nursing213x!! nursingofchildren&young families! …5"|page" " coursetextbooks!...
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Nursing 213X Nursing of Children & Young
Families Spring 2016
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Table of Contents Overview of Nursing 213 ................................................................................................................ 3
Course Description: ........................................................................................................................ 3
Classes: ........................................................................................................................................... 3
Seminars/Labs: ............................................................................................................................... 3
Clinical: ........................................................................................................................................... 3
Student Policies: ............................................................................................................................. 3
Course Coordinator: ....................................................................................................................... 4
Clinical Instructors: ......................................................................................................................... 4
Office Hours: ................................................................................................................................... 4
Course Textbooks ........................................................................................................................... 5
Required Textbooks:....................................................................................................................... 5
Year Two Objectives ....................................................................................................................... 6
Nursing 213 Objectives ................................................................................................................... 7
Marking Scheme ............................................................................................................................. 9
WEEKLY LECTURE AND SEMINAR SCHEDULE ............................................................................... 10
N213X Learning Resource Centre Schedule ................................................................................. 28
CLINICAL EXPERIENCES ................................................................................................................. 29
Overview of Clinical Experiences .................................................................................................. 30
School Health Experience ............................................................................................................. 30
Clinical Preparation ...................................................................................................................... 33
Written Preparation-‐ School Health ............................................................................................. 33
Kindergarten Presentation ........................................................................................................... 34
Format for Written Teaching Plan for Kindergarten Presentation ............................................... 35
Teddy Bear Clinic .......................................................................................................................... 37 Public Health Nursing Experience………………………………………………………………………………………………………….38
Preparation for Clinic………………………………………………………………………………………………………………..39
N213X Community Agency Assignment….…………………………………………………………………………………43
Acute Care Pediatric Experiences………………………………………………………………………………………………45
Family Assessment Assignment…………………………………………………………………………………………………46
Scholarly Paper…………………………………………………………………………………………………………………………48
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Overview of Nursing 213X
Course Description:
The focus of this course is on caring for healthy children and families in the community and in acute care settings. Students are introduced to the philosophies of family-‐centered care and empowerment as they examine structure, function, and tasks of families at various stages of their development. Emphasis is on the nurse’s role in promoting and supporting health, and preventing illness. Students examine the broad determinants of health which influence the health of children and families. Clinical experiences include placements in a variety of agencies/programs designed to provide promotive, preventive, and supportive services to families with children.
Classes/Seminars/Labs Time: 8:30 -‐11:30; 12:00-‐3:00 Location: Room 105 Health Science Building
Clinical: The clinical experience will provide opportunities for students to care for well children and families in the community and ill children in the acute care setting. Attendance for Seminars/Labs and all clinical experiences (including pre-‐ and post-‐clinical conferences) is compulsory.
Student Policies: Please familiarize yourself with the various policies in the student manual, available at
http://files.upei.ca/nursing/school_of_nursing_student_manual.pdf
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Faculty for Nursing 213X
Course Coordinator:
Rosanne McQuaid Office: 620-‐5207 E-‐Mail: [email protected] Office: 222 HSB
Clinical Nursing Instructors: Angela Hunter Office: 620-‐5207 E-‐Mail: [email protected]
Office: 222 HSB Jill Mosher Office: 566-‐0769 E-‐Mail: [email protected] Office: 221 HSB
Office Hours: If you wish to meet with faculty in N213X, you are encouraged to arrange an appointment either in person or through email.
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Course Textbooks
Required Textbooks:
**Hockenberry, M.J. & Wilson, D. (Eds.). (2015). Wong’s nursing care of infants and children. (10th ed.). St. Louis, MO: Elsevier.
**Edwards, H., & Smith, J.L. (2013). My Secret Sister. London: Pan Books. (copies will be available in class on Tuesday). **Wright, L.M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and
intervention. (6th ed.). Philadelphia: F.A. Davis. (can be accessed online for free through UPEI Robertson Library).
Other Required Resource Material: *American Psychological Association (2010). Publication manual of the American
Psychological Association. (6th ed.). Washington, DC: Author.
*Balzier-‐Riley (2012). Communication in Nursing. (7th ed.). St. Louis, MO: Mosby, Elsevier. *Curren, A.M. (2010). Dimensional analysis for meds. (4th ed.). Albany, NY: Delmar. *LaFleur-‐Brooks, M.,& LaFleur-‐Brooks, D.(2013). Basic Medical language. (4th ed.). St. Louis, MI:
Mosby, Elsevier. *Ross-‐Kerr, J.C., & Wood, M.J. (2014). Potter & Perry’s Canadian Fundamentals of Nursing
(5th ed.). Toronto, ON: Mosby, Elsevier. *Skidmore-‐Roth, L. (2013). Mosby’s nursing drug reference (28th ed.) St. Louis: Mosby, Elsevier. *Stedman (2012). Stedman’s medical dictionary for the health professions and nursing (6th ed.).
Philadelphia, PA: Lippincott, Williams, & Wilkins. *Purchased for Winter, 2016 **New purchases for Spring, 2016
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Year Two Objectives
By the end of Year Two the student is expected to: 1. Discuss and initiate selected roles of the nurse when working with individuals and families within
interdisciplinary teams and when practicing within a Primary Health Care framework.
2. Discuss and demonstrate the principles and services of Primary Health Care, and integrate these into practice in community and acute care settings.
3. Integrate acquired knowledge, skills, and attitudes from nursing and other disciplines to provide safe, holistic nursing care while working with individuals and families.
4. Recognize the range of normal characteristics across the life span and differentiate these from indicators of illness.
5. Analyze factors that influence individual and family health values and practices.
6. Apply principles of family-‐centred care when working with families in a variety of settings.
7. Apply theory of growth and development to individuals and families throughout the life span.
8. Demonstrate an organized, systematic approach to own nursing practice.
9. Value the uniqueness of individuals and families and demonstrate respect for them.
10. Promote active involvement of individuals and families and support them in decision making and provision of care.
11. Use appropriate communication skills to develop collaborative relationships with individuals, families, peers, and colleagues.
12. Examine relevant research and use its findings in scholarly work.
13. Demonstrate an inquiring approach to learning and value opportunities to enhance own learning.
14. Continue to practice according to the nursing code of ethics.
15. Apply selected nursing and borrowed theories to clinical practice.
16. Communicate orally and in writing in a clear manner using grammatically correct format.
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Nursing 213X Objectives
Upon completion of the course the student will:
1. Explain the principles and services of Primary Health Care as they relate to family nursing and integrate these principles and services when working with individuals and families.
2. Discuss historical developments and current issues and trends in Family Nursing. 3. Analyze factors which influence the health values, practices, and health status of individuals and
families. 4. Describe the developmental tasks of families. 5. Apply theory of growth and development to children and families. 6. Begin to interpret responses of family members to developmental and situational events. 7. Identify the role of the nurse in various community settings within the interdisciplinary team. 8. Incorporate concepts acquired from other disciplines in continuing to expand the understanding of
wellness in children and families. 9. Begin to identify appropriate resources to promote and support wellness within the family. 10. Discuss the impact of appropriate communication on client/family/nurse interactions. 11. Describe the impact of nursing care on the child and family. 12. Examine relevant research and use research findings in scholarly work. 13. Provide safe, holistic nursing care for children and families. 14. Continue to develop competencies required for nursing practice within a Primary Health Care
framework. 15. Incorporate principles of family-‐centered care when interacting with families in a variety of
settings.
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16. Demonstrate increasing ability to communicate effectively in a variety of situations (therapeutic, collegial, inter-‐professional).
17. Use an organized, systematic approach to obtain data and to develop, implement, and evaluate
strategies for the care of children and families. 18. Use appropriate tools to assess individual and/or family structure, development, and functioning. 19. Continue to develop assessment skills and begin to recognize deviations from normal and interpret
their significance. 20. Use the scientific process and critical thinking to analyze and integrate concepts in classroom and
clinical settings. 21. Demonstrate beginning teaching skills which relate to wellness promotion, maintenance, and/or
illness prevention. 22. Demonstrate increasing ability in performing psychomotor skills. 23. Demonstrate the use of appropriate and clear documentation. 24. Respect the uniqueness and rights of peers, colleagues, clients, and families. 25. Promote active involvement of clients in their own health care. 26. View nursing care as working collaboratively with clients rather than doing for clients. 27. Demonstrate personal responsibility for own learning by being well prepared for classes,
labs/seminars, and clinical experiences and by taking advantage of opportunities to enhance own learning.
28. Conduct his/ herself in a professional and ethical manner. 29. Be accountable for his/her professional practice.
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N213X Marking Scheme
Course Mark: The final course mark for N213X will be a composite of the following components: Assignments Due Date Value Kindergarten Presentation During School Health Rotation 10% in consultation with CNI Agency Visit Presentation During Public Health Rotation 10% Post Clinical Conference In Class Group Quizzes See Class Schedule 5% Family Assessment Assignment During Family Practice Experience 10% Scholarly Paper May 27, 2016 15% Midterm May 3, 2016 20% Final Exam June 2, 2016 30% TOTAL 100
Clinical Evaluation:
Clinical performance will be evaluated on a pass/fail basis.
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WEEKLY LECTURE AND SEMINAR SCHEDULE
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CIS Training Thursday, April 21, 2016 Powerchart Training Friday, April 22, 2016 CPOE-‐EMAR Training
CIS Training is mandatory for all students prior to participation in acute care hospital experiences. No makeup sessions are available. Both sessions will be located in the Queen Elizabeth Hospital training room from 0800hrs-‐1600hrs.
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WEEK 1 April 19, 2016
Class Required Readings
8:30-‐9:30 Orientation of N213X 9:30-‐11:00 Introduction to Nursing of Children and Families Patient and Family Centred Care 11:00-‐11:30 12:00-‐1:00 Overview of Family Nursing and CFAM Structural, Developmental and Functional Assessment 1:00-‐3:00 Comprehensive School Health
Please bring course syllabus Hockenberry, M.J. (2015). Perspectives of pediatric nursing. In M.J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 8-‐17). St. Louis, MO: Elsevier. Kaakinen, J., Hanson, S., & Denham, S. (2010). Family health care nursing: An introduction. In J. Kaakinen, V. Gedaly-‐Duff, D. Coehlo, & S. Hanson (Eds.), Family health care nursing: Theory, practice & research. (4th edition, pp. 4-‐12). Philadelphia: FA Davis Institute for Patient and Family Centred Care. Advancing the Practice of Patient and Family Centered Care in Hospitals. How to Get Started…retrieved from http://www.ipfcc.org/pdf/getting_started.pdf Kuo, D.Z., Houtrow, A.J., Arango, P., Kuhlthau, K.A., Simmons, J.M., & Neff, J.M. (2012). Family-‐centered care: Current applications and future directions in pediatric health care. Maternal Child Health Journal, 16, 297-‐305. Kaakinen, J. (2010). Family nursing process: Family nursing assessment models. In J. Kaakinen, V. Gedaly-‐Duff, D. Coehlo, & S. Hanson (Eds.), Family health care nursing: Theory, practice & research. (4th ed., pp. 123-‐128). Philadelphia: FA Davis Yiu, L., Sutton, M., & Ryan, C. (2015). Family health. In L. Stamler, L. Yiu, & A. Dosani (Eds.), Community health nursing: A Canadian perspective (4th ed., pp. 345-‐354). Toronto, ON: Pearson. Wright, L. & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. Philadelphia: FA Davis. p. 3-‐4; 23-‐48; 51-‐144. (Focus on pages 52; 77-‐89; 96-‐97; 102-‐104; 123-‐143). We will have an overview of CFAM today followed by a Communicating with Families Lab tomorrow). What is Comprehensive School Health? http://www.jcsh-‐cces.ca/upload/JCSH%20CSH%20Framework%20FINAL%20Nov%2008.pdf The Comprehensive School Health Approach http://www.albertahealthservices.ca/info/csh.aspx Laforet-‐Fliesser, Y., MacDougall, C. & MacLeod, C. (2015). School health. In L. Stamler, L. Yiu, & A. Dosani (Eds.), Community health nursing: A Canadian perspective (4th ed., pp. 329-‐341). Toronto, ON: Pearson.
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WEEK 1 April 20, 2016
Class Required Readings
8:30-‐10:30 Infant Measurement Lab Infant and Family Nutrition Lab
All students are expected to have completed the learning modules from the Dieticians of Canada related to the WHO Growth Charts. Available at: http://www.dietitians.ca/growthcharttraining Hockenberry, M.J. (2015). Communication, physical, and developmental assessment. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 110-‐117). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the infant and family. In M. J. Hockenberry & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 437-‐441). St. Louis, MO: Elsevier. Wheeler, B.J. (2015). Health promotion of the newborn and family. In M. J. Hockenberry & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.274-‐283). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the toddler and family. In M. J. Hockenberry & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp.504-‐508). St. Louis, MO: Elsevier. Monroe, R.A. (2015). Health promotion of the preschooler and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp.538-‐539). St. Louis, MO: Elsevier. Rodgers, C.C. (2015). Health promotion of the school-‐age child and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp.591-‐592). St. Louis, MO: Elsevier. Ethington, M., Gallagher, M., & Wilson, D. (2015). Health promotion of the adolescent and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp. 674-‐675). St. Louis, MO: Elsevier. PEI Department of Health, Baby Help: Feeding and Immunizing your Baby. Health Canada, Eating well with Canada’s food guide. Retrieved from http://www.hc-‐sc.gc.ca/fn-‐an/food-‐guide-‐aliment/index-‐eng.php Health Canada, "Nutrition for Healthy Term Infants: Recommendations from Birth to Six Months" Retrieved from http://www.hc-‐sc.gc.ca/fn-‐an/nutrition/infant-‐nourisson/recom/index-‐eng.php#a12.5
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10:45-‐12:15 Pediatric Assessment Pediatric Vital Signs 1:00-‐2:00 Communicating with Families Lab 2:00-‐3:00 Orientation for Public Health
Hockenberry, M.J. (2015). Communication, physical, and developmental assessment. In D. J. Hockenberry.& D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 99-‐150). St. Louis, MO: Elsevier. Jarvis Physical Examination and Health Assessment Series: Head to Toe Examination of Normal Child video: http://resources.library.upei.ca.proxy.library.upei.ca/jarvis/ Hockenberry, M.J. (2015). Communication, physical, and developmental assessment. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 91-‐95). St. Louis, MO: Elsevier. Yiu, L., Sutton, M., & Ryan, C. (2015). Family health. In L. Stamler, L. Yiu, & A. Dosani (Eds.), Community health nursing: A Canadian perspective (4th ed., pp. 354-‐357). Toronto, ON: Pearson. Wright, L. M., & Leahey, M. (2013). Nurses and families. [electronic resource] : A guide to family assessment and intervention. Philadelphia: F.A. Davis. Review pages 75-‐90, 219-‐225, & 263-‐277. Currie, G., & Schofield, R. (2015). Nursing roles, functions & practice settings. In L. Stamler, L. Yiu & A. Dosani (Eds.), Community health nursing: A Canadian perspective (4th ed., pp. 40-‐ 47; 54-‐56). Toronto, ON: Pearson. The Rourke Baby Record. Please review the National Version 2014. http://www.rourkebabyrecord.ca/downloads.asp
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WEEK 2 Apri 25 , 2016 Class Required Readings
Class Required Readings 8:30-‐10:00 Overview of Growth and Development 10:00-‐11:30 Communicating with Children and Play Preparing Children for Procedures
Wilson, D. (2015). Health promotion of the infant and family. In M.J Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th pp.413-‐437). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the toddler and family. In M.J. Hockenberry, & D. Wilson, D. (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 488-‐504). St. Louis, MO: Elsevier. Monroe, R.A. (2015). Health promotion of the preschooler and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 523-‐538). St. Louis, MO: Elsevier. Rodgers, C.C. (2015). Health promotion of the school-‐age child and family. In M. J. Hockenberry & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 569-‐591). St. Louis, MO: Elsevier. Ethington, M., Gallagher, M., & Wilson, D. (2015). Health promotion of the adolescent and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp. 651-‐665). St. Louis, MO: Elsevier. Canadian Pediatric Society (2010). Rourke baby record. Retrieved from http://www.cps.ca/tools-‐outils/rourke-‐baby-‐record Canadian Pediatric Society (2010). Grieg health record. Retrieved from http://www.cps.ca/tools-‐outils/greig-‐health-‐record Hockenberry, M.J. (2015). Communication, physical, and developmental assessment. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp.95-‐99; 147-‐150). St. Louis, MO: Elsevier. Huecke, R. (2015). Family-‐centered care of the child during illness and hospitalization. In M. J. Hockenberry & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.875-‐880). St. Louis, MO: Elsevier. Brown, T. (2015). Pediatric nursing interventions and skills. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 883-‐894). St. Louis, MO: Elsevier. Jun-‐Tai, N. (2008). Play in hospital. Paediatrics & Child Health, 18(5), 233. doi:10.1016/j.paed.2008.02.002
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12:00-‐1:30 Assessing Pain in Children 1:30-‐3:00 Childhood Injuries: Prevention & Management
Hockenberry, M.J. (2015). Pain Assessment and Management in Children.In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.152-‐170). St. Louis, MO: Elsevier. Stevens, B. J., Abbott, L. K., Yamada, J., Harrison, D., Stinson, J., Taddio, A., & Finley, G. A. (2011). Epidemiology and management of painful procedures in children in Canadian hospitals. Canadian Medical Association Journal, 183(7), E403-‐E410. The Hospital for Sick Kids (2014) Pain Resource Centre. Retrieved from http://www.aboutkidshealth.ca/En/ResourceCentres/Pain/Pages/default.aspx Hockenberry, M. J. (2015). Perspectives of pediatric nursing. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 3-‐5). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the infant and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 442-‐448). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the toddler and family. In M. J. Hockenberry, & D. Wilson, D. (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 512-‐519). St. Louis, MO: Elsevier. Monroe, R.A. (2015). Health promotion of the preschooler and family. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp.539-‐540). St. Louis, MO: Elsevier. Rodgers, C.C. (2015). Health promotion of the school-‐age child and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 600-‐606). St. Louis, MO: Elsevier. Ethington, M., Gallagher, M., & Wilson, D. (2015). Health promotion of the adolescent and family. . In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10 ed., pp. 674). St. Louis, MO: Elsevier.
Child Safety Link, Useful Resources. Retrieved from http://www.childsafetylink.ca
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WEEK 2 April 26, 2016
Class Required Readings
8:30-‐10:30 Communicable Diseases and Immunizations 10:30-‐12:30 Profiling Canadian Families Health Status of Canada’s Children
Wilson, D. (2015). Childhood communicable and infectious diseases. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp.193-‐221). St. Louis, MO: Elsevier. Public Health Agency of Canada, Canadian immunization guide, Retrieved from http://www.phac-‐aspc.gc.ca/publicat/cig-‐gci/index-‐eng.php Heurter, H. & Langman, E. (2005). Vaccines and the infant’s immune system: What nurses need to know. Canadian Nurse, 101(1), 15-‐16. PEI Department of Health, Baby Health: Feeding and immunizing your baby. Statistics Canada (2012), Fifty years of families in Canada: 1961 to 2011Families, households and marital status, 2011 Census of Population. Retrieved from http://www12.statcan.gc.ca/census-‐recensement/2011/as-‐sa/98-‐312-‐x/98-‐312-‐x2011001-‐eng.cfm Luxton, M. (2011). Changing families: New understandings (pp.1-‐23). Retrieved from http://vanierinstitute.ca/resources/contemporary-‐family-‐trends/ Franklin, Q. & Mooney-‐Doyle, K. (2015). Social, cultural, religious, and family influences on child health promotion. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 17-‐32). St. Louis, MO: Elsevier. Kaakinen, J., Hanson, S., & Denham, S. (2010). Family health care nursing: An introduction. In J. Kaakinen, V. Gedaly-‐Duff, D. Coehlo, & S. Hanson (Eds.), Family health care nursing: Theory, practice & research. (4th ed., pp. 21-‐32). Philadelphia: FA Davis Hockenberry, M. J. (2015). Perspectives in pediatric nursing. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp.1-‐8). St. Louis, MO: Elsevier. Raphael, D. (2010). The health of Canada’s children. Part I: Canadian children’s health in comparative perspective. Paediatrics & Child Health, 15(1), 23–29. Canadian Pediatric Society (2012), Are we doing enough: At status report on Canadian public policy and child and youth health. Retrieved from http://www.cps.ca/uploads/advocacy/StatusReport2012.pdf Public Health Agency of Canada (2009), The Health of Canadian Children. Retrieved from http://www.phac-‐aspc.gc.ca/cphorsphc-‐respcacsp/2009/fr-‐rc/cphorsphc-‐respcacsp06-‐eng.php
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1:00-‐3:00 Calculating Pediatric Safe Dosages Complete Learning Package Posted on Moodle
Campaign 2000. (2015). 2015 Report Card on Child and Family Poverty in Canada. Retrieved from http://www.campaign2000.ca/reportcards.html Curren (2010). Dimensional analysis for meds. Chapters 13, 14, 20. From the CD Rom that accompanies the text, please review the following sections:
-‐ Decimal review -‐ Expressing decimal fractions to the nearest tenth -‐ Expressing decimal fractions to the nearest hundredth -‐ Solving equations -‐ Reducing fractions with zeros -‐Reducing fractions with decimals -‐Summary self-‐test
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WEEK 3 May 2, 2016
Class Required Readings
8:30-‐11:00 Family: Physical Activity, Nutrition, Stress & Coping Obesity and Childhood
Health Canada, Eating well with Canada’s food guide. Retrieved from http://www.hc-‐sc.gc.ca/fn-‐an/food-‐guide-‐aliment/index-‐eng.php Canadian Physical Activity Guidelines. Retrieved from http://www.phac-‐aspc.gc.ca/hp-‐ps/hl-‐mvs/pa-‐ap/03paap-‐eng.php
Canadian Pediatric Society, Healthy active living: Physical activity guidelines for children and adolescents. Retrieved from http://www.cps.ca/documents/position/physical-‐activity-‐guidelines
Wilson, D. (2015). Health promotion of the infant and family. In M.J Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th pp.429; 434-‐437). St. Louis, MO: Elsevier. Wilson, D. (2015). Health promotion of the toddler and family. In M.J. Hockenberry, & D. Wilson, D. (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 503-‐504). St. Louis, MO: Elsevier. Monroe, R.A. (2015). Health promotion of the preschooler and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 536-‐538). St. Louis, MO: Elsevier. Rodgers, C.C. (2015). Health promotion of the school-‐age child and family. In M. J. Hockenberry & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 587-‐590). St. Louis, MO: Elsevier. Global News. (2013). Young Minds: Stress, anxiety plaguing Canadian youth. Retrieved from http://globalnews.ca/news/530141/young-‐minds-‐stress-‐anxiety-‐plaguing-‐canadian-‐youth/ Ryan-‐Wenger, N., Sharrer, V., & Campbell, K. (2005). Changes in children’s stressors over the past 30 years. Pediatric Nursing, 31(4), 282-‐288. Help Guide. (2016). Stress: How to Reduce, Prevent, and Cope with Stress. Retrieved from http://www.helpguide.org/articles/stress/stress-‐management.htm Domingeaux, M., Gallagher, E. (2015). Health promotion of the adolescent and family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 727-‐737). St. Louis, MO: Elsevier. Public Health Agency of Canada (2010). Curbing childhood obesity: A federal, provincial, and territorial framework for action to promote healthy weights. Retrieved from http://www.phac-‐aspc.gc.ca/hp-‐ps/hl-‐mvs/framework-‐cadre/intro-‐eng.php Integration of the Determinants of Health into Programming: Best Start Program in PEI
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11:00-‐12:30 Joyce Cullen Foster 1:00-‐3:00 Administering Meds to Children
Review readings from Curren (2010) on calculating pediatric dosages. Brown, T. (2015). Pediatric nursing interventions and skills. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 914-‐916). St. Louis, MO: Elsevier.
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WEEK 3 May 3, 2016
Class Required Readings
8:30-‐9:30 10:00-‐11:30 Family Violence & Child Maltreatment 12:00-‐1:30 Nursing Care of the Child During Illness and Hospitalization 1:30-‐3:00 Nursing Care of the Child with a Neurologic Disorder: Seizures
Midterm All student are expected to have completed the Period of Purple Crying Module. Can be retrieved at http://www.dontshake.org/lms/index.php McCarthy, K. (2015). Health problems of early childhood. In M.J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 556-‐566). St. Louis, MO: Elsevier. Public Health Agency of Canada. (2016). Child maltreatment. Retrieved from http://www.phac-‐aspc.gc.ca/cm-‐vee/index-‐eng.php Hueckel, R. (2015). Family-‐centered care of the child during illness and hospitalization. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 864-‐881). St. Louis, MO: Elsevier. Justus, R., Wyles, D., Wilson, J., Rode, D., Walther, V., & Lim Sulit, N. (2006). Preparing children and families for surgery: Mount Sinai's multidisciplinary perspective. Pediatric Nursing, 32(1), 35-‐43 Rodgers, C.C. (2015). The child with cerebral dysfunction. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 1463-‐1481). St. Louis, MO: Elsevier. Besag, f., Nomayo, A., & Pool, F. (2005). The reactions of parents who think that a child is dying in a seizure-‐ In their own words. Epilepsy & Behavior, 7, 517-‐523. Thomen Clore, E. (2010). Seizure precautions for pediatric bedside nurses. Pediatric Nursing, 36(4), 191-‐194 Friedman, J.N. (2011). Emergency management of the paediatric patient with generalized convulsive status epilepticus. Paediatrics & Child Health, 16(2), 91-‐7. Retrieved from http://www.cps.ca/en/documents/position/convulsive-‐status-‐epilepticus Canadian Pediatric Society, Parent information on Febrile Seizures:http://www.caringforkids.cps.ca/handouts/febrile_seizures
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WEEK 4 May 9, 2016
Class Required Readings
08:30-‐11:30 Impact of the Social Determinants of Health
12:00-‐1:30 Interpreting CBCs Module 1:30-‐ 3:00 Case Study
Public Health Agency of Canada. What determines health? Available from http://www.phac-‐aspc.gc.ca/ph-‐sp/determinants/determinants-‐eng.php#income Public Health Agency of Canada, What makes Canadians healthy or unhealthy? Retrieved from http://www.phac-‐aspc.gc.ca/ph-‐sp/determinants/determinants-‐eng.php Raphael, D. (2010). The health of Canada’s children. Part III: Public policy and the social determinants of children’s health. Paediatrics & Child Health, 15(3), 143–149. Canadian Child Care Federation and Canadian Institute of Child Health (2001). What we know about the brain. Ottawa, Ontario: Author. pp. 1-‐5. Campaign 2000. (2015). 2015 Report Card on Child and Family Poverty in Canada. Retrieved from http://www.campaign2000.ca/reportCards/2015RepCards/NationalReportCardEn2015.pdf Reiner Foundation (1998). The first years last forever. Available at www.cich.ca/PDFFFiles/FirstYearsEngWEB.pdf
Review guide on Moodle site
Review on Moodle site
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WEEK 5 May 10, 2016
Class Required Readings
8:30-‐9:30 Pediatric Safe Dose Competency Exam 9:30-‐11:00 Nursing Care of the Child with a Mental Health Disorder: Adolescent suicide Guest lecturer: Dr. Gloria McInnis-‐Perry
11:00-‐12:00 School-‐based Management of Mental Health 13:30-‐2:30 Pediatric Simulation
Wilson, D., Bruening, M., & Lowdermilk, D.L. (2015). Health problems of the adolescent. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.750-‐753). St. Louis, MO: Elsevier. Kostenuik, M., and Ratnapalan, M. (2010). Approach to adolescent suicide prevention. Canadian Family Physician, 56, 755-‐760. Mental Health Commission of Canada. (2013). School-‐based mental health in Canada: A final report. Retrieved from site. Review guide on Moodle site
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WEEK 6 May 16, 2015
Class Required Readings
8:30-‐10:00 The Child’s Experience of Loss & Grief
10:00-‐11:30 Nursing Care of the Child with a Respiratory Disorder-‐ Acute Bronchiolitis, Pneumonia Chronic Allergic Rhinitis, Asthma
Docherty, S.L., Brandon, D., Thaxton, C.A., & Barfield, R.C. (2015). Family-‐centered palliative care. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.797-‐800; 813-‐817). St. Louis, MO: Elsevier. Foley, T. (2004). Encouraging the inclusion of children in grief after a sudden death. Journal of Emergency Nursing, 30(4), 341-‐342. Riely, M. (2003). Facilitating children’s grief. Journal of School Nursing, 19(4), 212-‐218. Willis, C. (2002). The grieving process in children : Strategies for understanding, educating and reconciling children’s perceptions of death. Early Childhood Education Journal, 29(4),pp. 221-‐226. Conlon, P. & Wilson, D. (2015). The child with respiratory dysfunction. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.1164-‐1170; 1188-‐1191; 1215-‐1233). St. Louis, MO: Elsevier. Le Saux, N. & Robinson, J.L. (2011). Pneumonia in healthy Canadian children and youth: Practice points for management. Paediatrics & Child Health, 16(7), 417-‐420. Retrieved from http://www.cps.ca/en/documents/position/pneumonia-‐management-‐children-‐youth Robinson, L. (2011). Preventing respiratory syncytial virus infections Paediatrics & Child Health, 16(8):488-‐490. Retrieved from http://www.cps.ca/en/documents/position/preventing-‐rsv Ortiz-‐Alvarez, O. & Mikrogianakis, A. (2012). Managing the paediatric patient with an acute asthma exacerbation. Paediatrics & Child Health, 17(5), 251-‐255. Retrieved from http://www.cps.ca/en/documents/position/management-‐acute-‐asthma-‐exacerbation
McNelis, A., Musick,, B. Austin, J., Larson, P., & Dunn, D. (2007).Psychosocial care needs of children with recent-‐onset asthma. Journal for Specialists in Pediatric Nursing, 12(1), 3-‐12
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12:00-‐1:30 Nursing Care of the Child with an Endocrine Disorder: Diabetes 1:30-‐3:00 Nursing Care of the Child with a Neoplastic Disorder: Cancer
Barry, A. Connelly, E., & Brill, P. (2015). The child with endocring dysfuntion. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 1519-‐1539). St. Louis, MO: Elsevier. Sutcliffe, K., Sutcliffe, R., & Alderson, P. (2004). Can very young children share in their diabetes care? Ruby’s story. Paediatric Nursing, 16(10), 24-‐26. Panagiotopoulos, C., Riddell, M. C., & Sellers, E. A. C. (2013). Type 2 diabetes in children and adolescents. Canadian Journal of Diabetes, 37, Supplement 1(0), S163-‐S167. doi:http://dx.doi.org.login.ezproxy.library.ualberta.ca/10.1016/j.jcjd.2013.01.043 Wherrett, D., Huot, C., Mitchell, B., & Pacaud, D. (2013). Type 1 diabetes in children and adolescents. Canadian Journal of Diabetes, 37, Supplement 1(0), S153-‐S162. doi:http://dx.doi.org.login.ezproxy.library.ualberta.ca/10.1016/j.jcjd.2013.01.042 Rodgers, C.C. (2015). The child with cancer. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th pp.1379-‐1397; 1398-‐1402). St. Louis, MO: Elsevier.
George-‐Gay, B. & Parker, K. (2003). Understanding the complete blood cell count with differential. Journal of Perianesthesia Nursing, 18(2), 96-‐114.e
Marrs, J.A. (2006). Care of patients with neutropenia. Clinical Journal of Oncology Nursing, 10(2), 164-‐166.
Radwin, L. E., Farquhar, S. L., Knowles, M. N. & Virchick, B. G. (2005). Cancer patients’ descriptions of their nursing care. Journal of Advanced Nursing, 50 (2), 162-‐169.
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WEEK 6 May 30, 2016
Class Required Readings
8:30-‐11:30 Understanding Fluid and Electrolytes Nursing Care of the Child with a Gastrointestinal Disorder Acute – fluid & electrolytes, dehydration, vomiting, & diarrhea 12:00-‐1:30 Nursing Care of the Child with an Eating Disorders 1:30-‐3:00 Case Study
Hunter, G. (1996). An unnecessary death. Canadian Nurse, 92(6), 18-‐2 Rodgers, C. C. & Wilson, D. (2015). The child with gastrointestinal dysfunction. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp.1051-‐1068). St. Louis, MO: Elsevier. Leung, A. & Prince, T. (2006). Oral rehydration therapy and early re-‐feeding in the management of childhood gastroenteritis. Paediatrics & Child Health, 11(8), 527-‐531.Retrieved from http://www.cps.ca/en/documents/position/oral-‐rehydration-‐therapy Wilson, D., Bruening, m., & Lowermilk, D.L. (2015). Health problems of the adolescent. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 737-‐745). St. Louis, MO: Elsevier. McMaster, R., Beale, B., Hillege, S., & Nagy, S. (2004). The parent experience of eating disorders: Interactions with health professionals. International Journal of Mental Health Nursing, 13(1), 67-‐73. Review Moodle site
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WEEK 6 May 31, 2016
Class Required Readings
8:30-‐10:00 Nursing Care of the Child with Special Needs Autism ADHD 10:00-‐11:30 Case Study 1:00-‐2:30 Course Review for Final Exam
Barry McElfresh, P. & Taneski Merck, T. (2015). Family –centered care of the child with chronic illness or disability. In M. J. Hockenberry, & D. Wilson, (Eds.), Wong’s nursing care of infants and children (10th ed., pp. 761-‐788). St. Louis, MO: Elsevier. Gordon, J. (2009). An evidence-‐based approach for supporting parents experiencing chronic sorrow. Pediatric Nursing, 35(2), 115-‐119. Scarpinato, N., Bradley, J., Kurbjun, K., Bateman, X., Holtzer, B., & Ely, B. (2010). Caring for the Child With an Autism Spectrum Disorder in the Acute Care Setting. Journal For Specialists In Pediatric Nursing, 15(3), 244-‐254. Review Moodle site
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N213X Learning Resource Centre
Format of the Lab:
The purpose of the lab experience in this course is to provide you with an opportunity to practice new psychomotor skills and enhance your communication skills with children and families.
Lab Schedule
The dates, titles, and assigned readings for each of the labs are listed in the course syllabus and are filed as “N213 Lab/Clinical Readings” at the Reserve desk at the Robertson Library or when possible, have been made available electronically via e-‐reserves.
Policy on Math Competency Exams
Any student who has completed a lab or class on medication or intravenous therapy must write a Mathematics Competency Test, and achieve a grade of 85%. Calculators are not permitted during the test.
���Remedial help will be available prior to writing a supplemental test. It is the student’s responsibility to arrange help sessions with Learning Resource Centre instructors, if desired, prior to the date of the supplemental test. ���
If a student is not successful in a supplemental test, faculty, in consultation with the Dean of Nursing, reserves the right to assign a failure in the course. The decision to fail the student will be made on a case-‐by-‐case basis, with consideration given to the student’s academic and clinical performance in the program. Documentation of a failed math competency exam will be placed in the student’s file. ���
Should a student fail three math competency exams throughout the program, this may be cause for dismissal from the program.
Pediatric Safe Dose Competency Exam
Tuesday, May 10, 2016 0830 hrs
Location: TBA
Supplemental Exam Date: TBA
Location: TBA
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CLINICAL EXPERIENCES
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Overview of Clinical Experiences
The focus of this course is on caring for children and families with children. It is a community-‐ based course and will include experiences in the school setting and in community agencies that provide services for children and families. The clinical experiences are divided into two rotations. All students will complete a School Health rotation which involves working with children in kindergartens within schools. Each student will also complete a rotation in the Public Health setting.
CLINICAL EXPERIENCES A. School Health Experience Orientation/Post Clinical 1 day Kindergarten 2 days Kindergarten presentation 1 day Teddy Bear Clinic 1 day Family Practice 1 day B. Public Health Experience Orientation/Post Clinical 1 day Public Health Clinics 4 days QEH Pediatric Clinic 1 day Agency Visit 1 day C. Cerner Preparation 2 days Pre-‐clinical Interviews At the beginning of the semester, the clinical instructor will interview each student in her clinical group. In preparation for this interview, students will identify, in writing, personal objectives for the learning experience based on the student’s self-‐identified learning needs and course objectives. The pre-‐clinical interview form will be posted on Moodle.
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School Health Experience
Each student will spend time visiting a school kindergarten in the Cornwall area. This experience will provide students with an opportunity to apply developmental and communication theory when interacting with children, practice basic child care skills, assess health-‐related needs of young children, and provide age-‐appropriate teaching on a health-‐related topic.
The School Health experience will include: • Two days working with preschoolers in a kindergarten program • One day planning and delivering age-‐appropriate health education sessions for children in a
kindergarten setting. • One day preparing for and participating in a Teddy Bear Clinic for Preschoolers.
• One day carrying out assessment with children and families at the Family Practice with an RN.
Setting and Time Frame: See Moodle for the School Health clinical rotations.
Dress: Professional casual dress clothes (no jeans), low, comfortable shoes and your School of Nursing name tag. Wear appropriate clothing so you can accompany children during their outdoor activities.
Objectives: 1. Identify types of early childhood programs available locally and discuss services provided by
each. 2. Observe and discuss the normal variations in growth and development between children of
similar ages. 3. Interact with children on a level appropriate to their developmental stage and level of
understanding. 4. Provide basic care for children. 5. Use appropriate safety precautions when caring for children. 6. Incorporate theory and principles of teaching and learning when planning and providing an age
appropriate educational session for children in a kindergarten setting. 7. Prepare children for encounters with health care professionals by planning and participating in
a Teddy Bear Clinic.
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Required Readings: Available at E reserve (Clinical Readings for School Health Experience) Laforet-‐Fliesser, Y., MacDougall, C. & MacLeod, C. (2015). School health. In L. Stamler, L. Yiu, & A. Dosani (Eds.),
Community health nursing: A Canadian perspective (4th ed., pp. 329-‐341). Toronto, ON: Pearson. What is Comprehensive School Health? http://www.jcsh-‐cces.ca/upload/JCSH%20CSH%20Framework%20FINAL%20Nov%2008.pdf
Early Childhood Development Association of PEI (2010). PEI early childhood development retrieved from http://earlychildhooddevelopment.ca/sites/default/files/u2084/ECD%20Eng%20Booklet.pdf
PEI Department of Education and Early Childhood Development (2010). Securing the future of our
children. Available at: http://www.gov.pe.ca/photos/original/edu_ExcellIniti.pdf Orientation will also provide interactive sessions on Teaching Children. The following readings are required for this: Campbell, A., & Brown, S.T. (2008). The healthy teddy clinic: An innovative pediatric clinical experience.
Teaching and Learning in Nursing, 3, 72-‐75. Bastable, S.& Doody, J.A. (2008) Behavioral objectives. In S. Bastable Nurse as educator: Principles of
teaching and learning for nursing practice (3rd ed.) pp. 387-‐393. Boston, Mass: Jones & Bartlett. Bastable, S. & Dart, M.A. (2008). Developmental stages of the learner. In S. Bastable Nurse as
educator: Principles of teaching & learning for nursing practice (3rd ed.) p. 152; 159-‐162. Boston, Mass: Jones and Bartlett.
Post-‐clinical Conference for the School Health Rotation: A post-‐clinical conference will be scheduled following completion of this rotation. Students will engage in discussion and share observations regarding their experiences. Evaluation: The clinical instructor will visit students in the school to assess their knowledge and ability to apply theory in practice. Evaluation will also be based on the quality of your written preparation, the quality and delivery of the kindergarten presentation, your participation during the Teddy Bear Clinic, and your preparation for and participation in pre-‐ and post-‐clinical conferences. Early childhood educators in the various School Health programs will provide written feedback regarding each student’s performance.
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Clinical Preparation
Written Preparation-‐ School Health You are also expected to prepare a growth and development summary for preschoolers (4 & 5year olds) and school age children. You should bring your growth and development (G&D) summary to clinical each day to guide your observations and assessments. Your instructor will review your clinical preparation with you in the clinical setting to assess your level of preparation and your ability to apply critical thinking to child development observations. Your knowledge, performance, interest, interaction with children and staff, active participation in the program, as well as a discussion of primary health care concepts will be assessed in your clinical evaluation.
Growth and Development Summary Content to be included: 1. Summarize the normal developmental milestones related to:
• Cognitive development • Motor skill development
-‐ gross motor -‐ fine motor
• Communication and language development • Social development
2. Summarize the normal physical growth trends for pre-‐schoolers children (4 & 5 year olds).
3. Identify and describe the type of play associated with this age. Provide two specific examples of
toys or games.
4. Identify two leading safety concerns and appropriate prevention strategies. The written clinical preparation should:
• be in depth enough to encompass the required information • be prepared in either neat and legible handwriting or typed • Include observable and measurable milestones to best illustrate growth and development to
guide analysis of observations. These cards will also be very useful in the public health and acute care pediatric clinical sites.
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Kindergarten Presentation
Guidelines for Educational Presentation in a Kindergarten: 1. Students will be assigned to groups of four students. Dates for the kindergarten presentations
will be arranged with the kindergarten teachers and will be scheduled for a time when your clinical instructor will be available to attend your presentation.
2. When you spend a day in your assigned kindergarten you are expected to assess the children’s developmental level, discuss the children’s learning needs with the staff, and seek the staff’s input regarding an appropriate topic for the teaching session. The topic for the presentation should address a health-‐related issue that is relevant for children in kindergarten. Other helpful information to collect:
• number and names of the children in the class • whether any of the children have special needs, particularly any needs that may
affect their ability to learn • any resources that are relevant for your topic and available in the kindergarten
3. When planning your presentation you are expected to:
• use the results of your assessment of the children’s learning needs to guide the planning
• integrate basic theory and principles of teaching and learning • identify specific and measurable objectives for the session • use current and relevant resources to research your topic • plan content that is accurate, current, and age-‐appropriate for your audience • use a variety of teaching strategies and A.V. aids that are appealing, age-‐
appropriate, and relevant to your topic. • use strategies that demonstrate creativity and promote active involvement of
the children 4. Each group is expected to prepare a written plan for the teaching session (See following page
for format of the teaching plan). A well-‐developed teaching plan is the basis for your presentation. The group will schedule an appointment with your clinical instructor 2-‐3 days prior to the presentation to review the written plan. The quality of the initial written teaching plan that you submit to your instructor will be considered when assigning an overall evaluation of your presentation.
5. At the time of your presentation, provide the instructor with the following materials:
(a) a reference list of all resources used when planning your presentation
(b) a copy of any handouts or AV aides used during the presentation
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6. Following the presentation,
• Each group will complete an evaluation of the Kindergarten Presentation (See Moodle) and submit the evaluation to your instructor within 48 hours (2 class days) following the presentation.
Format for Written Teaching Plan for Kindergarten Presentation
The following information should be compiled, typed, and submitted to your clinical instructor prior to your meeting with her. The cover sheet for the assignment should follow APA format and include appropriate referencing. Include the following information in your teaching plan. This clinical assignment will have group submissions.
Page limit: 4 pages excluding title page, references and appendices.
A minimum of two (2) current references is required for the assignment.
APA (6
edition) format to be used.
As a group please submit:
1. Overview: Title of presentation: Name of presenters: Setting and time frame for presentation: Audience (age range and number of children) 2. Learning Objectives:
Using the format for writing behavioural objectives discussed during the seminar on “Teaching Children”, identify 2-‐3 specific and measurable objectives for the teaching session. (What do you expect the children to learn or be able to do following the presentation?)
3. Outline of the presentation: Use the following format to outline the content of your presentation and the teaching methods and AV aides you will use for each main heading in your presentation.
Content (Headings with a list of main points to be covered under each heading)
Teaching Methods and A.V. Aids
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4. Summary of developmental characteristics: a) Identify normal characteristics of the age group (especially characteristics that influence learning) and discuss implications of each of these characteristics for your teaching. (Refer to seminar readings).
b) List any unique characteristics/special needs of member(s) of the group that may affect learning and discuss implications of each of these characteristics for your teaching.
5. Integration of Theory: List 4-‐5 key principles of teaching that you will incorporate during your
presentation and briefly discuss how each of these principles will be applied during your session.
Group Evaluation After Kindergarten Presentation
Page limit: 3-4 pages excluding title page, references and appendices.
A minimum of two (2) current references is required for the assignment.
APA (6th
edition) format to be used.
1. Briefly describe the 4 pillars of the Comprehensive School Health and discuss how they were addressed in the development of your group presentation.
Teaching and Learning
Healthy School Policy
Partnerships and Services
Social and Physical Environments
2. Reflect on and describe the successes and challenges you experienced during the development and implementation of your group kindergarten presentation. What went well? What were the challenges? What would you do differently next time?
*Refer to the marking rubric on Moodle.
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Teddy Bear Clinic
Most young children visit health care professionals (Doctor’s office, Outpatient Dept. or Emergency Room, etc.) during their preschool years. These experiences frequently involve unfamiliar environments, tests, and/or treatments and can be stressful for young children. A Teddy Bear/Doll clinic is a fun way for children to learn about health care in a friendly and structured environment.
Students will work in groups of 4-‐14 and will provide Teddy Bear Clinics for children in a local kindergarten. Each child will bring a teddy bear or doll to the clinic and will act in the role of the parent so he/she can observe an encounter with a health care professional (in this case a nurse), in a non-‐threatening environment. The purposes of this experience are to
• help children to establish trust with a professional in a friendly environment; • familiarize the children with commonly used medical equipment; • help children express their feelings associated with this type of experience.
Setting: Local kindergarten.
Objectives for Nursing Students: • Have fun while incorporating relevant theory (e.g. growth and development, teaching and
learning, communication, etc.) when planning a Teddy Bear Clinic for preschool children.
• Communicate effectively with children using age-‐appropriate and non-‐threatening terminology to familiarize children with medical equipment and common procedures that they might encounter during a visit to a health care professional.
• Select age-‐appropriate learning activities to teach children positive health practices.
• Promote active involvement of the children and encourage them to express concerns and feelings about the health care encounter through play.
Process: The overall plans and format for the Teddy Bear Clinic have been developed. However, each group of students will be expected to plan specific details for the Teddy Bear Clinic which they will be implementing. Each group of students will meet with an instructor prior to the Teddy Bear Clinic to review expectations for the experience.
Public Health Nursing Experience
The Public Health Nursing experience will include:
• Four days in 4 Year Appraisals and Child Health Conferences (CHC) working with the Public Health Nurse and the Clinical Nursing Instructor.
• One day visiting a community health service that promotes wellness for families with children and preparing a presentation about the service/agency for classmates.
• One day carrying out assessments of children and families in the physician or nurse practitioner setting.
Setting: PHN Office, 161 St. Peter’s Road, Charlottetown Dress: Professional casual dress clothes (no jeans) and low, comfortable shoes. Lab coat and name tag for CHC and 4 year appraisal. Time Frame: See Public Health Nursing Clinical Rotation
Objectives: 1. Identify the various roles of the PHN as she works with families with children. 2. Discuss how principles and services of Primary Health Care are integrated into practice in Public Health
Nursing. 3. Use therapeutic communication skills to develop a helping relationship with children and their parents. 4. Provide safe, holistic family-‐centered care in an organized manner. 5. Assess children’s physical growth, plot measurements on percentile charts, and interpret findings. 6. Observe the growth and development of children at a various stages of childhood and begin to
recognize deviations from the normal. 7. Discuss common concerns expressed by parents regarding their child’s growth and development and
discuss ways in which nurses can work with families to promote and maintain family health. 8. Recognize the need for family teaching and implement appropriate teaching for clients 9. Discuss the immunization schedule, indicators, contradictions, and side effects of the various vaccines
and provide appropriate family teaching regarding immunizations. 10. Observe children’s reactions to immunizations and utilize strategies to minimize the child’s discomfort.
Post Clinical Conference: At a designated time following the experience, students will be expected to participate in a post-‐clinical conference to discuss the PHN experience. During this conference students will also provide a presentation on the specific community health service that s/he visited. (See class schedule for date, time, and location of the post-‐clinical conference).
Evaluation: Evaluation for the PHN rotation will be based on the student’s performance during the various experiences and his/her participation in the pre and post-‐clinical conferences. In preparation for his/her evaluation each student will be expected to complete a written self-‐evaluation of performance (See Student Self-‐Evaluation Form on Moodle).
PREPARATION FOR 4 YEAR APPRAISAL Thorough preparation for clinical is a student responsibility and an essential component of providing safe, quality nursing care to clients.
The following guidelines provide an overview of expected preparation for 4 year appraisal. • Review the “PHN Orientation Information” (available on Moodle in PHN section) • Review normal growth and development for preschoolers. (Chapter 6 in Canadian Essentials of
Pediatric Nursing). Be prepared to discuss the preschooler in relation to developmental changes, concerns related to normal growth and development, nutrition, immunizations, and safety with the instructor and/or parents.
• Review readings assigned for the lab on Infant Measurement. Be prepared to plot measurements (height, weight, head circumference) on the percentile charts and interpret results for the parents.
Required Readings: Available on E reserve (Clinical Readings for Four Year Appraisal)
Freed, G., Clark, S., Butchart, A., Singer, D., & Davis, M. (2010). Parental vaccine safety concerns in 2009. Pediatrics, 125, 654-‐660. Doi:10.1542/peds.2009-‐1962.
Hersghell, A. D., Greco, L. A., Filcheck, H.A., & McNeil, C. B. (2002). Who is testing whom? Ten suggestions for managing the disruptive behavior of young children during testing. Intervention in School and Clinic, 37(3), 140-‐148.
Monroe, R.A. (2015). Health Promotion of the Preschooler and Family. In Hockenberry, M.J. & Wilson, D. (Eds.), Wong’s Nursing Care of Infants and Children (523-‐540). St. Louis, MO: Elsevier.
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WRITTEN PREPARATION -‐ 4 YEAR APPRAISAL
Please prepare and submit the following information to your clinical instructor at the beginning of your clinical day. The information should be presented neatly, either typed or in legible handwriting.
1. Expected Growth Trends: Summarize the physical growth trends that occur during the preschool years (3-‐5 years of age).
2. Immunizations: Complete the following table by identifying all vaccines recommended for children on PEI between the ages of 4 and 6 years.
Vaccine Protects Against Age Given Side effects: -‐ general -‐serious -‐severe
Contraindications
3. Growth and Development Cards Using your text/assigned readings, prepare a brief summary of the growth and development of the preschooler for the following areas:
• Cognitive Development • Motor Skill
-‐Gross Motor -‐Fine Motor
• Sensory Development • Communication and Language • Socialization • Nutrition
For each of the categories listed above, select 3 milestones that are realistic and measurable.
PREPARATION FOR CHILD HEALTH CONFERENCE Thorough preparation for clinical is a student responsibility and an essential component of providing safe, quality nursing care to client. The following guidelines provide an overview of expected preparation for child health conference.
• Review guidelines for 2 month, 4 month, 6 month, 12 month and 18 month assessments (provided during orientation).
• Review normal growth and development for infants and toddlers. (in course text book: Wong’s Nursing Care of Infants and Children). Be prepared to discuss developmental milestones, nutrition, immunizations, and safety in relation to infants and toddlers with the instructor and/or parents.
• Review readings assigned for the labs on Infant Nutrition and Infant Measurement.
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Required Readings: Available at Robertson Library or E reserve (Clinical Readings for Child Health Conference)
Freed, G.L., Clark, S.J., Butchart, A.T., Singer, D.C., and Davis, M.M. (2010). Parental vaccine safety concerns in 2009. Pediatrics, 125, 654-‐660.
Mitchell, D., Pollari, C., & Swart, B. (2004). CARE approach to immunization counseling. Canadian Nurse, 100(9), 12-‐13. Prince Edward Island Department of Health (2007). Baby help: Feeding and immunizing your baby.
Charlottetown, PEI: Author. pp. 82-‐119.
Wilson, D. (2015). Health Promotion of the Infant and Family. In M. J. Hockenberry, & D. Wilson (Eds.), Wong’s nursing care of infants and children (413-‐449). St. Louis, MO: Elsevier.
WRITTEN PREPARATION -‐ CHILD HEALTH CONFERENCE
Please prepare and submit the following information to your clinical instructor at the beginning of each clinical day. The information should be presented neatly, either typed or in legible handwriting. Written Preparation for Week 1: 1. Expected Growth Trends: Prepare a summary of the general growth trends you would expect to see in infants and toddlers. Include the average measurements for the following:
a) Weight Birth 6 months 12 months b) Length Birth 6 months 12months
c) Head Circumference Birth 6 months 12months
2. Normal Developmental Milestones: Using your text/assigned readings, prepare a brief summary of the growth and development of the infant and toddler for the following areas:
• Cognitive Development • Motor Development (Provide specific examples for 2, 4, 6, 12, & 18months)
-‐ Gross motor -‐ Fine motor • Sensory Development • Communication and Language (Provide specific examples for 1-‐3months, 4-‐7months, 7-‐
10months, 9-‐12months, & 18months) • Socialization
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Written Preparation for Week 2 Immunizations: Complete the following table by identifying all vaccines recommended for children on PEI from 2 months to 18 months inclusive. Vaccine Protects Against Age Given Side effects:
-‐ general -‐serious -‐severe
Contraindications
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N213X Community Agency Assignment
PEI offers a variety of community resources that are designed to support individuals and families, promote healthy lifestyles, and help Islanders improve the quality of their health. The purpose of this experience is to increase the students’ awareness of these community resources and enhance his/her ability to initiate appropriate referrals for clients.
Setting: A program that provides a health promotion program/service for healthy children and/ or families.
Time Frame: Research and visit to be completed during your School Health rotation and to be presented during the post-‐clinical conference.
Objectives:
1. Identify various community agencies in PEI that support and strengthen individuals and families and enable them to increase control over or to improve their health.
2. Visit a specific community agency to obtain a comprehensive overview of the program offered to children and families.
3. Examine how programs offered by community agencies incorporate to principles of PHC. 4. Discuss how these programs can influence the health of children and families. 5. Discuss potential role(s) that a nurse could assume in relation to the program visited. 6. Begin to develop skills in peer teaching by providing an overview of the program offered by a specific
community agency to classmates.
Process: Students will work in pairs. A list of Community Agencies/Programs will be provided during orientation. Each pair of students will select a program from the list (or one of your choice which has been approved by your clinical instructor) and spend the equivalent of one half a clinical day visiting the agency and researching the chosen community program. Students will actively participate in the program and interview appropriate staff and participants and will share information about the program with classmates during post-‐clinical conference. See guidelines below regarding expectations for the presentation.
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Community Agency/Program Presentation
Each pair of students should be prepared to present the following information regarding the community agency/program that you visited. You will be allotted 10 minutes for your presentation. You are expected to use a variety of teaching aids. You will submit the presentation to the CNI to be evaluated based on the content and performance of your presentation.
Please address the following information regarding the agency you visited: 1. Name of program. Should include contact person and location. 2. Objectives of the program 3. Target group 4. Description of the program 5. Provide one example to illustrate how each PHC principle is incorporated in the program. 6. Identify potential role(s) for a nurse within this program
* Refer to the marking rubric on moodle.
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Acute Pediatric Clinical Experience
The focus of Nursing 213X is caring for children and families. This population presents themselves in a variety of settings and in varying states of wellness and illness. For students who have placements in Public Health Nursing and in School Health, the children are generally in states of wellness. However, we know that children do becomes acutely ill. In an effort to provide an opportunity to see children with an acute illness, all students will be spending 2 days in acute care pediatric settings. These settings will include the Family Practice Clinic of Dr. Garth Slysz with AndreaSlysz, BN, RN providing clinical instruction for the day and the Queen Elizabeth Hospital Pediatric Clinic with the onsite pediatric nurse providing instruction for the day. This will provide the student with the opportunity to observe common illnesses in children; to observe and practice interactions with children and families and work with health care providers as they provide care to children and families.
Dress: Professional casual dress clothes, lab coat, and name tag. Location: Sherwood Medical Clinic Hours: 0930 – 1600hr.
Clinical Preparation & Expectations
The course textbook and class notes provide the information to facilitate clinical preparation for this experience.
Students can prepare by familiarizing themselves with the components of the Pediatric Health Assessment which is outlined in Chapter 10 of the textbook.
The list below identifies some specific topics to focus on in your preparation:
• Normal growth and development • Growth charts and percentiles • Theory and techniques related to communicating with children & families • Principles of family centered care • Social determinants of health and their impact on families • Anticipatory guidance
Students may perform the following with supervision only:
• Assess pulse, respirations, and blood pressure • Assess weight and length/height & head circumference • Assess for signs & symptoms of fluid & electrolyte imbalances in children (eg. Dehydration) • Assess for signs & symptoms of respiratory illness/distress in children
Students will not:
• Perform any procedures or assessments beyond what is listed above • Perform any invasive procedures (e.g. injections, venipuncture, rectal temps)
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Family Assessment Assignment
There are a variety of instruments that nurses can use to assist them in completing a comprehensive family assessment. For this assignment you will be using the Calgary Family Assessment Model (CFAM). You are expected to familiarize yourself with the instruments before meeting and working with a family at the Family Practice experience. Guidelines for the Family Assessment Assignments:
§ Each assignment must be typed. APA format is required (6th edition) (include an introduction and conclusion, use headings to identify the various sections of each assignment, etc.).
§ To ensure confidentiality for the family, only first names and last initials should be used in all sections of your family assessment assignment.
§ Try to be specific with your documentation and use evidence to support your observations.
§ Remember that one of the main purposes of this assignment is to provide you with an opportunity to apply and integrate the theory you are learning in class and seminars.
§ Please note information below regarding due dates. Assignment Submission Dates:
The assignment is to be submitted electronically to the Clinical Nursing Instructor one week after your Family Practice experience at 4pm.
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Family Visiting Project Guidelines for the assignment:
§ Page Limit: 4-‐5 pages excluding title page and references § A minimum of three (3) current references is required for the assignment. § APA (6th edition) format to be used.
1. Identify the family you will be working with this term (composition, ages, employment, school and health conditions. 2. As an appendix include the genogram 3 generations. 3. Identify the stage of the family within the Family Life Cycle. List the tasks to be accomplished at this stage and briefly describe how the parents are managing with each of the tasks.
4. Identify reason for visit to Family Health Practice. Describe the impact of this concern on their everyday family functioning. What does the literature report?
Analysis of Visit 1. Critically discuss the process of establishing a relationship with the family you worked with. Reflect on and describe the successes and challenges of the visit. Use family nursing and therapeutic relationship concepts to analyze how you established a relationship with the family and engaged in therapeutic conversations. What will you do to build upon, change or improve your therapeutic interaction in future interactions. Use literature on therapeutic, caring and empowering relationships and apply it as you reflect upon your visit.
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Nursing 213X Scholarly Paper
Page limit: 8-‐10pages Paper due date: May 27, 2016 at 4pm
Nursing 213X focuses on the nursing care of children and families in community and acute care settings. Assessments of children and families are key to providing quality nursing care. The nurses’ knowledge and understanding of the social determinants of health is essential for nurses to carry out comprehensive assessments. This assignment is designed to provide you with an opportunity to explore the social determinants of health and how they impact on the health and well being of children and families. You will be exploring these concepts to the families whose true stories are told in the book, My Secret Sister.
Content
§ Choose 3 social determinants of health and explore and analyze how they have been either risk factors or protective factors for the families featured in the book. Integrate 2 peer reviewed journal articles to support your discussion of each of the social determinants of health.
§ Describe how you plan to integrate an assessment of the determinants of health when you work with children and families in your future nursing experiences.
*Refer to Moodle for rubric for grading.