2024/25 Undergraduate Module Catalogue

HECS2232 Child Nursing: Health Promotion and Management of Long-term Conditions

40 creditsClass Size: 80

Module manager: Kate Phillips
Email: k.phillips@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

Pre-requisite qualifications

Normally 120 level 1 credits

This module is mutually exclusive with

HECS2231	Adult Nursing: Health Promotion and Management of Long-term
HECS2233	Mental Health Nursing: Health Promotion and Facilitation of

This module is not approved as a discovery module

Module summary

You will discuss the attitudes, values and biopsychosocial-spiritual conditions that promote and restrict health and wellbeing for people with long-term conditions and the impact these have on their quality of life. You will critically appraise the influence culture and diversity have on health and well-being and the impact these have on quality of life. You will critically appraise the evidence base that underpins public health, public mental health, health promotion and prevention. You will access and review research evidence in conjunction with service user, carer and family narratives to critically evaluate the impact of interventions on health and wellbeing. You will describe and evaluate behaviour change strategies.

Objectives

Recognising the complexity of the lived experience of individuals, students will explore:
- factors that promote or challenge health and wellbeing
- the impact these have on quality of life
- the local, national and global health and wellbeing issues
- the underpinning health and social policy designed to address these

Students will explore the management of long-term conditions and children & young people with co-morbidities

Students will discuss their health and wellbeing and that of health professionals and children, young people and their families considering how resilience can be developed, maintained and maximised.

Learning outcomes
On completion of this module students will be able to:

1. Discuss attitudes and values that promote and restrict health and wellbeing for children and young people with long-term conditions and the impact these have on their quality of life in the context of a biopsychosocial-spiritual model.

2. Appraise the influence culture and diversity have on health and well-being of children and young people and the impact these have on their quality of life.

3. Appraise the evidence base that underpins public health, public mental health, health promotion and prevention.

4. Access and review research evidence in conjunction with service user, carer and family narratives to critically evaluate the impact of interventions on health and wellbeing.

5. Describe and evaluate behaviour change strategies for children, young people and their families.

Skills outcomes
Students will undertake a variety of clinical skills within this module to support module content and skills mapping

Syllabus

This is an integrated module that combines 4 strands central to child nursing practice: professional practice; applied practice; the biopsychosocial-spiritual model of health and well-being; and evidence-based practice. Students will continue to develop their understanding of key theories within these strands and their application to the health of adults and their families. The promotion, protection and improvement of health needs will be expanded upon.

Professional Practice:
- Ethics: principles -autonomy, beneficence (paternalism), benevolence, non-maleficence and justice including duty of care applied to access to health services and choices of individuals
- Relevant policy, guidelines and legislation
- Anti-discriminatory and culturally sensitive practice
- Gender, culture, diversity and hard to reach groups in relation to promoting health and wellbeing

Applied Practice:
- Interpersonal and communication strategies (including motivational, solution-focused, cognitive and behavioural and asset- based interventions)
- Health needs assessment and health promotion models
- Law in relation to medicines management and long-term conditions (including controlled drugs, PGD’s and self-administration of medications).
- Sustaining behaviour change and developing resilience in communities (Including smoking, diet, exercise, addiction, obesity, breast feeding, antibiotic resistance, sexual health)
- Clinical skills relevant to field and area of practice

Biopsychosocial-spiritual Model of Health and Wellbeing:
- Biological - pathophysiology of body systems relevant to individuals with long term health conditions and co-morbidities
- Psychological - understanding health related behaviour models, psychological demands of acute and long-term illness and co-morbidities, ill health behaviour.
- Social - social structure of disability, culture and wellbeing, self-help, stress management. Structures of care systems e.g. integrated healthcare systems, introduction to international care systems
- Spiritual - Maslow’s hierarchy

Evidence Based practice:
- Epidemiology
- Qualitative research designs (case study, ethnography)
- Quantitative research designs (including cohort studies, case control studies)
- Knowledge integration using different kinds of evidence, (including empirical research, patient experience and narrative, guidelines)

Child:
- Care of children, young people and families using the biopsychosocial-spiritual model, focussing on those with common mental health problems (including depression, eating disorders and associated behaviours e.g. self-harm), and long term or congenital health conditions (including asthma, epilepsy, diabetes, chronic kidney disease, congenital cardiac conditions (including VSD, ASD, TOF), liver transplant (for biliary atresia or self-harm) and the link between physical and mental health
- Interventions required to care for children and young people with long-term and congenital health conditions (pharmacological, psychological, physical)
- Use of physical assessment measures and mental health assessments (including PHQ9, GAD7) including strengths and weaknesses
- Normal child development and impact of life choices of child and family on future health (pre-conceptual care, antenatal care, early years support, infant feeding, weaning, safe-sleeping, smoking, family conditions affecting child growth and development (including dementia, mental health problems, addiction, socio-economic)
- Health promotion and health education strategies for working with children, young people and families

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	10	1.00	10.00
Practical	3	2.00	6.00
Tutorial	25	2.00	50.00
Independent online learning hours			134.00
Private study hours			200.00
Total Contact hours			66.00
Total hours (100hr per 10 credits)			400.00

Private study

The module will adopt a blended learning approach. Students will be provided with learning resources both to support face to face sessions and promote independent learning and curiosity. A blend of independent and group learning tasks will be undertaken during this module.

Students will be expected to undertake pre-reading and come to sessions, both theoretical and practical, prepared to apply their knowledge to a variety of different scenarios and discussions.

Opportunities for Formative Feedback

There will be a mock exam in week 24 which will be peer assessed with group feedback. The formative presentation is marked as a group and written feedback will be given to each group.

Student progress is monitored according to attendance at timetabled teaching, by participation in tutorials and by individual supervisors during the period of group and individual supervision

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Presentation	HNA 20-minute group presentation/10 minutes questioning.	20.00
Group Project	FORMATIVE: Group presentation (Field Specific)	0.00
In-course Assessment	1 hour Mock exam (peer assessed with group feedback)	0.00
Total percentage (Assessment Coursework)		20.00

The group presentation will assess the student's knowledge of issues covered within the module through a health needs assessment of an identified ward with specific health promoting strategies and theories to address an identified health need. The mark for the presentation will be awarded to the group, rather than to individual students. Students need to pass both elements of the assessment. There is no compensation between elements.

Exams

Exam type	Exam duration	% of formal assessment
Standard exam (closed essays, MCQs etc) (S1)	1 hr 30 mins	80.00
Total percentage (Assessment Exams)		80.00

The exam will assess the student's ability to apply the biopsychosocial-spiritual model to the holistic nursing management of long-term childhood conditions. Students need to pass both elements of the assessment. There is no compensation between elements.

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:14:54

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD