University of Windsor
Faculty of Nursing
Collaborative Bachelor of Science in Nursing Program
(University of Windsor, Lambton College, St.Clair College)
63-277
Winter 2008
Course Outline
Nursing Care of Children and Youth with Episodic Illness and
Long-Term Health Needs
University of Windsor
Dr. Sharon McMahon
Lead Teacher
St. Clair College – Windsor
C. Bissonnette
S. Sheets
St. Clair College – Chatham
L. Compton
Lambton College
S. Harrison
©Faculty of Nursing Collaborative Nursing Program 2002
ALL RIGHTS RESERVED
Revised for 2008
63-277 - Alterations in Health II
Nursing Care of Children and Youth with Episodic and Long Term Health Needs
Course Description
This is the second course in a four-course sequence focusing on health, maturation and adaptation. The course examines the interaction of growth and development, environment and nursing on the maturation and adaptation of children and youth with episodic illnesses and long - term health needs with predictable outcomes. Critical thinking, the nursing process, communication, caring and teaching/learning along with assessment, intervention and evaluation skills in health and illness are emphasized.Prerequisites: 63-271, 63-272, and 63-273.
Course Intent
63-277 will continue the exploration of health, maturation and adaptation in the family context in relation to growth and development for children and parents in child rearing activities. Healthy lifestyles, risks, episodic and long term health concerns will be discussed. The nursing process, communication, caring, teaching and learning, interventions, cultural considerations, along with assessment and intervention skills as they relate to wellness, health risk amelioration, and illness within a family context.
Program Competency Outcomes
By the end of the program, graduating students will be able to:
1Implement behaviours to promote personal and professional self-development.
2Integrate the ethical, legal, professional and regulatory parameters into nursing practice.
3Formulate clinical judgments that are based on critical inquiry an analytical reasoning.
4Integrate nursing and multi disciplinary knowledge into nursing practice.
5Integrate research findings into clinical practice, education and management.
6Implement the nursing process to promote, maintain and restore the health of individual, families, groups and communities.
7Use the teaching/learning process to promote the health of individuals, families, groups and communities.
8Collaborate with clients, their families, communities, members of the health team and other organizations for the promotion, achievement and restoration optimal health.
9Integrate leadership and management roles into the delivery of health care.
10Engage in activities to promote the development of the profession of nursing.
Course Competency Outcomes
By the end of this course, the student will be able to:
1.Articulate their personal evolving philosophy/values of nursing in the care of children and child rearing families.
a.Use a reflective exercise to record personal values toward childcare and family - centered care. (Exam) (CPA #1)
b.Integrate discussions with others to set goals that enhance child-rearing family care in health, episodic and long-term care situations. (Exam)
c.Relate personal learning needs, readiness and style to health care needs and family development. (Classroom discussion & CPA #1)
2.Maintain standards of professional nursing practice as they relate to family-centred care of children in episodic and long term illness, developmental and health maintenance issues.
a.Advocate for legal and ethical rights of children and families. (CPA #1 & Exam)
b.Use CNO Standards of Practice and selected RNAO best practice guidelines to provide appropriate care plans for children and child-rearing families (within the role of the S.N.) (Exam)
c.Adhere continuously to policies for class conduct, the collaborative nursing program, the educational setting, and participating agencies. (Exam)
d.Analyze, with assistance, ethical principles and dilemmas encountered in the care of children and child-rearing families. (Exam)
e.Document health states and care of children and families. (Exam)
3.Formulate professional judgments on the health needs of children and child rearing families.
a.Use inductive and deductive reasoning to assess and diagnose the needs of children and child-rearing families. (Exam)
b.Use critical analysis and problem-solving skills to prioritize and solve health care issues/needs of children and child rearing families in episodic and long term illness and health situations. (Exam)
c.Apply evidence-based practice data/findings validate pediatric care. (CPA #1 & Exam)
d.Generate strategies to promote child and family-centred care. (CPA #1 & Exam)
4.Integrate multi-disciplinary theories to promote the health, communication, maturation and adaptation of children and child-rearing families.
a.Integrate multi-disciplinary theories as a basis for practice. (Exam)
b.Analyze the relationship between a family’s health, maturation and adaptation. (Exam)
c.Apply selected theories and knowledge in performing child and family assessments. (Exam)
d.Apply theories of parenting in the promotion of health, adaptation and maturation in child-rearing families during episodic and long-term health concerns and developmental crises. (Exam)
e.Apply theories of conflict resolution and crisis intervention in care of children and families. (Exam)
f.Provide theoretical rationale for all actions taken to promote the health of children and families. (Exam)
5.Utilize principles of evidence-based practice to promote optimal child growth, development, health maintenance and family development, adaptation, coping and maturation.
a.Apply research findings and references that are relevant to the age and stage of children and families. (Exam & CPA #1)
b.Formulate researchable questions to promote the health of children and child-rearing families. (Exam & CPA #1)
6.Apply the nursing process to promote health, prevent illness/injury/risk, stress management, needs resolution, family development, adaptation and integrity.
a.“Compare” pediatric history and physical assessments to norms. (Exam)
b.Generate diagnoses that logically follow data collection. (Exam)
c.Describe collaborative strategies with children and families. (Exam)
d.Construct interventions to meet family and child needs for health promotion, illness/injury prevention, illness care in episodic and stable long-term care conditions. (Exam & CPA #1)
e.Evaluate family outcomes and child-centred, modified plans as required. (Exam)
7.Implement teaching/learning plans to assist child-rearing families as they strive to promote health, illness prevention, growth, development, adaptation and maturation.
a.Determine learning needs of children and parents. (Exam)
b.Identify learning needs of children and parents anticipating developmental changes and needs. (Exam)
c.Compare and contrast readiness to learn with the adaptive and change processes. (Exam)
- Construct appropriate teaching strategies for children and families. (Exam)
e.Create therapeutic play, music and recreational art activities that promote teaching, learning, stress management and coping therapeutic plans. (Exam)
8.Collaborate and consult with children, families and health team to develop child-focused strategies to achieve optimal health, adaptation and maturation.
a.Use therapeutic and professional communication techniques with children and families to promote health, adaptation and maturation. (Exam)
b.Apply the principles of a helping relationship throughout various ages and stages. (Exam)
c.Demonstrate respect for family care plans, cultural beliefs and practices of child-rearing and family responses to illness. (Exam)
d.Protect children from danger, violence and abuse. (Exam)
- Analyze the student nurse’s roles in leadership and management of health promotion, illness/injury prevention and illness care of the child in a child-rearing family.
a.Articulate SN role when family conflict, child abuse, peer conflict, bullying are identified and suspected. (CPA #1 & Exam)
b.Describe collaborative strategies and SN roles, leadership activities and management styles. (CPA #1 & Exam)
c.Demonstrate time management and resource development in the care of children and child-rearing families. (Exam)
d.Discusses child-rearing family health issues. (CPA #1 & Exam)
- Demonstrates leadership and management strategies as a SN to address discrepancies between ideal/simulated/and real childcare goals, facilities and plans. (Exam)
10.Relate nursing roles, therapeutic strategies and activities appropriate for children to promote to child growth, development and health, adjustment to illness plus prevention of injury and illness within a family-centred care context.
a.Create strategies that enhance child and family care and roles of nursing in the promotion of health, injury/illness prevention, illness care, health maintenance, developmental and family care strategies. (CPA #1)
Evaluation Methods
Competency Performance Assessments (CPA’s)
% age / Date/TimeTest #1 (Weeks1-4) / 20% / Week of Feb 11th 1 Hour
Wed, February 12, 2008
Test #2 (Weeks 5-9) / 20% / Week of March17th 1 Hour
Wed, March 19th, 2008
Final Exam* cumulative / 35% / April 14, 2008 8:30-11:30 3 hours
CPA #1 -Paper / 20% / Due week ofFebruary18th
In class February 20th, 2008
Unscheduled in-class quizzes / 5% / Best 5 out of 6, in class randomized across the semester
TOTAL / 100% / All must be completed to receive course grade
Grading Scheme
Grades will be computed as follows:
A+ = 93 – 100A = 87 - 92.9
A- = 80 - 86.9 / B+ = 77 - 79.9
B = 73 - 76.9
B- = 70 - 72.9 / C+ = 67 - 69.9
C = 63 - 66.9
C- = 60 - 62.9 / D+ = 57 - 59.9
D = 53 - 56.9
D- = 50 - 52.9
F = 49.9 - 35
F- = 34.9 or less
A minimal cumulative grade of C- (60%) must be achieved on Tests 1, 2 and final exam in order to pass the course. An overall C- is required when all elements are calculated in order to pass the course
Break week
University of Windsor CampusFebruary 25th
St. Clair College - Windsor CampusFebruary 25th
St. Clair College – Thames CampusFebruary 25th
Lambton CollegeMarch 3rd
Faculty of Nursing Policies
1.Students of the Collaborative Nursing Program are required to demonstrate behaviours consistent with the College of Nurses of Ontario “Professional Standards”and “Practice Standard: Ethics” Failure of any nursing student to conform to the principles of these documents may result in dismissal from the Faculty of Nursing Collaborative BSc.N program.
2.The final exam is cumulative. No supplemental examinations or assignments will be offered in this course.
3a.Students missing tests, without informing the professor in writing via e-mail, 24 hours in advance of the start time of the test and without valid reason**, will not be permitted to write the test at a later date and will receive a grade of “0” on the exam and may be in jeopardy of failing the course as not all segments will have been completed. Any student who is away from class on the days that the unscheduled randomized inclass quizzes are administered, will be considered absent. No makeup or supplemental quizzes will be provided under any circumstances.
**Acceptable validreasons may include:
- religious holidays as per those identified on accepted list on-line and in the calendar and in keeping with human rights and bylaws of the campus at which the student is enrolled
- medical illness – stating that student was not able to write the test on the specific date pre-set, and stating a designated date (in writing) when the student will be considered well-enough for test-sitting as declared by the health-care practitioner,
- intimate family member’s death when accompanied with documentation of relationship and attendance, responsibilities, requirements as supported by a clergy or funeral director
- documented conflict with a registered course in which the student is registered .
Unacceptable reasons for missing tests or paper deadlines include (but are not limited to): employment demands, family crises, travel options, personal disorganization, failure to bring correct student ID, sleeping in, and car problems or lack of transportation.
For all tests and unscheduled in-class quizzes, students are expected to conduct themselves in accordance with the expectations of the Senate / governing body for your setting, and code of behaviour during all testing activities. Professors and proctors have the right and responsibility to remove students who do not have the proper ID, who arrive late, and who are cheating, and/or who use the aid of unofficial technological devices or strategies/tools. There is zero tolerance for cheating or plagiarism. Students may expect to receive a disciplinary hearing and may be liable to an academic-related penalty associated with any infraction of any rules or expectations associated with the conduct of this course as established in the Bylaws and CNO guidelines for students.
No technological transmission devices will be allowed in any testing activity: finding the use of same will result in expulsion from the test and a “0” grade and further follow up.
3b.Students writing at a different time may be assessed an administration fee and may write another variationof the test. Students are expected to keep the content and answers they gave as “confidential” until all sites have completed the testing process. Each site will offer variations of tests to minimize cross - referencing and relating of content information to others.
4.All exams/tests/assignments must be submitted to receive a grade in the course, except when a formal application is made with complete and time-sensitive documentation for aggregate standing. See the official process on each site.
5.Late submission of assignments (e.g. papers), without the professor’s consent in writing will result in 5% per day reduction. After five days, the paper will receive a mark of zero. The paper must be submitted to complete the course expectations and to receive a grade.
6.Assignment: A penalty of 2 marks per page will be deducted for anything beyond 10 pages of body.The content after 12 pages will notbe marked.
7.All written assignments must follow current APA format from cover page to appendices and references. Follow site-specific requirements for submission – e.g. envelope format.
8.An appendix may be used to present related materials and supportive data.
9.Anyone demonstrating dishonesty, cheating or plagiarism in relation to any aspect of this course will receive an “F” grade, and must meet first with the level co-ordinator or site representative and may appear before the academic performance committee which may ascribe a penalty in keeping with the infraction.
10. A Turnitin©submission formand originality report must be submitted with the paper maintaining the standards begunin 63-271 and 273 from Fall semester (07).
11.The use of recording devices of any kind is not allowed without permission of the professor.
12.Decorum in the school setting and on the web must be safe, respectful and professional toward peers, staff and professoriate, the public and mustcomply with CNO standards, nursing professional codes of conduct, and institutional expectations. Failure to do so will be investigated and followed up.
Unscheduled Randominized In-class Quizzes
Clicker technology will be required for six randomized class quizzes (10 marks each) to be administered at any time during class and across the semester covering the self-prep items outlined in the reading guide. The best 5 out of 6 markswill be selected and converted to 5% of the total grade. Tests that have not been entered/written will receive a “0” and this will be included in the overall average if the number of tests to be averaged goes beyond dropping the lowest mark. Each student must have their own clicker ID and will need to inform professor of their clicker ID number at the start of the semester. Tests may not be done by any other student other than the owner of the clicker. Students are responsible for their own clickers. Some personal identification should be placed on the clicker to differentiate it from the others that appear identical.Students must keep their clickers in a secure,safe place. Loss of clicker should be reported to administration, but will not be grounds to be excused from the testing component of the course. There will be no other opportunities to participate in the unscheduled randomized in-class quiz other than the time at which it is presented. Students should expect that they will be using their own device across other courses and in future years.
Where Clicker technology is not available, alternate forms of quiz administration will be implemented.
Students are welcome to attend office hours as provided at each campus. To respect the access of many students to few faculty, a limit of 15 minutes is booked for each appointment and students will be asked to log in when they come for counseling. Teachers will not be explaining or reviewing the total content of classes at one sitting. Test reviews are also to be timely and to acknowledge the need of the whole class to have access to the professor. When office hours are over, the professor has the right to close the hours and to postpone those students who have not been seento the next office hours. Please be respectful of the needs of others. Professors will not be available regularly outside office hours. Students requesting to meet with the professor at a different time outside office hours must e-mail ahead of time(at least 48 hours) and request a mutually convenient appointment at the discretion of the professor.
Review of tests will be permitted in the presence of the professor, or delegate. No notes or records of any kind are to be made of the content of the tests or the answers, or gaps in areas to study. Students who question the correct answer must provide validation and reference for their proposed answers. There will be no arguing about what answer is better than another just based on opinions. Tests will be available for review on a first-come, first seen, sign- up basis in the hours provided and in 10 -15 minute blocks of time in private or small groups.
Course content will not be taught privately to fill in missed classes. Professors may reserve the privilege to limit review of tests to one test pervisit up to two weeks after each test has been written. Appointments will need to be made for each test a student wishes to review.
Professors will be taking attendance in class and during office hours to assist in the monitoring of student services and requests for help. There will be no direct marks for class attendance but participation is expected and professors may reserve the right to deny students the opportunity to inquire about class content missed without a validated reason or permission.
Required Texts/Resources
Hockenberry, M.J., Wilson, D., Winkelstein, M.L., Kline, N.E. (2006). Wong’s nursing care of infants and children. (8th ed.).St. Louis: Mosby