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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

Module Aims

To develop your knowledge and understanding when assessing and managing children and young people with health and social care needs.

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

Special Features

Assessment is a professional conversation with an annotated bibliography as a supporting document; TLAs are varied in style to accommodate to individual differences in learning styles and learning difficulties. Additional time is allocated in the professional conversation when learning difficulties have been previously identified by the student and the University.

Learning and Teaching

Teaching and learning methods

Key note lectures Directed Study activities Self-Directed Study Action Learning Groups Student Presentations Technology enhanced learning

TypeHours
Lecture30
Preparation for scheduled sessions15
Wider reading or practice15
Completion of assessment task30
Fieldwork6
Tutorial15
External visits6
Follow-up work8
Total study time125

Resources & Reading list

Institute of Health Promotion and Education.

Hubley. J. Copeman, J. (2008). Practical Health Promotion. 

Coggan J (2012). What Makes Health Public?: A Critical Evaluation of Moral, Legal, and Political Claims in Public Health. 

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. 

Critical care decisions in fetal and neonatal medicine. Nuffield Council of Bioethics.

Jackson E (2010). Medical Law: Text, Cases and Materials.. 

Santrock,J. (2008). Lifespan Development. 

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 .

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

MethodPercentage contribution
Annotated bibliography %
Professional conversation  (15 minutes) 100%

Referral

MethodPercentage contribution
Annotated bibliography %
Professional conversation  (15 minutes) 100%

Repeat Information

Repeat type: External

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