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Nursing213x2017
NursingofChildrenandYoungFamilies
UPEISchoolofNursing
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OverviewofNursing213
CourseDescription:
Thefocusofthiscourseisoncaringforhealthychildrenandfamiliesinthecommunityandinacutecaresettings.Studentsareintroducedtothephilosophiesoffamily-centeredcareandempowermentastheyexaminestructure,function,andtasksoffamiliesatvariousstagesoftheirdevelopment.Emphasisisonthenurse’sroleinpromotingandsupportinghealth,andpreventingillness.Studentsexaminethebroaddeterminantsofhealthwhichinfluencethehealthofchildrenandfamilies.Clinicalexperiencesincludeplacementsinavarietyofagencies/programsdesignedtoprovidepromotive,preventive,andsupportiveservicestofamilieswithchildren.
Classes: Time: MondayandFriday9am–3(with½hrlunch)
Location:HealthSciencesBuilding105Oneofthesecretstosuccessinuniversityiskeepingupwithcoursematerial.Trynottofallbehind!Youareexpectedtocompleteassignedreadingspriortoclass.Classeswillbuildupon(notduplicate)assignedreadings.Yourparticipationindiscussionandyourquestionsareencouragedandwelcomed.Eachstudentisresponsibleformaterialcoveredandannouncementsmadeinclasswhetherornotthesessionwasattended.
Seminars/Labs:Therewillbe3LabsthefirstcoupleofweeksofN213xonPediatricMedications.SeminarsareintegratedinwiththeclasstimeonMondaysandFridays
Clinical:Theclinicalexperiencewillprovideopportunitiesforstudentstocareforchildrenandfamiliesincommunitysettingsandacutecaresettings.AttendanceforSeminars/Labsandallclinicalexperiences(includingpre-andpost-clinicalconferencesandfamilyvisitconferencesandtutorials)arecompulsory.
StudentPolicies:PleasefamiliarizeyourselfwiththevariouspoliciesfoundontheSchoolofNursingWebpagehttp://www.upei.ca/nursing/nursing-passport
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FacultyforNursing213
CourseProfessor:
KarenBiggar Office:566-5206Cell(902)439-9028 Office:#219 E-Mail:[email protected]: Byappointmentpreferred
ClinicalInstructors:
HannahWaxer Office: E-Mail:[email protected] CandiceHughes Office: E-Mail:[email protected]
OfficeHours:• ClinicalinstructorsworkparttimeandareavailableonMonday,Tuesday,Wednesday,andThursday
from0830-1630hr(timevariesinacutecare).OnthesedaysCNIswillmakeeveryefforttorespondtoemailsandphonemessageswithin24hours.
o Messagessentonanyotherdaymaynotreceivearesponsein24hours.o PleasekeepinmindthatclinicalinstructorsareattheclinicalsiteswithstudentsonTuesdays,
WednesdaysandThursdaysthereforewillnotbecheckingemailsormessagesuntiltheendoftheclinicalday.
o Ifyourrequestisurgent,pleasecallyourinstructororthecourseprofessorforimmediateattention.
• IfyouwishtomeetwithfacultyinN213x,youareencouragedtoarrangeanappointmenttimethatismutuallyconvenientforyouandthefacultymember.
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CourseTextbooks
RequiredTextbooks:
**Hockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren.St.Louis,MO:Elsevier.10thEdition
OtherRequiredResourceMaterial:*AmericanPsychologicalAssociation(2010).PublicationmanualoftheAmericanPsychologicalAssociation.(6thed.).Washington,DC:Author.*Curren,A.M.(2010).Dimensionalanalysisformeds.(4thed.).Albany,NY:Delmar.*LaFleur-Brooks,M.,&LaFleur-Brooks,D.(2010).BasicMedicallanguage.St.Louis,MI:Elsevier.*Pagana,Pagana&MacDonald(2013).Mosby’sCanadianmanualofdiagnosticandlaboratorytests(1sted.).St.Louis,MO:Mosby.*Ross-Kerr,J.C.,&Wood,M.J.(2014).Potter&Perry’sCanadianFundamentalsofNursing(Reviseded.).Toronto,ON:Mosby.*Skidmore-Roth,L.(2010).Mosby’snursingdrugreference(23rded.)St.Louis:Mosby.*Stedman(2008).Stedman’smedicaldictionaryforthehealthprofessionsandnursing(6thed.). Philadelphia,PA:Lippincott,Williams,&Wilkins.*PurchasedinYearOne**Newpurchasesfor2016-17
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YearTwoObjectives
BytheendofYearTwothestudentisexpectedto:
1. DiscussandinitiateselectedrolesofthenursewhenworkingwithindividualsandfamilieswithininterdisciplinaryteamsandwhenpracticingwithinaPrimaryHealthCareframework.
2. DiscussanddemonstratetheprinciplesandservicesofPrimaryHealthCare,andintegratetheseintopracticeincommunityandacutecaresettings.
3. Integrateacquiredknowledge,skills,andattitudesfromnursingandotherdisciplinestoprovidesafe,holisticnursingcarewhileworkingwithindividualsandfamilies.
4. Recognizetherangeofnormalcharacteristicsacrossthelifespananddifferentiatethesefromindicatorsofillness.
5. Analyzefactorsthatinfluenceindividualandfamilyhealthvaluesandpractices.
6. Applyprinciplesoffamily-centredcarewhenworkingwithfamiliesinavarietyofsettings.
7. Applytheoryofgrowthanddevelopmenttoindividualsandfamiliesthroughoutthelifespan.
8. Demonstrateanorganized,systematicapproachtoownnursingpractice.
9. Valuetheuniquenessofindividualsandfamiliesanddemonstraterespectforthem.
10. Promoteactiveinvolvementofindividualsandfamiliesandsupportthemindecisionmakingandprovisionofcare.
11. Useappropriatecommunicationskillstodevelopcollaborativerelationshipswithindividuals,families,peers,andcolleagues.
12. Examinerelevantresearchanduseitsfindingsinscholarlywork.
13. Demonstrateaninquiringapproachtolearningandvalueopportunitiestoenhanceownlearning.
14. Continuetopracticeaccordingtothenursingcodeofethics.
15. Applyselectednursingandborrowedtheoriestoclinicalpractice.
16. Communicateorallyandinwritinginaclearmannerusinggrammaticallycorrectformat.
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Nursing213ObjectivesUponcompletionofthecoursethestudentwill:1. ExplaintheprinciplesandservicesofPrimaryHealthCareastheyrelatetofamilynursingandintegrate
theseprinciplesandserviceswhenworkingwithindividualsandfamilies.
2. DiscusshistoricaldevelopmentsandcurrentissuesandtrendsinFamilyNursing.
3. Analyzefactorswhichinfluencethehealthvalues,practices,andhealthstatusofindividualsandfamilies.
4. Describethedevelopmentaltasksoffamilies.
5. Applytheoryofgrowthanddevelopmenttochildrenandfamilies.
6. Begintointerpretresponsesoffamilymemberstodevelopmentalandsituationalevents.
7. Identifytheroleofthenurseinvariouscommunitysettingswithintheinterdisciplinaryteam.
8. Incorporateconceptsacquiredfromotherdisciplinesincontinuingtoexpandtheunderstandingofwellnessinchildrenandfamilies.
9. Begintoidentifyappropriateresourcestopromoteandsupportwellnesswithinthefamily.
10. Discusstheimpactofappropriatecommunicationonclient/family/nurseinteractions.
11. Describetheimpactofnursingcareonthechildandfamily.
12. Examinerelevantresearchanduseresearchfindingsinscholarlywork.
13. Providesafe,holisticnursingcareforchildrenandfamilies.
14. ContinuetodevelopcompetenciesrequiredfornursingpracticewithinaPrimaryHealthCareframework.
15. Incorporateprinciplesoffamily-centeredcarewheninteractingwithfamiliesinavarietyofsettings.
16. Demonstrateincreasingabilitytocommunicateeffectivelyinavarietyofsituations(therapeutic,collegial,inter-professional).
17. Useanorganized,systematicapproachtoobtaindataandtodevelop,implement,andevaluatestrategies
forthecareofchildrenandfamilies.
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18. Useappropriatetoolstoassessindividualand/orfamilystructure,development,andfunctioning.
19. Continuetodevelopassessmentskillsandbegintorecognizedeviationsfromnormalandinterprettheirsignificance.
20. Usethescientificprocessandcriticalthinkingtoanalyzeandintegrateconceptsinclassroomandclinical
settings.
21. Demonstratebeginningteachingskillswhichrelatetowellnesspromotion,maintenance,and/orillnessprevention.
22. Demonstrateincreasingabilityinperformingpsychomotorskills.
23. Demonstratetheuseofappropriateandcleardocumentation.
24. Respecttheuniquenessandrightsofpeers,colleagues,clients,andfamilies.
25. Promoteactiveinvolvementofclientsintheirownhealthcare.
26. Viewnursingcareasworkingcollaborativelywithclientsratherthandoingforclients.
27. Demonstratepersonalresponsibilityforownlearningbybeingwellpreparedforclasses,labs/seminars,
andclinicalexperiencesandbytakingadvantageofopportunitiestoenhanceownlearning.
28. Conductthemselvesinaprofessionalandethicalmanner.
29. Beaccountableforhis/herprofessionalpractice.
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MarkingScheme
CourseMark:
ThefinalcoursemarkforN213willbecompositeofthefollowingcomponents:Assignments DueDate Value FamilyAssessmentPaper 15LearningActivities Ongoing 15
• WHOgrowthchartsModule1,2,&3 • WHOgrowthchartsmodule4&5 • Growth&DevelopmentReview • PeriodofPurpleCryingmodule • Safety&InjuryPrevention • UnderstandingtheCBC • DiabetesandInsulin • HESICaseStudies
ClinicalAssignments
DevelopmentalAssessment TBA 10JournalArticleSummaryTBA 10
Exams/Quizzes
Midterm May15 20FinalExam May30 30
TOTAL 100
ClinicalEvaluation:Clinicalperformancewillbeevaluatedonapass/failbasis.
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WEEKLYLECTUREANDSEMINARSCHEDULE
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WeeklyLecture&SeminarScheduleDate Topic Readings Location
April24,2017
IntroductiontoNursing213x
Nursing213xSyllabus HSB105
April24,,2017
PerspectivesofPediatricNursing
Hockenberry,M.J.(2015).Perspectivesofpediatricnursing.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1-11).St.Louis,MO:Elsevier.
CanadianPediatricSociety(2016).AreWeDoingEnough?AstatusreportonCanadianpublicpolicyandchildandyouthhealth.Ottawa,ON:Author
HSB105
April24,2017
PerspectivesofPediatricNursing
Dudley,N.,Ackerman,A.,Brown,K.M.,Snow,S.K.,Shook,J.E.,Chun,T.H.,...&Moore,B.R.(2015).Patient-andfamily-centeredcareofchildrenintheemergencydepartment.Pediatrics,135(1),e255-e272Kuo,D.Z.,Houtrow,A.J.,Arango,P.,Kuhlthau,K.A.,Simmons,J.M.,&Neff,J.M.(2012).Family-centeredcare:Currentapplicationsandfuturedirectionsinpediatrichealthcare.MaternalChildHealthJournal,16,297-305.
HSB105
April28,
2017
10-12hr
LAB:CalculatingPediatricSafeDosages
Curren(2010).Dimensionalanalysisformeds.Chapters13,14,20.CompletethePediatricSafeDosageLearningPacketpostedonMoodle.FromtheCDRomthataccompaniesthetext,pleasereviewthefollowingsections:-Decimalreview -Expressingdecimalfractionstothenearesttenth-Expressingdecimalfractionstothenearest
hundredth-Solvingequations-Reducingfractionswithzeros -Reducingfractionswithdecimals -Summaryselftest
HSB105
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April28,2017
1-3pm
CommunicatingwithChildrenandPlay
(afternoon)
Hockenberry,M.J.(2015).Communication.Physical,andDevelopmentalAssessment.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.91-105).St.Louis,MO:Elsevier.
Huecke,R.(2015).Family-centeredcareofthechildduringillnessandhospitalization.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.875-880).St.Louis,MO:Elsevier.
Jun-Tai,N.(2008).Playinhospital.Paediatrics&ChildHealth,18(5),233.doi:10.1016/j.paed.2008.02.002
Wright,L.M.,&Leahey,M.(2013).Nursesandfamilies.[electronicresource]:Aguidetofamilyassessmentandintervention.Philadelphia:F.A.Davis.Review
pages75-90,219-225,&263-277.
HSB105
May1,2017
10-12
AdministeringMedstoChildren
ReviewreadingsfromCurren(2010)oncalculatingpediatricdosages.
Brown,T.(2015).PediatricNursingInterventionsandSkills.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.914-916).St.Louis,MO:Elsevier.
LRC
May1,2017
1-3pm
PreparingChildrenforProcedures
Brown,T.(2015).PediatricNursingInterventionsandSkills.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.883-894).St.Louis,MO:Elsevier.
Hockenberry,M.J.(2015).PainAssessmentandManagementinChildren.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.152-170).St.Louis,MO:Elsevier.
HSB105
May5,
2017
Social,Cultural,Religious,andFamilyInfluencesonChildHealthPromotion
Impactofthesocialdeterminantsofhealth
• Physical
Franklin,Q.&Mooney-Doyle,K.(2015).Social,Cultural,Religious,andFamilyInfluencesonChildHealthPromotion.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(34-39).St.Louis,MO:Elsevier.
PublicHealthAgencyofCanada,WhatmakesCanadianshealthyorunhealthy?Retrievedfrom
HSB105
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Environment• Income
http://www.phac-aspc.gc.ca/ph-sp/determinants/determinants-eng.php
Duncan,G.J.,Magnuson,K.,&Votruba-Drzal,E.(2014).Boostingfamilyincometopromotechilddevelopment.TheFutureofChildren,24(1),99-120.
May5,2017
Social,Cultural,Religious,andFamilyInfluencesonChildHealthPromotion
• Earlychildhooddevelopment
CanadianChildCareFederationandCanadianInstituteofChildHealth(2001).Whatweknowaboutthebrain.Ottawa,Ontario:Author.pp.1-5.
ReinerFoundation(1998).Thefirstyearslastforever.Availableatwww.cich.ca/PDFFFiles/FirstYearsEngWEB.pdf
HSB105
May8,
2017
9-10am
PediatricSafeDoseCompetencyExam
HSB105
May8,
1030-3pm
Communication,Physical,andDevelopmentalAssessment
**StudentsaretocompleteGrowth&DevelopmentReviewassignmentpriortoclass.PostedonMoodle
Rourke,L.,Leduc,D.,&Rourke,J.(2014).TheRourkeBabyRecord.Retrievedfromhttp://rourkebabyrecord.ca/pdf/RBR2014Nat_Eng.pdf
Ages6-9:CanadianPediatricSociety(2016).TheGreigHealthRecord.Retrievedfromhttp://www.cps.ca/uploads/tools/2016-GHR-Ages-6-to-9.pdf
Ages10-13:CanadianPediatricSociety(2016).TheGreigHealthRecord.Retrievedfromhttp://www.cps.ca/uploads/tools/2016-GHR-Ages-10-to-13.pdf
Ages14-17:CanadianPediatricSociety(2016).TheGreigHealthRecord.Retrievedfromhttp://www.cps.ca/uploads/tools/2016-GHR-Ages-
HSB105
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14-to-17.pdfMay8
Con’t
Communication,Physical,andDevelopmentalAssessment
FamilyCentredCareoftheChildDuringIllnessandHospitalization
Hockenberry,M.J.(2015).Communication.Physical,andDevelopmentalAssessment.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.99-150).St.Louis,MO:Elsevier.
BarryMcElfresh,P.&TaneskiMerck,T.(2015).Family–centeredcareofthechildwithchronicillnessordisability.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.761-775).St.Louis,MO:Elsevier.
Hueckel,R.(2015).Family-centeredcareofthechildduringillnessandhospitalization.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.864-881).St.Louis,MO:
Elsevier.
Justus,R.,Wyles,D.,Wilson,J.,Rode,D.,Walther,V.,&LimSulit,N.(2006).Preparingchildrenandfamiliesforsurgery:MountSinai'smultidisciplinaryperspective.PediatricNursing,32(1),35-43
HSB105
May12,2017
1030-12
Guestspeaker
AdolescentSuicide
Wilson,D.,Bruening,M.,&Lowdermilk,D.L.(2015).HealthproblemsoftheAdolescent.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.750-753).St.Louis,MO:Elsevier.
Kostenuik,M.,andRatnapalan,M.(2010).Approachtoadolescentsuicideprevention.CanadianFamilyPhysician,56,755-760.
HSB105
May15,
2017
MIDTERMEXAM0900-1000
HSB105
May12
1-3pm
Safety&InjuryPrevention
Monroe,R.A.(2015).Healthpromotionofthepreschoolerandfamily.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.539-540).St.Louis,MO:Elsevier.
HSB105
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Rodgers,C.C.(2015).Healthpromotionoftheschool-agechildandfamily.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.600-606).St.Louis,MO:Elsevier.
Wilson,D.(2015.Healthpromotionoftheinfantandfamily.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.442-448).St.Louis,MO:Elsevier.
May15,2017
Followingmid-termat1030
FamilyNutrition
Health Canada (2015). 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
Health Canada (2015). Nutrition for Healthy Term Infants: Recommendations from Six to 24 Months. Retrieved from http://www.hc-sc.gc.ca/fn-an/nutrition/infant-nourisson/recom/recom-6-24-months-6-24-mois-eng.php
Wilson,D.(2015).Healthpromotionofthetoddlerandfamily.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.504-508).St.Louis,MO:Elsevier.
Monroe,R.A.(2015).Healthpromotionofthepreschoolerandfamily.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.538-539).St.Louis,MO:Elsevier.
Rodgers,C.C.(2015).Healthpromotionoftheschool-agechildandfamily..InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.591-592).St.Louis,MO:Elsevier.
HSB105
May19,
2017
Thechild’sperspectiveofgrief
Gordon,J.(2009).Anevidence-basedapproachforsupportingparentsexperiencingchronicsorrow.PediatricNursing,35(2),115-119.
HSB105
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Docherty,S.L.,Brandon,D.Thaxton,C.A.,&Barfield,R.C.(2015).Family-CentredPalliativeCare.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.797-800).St.Louis,MO:Elsevier.
Riely,M.(2003).Facilitatingchildren’sgrief.JournalofSchoolNursing,19(4),212-218.
Willis,C.(2002).Thegrievingprocessinchildren:Strategiesforunderstanding,educatingandreconcilingchildren’sperceptionsofdeath.EarlyChildhoodEducationJournal,29(4),pp.221-226.
May19,2017
ChildhoodCommunicableandInfectiousDiseasesandImmunizations
Wilson,D.(2015).ChildhoodCommunicableandInfectiousDiseases..InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.193-221).St.Louis,MO:Elsevier.HealthPEI(2016).AdultandChildImmunizationinPEI.Retrievedfromhttps://www.princeedwardisland.ca/en/information/health-and-wellness/adult-and-child-immunization-peiFreed,G.,Clark,S.,Butchart,A.,Singer,D.,&Davis,M.(2010).Parentalvaccinesafetyconcernsin2009.Pediatrics,125,654-660.Doi:10.1542/peds.2009-1962.
HSB105
May26,
2017
TheChildwithCancer
**StudentswillcompletelearningactivityontheCompleteBloodCountbeforethisclass
Rodgers, C.C. (2015). The Child with Cancer. InHockenberry,M.J.&Wilson,D. (Eds.). (2015).Wong’snursing care of infants and children (pp.1379-1397;1398-1402).St.Louis,MO:Elsevier.
Radwin,L.E.,Farquhar,S.L.,Knowles,M.N.&Virchick,B. G. (2005). Cancer patients’ descriptions of theirnursingcare.JournalofAdvancedNursing,50(2),162-169.
**FORSELFSTUDYONCBCGeorge-Gay,B.&Parker,K. (2003).Understandingthecomplete blood cell countwith differential. Journal ofPerianesthesiaNursing,18(2),96-114.e
Marrs,J.A.(2006).Careofpatientswithneutropenia.ClinicalJournalofOncologyNursing,10(2),164-166.
HSB104
May26, TheChildwithFluid Hunter,G.(1996).Anunnecessarydeath.Canadian HSB104
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2017 andElectrolyteImbalance
Nurse,92(6),18-22.
Mondozzi,M.A.,Baker,R.A.U.,&Wilson,D.(2015)TheChildwithFluidandElectrolyteImbalance.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.945-968).St.Louis,MO:Elsevier.
Bender,B.,Skal,C.,&Ozuah,O.(2005).Oralrehydrationtherapy:Theclearsolutiontofluidloss.ContemporaryPediatrics,22(4),72-76.
May29,
2017
TheChildwithGastrointestinalDysfunction
Rodgers,C.C.&Wilson,D.(2015).TheChildwithGastrointestinalDysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1051-1068).St.Louis,MO:Elsevier.
HSB105
May29,
2017
TheChildwithEndocrineDysfunction
**StudentswillcompletelearningactivityontheDiabetesandInsulinbeforethisclass
Barry,A.Connelly,E.,&Brill,P.(2015).Thechildwithendocringdysfuntion.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1519-1539).St.Louis,MO:Elsevier.
Sutcliffe,K.,Sutcliffe,R.,&Alderson,P.(2004).Canveryyoungchildrenshareintheirdiabetescare?Ruby’sstory.PaediatricNursing,16(10),24-26.
HSB105
May29,
2017
TheChildwithCerebralDysfunction(Seizures)
Rodgers,C.C.(2015).Thechildwithcerebraldysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1463-1481).St.Louis,MO:Elsevier.
Besag,f.,Nomayo,A.,&Pool,F.(2005).Thereactionsofparentswhothinkthatachildisdyinginaseizure-Intheirownwords.Epilepsy&Behavior,7,517-523.
HSB105
May29,
2017
TheChildwithanEatingDisorder
Wilson,D,Bruening,M.,&Lowdermilk,D.L.(2015).HealthProblemsoftheAdolescent.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.737-745).St.Louis,MO:Elsevier.
McMaster,R.,Beale,B.,Hillege,S.,&Nagy,S.(2004).Theparentexperienceofeatingdisorders:Interactionswithhealthprofessionals.InternationalJournalof
HSB105
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MentalHealthNursing,13(1),67-73.May29,
2017
TheChildwithRespiratoryDysfunction
Conlon,P.&Wilson,D.(2015).TheChildwithRespiratoryDysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1164-1170;1188-1191;1215-1233).St.Louis,MO:Elsevier.
Robinson,L.(2011).PreventingrespiratorysyncytialvirusinfectionsPaediatrics&ChildHealth,16(8):488-490.Retrievedfromhttp://www.cps.ca/en/documents/position/preventing-rsv
HSB105
May29,
2017
TheChildwithRespiratoryDysfunction
Conlon,P.&Wilson,D.(2015).TheChildwithRespiratoryDysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1164-1170;1188-1191;1215-1233).St.Louis,MO:Elsevier.
HSB105
TBA
POSSIBLESIMULATION**StudentwillhavecompletedtheHESICaseStudy–CompoundfractureinadvanceofthissimulationPreparationforSimulation:
Review:• PediatricAssessmentresources• ImpactOfHospitalizationresources• CommunicatingwithchildrenandPreparation
forProceduresresources.
Readings:Hockenberry,M.J.(2015).Painassessmentandmanagementinchildren.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.152-189).St.Louis,MO:Elsevier.
Drummond,A.&Curry,M.R.(2015).Thechildwithmusculoskeletalorarticulardysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1567-1575).St.Louis,MO:Elsevier.
Rodgers,C.C.(2015).Thechildwithcerebraldysfunction.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.1442-1452).St.Louis,MO:Elsevier.
LRC
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AllstudentsareexpectedtohavecompletedthePeriodofPurpleCryingModule.McCarthy,K.(2015).Healthproblemsofearlychildhood.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren(pp.556-566).St.Louis,MO:Elsevier.Meskauskas,L.,Beaton.K.,&Meservey,M.(2009).Preventingshakenbabysyndrome.NursingforWomen’sHealth,13(4),325-330.
N213LearningResourceCentreScheduleThepurposeofthelabexperienceinthiscourseistoprovideyouwithanopportunitytopracticenewpsychomotorskillsandenhanceyourcommunicationskillswithchildrenandfamilies.LearningResourceCentreScheduleThedates,titles,andassignedreadingsforeachofthelabsincorporatedintoN213xareincludedintheclassschedule.MathCompetencyPolicyAnystudentwhohascompletedalaborclassonmedicationorintravenoustherapymustwriteaMathematicsCompetencyTest,andachieveagradeof85%.Calculatorsarenotpermittedduringthetest.Remedialhelpwillbeavailablepriortowritingasupplementaltest.Itisthestudent’sresponsibilitytoarrangehelpsessionswithLearningResourceCentreinstructors,ifdesired,priortothedateofthesupplementaltest.Ifastudentisnotsuccessfulinasupplementaltest,faculty,inconsultationwiththeDeanofNursing,reservestherighttoassignafailureinthecourse.Thedecisiontofailthestudentwillbemadeonacase-by-casebasis,withconsiderationgiventothestudent’sacademicandclinicalperformanceintheprogram.Documentationofafailedmathcompetencyexamwillbeplacedinthestudent’sfile.Shouldastudentfailthreemathcompetencyexamsthroughouttheprogram,thismaybecausefordismissalfromtheprogram.
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PediatricSafeDoseCompetencyExam: SeeSyllabusSupplementalExamDate: TBA
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CLINICALEXPERIENCES
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OverviewofClinicalExperiences
Thefocusofthiscourseisoncaringforchildrenandfamilieswithchildren.Itisacommunitybasedcourseandwillincludeexperiencesinthecommunity(SchoolsandPublicHealthNursing)andalsoacutecaresettingsthatprovideservicesforchildrenandfamilies.Theclinicalexperiencesaredividedintotworotations.Eachstudentwillspendsixconsecutiveweeksineachofthetwoclinicalrotations.AllstudentswillcompleteaSchoolHealthrotationwhichinvolvesworkingwithchildreninkindergartens.EachstudentwillalsocompletearotationineitherPublicHealthNursingorinaPediatricAcuteCaresetting..
Clinicalexperiences
A. SchoolHealthExperience(Allstudents)• Orientation&post-clinicalconference 1day• Kindergarten 3days• TeddyBearClinic 2days• FamilyAssessmentPaper 1day
B. PediatricAcuteCareExperience • Orientation&post-clinicalconference 2days• ClinicalexperienceatQEH 6days
C. CISComputertraining Apr20&21
Pre-clinicalInterviews
Atthebeginningofeachrotation,theclinicalinstructorwillintervieweachstudentinherclinicalgroup.Inpreparationforthisinterview,studentswillidentify,inwriting,personalobjectivesforthelearningexperiencebasedonthestudent’sself-identifiedlearningneedsandcourseobjectives.Thepre-clinicalinterviewformwillbepostedonMoodle.
SchoolHealthExperience
Eachstudentwillspendtimevisitingaschoolkindergarten.Thisexperiencewillprovidestudentswithanopportunitytoapplydevelopmentalandcommunicationtheorywheninteractingwithchildren,assesshealth-relatedneedsofyoungchildren,andprovideage-appropriateteachingonahealth-relatedtopic.
TheSchoolHealthexperiencewillinclude:• Workingwithpreschoolersinakindergartenprogram
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• PreparingforandparticipatinginaTeddyBearClinicforPreschoolers.
SettingandTimeFrame:
SeeMoodlefortheSchoolHealthClinicalRotations.ThespecificdateswhenyouwillattendthevariousprogramsanddetailedinformationrethevariouschildcareprogramswillbepostedonMoodle.
Dress:
Wearcomfortableclothing/footwearappropriateforcaringforyoungchildren(nosweatpantsorjeans)andyourSchoolofNursingnametag.Wearappropriateclothingsoyoucanaccompanychildrenduringtheiroutdooractivities.
Objectives:
1. Identifytypesofearlychildhoodprogramsavailablelocallyanddiscussservicesprovidedbyeach.2. Observeanddiscussthenormalvariationsingrowthanddevelopmentbetweenchildrenofsimilar
ages.3. Interactwithchildrenonalevelappropriatetotheirdevelopmentalstageandlevelofunderstanding.4. Providebasiccareforchildren.5. Useappropriatesafetyprecautionswhencaringforchildren.6. Incorporatetheoryandprinciplesofteachingandlearningwhenplanningandprovidinganage
appropriateeducationalsessionforchildreninakindergartensetting.7. PreparechildrenforencounterswithhealthcareprofessionalsbyplanningandparticipatinginaTeddy
BearClinic.
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RequiredReadings:
AvailableatEreserve(ClinicalReadingsforSchoolHealthExperience)
Beach,J.,&Bertrand,J.(2009).Earlychildhoodprogramsandtheeducationsystem.PediatricsandChildHealth,14(10),666-668.
Campbell,A.,&Brown,S.T.(2008).Thehealthyteddyclinic:Aninnovativepediatricclinicalexperience.
TeachingandLearninginNursing,3,72-75.Monroe,R.A.(2015).Healthpromotionofthepreschoolerandfamily.InHockenberry,M.J.&Wilson,D.
(Eds.),Wong’sNursingCareofInfantsandChildren(523-541).St.Louis,MO:Elsevier.Laforet-Fliesser,Y.,MacDougall,C.&Buckland,I.(2012).SchoolHealth.InL.Stamler&L.Yiu(Eds.)Community
healthnursing:ACanadianperspective(3rded.,pp.283-299).Toronto,ON:Pearson.Lucarelli,P.(2002).Raisingthebarforhealthandsafetyinchildcare.PediatricNursing,22(3),239-241.
EarlyChildhoodDevelopmentAssociationofPEI(2010).PEIearlychildhooddevelopmentretrievedfrom
http://earlychildhooddevelopment.ca/sites/default/files/u2084/ECD%20Eng%20Booklet.pdf
Post-clinicalConferencefortheSchoolHealthRotation:
Apost-clinicalconferencewillbescheduledfollowingcompletionofthisrotation.Studentswillengageindiscussionandshareobservationsregardingtheirexperiences.
Evaluation:
Clinicalinstructorswillvisitstudentsperiodicallyinthevariousschoolstoassesstheirknowledgeandabilitytoapplytheoryinpractice.Evaluationwillalsobebasedonthequalityofyourwrittenpreparation,thequalityanddeliveryofthekindergartenpresentation,yourparticipationduringtheTeddyBearClinic,andyourpreparationforandparticipationinpre-andpost-clinicalconferences.EarlychildhoodeducatorsinthevariousSchoolHealthprogramswillprovidewrittenfeedbackregardingeachstudent’sperformance.
ClinicalPreparation
Thoroughpreparationforclinicalisastudentresponsibilityandanessentialcomponentofprovidingsafe,qualitynursingcaretoclients.ThefollowingguidelinesprovideanoverviewofexpectedpreparationforyourSchoolHealthexperience.Youareexpectedtoreview:
• Thenormalgrowthanddevelopmentforthepre-schooler(4&5yearolds)• Theassignedreadings
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WrittenPreparation-SchoolHealth
Youarealsoexpectedtoprepareagrowthanddevelopmentsummaryforpreschoolers(4&5yearolds.Youshouldbringyourgrowthanddevelopment(G&D)summarytoclinicaleachdaytoguideyourobservationsandassessments.Yourinstructorwillreviewyourclinicalpreparationwithyouintheclinicalsettingtoassessyourlevelofpreparationandyourabilitytoapplycriticalthinkingtochilddevelopmentobservations.Yourknowledge,performance,interest,interactionwithchildrenandstaff,activeparticipationintheprogram,aswellasadiscussionofprimaryhealthcareconceptswillbeassessedinyourclinicalevaluation.
1. GrowthandDevelopmentSummarya. Contenttobeincluded:
i. Summarizethenormaldevelopmentalmilestonesrelatedto:ii. Cognitivedevelopmentiii. Motorskilldevelopmentiv. grossmotorv. finemotorvi. Communicationandlanguagedevelopmentvii. Socialdevelopment
b. Summarizethenormalphysicalgrowthtrendsforpre-schoolerschildren(4&5yearolds).
c. Identifyanddescribethetypeofplayassociatedwiththisage.Providetwospecificexamplesof
toysorgames.
d. Identifytwoleadingsafetyconcernsandappropriatepreventionstrategies.
Thewrittenclinicalpreparationshould:• Onedocumentof4yearoldsandonefor5yearolds.• belargeenoughtoencompasstherequiredinformation• bepreparedineitherneatandlegiblehandwritingortyped• Includeobservableandmeasurablemilestonestobestillustrategrowthanddevelopmentandguide
analysisofobservations.Thesecardswillalsobeveryusefulinthepublichealthandacutecarepediatricclinicalsites.
TeddyBearClinic
Mostyoungchildrenvisithealthcareprofessionals(Doctor’soffice,OutpatientDept.orEmergencyRoom,etc.)duringtheirpreschoolyears.Theseexperiencesfrequentlyinvolveunfamiliarenvironments,tests,and/ortreatmentsandcanbestressfulforyoungchildren.ATeddyBear/Dollclinicisafunwayforchildrentolearnabouthealthcareinafriendlyandstructuredenvironment.
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Studentswillworkingroupsof5-14andwillprovideTeddyBearClinicsforchildreninalocalkindergarten.Eachchildwillbringateddybearordolltotheclinicandwillactintheroleoftheparentsohe/shecanobserveanencounterwithahealthcareprofessional(inthiscaseanurse),inanon-threateningenvironment.
Thepurposesofthisexperienceareto:
• helpchildrentoestablishtrustwithaprofessionalinafriendlyenvironment;• familiarizethechildrenwithcommonlyusedmedicalequipment;• helpchildrenexpresstheirfeelingsassociatedwiththistypeofexperience.• provideage-appropriatehealthteachingtoyoungchildren.
Setting: Localkindergarten.
ObjectivesforNursingStudents:
• Havefunwhileincorporatingrelevanttheory(e.g.growthanddevelopment,teachingandlearning,communication,etc.)whenplanningaTeddyBearClinicforpreschoolchildren.
• Communicateeffectivelywithchildrenusingage-appropriateandnon-threateningterminologytofamiliarizechildrenwithmedicalequipmentandcommonproceduresthattheymightencounterduringavisittoahealthcareprofessional.
• Selectage-appropriatelearningactivitiestoteachchildrenpositivehealthpractices.
• Promoteactiveinvolvementofthechildrenandencouragethemtoexpressconcernsandfeelingsaboutthehealthcareencounterthroughplay.
Process:
TheoverallplansandformatfortheTeddyBearClinichavebeendeveloped.However,eachgroupofstudentswillbeexpectedtoplanspecificdetailsfortheTeddyBearClinicwhichtheywillbeimplementing.Theseplanswillinclude:
1. TeachingPlana. Asagroup,studentswillcompletethefollowingandsubmittotheirinstructoroneweekin
advanceoftheTeddyBearClinic:
i. Identificationofthespecifichealthpracticestheywillbeteachingtothechildrenduringtheclinic(e.g.handwashing,dentalhealth,sleep,nutrition,exercise,etc.).StudentswillconsultwithKindergartenteachersregardingthesechoices.
ii. Twolearningobjectives,usingtheformatforwritingbehaviouralobjectivesdiscussed
duringorientation.Studentsareexpectedtoidentifyspecificandmeasurableobjectivesfortheteachingsession:Whatdoyouexpectthechildrentolearnorbeabletodofollowingthepresentation?
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2. Summaryofdevelopmentalcharacteristics:a. Eachstudentwillcompletethefollowingandsubmittotheirinstructoroneweekinadvanceofthe
TeddyBearClinic:
i. Identifynormalcharacteristicsoftheagegroup(especiallycharacteristicsthatinfluencelearning)anddiscussimplicationsofeachofthesecharacteristicsforyourteaching.(RefertoreadingslistedbelowfromHockenberry&WilsonandBastable).
ii. Listanyuniquecharacteristics/specialneedsofmember(s)ofthegroupthatmayaffect
learninganddiscussimplicationsofeachofthesecharacteristicsforyourteaching.(Bespecific)
StudentsareexpectedtouseappropriateAPAreferencing(in-textandreferencepage)ifusingsourcesofinformationbeyondobservations.
RequiredreadingsforTeddyBearClinicPreparation:
Bastable,S.&Doody,J.A.(2008)Behavioralobjectives.InS.BastableNurseaseducator:Principlesofteachingandlearningfornursingpractice(3rded.)pp.387-393.Boston,Mass:Jones&Bartlett.
Bastable,S.&Dart,M.A.(2008).Developmentalstagesofthelearner.InS.BastableNurseaseducator:
Principlesofteaching&learningfornursingpractice(3rded.)p.152;159-162.Boston,Mass:JonesandBartlett.
Campbell,A.,&Brown,S.T.(2008).Thehealthyteddyclinic:Aninnovativepediatricclinicalexperience.TeachingandLearninginNursing,3,72-75.
Hockenberry,M.J.(2015).Communication,Physical,andDevelopmentalAssessment.InHockenberry,M.J.&
Wilson,D.(Eds.),Wong’sNursingCareofInfantsandChildren(95-99).St.Louis,MO:Elsevier.
DevelopmentalAssessmentof4or5yearold(Preschooler)
Value:10pointsThestudentwillobserveachildinthekindergartensettingandcompleteadevelopmentalassessmentofachild.Studentswillusetheirtextbookandotherresourcesasnecessarytocompletetheassessment.Studentswillneedtoobservethechilddoinganumberofactivitiesinordertocompletetheassessmentincludingobservingplayontheplayground.Studentswillbeexpectedtomakeaninformedobservationofhowthechildtheyhavechosentoobservecomparestotheirpeersbasedontheirassessment.Itisimportantthatthisisdonethroughobservationandthechildisnotsingledoutbythestudenttocompletetheassessment.Besuretochooseexamplestoillustratethechild’sdevelopmentthatareobservableintheschoolsetting.
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GuidelinesforAssignment1. Identifytheageandgenderofthechildtobeobserved.
2. UsingtheTable13-1(pg.529inWong’sNursingCareofInfantsandChildren,10thed.)asguideandthe
formatbelow,outline3measureabledevelopmentalmilestonesandaddthoseyouobservedwiththechildintheschool.Canbeincolumnandlistformat.Nomorethanonepage.
Age: Gender:
Category ExpectedFindings ObservedFindingsGrossMotor
FineMotor
Language
Socialization
Cognition
Play
3. Studentswilldiscusstheirobservationsbycomparingandcontrastingtheexpectedfindingsandthe
observedfindings.Considerthefollowingquestionsaspartofyouranalysis:a. Whatinfluencesimpactonachild’sabilitytomeettheirdevelopmentalmilestones?Ornotmeet
theirdevelopmentalmilestones?b. Whywouldanurseneedtoconsiderachild’sstageofgrowthanddevelopmentwhenproviding
healthteaching?c. Whatcouldbedonebyaschoolnursetoensurethatallchildrenarereachingtheirfullpotential?
• APAformatisexpectedforthisassignment.PleaserefertoresourcesonMoodle.• Thissecondpartofassignmentshouldbenolongerthan1000words(excludingcoverpageand
references).
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AcuteCarePediatricExperience
ClinicalsettingswillbeattheQueenElizabethHospitalinCharlottetown.
DressCode
PleaseseeStudentManualfordetailsregardingdresscode.
Clinicalconference
Clinicalconferenceswillbeheldatthediscretionoftheclinicalinstructor.Theseconferencesareanopportunitytosharelearningexperiences,analyseclientcaresituations,reviewclinicalskills,anddiscussstudentquestionsandconcerns.
Pre-clinicalInterviews
Duringorientationtoclinical,theclinicalinstructorwillholdabriefindividualinterviewwitheachstudentintheclinicalgroup.Thepurposeofthisinterviewisforthestudentandclinicalinstructortoformulategoalsforthelearningexperiencebasedonthestudent’sself-identifiedlearningneedsandtheexpectationsforthecourse.Toprepareforthisinterview,studentswillcompleteabriefself-evaluation(tobedistributedon1stdayofclass).
ClinicalPreparation
Clinicalexperienceisgradedonapass/failbasis(SeeEvaluationFormsonMoodle).Clinicalevaluationswillbecompletedatmidtermandattheendofthesemesterbyappointmentwithyourclinicalinstructor.Studentsareexpectedtobringacompletedself-evaluationtotheappointment.Studentswhocometotheappointmentwithoutthiswillberescheduledforalaterdate.
1. DataCollection:ThefollowingisanoverviewofthedatathatstudentswillcollectonMondayevening(between4:00and6:30pm).
• Lab coats and name tags (no blue jeans) are requiredwhen visiting the nursing units for datacollection.
• Using theN213AcuteCarePediatricsClinicalAssessmentTool (postedonMoodle), studentswillreviewthepatientchartandgatherthenecessaryinformationtoplantheircarefortheirpatient.The clinical assessment tool is notonly tobeused for clinical preparationbut is expected tobeusedasaworkingdocumentthatthestudentwilldocumentandchangeastheyworkwiththeirpatient. Theclinicalassessmenttoolwillbereviewedbytheclinical instructordailyand is tobepassedintotheclinicalnursinginstructorattheendofthelastclinicalday.ClinicalInstructorswillreviewthespecificexpectationsforclinicalinorientation.
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2. Prepareanorganizationalplan(i.e.aworkplan)foryourshift.• Thisisaspecificorderly,sequentialplanwhichoutlinesthecareyouwillprovideforyourclient(s)
duringyourshift(includeallrelevantassessments,vitalsigns,allmedicationsaswellascoffee&lunchbreakinyourplan).Thepurposeofthisplanistoorganizeyourshift;therefore,itshouldbekeptinyourpocket.ThisisincludedintheN213ClinicalAssessmentTool.
3. MedicationCardsforclient(s)• When you are on the Pediatric Unit, you are expected to have researched and be prepared to
verbalizeknowledgeofeachroutineandeachprn(orasneeded)medicationprescribedforyourpatientincluding:o Classificationo Generalactiono Reasonpt.isreceivingthemedicationo Recommendedsafedoseo Isyourpatient’sdosewithinthesaferange?o Importantsideeffectso Nursingimplications,includeanimplicationforclientteachingo Forliquidmedicines,calculatevolumetobeadministered
• Pleasebringyourdrugbookswithpagesnotedthatyoumayneedtorefertoformedication
administration.Youmayalsochoosetocreate/usedrugindexcardswithinformationavailableasabove.
• Thoroughpreparationforclinicalisastudentresponsibilityandanessentialcomponentofsafe,qualityclientcare.
4. HomePreparationforClinicalExperiencea. Useyourtextbookandotherappropriateresourcestoresearchthefollowinginformationabout
yourclient.Bepreparedtodiscusswithyourclinicalinstructor.b. Diagnosisoftheassignedclient(s)c. Etiologyandpathophysiologyofyourclient’sconditiond. Usualsignsandsymptomse. Signsandsymptomsexhibitedbyyourclientf. Appropriatenursingcare,includinganyskillsrequiredtocarefortheclient(s)g. Medicationsh. Relevantdiagnostictestsi. Relevantgrowthanddevelopmentj. Communicationtechniquesandskills
AcuteCarePediatricsClinicalAssignments
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JournalArticleSummary Value:10PointsWriteabriefsummary(4pagemaximum)oftwoarticles(onthesametopic)youhavereadthataredirectlyrelatedtoyourclinicalexperienceinpublichealthnursing(e.g.pediatricpainandpainmanagement,preparingforprocedures,childlifespecialistrole,ambulatorycare,communicatingwithchildren,pediatricphysicalassessment).Yoursummaryshouldinclude:1. Whyyouchosethearticle?2. Whyisthisarticlerelevant/applicabletopracticeinPublicHealthNursing?3. Whatarethemainpointstheauthorsaretryingtoconvey?4. Howcouldyouusewhatyoulearnedfromthesearticlestosupportyournursingpracticeinthefuture?
ThisistobewrittenusingAPAformatwithaminimumof2levelsofheading,acoverpage,in-textcitationsandreferencepage.
PediatricPatientRoundsValue:IncludedinclinicalevaluationStudentswillhaveopportunityduringtheacutecarepediatricrotationtocareforchildrenexperiencingavarietyofillnesses,bothchronicandacute.Studentswillspendaconsiderableamountoftimepreparingtocareforthechildrenandwilldevelopasignificantknowledgebaserelatedtotheillnessorcondition.1. StudentswillbeaskedtopresentoneoftheirpatientstotheirclassmatesinPediatricPatientRounds.
Studentswillelaborateontheirclientassessmenttooltohighlightparticularaspectsofthenurse’sexperienceincaringforthechildandthechildandfamily’sexperienceoftheillness.
2. Studentswill:3. Introducethepatientusingthedemographicdata4. Identifyanddefinethediagnosis5. Providebasicpathophysiologyoftheillnessincludingsigns&symptoms6. Discusstheirpatientssignsandsymptoms7. Discussassessmentsandnursingcareincludingmedications.8. Discussprinciplesoffamilycenteredcareastheyhaveappliedtothefamilytheycaredfor
ThiswillbeaninformalpresentationinthatnoAVaidsarenecessarybutstudentsareexpectedtobeknowledgeableoftheirpatientandbepreparedtoanswerquestions.
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ASSIGNMENTS
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GeneralGuidelinesforAssignments
1. Allwrittenassignmentsrequireatitlepage.ThetitlepagemustfollowAPAformat(6thedition).
2. PleasesubmityourassignmentviatheappropriatedropboxonMoodle.Lateassignmentsmustbesubmitteddirectlytoyourprofessor.
3. AllassignmentssubmittedviaMoodlemustbeinaWorddocument.StudentswillbeaskedtoresubmittheirassignmentifitisnotinWordformat.
4. Bothideasandquotationsdrawnfromothersourcesmustbereferencedinthetext.RefertoUPEI
AcademicRegulation23rePlagiarismandotherformsofacademicdishonesty.
5. Assignmentsmustbesubmittedontime.AllassignmentsinN213willbedueat1600hronFriday.Pleaseseepage10fordetails.Exceptionswithoutpenaltymaybemadeinthefollowingsituations:
• Whenastudentisill,hasreportedtotheHealthCentreorafamilyphysician,andhas
requestedtheHealthCentreorthefamilyphysiciantoadvisetheSchoolofNursingregardingtheneedforanextensionduetohealthreasons.
• Whenastudenthasconsultedwiththefacultymembergradingtheassignmentpriortoa
submissiondateandhasobtainedanextension.
6. Extensionswillnotbegrantedunlessthereareextenuatingcircumstances.
7. Lateassignmentswillbepenalized3%aday(includingweek-ends)foramaximumof5days.Afterthatdate,lateassignmentswillnotbemarkedandthestudentwillreceiveagradeof0ontheassignment.However,allassignmentsmustbesubmittedinordertofulfillcourserequirements.
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FamilyAssessmentAssignmentValue:15points
Thereareavarietyofinstrumentsthatnursescanusetoassistthemincompletingacomprehensivefamilyassessment.YouwillcompleteafamilyassessmentonYOURfamilyofBIRTHorADOPTION,usingtheCalgaryFamilyAssessmentModel(CFAM).
AccordingtoCFAM,thefamilyhasthreedimensions-structural,developmental,andfunctional.YouwillrefertoyourclassreadingsandtextbookstohelpyouanswerthefollowingquestionsaboutyourfamilyusingCFAMasguide.
GuidelinesfortheFamilyAssessmentPaper
1. Theassignmentmustbetyped.APAformatisrequired(6thedition)(includeanintroductionandconclusion,andappropriateuseofheadings.
a. Aminimumof2levelsofheadingsexpectedtoidentifythevarioussectionsofeachassignment.b. Aminimumoffive(5)scholarlyreferencesareexpected.
i. Preferablypeerreviewedresearchortheoryfromrecognizedprofessionaljournals,textbooks,andcrediblewebsiteswhennecessary.
2. Toensureconfidentialityforthefamily,onlyfirstnamesshouldbeusedinallsectionsofyourfamily
assessmentassignment.Donotfeeltheneedtoincludesensitiveinformationinthisassignment.Includeonlyinformationthatisrelevanttotheassignment.
3. Trytobespecificwithyourdocumentationanduseevidence(theory)tosupportyourobservations.
Referenceshavebeenlistedineachsectionoftheassignment.Thesearerequiredreadingstocompletetheassignment.Theyalsorepresenttheminimumnumberofreferences
4. Rememberthatoneofthemainpurposesofthisassignmentistoprovideyouwithanopportunityto
applyandintegratethetheoryyouarelearninginclassandseminars.
5. Maximum3000words(excludingcoverpage,referencepage,andappendices)
FormatforPaper
1. Introductiontothepaper
2. Structuralassessment
a. Internalstructurei. Genogram(Includeinappendices)
• Useagenogramtosummarizeinternalstructureofthefamily(familycompositionandrankorderofthefamilymembers).
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• Forthegenogram,familycompositionshouldincludeallfamilymembers(eventhosenotcurrentlyresidinginthehousehold)andanyotherindividualswholiveinthehome.Includepertinentinformationabouteachfamilymember.
• Includethreegenerations.Includeparents’siblings,theirrankorderandages(namesandoccupationsoftheparents’siblingsarenotrequired).References:Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.77-88)• Externalstructure
ii. Ecomap(Includeinappendices)• Useanecomaptooutlinethefamily’sexternalstructure.• Whatobservationscanyoumakebasedontheecomap? References:Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.88-90)
3. Context
a. Brieflydescribereligious,culturaland/orethnicbeliefsandpracticesthatinfluencefamilylife.• Doesthefamilyidentifywithaparticularreligiousorethnicgroup?• Howisreligiousorethnicbackgroundpartoffamilylife• Whatspecialreligiousorculturaltraditionsarepracticedinthehome(e.g.Foodchoicesandpreparation)?
• References:o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamily
assessmentandintervention.FADavis.(pp.67-74)o Hockenberry,M.J.,&Wilson,D.(2015).Wong'snursingcareofinfantsand
children.ElsevierHealthSciences.(pp.32-39)
b. Brieflydescribetheenvironmentofthefamilyusingthefollowingquestionsasaguide.i. HomeEnvironment:
• Discussthefamily’shomeenvironmentbyaddressingthefollowing:• Describethetypeofdwelling(home,apartment,etc.).Doesthefamilyownor
rent?• Describethegeneralconditionoftheinteriorandexteriorofthehome(general
stateofrepair,cleanliness,conditionandadequacyoffurniture,etc.).• Adequacyofspace,sleepingarrangements,playarea,privacyforfamily
members• Typeofheat;Adequacyofheat,lighting,sanitation• Presenceofsmokedetectors,fireextinguishers,etc.• Presenceorabsenceofsafetyhazardsinthehome(includespecificexamplesto
illustratepresenceorabsenceofage-appropriatesafetyprecautionsinthehome)
• Presenceoftobaccosmokeinthehome• Commentontheimpactoftheenvironmentonthehealthoffamilies.
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ii. Neighbourhood/CommunityEnvironment:
• Discussthefamily’sneighbourhood,andcommunityenvironmentbyaddressingthefollowing:
o Typeofneighbourhood(rural,urban,city)anddensityofpopulationo Typeofdwellingsintheneighbourhood(residential,industrial,
agricultural)o Conditionofdwellingsandstreetso Exposuretocontaminantsinthesoil,air,water?Noise?o Whathealthservices(doctors,dentists,healthclinics,hospitals,etc.)and
otherbasicservices(food,clothing,pharmacy,school,church,playground,park,etc.)areavailableintheneighbourhoodandcommunity?
o Identifywhichcommunityresourcesareutilizedbythefamily.o Describerelationshipswithneighbours.
• References:o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamily
assessmentandintervention.FADavis.(pp.74-75)o PublicHealthAgencyofCanada,WhatmakesCanadianshealthyor
unhealthy?Retrievedfromhttp://www.phac-aspc.gc.ca/ph-sp/determinants/determinants-eng.php
4. DevelopmentalAssessment
a. FamilyDevelopment• Identifythestageofthefamilywithinthefamilylifecycle.• Listthetaskstobeaccomplishedatthisstageandbrieflydescribehowtheparentsare
managingwitheachofthetasks.• References:
o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.95-99;111-123)
b. EarlyChildhoodDevelopment
• Basedontheliterature,discusshowearlychildhooddevelopmentinfluencesthehealthofthechild(ren)inyourassignedfamily.
• Identifyanddiscussspecificprotectivefactorsandriskfactorswithinyourfamilyrelatedtoearlychildhooddevelopment.
• References:o PublicHealthAgencyofCanada,WhatmakesCanadianshealthyorunhealthy?
Retrievedfromhttp://www.phac-aspc.gc.ca/ph-sp/determinants/determinants-eng.php
o CanadianChildCareFederationandCanadianInstituteofChildHealth(2001).Whatweknowaboutthebrain.Ottawa,Ontario:Author.pp.1-5.
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5. Functionalassessment
a. MajorFormalRolesofFamilyMembers:• Whatactivitiesdoesthefamilyperformtogether?• Whataretheresponsibilitiesofindividualfamilymembers?• Whoisresponsibleformealplanning,cooking,cleaning,shopping,disciplineandchild
care?• Whousuallyoverseeswhatishappeningwiththechildren,suchasatschoolor
concerningtheirhealth?• Howaretherolesofthemotherandfathersimilaranddifferentinthisfamily?• References:
o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.134-136)
o Kaakinen,J.,Hanson,S.,&Denham,S.(2010).Familyhealthcarenursing:Anintroduction.InJ.Kaakinen,V.Gedaly-Duff,D.Coehlo,&S.Hanson.Familyhealthcarenursing:Theory,practice&research.Philadelphia:FADavis(pp.28-30)
b. CommunicationPatterns:
• Observeanddescribefamilymembers’responsestoeachotherandhowfreelyfeelingsareexpressed.
• Observeanddescribesupportandattentionshowntovariousfamilymembers.• Whomdofamilymemberstalktowhensomethingisbotheringthem?• Ifsomeoneisupset,howdootherfamilymemberstrytocomfortthisperson?• Whocomfortsspecificfamilymembers?• References:
o Kaakinen,J.,Hanson,S.,&Denham,S.(2010).Familyhealthcarenursing:Anintroduction.InJ.Kaakinen,V.Gedaly-Duff,D.Coehlo,&S.Hanson.Familyhealthcarenursing:Theory,practice&research.Philadelphia:FADavis(pp.30-32)
o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.124-134)
c. FamilyDecision-Making/DisciplinePatterns:
• Whousuallymakesthedecisionsinthefamily(e.g.finances,majorpurchases,healthrelatedconcerns,familyholidays,etc.)?
• Ifoneparentmakesadecision,canthechildappealtotheotherparenttochangeit?Whatinputdochildrenhaveinmakingdecisionsordiscussingrules?
• Whomakesandenforcestherules?Whathappenswhenaruleisbroken?• Howwouldyoucategorizetheparents’styleofdiscipline?(Includeevidencetosupportyour
choice).• References:
o Wright,L.M.,&Leahey,M.(2012).Nursesandfamilies:Aguidetofamilyassessmentandintervention.FADavis.(pp.133-134)
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o Franklin,Q.&Mooney-Doyle,K.(2015).Social,cultural,religious,andfamilyinfluencesonchildhealthpromotion.InHockenberry,M.J.&Wilson,D.(Eds.).(2015).Wong’snursingcareofinfantsandchildren.St.Louis,MO:Elsevier.(pp.24-26).
6. Strengths
a. Identifysixstrengths/supportsofthisfamily.b. Discussandrelatethesesixstrengths/supportstothequalitiesofstrongfamiliesfoundinBox
2-3(pg.22)inWong’sNursingCareofInfantsandChildren.
LearningActivitiesValue: 15points(total)