HLTH6146 The Context of Care for Children, Young People and their Families
Module Overview
This module aims to develop your knowledge and understanding when assessing and managing children and young people with health and social care needs.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Examine and select appropriate evidence to inform effective individualised health promotion for children and young people.
- Critically consider the interrelationship between children’s lifespan development and the delivery of child centred care.
- Appraise how individual differences, capabilities and needs influence therapeutic relationships with children, young people and their families
- Critically discuss contemporary ethical, legal, professional and philosophical perspectives on children’s rights and best interests
Syllabus
• Health promotion with children, young people and their families in order to prevent later ill health • Empowering and enabling children and young people to participate in care delivery, and in decisions affecting their care. • Children’s understanding of their healthcare needs and how this underpins informed choice • Initiating, maintaining and disengaging from therapeutic relationships between children, families and healthcare professionals • Forming effective and appropriate partnerships and alliances with children and their carers • Education of children and families in relation to self-care • Play, distraction and communication tools • Communication with children with cognitive or sensory impairment • Communication and therapeutic interventions for children and young people with mental health problems • Consent and the mature minor • Confidentiality and sexual health • Children’s rights and best interests, and their interface with family centred care • Children as carers • Children as service users and their participation in service evaluation and development • Nurse as a change agent
Learning and Teaching
Teaching and learning methods
Key note lectures Directed Study activities Self-Directed Study Action Learning Groups Student Presentations Technology enhanced learning
Type | Hours |
---|---|
Completion of assessment task | 30 |
Fieldwork | 6 |
External visits | 6 |
Tutorial | 15 |
Wider reading or practice | 15 |
Lecture | 30 |
Follow-up work | 8 |
Preparation for scheduled sessions | 15 |
Total study time | 125 |
Resources & Reading list
DH and DFES (2008). The child health promotion programme: Pregnancy and the first five years..
How to think about Health Promotion. ,Vol. 34, No 1 .
Critical care decisions in fetal and neonatal medicine. Nuffield Council of Bioethics.
Glasper E.A, Richardson J (2010). Textbook of Children and Young Peoples Nursing.
Shribman, S (2007). Making It Better: for children and young people - clinical case for change.
Santrock,J. (2008). Lifespan Development.
Coggan J (2012). What Makes Health Public?: A Critical Evaluation of Moral, Legal, and Political Claims in Public Health.
Hubley. J. Copeman, J. (2008). Practical Health Promotion.
Jackson E (2010). Medical Law: Text, Cases and Materials..
Assessment
Assessment Strategy
Professional conversation and supporting annotated bibliography. Learning will be demonstrated in a 15 minute conversation with an academic, clinical or research member of staff with expertise in the area. It is a requirement of the module that an annotated bibliography is submitted prior to your conversation, although this element does not contribute to the final mark awarded. The conversation will contribute to 100% of the marks awarded for this module. Pass mark is 50%. This assessment will be marked by academic staff based upon marking criteria which will be made available to you.
Summative
Method | Percentage contribution |
---|---|
Annotated bibliography | % |
Professional conversation (15 minutes) | 100% |
Referral
Method | Percentage contribution |
---|---|
Annotated bibliography | % |
Professional conversation (15 minutes) | 100% |
Repeat Information
Repeat type: External