The University of Southampton
Courses

HLTH6149 Community Children’s Nursing

Module Overview

The aim of the module is to prepare you for the role of a community children's nurse. This will include you developing the necessary skills and knowledge needed to enable people to participate in decisions concerning their own health in the context of their own home. This module is a specialist module and a core of a 52 week Award in Specialist Community Practice in the Home (District Nursing). Health ED Wessex pays £8,500 per student.

Aims and Objectives

Module Aims

To prepare you for the role of a community children's nurse. This will include you developing the necessary skills and knowledge needed to enable people to participate in decisions concerning their own health in the context of their own home. The module will prepare you to function with increasing levels of autonomy through the application of specialist knowledge and skills within the ever changing arena of health care activity; as well as enabling you to contribute to health care partnerships with other disciplines, whilst remaining accountable for your own professional decisions and actions.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Critically evaluate management, decision making and leadership theories for the development of expert clinical nursing practice in the home.
  • Critically analyse and develop effective organisational and strategic leadership skills associated with the management of clinical practice, teams, and the development of new ways of working in partnership with patients, carers/families and other health disciplines and agencies.
  • Demonstrate critical awareness and an in depth understanding of the district nurse’s role in the assessment, planning and evaluation of effective nursing interventions that provide person centred care to individuals, families and groups in the community.
  • Prescribe safely, effectively and cost effectively from the Nurse Prescriber’s Formulary for Community Practitioners in accordance with current legislation and within clinical governance and professional guidelines
  • Demonstrate a critical awareness of the factors influencing the health of individuals, families, groups and communities.
  • Critically analyse NHS policy, government strategies and policy implementation for health and social care at local, national and global levels.
  • Critically examine strategies and initiatives to improve health and well-being and to address inequality considering the implications of programme design, programme effectiveness and ethical issues.
  • Develop a critical awareness of the skills and knowledge that underpins the delivery of effective preceptorship, and clinical supervision to other learners in the practice environment

Syllabus

This module's content is a key component of the Advanced Clinical Practice Community Nursing (Community Children's Nursing) pathway. The syllabus content is underpinned by extensive insights and feedback that has been gained during the 6 years over which this module has been run at academic levels, 6 and 7, in addition to an extensive consultation between 2010 and 2013 incorporating the recommendations of the Strategic Health Authority’s project to modernise community nursing. It has also been informed by the considerable experience of the team which delivers the pathway; which includes lecturer/practitioners/clinical service managers as well as practice teacher alongside senior academic staff, who are considered to be leaders (in education as well as research) in the field of paediatric nursing. Furthermore the content has been designed to meet the Standards for Specialist Education and Practice (NMC 2001) as well as Standards of Proficiency for Nurse and Midwife Prescribers (NMC 2006). Due cognisance has also been given to direction given by the Department of Health in recent publication; DH (2011) NHS at Home: Community Children’s Nursing Services. Additionally a key member of the pathway team has been a member of the national professional advisory group for community nursing, who were central to the construction of the latest Department of Health guidance on community nursing, DH (2013) Care in Local Communities: A New Vision and Model for District Nursing. Current and passed students have also been very helpful in the development of this, module, all of whom have strongly advocated that a large part the content and format of the 2007 module be retained. The syllabus content is as follows: Support and care for independence Note: The term children refers to infants, children and young people from birth to adulthood. Case management to care for children with complex long-term health needs. Evidence base underpinning all aspects of care delivery relating to community children’s nursing. Assess, plan, provide and evaluate specialist nursing interventions (including non-medical prescribing), that provide family centred evidence based care to promote independence and provide care choices. Recognition of the lived experience of children and their families when a child suffers from a long-term condition Communication for successful caring relationships and effective team working Partnership working with children who have health needs and their families to improve life quality by using advanced communication skills to facilitate positive behaviour change building trust through therapeutic relationships. Promoting independence by use of technology e.g. tele-health to support children who have health needs and their families. Empowerment, power and courage in professional relationships with children who have health needs and their families to provide innovative care. Managing risk and safeguarding children whose circumstances make them vulnerable and to protect them from avoidable harm. Multi-professional and multi-agency working to deliver efficient, effective quality care to children suffering from long-term conditions and their families. Management of the transition of care for young people and their families when moving from child to adult community services. Support and care for patients who are unwell, recovering at home and requiring end of life care Leadership and management theory to develop Community Children’s Nursing teams able to respond effectively and efficiently to children who suffer a sudden health crisis, and their families. Case and disease management of children with acute health needs and working in partnership with the individual and families to provide holistic care and promote choice. Management of children discharged from hospital by working across primary and secondary health sectors for effective discharge planning inclusive of carers and family Leading complex care management and therapeutic interventions, both psychological and medical (including non-medical prescribing), to enable complex care delivery to children and their families at home. Managing the care of children with palliative and end of life care needs by demonstrating compassion and working in a sensitive partnership with the child and their families facilitating choices for all involved. Ethics and its application to all aspects of the community children’s nursing role Partnership across GP and other services, collaborative working with a range of health and social care partners to provide quality care. Ensuring quality of care through competent practice, using clinical governance mechanisms to measure impact and to enhance the experience of the child and their family and to improve quality of life. Population and caseload management Defining the meaning of health for children, their families and communities in the context of local, national and global populations. Impact of health policy drivers on health at local, national and global levels. Assessing the health needs of children their families and communities using medical and social models of health to enable early interventions. Recognising and responding to safeguarding issues, actual and potential to ensure child protection and safety. Health promotion theory for health improvement and health protection at caseload and population levels to initiate early intervention. Using advanced communication skills to work in partnership with children their families, groups and communities to protect and improve health e.g. improving the determinants of health and preventing people from dying prematurely. Partnership working with other health professionals and other agencies to assess; to improve and to protect the health of children, their families and communities e.g. making every contact count Mass media and social marketing approaches to protect and to improve the health of populations. Leading and demonstrating a commitment to service development, commissioning and change.

Special Features

NMC Practice Teacher • An NMC practice teacher is a registrant who normally will have previously fulfilled the NMC requirements to become a mentor, and who has received further preparation to achieve the knowledge, skills and competence required to meet the NMC defined outcomes for a practice teacher. (NMC 2008 p27) You will have an allocated practice teacher; you may also be supported by mentors as well as experienced practitioners in the field. • The role of the practice teacher in this module is to be the bridge between theory and practice. The practice teachers will be involved in the classroom through action learning with you and university staff. Furthermore they will form a panel with university staff to provide feedback on the group presentation. Practice teachers are also responsible for supporting and assessing you in relationship to the professional conversations. The supporting paper that accompanies the summative professional conversation will be graded by the module team. • There is the potential in this module to undertake shared lectures with an international partner, via video conference. • Students will also have the opportunity to explore an area of practice that is of personal interest to them and their employer.

Learning and Teaching

Teaching and learning methods

The teaching is centred upon andragogical teaching theory (Knowles 1990). You will take responsibility for your learning, identifying your own learning needs in relation to the learning outcomes/teaching content of the module and taking responsibility for addressing these, both in the classroom and through self-directed learning. This requires self-motivation and self-directed study. You will be expected to participate in guided classroom/small group discussions (in relation to scenarios, research papers and reflections upon practice) to learn with and from other practitioners, to enable you to develop critical thinking and problem solving skills. Teaching methods will include • Scenario based lectures • Lectures to critically debate evidence based knowledge for practice. • Workshops to critically examine relevant research papers and evidence based guidelines • Small group discussions/presentations- animation • Sessions taught by practitioners engaged in research activities • Professional conversations to integrate theoretical and practical knowledge • Action learning sets • Student led activities - seminars Knowles M (1990) The Adult Learner; A Neglected Species. (4th Edition) Houston: Gulf Publishing. An interactive blackboard site provides electronic access to lecture notes, current research, interactive learning tools and relevant websites. You will be expected to engage with the electronic material in preparation for discussion during timetabled sessions.

TypeHours
Tutorial4
Lecture55
Seminar16
Total study time75

Resources & Reading list

Nursing and Midwifery Council (2001). Standards for Specialist Education and Practice. 

Nursing and Midwifery Council (2006). Standards of proficiency for nurse and midwife prescribers. 

Coles, L. and Porter, E. (2008). Public Health Skills: A Practical Guide for Nurses and Public Health Practitioners. 

Rawlinson, M., Baker, D., and Fergus, M. (2012). Chapter 3. Public Health – Promoting Health and Wellbing. In Chilton, S., Bain, H., Clarridge, A. and Melling, K. (Eds). The Textbook of Community Nursing.. 

Chilton, S., Bain, H., Clarridge, A. and Melling, K. (Eds) (2012). A Textbook of Community Nursing. 

Scriven, A. (2010). Scriven, A. (2010) Promoting Health: A Practical Guide 6th Edition: Ewles and Simnett.. 

home-Based Care for Special Healthcare Needs: Community Children’s Services. ,61 , pp. 260-268.

Whiting, M., Myers, J. and Widdas, D. (2009). Chapter 10; Community Children’s Nursing in Sines, D. Saunders, M. and Forbes-Burford, J. (2009) Community Health Care Nursing. 

Department of Health (2013). Care in Local Communities- A New Vision and Model for District Nursing.. 

Green, J. & Tones, K. (2010). Health Promotion: Planning and strategies. 

Care closer to home for children and young people who are ill: developing and testing a model of service delivery and organisation.. ,68 , pp. 2034 - 2046.

Fergus, M., Almond, A., Baker, C., Forbes, D. and Wilson, L (2010). Chapter 5: Promoting family health in contemporary healthcare in Glasper, A., Aylott, M. and Battrick, C. (Eds) Developing Practical Skills for Nursing Children and Young people.. 

Rawlinson, M. and Bain, H. (2013). In Press. Chapter 12 Enhancing and developing leadership, management and team working skills in the community setting. In Achieving the NMC Standards/Competencies. 

Nursing and Midwifery Council (2008). Standards to support learning and assessment in practice. 

DOH (2012). Compassion in Practice Nursing Midwifery and Care Staff Our Vision and Strategy. 

HM. Government (2010). Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children. 

Cox, Y., Rawlinson, M. (2008). Chapter 9, Strategic Management for Health and Wellbeing in Coles , L., Porter, E., (2008)  Public Health Skills- A Practical Guide for Nurses and Public Health Practitioners. 

Caseload Management in Community Children’s Nursing.. ,20 , pp. 18-22.

Department of Health (2011). NHS at Home: Community Children’s Nursing Services. 

Assessment

Assessment Strategy

Students can only repeat with the agreement of their Seconding Trust. Students can do the award part-time over two years instead of one. Health Ed Wessex pay for this course separate to Core Funding.

Formative

Service Improvement Project

Summative

MethodPercentage contribution
Drugs Test %
Professional conversation  (1500 words) 30%
Report  (5000 words) 70%

Referral

MethodPercentage contribution
Professional conversation 100%
Report 100%

Repeat Information

Repeat type: External

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