成人大片

Dr Tamara Page
Program Coordinator  
Adelaide Nursing School
The 成人大片
AUSTRALIA 5005

Phone: +61 8 8313 1225
Fax: +61 8 8313 3594
tamara.page@adelaide.edu.au
www.health.adelaide.edu.au/nursing/

Responding to fever and dehydration in infants and children

Week	Lecture	Tutorial	Clinical Skills Session	PBL	Assessment
1	The theories of lifespan and development
2	Cognitive, social and personal development during infancy
3	Cognitive, social and personal development during childhood	The concept of family centered care
4	Cognitive, social and personal development during adolescence	Physiological changes from infancy to adolescence
5
6	Responding to fever and dehydration in infants and children
7	Acute illness presentations in children	Recognising and managing a seriously ill child part 1 - acute illness	Care aspects of the child - feeding and nutrition/bathing and nappy changing
8	Chronic illness presentations in children	Recognising and managing a seriously ill child part 2 - chronic illness	Care aspects of the child - feeding and nutrition/bathing and nappy changing
9	Changes in the female body due to pregnancy		Paediatric BLS and administration of medications
10	General Nursing care of the pregnant woman		Paediatric BLS and administration of medications
11	Paediatric Medications - O, S/C, IM, IV, IO.	Paediatric Medications - O, S/C, IM, IV, IO - practice calculation session	Paediatric Vital Signs
12	Maternal health mortality - eclampsia, abortion, haemorrhage		Paediatric Vital Signs

1. Demonstrate scientific curiosity and the adoption of appropriate attitudes towards the human body and paediatric patients.
2. Examine the psychosocial and psychological development milestones of infancy to adolescence
3. Correlate specific structural features of cells, tissues, organs and systems of the human body from infancy to adolescence
4. Apply their knowledge of the human body in the interpretation of health-related scenarios encountered in day-to-day living and pertaining to paediatric patients.
5. Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of women in the perinatal period and to paediatric patients.
6. Demonstrate skills to perform an assessment of a newborn, infant child and adolescent
7. Practice safe administration of medications for infants and children and maternity patients
8. Justify the choice of treatment modalities for critical illness, during pre/during/post surgical procedures and within maternity and paediatric environments.
9. Develop nursing skills compliant with the NMBA standards required to provide competent care to patient in maternal health scenarios and for paediatric patients.

Ball, J. W. Bindler, J Cowen, K. J. 2014 Child Health Nursing  Partnering with Children and Families. 3rd Edition. Boston, Pearson.

My Virtual Child found at

Barnes, M. & Rowe, J. 2013 Child Youth and Family Health Strengthening Communities 2nd Edition  Elsevier, Marrickville

1. Face to face lectures – this course benefits from the real time delivery of content. Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology. Much of the content for this course is supported by textbooks with web page and e-learning supports (e.g. flash cards for revision). The Adelaide Nursing school supports the audio and video capture of lecture content as an aid to revision.
2. Problem Based Learning Tutorial sessions – PBL session enables small group discussion and peer interaction around a particular content. The PBL facilitator manages a staged release of information regarding the case at hand of which students need to formulate hypotheses and suggest interventions. The student group drives the direction of the inquiry and prepares a range of learning and resources for the following week where more details of the case are distributed. The facilitator will encourage and develop students to apply critical thinking of the scenario. The School of Nursing has been successfully using PBL for a number of years and staff from both undergraduate and postgraduate teaching are experience PBL facilitators.
3. Clinical Skills sessions - The Skills Laboratory within the Faculty of Health Sciences provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low fidelity simulation. Students will perform skills such as paediatric resuscitation, assessment and nursing care of infants. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. Further enhancement of the lab facility will enable high fidelity simulation to ensure the skills development of students occurs across the three years of the program.
4. Clinical placement (aka professional experience) - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university staff and clinicians to reinforce learning and ensure consistency of course objectives. 

WORKLOAD
The workload for this course requires attendance at:
· 1 x 2 hour lecture / week
· 4 x 1 hour clinical skills sessions / semester
· 3 x 3 hour PBL tutorial / semester
Non contact hours for assessment and tutorial preparation will be 5 hours / week

The tables below indicate the lecture, tutorial, clinical skills sessions and PBL based tutorials for Nursing in Complex Settings 2. 


Lecture /Tutorial series

1. Theories of lifespan development and care of the child
2. Cognitive, social and personal development during infancy
3. Cognitive, social and personal development of preschool age
4. Cognitive, social and personal development during middle childhood
5. Cognitive, social and personal development during adolescence
6. The Concept of Family Centered Care in the Paediatric Environment
7. Physiological changes from infancy to adolescence
8. Health promotion and maintenance for newborn and infants
9. Health promotion and maintenance for children
10. Responding to fever and dehydration in infants and children
11. Acute illness presentations in children
12. Recognising and managing a seriously ill child part - acute care
13. Chronic illness presentations in children
14. Recognising and managing a seriously ill child part - chronic illness
15. Paediatric medications – calculations and administration (O, S/C, IM, IV, intraosseous)
16. Changes in the female body due to pregnancy
17. General nursing care for the pregnant woman
18. Maternal health mortality – Eclampsia, Abortion, Haemorrhage

PBL

1. Mental health
2. Trauma (MVA) and the care of a child
3. Post operative care for caesarean section

Clinical skills sessions

1. Taking vital signs
2. Feeding and nutrition for children
3. Bathing infants and nappy changing
4. BLS – review of basic life support interventions for infants and children
5. Preparation and administration of paediatric medications

For specific course requirements, please refer to the learning and teaching modes.

Assessment No	Assessment Name	Type of Assessment	Weighting
1	Paediatric Basic Life Support Assessment	Formative	0%
2	Clinical Record/NCAS/Summative Assessment	Summative	NGP
3	Case study	Summative	40%
4	PBL Participation and Attendance	Summative	10%
5	Examination	Summative	50%

Copies of the marking rubrics for each assessment item will be located in;


1.  The Study Guide
2.  MyUni.

Assessment 1: Paediatric Basic Life Support Assessment

Basic life support – paediatric: while Basic Life Support (BLS) applies to all age ranges this assessment requires students to focus on the resuscitation of infants and children. Students will repeat the skill station until they are deemed proficient.

Assessment 2: Kindergym case study

In mid semester break you will be participating in a Kindergym session at Tea Tree Gully Gymsports. This is a new teaching initiative whereby you will have a hands on experience observing, interacting with and assessing a child in their own environment. The initiative involves you attending Tea Tree Gully Kindergym Inc. in small groups (6) where you will have a supervised encounter with children between the ages of 0 and 5 and their supervising guardian. The encounter with the children will include:

Observing a child in relation to expected milestones for their age; and
Undertake a general health assessment of the child (pending parental consent)
By undertaking this observation and engagement you will gain an understanding of how to communicate with a child and their guardian.

The case study requires you to describe the child you observed and how it aligns with the theoretical content and milestones that the child would be expected to be at for their age. You will also be required to describe the health assessment of the child in relation to the norms as well.

Assessment 3: Problem based learning (PBL) Participation and Attendance

Problem based learning (PBL) Participation and Attendance: students who are active participants in the problem based learning sessions each week will receive marks towards their contribution. Each PBL case will extend across 3 weeks with a range of psychosocial, pharmacological, pathophysiological and nursing assessments and interventions based on mental health, trauma and maternal health care.
 

ASSESSMENT 4: Clinical record / NCAS / Clinical Summative Assessment

The Clinical Record identifies a range of competencies as required by the Nursing and Midwifery Board of Australia Competency Standards of the Registered Nurse 2016. Students will have a range of skills records to complete during their clinical placement. The Clinical Record provides evidence that the student has demonstrated the required level of competency standard. Consistent with competency type assessments a non – graded pass is awarded. Some remedial opportunities will be available to those students who fail or are not exposed to certain competencies in the clinical setting. The Clinical Record forms part of the broader portfolio developed across each year of the program and provides a consistent reference for students nursing skill development. 


In addition to the skills record each student is to obtain a completed NCAS (National Competency Assessment Schedule) at the end of each placement. There are a total of 8 competencies to be completed over the 3 year program. A written Summative Assessment must also be obtained at the end of each placement which will be completed by the supervising Registered Nurse and Clinical Lecturer.

Assessment 5: Examination: A 2 hour examination will cover the content of the course.

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted. 

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

Student feedback from the SELTs focussed on improving student learning by

1. improving the time taken to provide grades and feedback following assessment submission. The school has attempted to address this in semester 2 with marking days to ensure an assignment is marked by a few at the same time which also allows for moderation and consistency in grading.
2. Lectures being moved to a reasonable time - unfortunately the timetabling of lectures etc is done University wide taking in the needs of all schools. This requires some courses to have lectures at both the start of the day and the end of the day.
3. There was a lot of positive feedback re the structure of the course, the course coordinator and the use of real children to assist with learning.