboratory preparation, attendance and participation are a requirement of this subject. Students who attend less than 100% of clinical laboratories are required to email an explanation to the subject coordinator, supported by evidence, for example, a medical certificate. If the request is approved, students will be offered one opportunity to make-up missed laboratory hours at the end of session. Note: Clinical placements will be postponed until all missed laboratory classes have been completed. Failure to make-up missed laboratory hours will result in a fail grade. http://www.gsu.uts.edu.au/rules/student/section-3.html#r3.8\. Note: Clinical placements will be postponed until all missed laboratory classes have been completed. Failure to make-up missed laboratory hours will result in a fail grade. Students attending clinical laboratory-based classes, must wear full clinical uniform to class. Students who are not in full clinical uniform may be asked to leave and be marked as absent for that week.Students are responsible for being fully prepared for classes and ensuring that their attendance is up to date. Mandatory Placement Requirements Prior to attending the 1st professional placement in a NSW Health facility, students MUST have: had a flu vaccination unless medically contraindicated; completed all 6 HETI modules via ‘My health Learning’ prior to their first clinical placement in a NSW Health Facility. Completing these modules will give students access to NSW Health Public Hospital EMR system. Also, a Flu Vaccination: must be renewed annually between April and May; have been administered the vaccination at least 10 days before any professional placement that commences from April onwards; evidence must be uploaded to MyPlacement on a yearly basis. Consequences Failure to meet this requirement can result in the student not being assigned a clinical placement and therefore not being eligible to pass the subject. For further details see: https://www.uts.edu.au/about/faculty-health/clinical-practice/clinical-compliance/my-health-learning Attendance for Professional Placement NB. Students who commenced prior to 2018 complete 40 – 80 clinical placement hours; Students who commenced from 2018 complete 0 clinical placement hours. This subject has a professional placement and students are required to complete 100% of the scheduled hours to be eligible to pass the subject. This is not negotiable and students who are repeating subjects will also be expected to repeat the professional placement component of the subject. It is an inherent requirement of the Bachelor of Nursing/Midwifery degree to complete supernumerary professional placements in a range of clinical areas over the duration of the degree. Inherent requirements are the essential components of a course that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes. The Inherent Requirements Student Placement Declaration form must be completed each session prior to being able to preference or attend a placement. Should a student’s circumstances change throughout the course of the session please contact the Health ALO ([email protected]) to discuss amending their Placement Declaration Form and to ensure they are linked in with the appropriate supports. For more information see http://www.uts.edu.au/about/faculty-health/clinical-practice/getting-ready/inherent-requirements and the U:Nurse guide.

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For students to successfully obtain both a formative and summative assessment, the full clinical hours must be completed. If 20% or more clinical hours are missed due to misadventure, students will only receive a formative assessment. The summative assessment will be undertaken in a one to two week make-up placement upon approval of the subject coordinator (See rule 3.8 http://www.gsu.uts.edu.au/rules/student/section-3.html#r3.8). For more information see the U:Nurse guide. Students who experience misadventure and are therefore absent from clinical for 1 day or more must follow the UTS Special Consideration process via www.uts.edu.au/current-students/managing-your-course/classes-and-assessment/special-circumstances/special. Please note that this process requires a Professional Authority form and should be directed to the subject coordinator. Additional points to note about attendance at clinical placement: The scheduled placement can occur any time in any of the relevant clinical blocks or clinical completion blocks. Make up can be allocated up to 3 weeks prior to placement commencement. The additional 40 hours of clinical placement is to cover students for public holidays only. These hours do not cover sick leave or misadventure. All missed hours outside of public holidays must be made up Students for whom the subject coordinator has authorised the Clinical Practice Unit (CPU) to have a professional placement completion arranged must be available to attend the placement when scheduled. Professional completion placement allocation will only be offered once. If a professional completion placement is not attended outside of valid and unforeseen reasons additional opportunities will not be offered. If there is a clash with a scheduled professional placement and an exam, students are to contact the CPU and the relevant subject coordinator immediately to a potentially arrange an alternate exam. All subjects with a professional placemen...