NMHS43700 Fund Concpts Children CritCare

Academic Year 2023/2024

This module is designed to promote an understanding of fundamental concepts in critical care nursing of children and their families. The student will learn the scientific principles and research underpinning nursing practice, to enable them to make informed decisions and nursing diagnoses that enhance their clinical practice.

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Curricular information is subject to change

Learning Outcomes:

Successful completion will enable the student to:

● Apply knowledge of developmental physiology to autonomously care for the child with critical care needs.

● Demonstrate a capacity, through comprehensive health assessment and application of knowledge, to care for children and young people receiving advanced respiratory and multi-system support and interventions.

● Critically evaluate the impact of medical interventions and technology on the psycho-social well-being of children and their families.

● Develop a variety of communication and negotiation skills to promote and establish effective relationships with children, their families and the multi-professional healthcare team.

● Identify and critically evaluate relevant research, including national and international guidelines, to promote evidence-based practice within the multi-professional team and critical care setting.

Indicative Module Content:

This module is designed to promote an understanding of fundamental concepts in the care of critically ill children and their families. The student will engage with the theory, scientific principles and research underpinning practice, to enable them to make informed decisions and deliver quality care that promotes confidence and competence in practice.

Student Effort Hours: 
Student Effort Type Hours
Lectures

30
Tutorial

30
Specified Learning Activities

70
Autonomous Student Learning

120
Total

250
Approaches to Teaching and Learning:
Small group teaching within the specialist modules for the students enrolled on this programme lends itself to the facilitation of discussion and peer to peer review which is enriching for the students and a strength of the programme. Facilitators aim to challenge the student’s analytical and critical thinking and writing skills through group discussion and development of a case review. Students are encouraged to dialogue, reflect and consider alternate viewpoints in the learning environment. Through engaging in a student debate, these skills are honed in a supportive environment. 
Requirements, Exclusions and Recommendations
Learning Requirements:

The student needs to be registered with the relevant professional body.

Must have a minimum of one years’ experience in a Paediatric Intensive Care Unit.

Must work a minimum of 78 hours per month in the relevant specialist clinical area.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Project: Written Learning Pack Week 10 n/a Graded No

60
Presentation: Student Debate Week 12 n/a Graded No

40

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students receive individual online feedback post submission of learning pack. Students work in groups with peers to prepare for student debate. Feedback provided for students face to face after presentation, as well as online as part of grading process.

Websites and Online Resources

http://www.hpsc.ie/hpsc/A-Z/MicrobiologyAntimicrobialResistance/InfectionControlandHAI/Guidelines/File,12530,en.pdf = Guidelines for the Prevention of the Ventilator- Associated Pneumonia in Adults in Ireland (2011)

http://www.hpsc.ie/hpsc/A-Z/VaccinePreventable/BacterialMeningitis/Guidance/File,12977,en.pdf =
Guidelines for the Early Clinical and Public Health Management of Bacterial Meningitis (including Meningococcal Disease) 2012

http://www.blobs.org/science/article.php?article=8 = respiratory physiology

http://www.ccmtutorials.com/rs/PEEP/page8.htm = tutorials on mechanics of breathing

www.ccmtutorials.com/cvs/index.htm = tutorials on shock

www.med.ucla.edu/wilkes/lungintro.htm = respiratory auscultation

www.adhb.govt.nz/newborn/TeachingResources/Ventilation/Ventilation.htm =
neonatal ventilation

www.aic.cuhk.edu.hk/web8/normal%20CXR.htm = chest X-rays

www.ventworld.com/resources/oxydisso/dissoc.html =
the interactive Oxyhaemoglobin Dissociation Curve

https://hse.ie/eng/about/who/qid/nationalsafetyprogrammes/pressuresulcerszero/
Pressure area care. Click on resources

Recommended Journals:

American Journal of Critical Care
Critical Care Nurse
Intensive & Critical Care Nursing
Journal of Advanced Nursing
Journal of Clinical Nursing
Journal of Neonatal Nursing
Neonatal Network
Nursing in Critical Care
Paediatrics and Child Health
Paediatric Critical Care Medicine
Name Role
Ms Anne Cullinane Lecturer / Co-Lecturer
Miss Katie Morris Lecturer / Co-Lecturer
Ms Orla Daly Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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