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:ktbiggar@upei.caOfficeHours: Byappointmentpreferred

ClinicalInstructors:

HannahWaxer Office: E-Mail:hwaxer@upei.ca CandiceHughes Office: E-Mail:ccjay@upei.ca

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)